牛津譯林版三年級英語下冊第三單元第1課時(shí)優(yōu)質(zhì)教案

英語（三年級下冊）Unit 3 Is this your pencil?Story timeTeaching contents 教學(xué)內(nèi)容Story timeTeaching aims & learning objectives 教學(xué)目標(biāo)1. 學(xué)生能理解Story time的內(nèi)容，并能夠有感情地朗讀。2. 學(xué)生能聽懂、會說、會讀單詞pen, pencil和pencil case。3. 學(xué)生能聽懂、會說、會讀日常用語和句型Is this/that your ? Yes, it is./No, it isnt.4. 學(xué)生通過各種合作學(xué)習(xí)，培養(yǎng)合作學(xué)習(xí)的意識，激發(fā)學(xué)習(xí)興趣。Focus of the lesson and Predicted area of difficulty 教學(xué)重點(diǎn)和難點(diǎn)教學(xué)重點(diǎn)：1. 學(xué)生能理解Story time的內(nèi)容，并能夠有感情地朗讀。2. 學(xué)生能聽懂、會說、會讀單詞pen, pencil和pencil case。教學(xué)難點(diǎn)：學(xué)生能聽懂、會說、會讀日常用語和句型Is this/that your ? Yes, it is. /No, it isnt.Teaching procedures教學(xué)過程Before classEnjoy a song Whats this?Step 1 Warm-up1. Greetings 2. Lets play!T: Pay attention to the rules: If you see a phrase, read it and do it. If you see a tiger, shout “Ahh”! (學(xué)生做游戲)【設(shè)計(jì)意圖：通過歌曲、游戲激發(fā)學(xué)生學(xué)習(xí)英語的興趣，同時(shí)復(fù)習(xí)舊知，為學(xué)習(xí)新知做好準(zhǔn)備?！縎tep 2 Presentation and practice1. Guessing game (1) Yellow boxclothes (旨在新授Is this a ?)T: There are so many beautiful clothes. What are the presents? Lets guess.S: A T-shirt./T: You can come here and guess like this, “Is this a ?”(引導(dǎo)學(xué)生來到投影儀前進(jìn)行猜測，并出示新授句型Is this a ?)S: Is this a ?(前兩幅引導(dǎo)學(xué)生用新授句型一起猜測，最后的一幅圖轉(zhuǎn)為學(xué)生同桌合作進(jìn)行猜測。)(2) Blue box (旨在新授Is that ?)T: Letter “b”.S: Is this a ?T: Its far away from you. So you can say: Is that a ?S: Is that a ?(前兩幅引導(dǎo)學(xué)生用新授句型一起猜測，最后的一幅圖轉(zhuǎn)為學(xué)生同桌合作，猜測練習(xí)。)(3) Green box (旨在新授Yes, it is./No, it isnt.)T: Can you guess?S: Is that a ?T: Yes or no? If you think it is, you can say “Yes, it is.” But if you dont think so, you can say “No, it isnt.” S: Is that a pen?T: Yes, it is. Its a pen. (新授pen，同法教學(xué)pencil )T: The last picture, please guess with you partners.S1: Is that a ?S2: Yes, it is./No, it isnt. T: (教學(xué)pencil case。)【設(shè)計(jì)意圖：通過“猜猜禮品盒里的小禮物”這一活動設(shè)計(jì)，以舊引新，由扶到放，逐步學(xué)習(xí)本課教學(xué)重點(diǎn)，即文具類單詞pen, pencil, pencil case和一般疑問句的問答。】2. Story time (1) Lead-in T: I have a picture here. Can you guess?S: Is that a ?T: Yes, it is./No, it isnt. T: (出示Story time 中的鉛筆圖片) I have a story about this picture. Do you want to have a look?(2) Watch and choose What is the story about?A: The pencil is lost. (丟失)B: The pencil is broken. (弄壞)C: The pencil is stolen. (偷掉)S: A.T: Is this Mikes pencil? (出示第一幅圖片)S: No, it isnt. T: So Mike says: This isnt my pencil.(教師指導(dǎo)朗讀)(3) Listen and underlineT: Who helps Mike?S: Liu Tao and Yang Ling.T: What do they say?S: Is this your pencil?/Is that your pencil?T: (新授Is this/that your pencil?)T: No, they are not Mikes pencil. Where is the pencil? (出示最后一幅圖片)Find the sentence and read loudly. S: Oh, thats my pencil.T: (教thats = that is )(4) Lets read.a. Read after the computer.b. Read after the teacher.c. Read together.(5) Show time (出示Story time的圖片，打亂順序，通過重新排序，帶著學(xué)生說說這個(gè)故事。)【設(shè)計(jì)意圖：在故事情境中，通過對Story time的聽、猜、讀，初步運(yùn)用新句型幫助Mike尋找丟失的鉛筆，最后一起對整個(gè)故事進(jìn)行復(fù)述?！縎tep 3 Production and consolidationT: Mike cant find his stationery. Lets help him. (出示兩幅圖片pen和pencil case )T: I am Mike. Who can help me?S: I can.T: This isnt my pen.S: Is this your pen?T: No, it isnt.S: Is that your pen?T: No, it isnt. Oh, thats my pen. (學(xué)生兩人小組，模仿對話)T: Mike is careless. He lost his pen. We must take good care of our things.【設(shè)計(jì)意圖：通過再次幫助Mike尋找丟失的鋼筆，引導(dǎo)學(xué)生在實(shí)際情境中運(yùn)用新句型，并適時(shí)進(jìn)行相關(guān)的學(xué)習(xí)習(xí)慣教育我們應(yīng)該保管好自己的文具?！縃omework 家庭作業(yè)1. 聽錄音，大聲朗讀story time并能表演。2. 抄寫story time里的新單詞。Teaching aids 教學(xué)準(zhǔn)備（含板書設(shè)計(jì)）教學(xué)準(zhǔn)備：PPT板書設(shè)計(jì)： Unit 3 Is this your pencil ?pen Is this/that a ? Yes, it is.pencil Is this/that your? No, it isnt.pencil case說課在本課導(dǎo)入環(huán)節(jié)，通過歌曲Whats this?和游戲“Lets play”幫助復(fù)習(xí)舊知識（文具類單詞和特殊疑問句句型），為新故事的學(xué)習(xí)做好知識和情感兩個(gè)方面的準(zhǔn)備。 在新授環(huán)節(jié)，通過“猜猜禮品盒里的小禮物”這一活動設(shè)計(jì)，引導(dǎo)學(xué)生在較為真實(shí)的游戲情境中逐步學(xué)習(xí)本課的重點(diǎn)內(nèi)容即一般疑問句的問答和pen、pencil、pencil case這三個(gè)文具類單詞，并通過同桌合作學(xué)習(xí)，由扶到放，能夠?qū)π轮R進(jìn)行初步運(yùn)用。教學(xué)過程中，教師應(yīng)該引導(dǎo)學(xué)生對學(xué)習(xí)難點(diǎn)Is this/that ?的意義理解和一般疑問句的回答進(jìn)行重點(diǎn)體驗(yàn)和關(guān)注，學(xué)習(xí)文具類單詞時(shí)也體現(xiàn)了教師對音、形、義三個(gè)維度的關(guān)注。在故事學(xué)習(xí)環(huán)節(jié)，則通過對故事的聽、猜、讀，引導(dǎo)學(xué)生在故事情境中幫助Mike尋找丟失的鉛筆。這里分三個(gè)層次展開，第一層次是先整體理解故事的主題“Mike的鉛筆丟失了”；第二個(gè)層次是幫助Mike尋找丟失的鉛筆；第三個(gè)層次是找到鉛筆后Mike說了些什么。最后通過對故事的排序，引導(dǎo)學(xué)生對故事的整體理解和細(xì)節(jié)把握。對故事的教學(xué)，由整體進(jìn)入到分塊理解再到整體復(fù)述，通過不