【詳細(xì)版】小學(xué)英語(yǔ)外研新標(biāo)準(zhǔn)三年級(jí)上冊(cè)Module8《英語(yǔ)》三年級(jí)上冊(cè)M8U1教學(xué)設(shè)計(jì)

1、 Module 8 Unit 1 Is it a monster? 教學(xué)設(shè)計(jì) 四川省成都市雙流區(qū)棠湖小學(xué)(南區(qū)) 楊靜教材及年級(jí)名稱英語(yǔ)新標(biāo)準(zhǔn)（三起）三年級(jí)上冊(cè)模塊-單元名稱Module 8 FriendsUnit 1 Is it a monster?教材分析本課是新標(biāo)準(zhǔn)小學(xué)英語(yǔ)三起三年級(jí)上冊(cè)，Module8 Unit1 Is it a monster? 本單元的學(xué)習(xí)內(nèi)容是根據(jù)自己對(duì)物品的推斷進(jìn)行詢問(wèn)。Unit1的課文情境是在公園里，兩個(gè)小女孩看到樹叢后有奇怪的東西，于是做出各種猜測(cè)，她們?cè)絹?lái)越害怕。在猜測(cè)的過(guò)程中，她們一直用”Is it ?”說(shuō)出各自的猜測(cè)。她們已經(jīng)看到了這個(gè)奇怪的東西的一部

2、分，有一定的把握，但是不夠肯定。本單元在三年級(jí)上冊(cè)教材中起著承前啟后的作用。前一個(gè)模塊Module 7的教學(xué)內(nèi)容是詢問(wèn)物品名稱和介紹自己的物品。對(duì)Module8 Unit1有單詞積累和句型上的鋪墊，Module 8與Module 7中Tom用:“Whats this/that?” 提問(wèn)時(shí)的語(yǔ)境不同，Tom完全不認(rèn)識(shí)姐姐書包里的物品，所以直接用：“Whats this/that?” 提問(wèn)。因此，在詢問(wèn)完全不認(rèn)識(shí)的物品時(shí)，用Module 7所學(xué)的“Whats this/that?” 提問(wèn)；當(dāng)提問(wèn)者對(duì)物品有一定把握，需要確認(rèn)自己的猜測(cè)時(shí)，則用Module 7 的: “Is it ?”來(lái)詢問(wèn)并確認(rèn)。M

3、odule 7 Unit1的鋪墊對(duì)學(xué)習(xí)Unit2和 Module 8的學(xué)習(xí)，尤其是重難點(diǎn)句子等有極大的幫助。課時(shí)教學(xué)目標(biāo)1. 語(yǔ)言知識(shí)目標(biāo)：（1）功能：針對(duì)某件物品詢問(wèn)自己的推斷是否準(zhǔn)確。能用一般疑問(wèn)句詢問(wèn)自己的猜測(cè)。并能夠針對(duì)對(duì)方的詢問(wèn)做出肯定或者否定回答。（2）語(yǔ)法：全體學(xué)生能初步運(yùn)用：Is it a cat? Yes, it is. /No, it isnt. Help!（3）詞匯：全體學(xué)生能理解：monster, new, kite, or, dont = do not, know, no, not(isnt = is not), help; 全體學(xué)生能初步運(yùn)用：yes, no, no

4、t(isnt = is not), help; 部分學(xué)生能初步運(yùn)用：monster, new ,kite, dont = do not, know.（4）語(yǔ)音：全體學(xué)生能掌握一般疑問(wèn)句的升調(diào)。2. 語(yǔ)言技能目標(biāo)：（1）聽：全體學(xué)生能聽懂：Is it a cat? Yes, it is. /No, it isnt. Help! （2）說(shuō)：全體學(xué)生能說(shuō)：Is it a cat? Yes, it is. /No, it isnt. Help! （3）讀：全體學(xué)生能初步整體感知：yes, no, not(isnt = is not), help （4）寫：全體學(xué)生能初步視覺感知：yes, no, no

5、t(isnt = is not), help（5）運(yùn)用：全體學(xué)生能初步運(yùn)用：Is it a cat? Yes, it is. /No, it isnt. Help! 3.情感態(tài)度：根據(jù)需要敢于并樂于提出問(wèn)題。通過(guò)活動(dòng)激發(fā)孩子們的學(xué)習(xí)英語(yǔ)的興趣和和培養(yǎng)主動(dòng)參與活動(dòng)的積極性。4. 學(xué)習(xí)策略：（1）興趣：敢于并樂于就自己的推斷進(jìn)行詢問(wèn)并對(duì)對(duì)方的詢問(wèn)進(jìn)行肯定或者否定的回答；培養(yǎng)學(xué)生對(duì)“help!”這類特殊語(yǔ)句的興趣。（2）交際：與他人就自己的推斷進(jìn)行交流。5.文化意識(shí)：學(xué)會(huì)運(yùn)用英語(yǔ)中的求救用語(yǔ)“help!”教學(xué)重點(diǎn)與難點(diǎn)1.教學(xué)重點(diǎn)：(1)重點(diǎn)詞匯：monster, new, kite, or, do

6、nt = do not, know, no, not(isnt = is not), help; (2)句型:Is it a cat? Yes, it is. /No, it isnt. Help! 的理解、掌握和運(yùn)用。2.教學(xué)難點(diǎn)：核心詞匯kite, monster的準(zhǔn)確發(fā)音，一般疑問(wèn)句句型is it a ?的運(yùn)用，以及根據(jù)實(shí)際情況回答: Yes, it is. /No, it isnt.一般疑問(wèn)句的升調(diào)。教學(xué)輔助PPT 演示文稿，教學(xué)光碟，卡片。 教學(xué)方法導(dǎo)入法，圖文解碼，情景教學(xué)法，動(dòng)作教學(xué)法，活動(dòng)教學(xué)法，游戲教學(xué)法，合作學(xué)習(xí)法。教學(xué)內(nèi)容教學(xué)活動(dòng)設(shè)計(jì)意圖 教師活動(dòng) 學(xué)生活動(dòng)Step 1:

7、 Warm-up(1 minute)1. Greetings.2. song: T sing and dance1. Ss greet to the teacher.2. Ss listen and do.師生問(wèn)候，開始課堂。通過(guò)有趣的歌曲引起學(xué)生興趣，自然引入下一環(huán)節(jié)。Step2:Lead-in(4 minutes)1. T: Well done, boys and girls. Do you like this song?. I like this song too. Because I like singing. How about you? What do you like doing

8、?Do you like playing in the park?T: I like playing in the park. Look, there are two girls, one is Yuanyuan and one is Beibei. They like playing in the park, too. : What can you see in the park?Good job, boys and girls.1. Ss: Yes, I do.Ss：I like running. /swimmingSs : Yes, I do. / No， I dont.2. Ss :

9、I can see trees/ flowers/ grass.通過(guò)描述自己的愛好轉(zhuǎn)到兩個(gè)女孩的愛好，同時(shí)巧妙設(shè)問(wèn)， 引導(dǎo)學(xué)生構(gòu)建出本課的大場(chǎng)景。Step3: present(20min)T play the record.T: Listen, theres something in the grass, and Yuanyuan is so confused. Guess and say: What would Yuanyuan ask?Good guessing boys and girls, now lets listen, what does Yuanyuan say.T: So, d

10、oes beibie know what that is?Now, lets listen and find the answer.Beibei doesnt know what that is,Look, she thinks its maybe a cat.Lets listen, what does Beibei ask.How about the answer? Now lets listen again.Oh, it isnt a cat. How about Yuanyuans idea, look, Yuanyuan thinks its maybe a dog.Guess an

11、d say: What does Yuanyuan ask?Wow, good job, boys and girls. It isnt a cat, and it isnt a dog, so whats that?Guess and sayOk, Now, lets watch and find the answer.They think its a monster.Think and say: If you meet a monster, what would you say?Wow， good imagination，boys and girls. Lets listen. What

12、do they say?Listen and repeat: Oh, they are so scared, Now, its your turn.Work in 2 and act it out.One is Yuanyuan and one is Beibei.Just now, Yuanyuan and Beibei think they see a monster, and they were very sacred. Boys and girls, Lets listen.Who is this?Look, its Sam, Sam is playing a joke.So, wha

13、ts that?Listen and repeatT: Is it a monster?Is it a monster kite?Do you like kites?Our friends Sam is a fan of kite, he like kites very much,and he gets a new kite.Can you guess? What kite does Sam get?Watch and check the answer.Oh, he gets a cat kita.Ss observe Picture 1 of Activity 2.S: (教學(xué)預(yù)測(cè)) Wha

14、ts this?/ Whats that?Ss listen and answer: Whats that?Ss: listen and repeat: Its a I dont know.Ss listen and repeat: Is it a cat?Ss: listen and repeat: No, it isnt.Ss: Is it a dog?(2) Picture 2:Ss: maybe its a monster./lion./tiger.Ss: watch and find the answer.Ss: hello, monster. / Good morning, mon

15、ster. / help.Ss; Act and say: help!Ss work in 2 and show.Ss: Maybe its Sam./Daming.Ss listen and repeat: Look, Its a kite.Ss: No, it isnt. Its a kite.Ss: Yes, it is.Ss: Yes, I do.Ss: Maybe he gets a cat/dog/tiger kite.在聽讀前，教師通過(guò)設(shè) 問(wèn)引導(dǎo)孩子們觀察故事主角，通過(guò)講解讓學(xué)生們理解課文發(fā)生的情境，激發(fā)孩子們學(xué)習(xí)故事的興趣。逐圖學(xué)習(xí)，分解細(xì)化課文。讓學(xué)生在參與，理解，模仿，猜測(cè)

16、的過(guò)程中讀懂整個(gè)故事。圖片1:觀察圖片，圖文解碼，思維培養(yǎng)。教師引導(dǎo)學(xué)生觀察圖片，注意奇怪奇怪物體與女孩的遠(yuǎn)距離，鼓勵(lì)學(xué)生猜測(cè)女孩的話。根據(jù)Module 6 已學(xué)的重點(diǎn)句子”Whats that?”進(jìn)行有依據(jù)地大膽猜測(cè)，起到承前啟后的作用。通過(guò)聽力練習(xí)引出這節(jié)課的一個(gè)新句子:I dont know.圖片2: 讓學(xué)生觀察圖片2中女孩腦海里想象到的動(dòng)物：cat教師通過(guò)用目標(biāo)語(yǔ)言即重點(diǎn)句子Is it acat?的提問(wèn)猜測(cè)，出示句子卡片并板書，讓學(xué)生初次聽覺和視覺感知圖片2和Is it a ?句型。 學(xué)生猜測(cè)后，帶著問(wèn)題聽圖片2，降低學(xué)生聽力回答的難度。再次引導(dǎo)學(xué)生聽圖片2，感知重難點(diǎn)句子，學(xué)生感受一

17、般疑問(wèn)句的升調(diào)和連讀。教師貼人物頭像，板書人物的對(duì)話即重點(diǎn)句子。視覺聽覺共同促進(jìn)圖片2的理解。圖片3: 讓學(xué)生觀察圖片2中女孩腦海里想象到的動(dòng)物：dog.教師通過(guò)用目標(biāo)語(yǔ)言即重點(diǎn)句子Is it a dog?的提問(wèn)猜測(cè)，出示句子卡片并板書，讓學(xué)生再次聽覺和視覺感知圖片3和Is it a ?句型。 學(xué)生猜測(cè)后，帶著問(wèn)題聽圖片3，降低學(xué)生聽力回答的難度。讓孩子們對(duì)No, it isnt.更加熟悉。教師又再次運(yùn)用No, it isnt. So whats that? 激發(fā)學(xué)生繼續(xù)探尋奇怪物體的好奇心和求知欲。自然過(guò)渡到圖片4。通過(guò)看怪獸嚇人的片段，讓學(xué)生充分理解“monster”，并激起同學(xué)們的好奇心

18、和求知欲。教師再次設(shè)問(wèn)，讓學(xué)生帶著問(wèn)題聽圖片5，讓學(xué)生自己聽出“Yes, it is!”針對(duì)故事中精彩圖片4,5的小表演，加強(qiáng)生生互動(dòng)，加深對(duì)故事高潮的理解。學(xué)生積極主動(dòng)參與，理解，模仿故事。通過(guò)兩個(gè)擴(kuò)展問(wèn)題，再次復(fù)習(xí)鞏固故事的主線：Its a kite. 和復(fù)習(xí)聽力Is it a monster?并訓(xùn)練根據(jù)實(shí)際回答：” No, it isnt.”逐步呈現(xiàn)最后一幅圖片6的三個(gè)重要部分：男主角，風(fēng)箏，做惡作劇的女主角。通過(guò)圖文解碼，設(shè)置懸念，讓孩子們觀察圖片，給孩子們有一種揭謎底的感覺,為最后揭謎底做準(zhǔn)備。通過(guò)學(xué)生的理解和猜測(cè)，揭示故事的主線。為最后的男主角的出現(xiàn)做鋪墊。逐步呈現(xiàn)最后出現(xiàn)的男孩，

19、設(shè)置懸念，給孩子們一種揭謎底的感覺。教師總結(jié)故事，讓學(xué)生加深對(duì)故事的理解。將A1 放到A2 后面處理，是為了更好的在A2 部分制造懸念。Step 4:Practice(20 minutes)Drill and review: Ask and answer. T shows the monster kite in the story, makes Ss to listen the key sentences about the story on PPT.A: Is it a cat? B: No, it isnt. A: Is it a dog? B: No, it isnt. A: Is it

20、 a monster? B: No, it isnt.A: Is it a kite? B: Yes, it is.The interaction between T and Ss: T asks as A. Then exchange. T answers.T leads Ss to do the pair work.T tells Ss the rule: One asks as A and the other answers as B. Then exchange.Leads Ss to Listen, point and repeat the whole story.Make a ch

21、ant.Play a guessing game:Listen and guess.Yuanyuan and Beibei walk on the park, listen, here comes some animals. Can you ask“Is it a_？”Look and guess.I will show you some other animals, but there are just part of them, you can guess, and ask T : “Is it a/an _？”Drill and review: Ask and answer. Ss li

22、sten the key sentences about the story.Ss look at PPT and listen very carefully. The interaction between T and Ss.Ss answer as B. Then exchange. Ss ask.(2) Ss do the pair work.One asks as A and the other answers as B. Then exchange.Ss open their books, Listen, point and repeat the whole story.Ss cha

23、nt with teacher. sentences with the pictures.Ss play a guessing game and ask.Ss play a guessing game and ask. 通過(guò)有邏輯性的一段完整小對(duì)話，操練重難點(diǎn)句型：“Is it a ?” 和根據(jù)實(shí)際情況回答: “Yes, it is.”或者“No, it isnt.” 復(fù)習(xí)故事情節(jié)，理清故事脈絡(luò)。這個(gè)操練形式分為師生互問(wèn)和生生互問(wèn)，可以加強(qiáng)師生之間和生生之間的交流和培養(yǎng)感情。學(xué)生翻開書，手指著跟著錄音有感情地逐句跟讀全文。通過(guò)圖文結(jié)合跟讀復(fù)習(xí)鞏固整個(gè)故事。教師讓學(xué)生以愉快的方式復(fù)習(xí)所學(xué)知識(shí)，激

24、發(fā)學(xué)習(xí)的興趣，再次鞏固整個(gè)故事和重點(diǎn)句子。再次鞏固圖片和文字之間的聯(lián)系。通過(guò)生動(dòng)的音效和圖片，讓學(xué)生發(fā)揮想象猜測(cè)，不僅練習(xí)了目標(biāo)句型，還增加了課堂的活躍度。Classroom AssessmentTeam 1 flies a yellow cat kite.Team 2 flies a blue cat kite.They can fly the kites higher and higher according to their performances in every activity.The team whose cat kite flies higher is the winner.

25、跟課文主線”kite”緊密相連，讓孩子們?cè)诨顒?dòng)中感受課堂競(jìng)爭(zhēng)的樂趣，讓風(fēng)箏越飛越高，找到團(tuán)隊(duì)歸屬感。家庭作業(yè)：1. Listen and repeat the whole story. 2. Act out the story in groups of four. 3. Pair work：Play guessing games with your friends. 板書設(shè)計(jì)：教學(xué)反思： 我通過(guò)對(duì)Module8 Unit1 的備課和上課等有一些反思和感悟。 三年級(jí)的孩子活潑好動(dòng)，好奇心強(qiáng)，對(duì)英語(yǔ)的興趣很濃厚，對(duì)表演和做游戲有極大的熱情。在前面的學(xué)習(xí)中，有了一些詞匯和句型的積累，比如打招呼，動(dòng)物

26、，顏色，學(xué)校，文具等。對(duì)本單元的學(xué)習(xí)有很大的幫助。三年級(jí)的英語(yǔ)教學(xué)應(yīng)該簡(jiǎn)潔明了。教師應(yīng)該簡(jiǎn)化課堂，體現(xiàn)簡(jiǎn)單，高效，思維。Activity1 導(dǎo)入故事是讓孩子們感知并有一種耳熟的感覺，不要求上口。所以導(dǎo)入故事的教學(xué)應(yīng)該直截了當(dāng)。通過(guò)看，聽，指，觀察理解圖片和故事。本模塊中Activity1 導(dǎo)入故事教學(xué)，教師都可以讓學(xué)生直接聽出來(lái)，并且指一指，比較符合一年級(jí)孩子活潑好動(dòng)的特點(diǎn)。Activity2是課文主要故事，教師應(yīng)該在約20分鐘的時(shí)間讓孩子們參與，理解，模仿，猜測(cè)。教師要引導(dǎo)學(xué)生理解圖片和文字之間的聯(lián)系，同時(shí)教師也在不斷地自然地運(yùn)用目標(biāo)語(yǔ)言，訓(xùn)練學(xué)生聽力，同時(shí)也讓課文圖片之間的講解銜接自然流暢

27、。教師在逐圖解圖時(shí)，針對(duì)課文圖片的提問(wèn)，教師應(yīng)該注意細(xì)化，問(wèn)題不能太大，這樣讓孩子們帶著問(wèn)題去聽，而且這些問(wèn)題是教師運(yùn)用目標(biāo)語(yǔ)言精心設(shè)計(jì)的，讓孩子們集中注意力去聽，積極主動(dòng)地去理解，效果就事半功倍。針對(duì)精彩圖片可以做一些的小表演，調(diào)動(dòng)孩子們積極性。針對(duì)三年級(jí)的故事教學(xué)，教師首先應(yīng)帶領(lǐng)孩子們觀察第一幅圖呈現(xiàn)的主要人物和事物，所以”Who are they? ”What can you see?”是教師應(yīng)該經(jīng)常運(yùn)用的引導(dǎo)學(xué)生觀察圖片的常用語(yǔ)，讓學(xué)生養(yǎng)成主動(dòng)積極地觀察圖片的好習(xí)慣。對(duì)于”Who are they?”，孩子們非常樂于回答，因?yàn)楹⒆觽儗?duì)新標(biāo)準(zhǔn)教材活潑可愛的主角們很熟悉。對(duì)于”What c

28、an you see?”這個(gè)問(wèn)題，在 Unit1教師要引導(dǎo)孩子們注意觀察樹叢后面的奇怪物體；在Unit2 教師要引導(dǎo)孩子們注意觀察沙發(fā)角落的貓。在Unit1的Activity2故事中教師要用已學(xué)的重點(diǎn)語(yǔ)言”Whats that?”貫穿線索，自然銜接，留出懸念。并且讓孩子們主動(dòng)轉(zhuǎn)換成故事的主角。教師用:” Look, Whats that? Something there, we dont know. One girl sees it but the other one doesnt see it. Whats that? Guess what does the girl say?”教師用孩子們

29、已學(xué)重點(diǎn)語(yǔ)言引導(dǎo)第一幅圖，孩子們就會(huì)大膽地進(jìn)行有依據(jù)地猜測(cè)。教師要注意不斷使用目標(biāo)語(yǔ)言來(lái)引導(dǎo)孩子們的聽力訓(xùn)練，如第二幅圖 “We can see a cat. So is it a cat? Can you guess?”，這樣孩子們可以回答最簡(jiǎn)單的:”Yes./No.”，就減少了接下來(lái)聽力的難度，這樣對(duì)No, it isnt.的學(xué)習(xí)有幫助。接下來(lái)教師繼續(xù)用”Whats that?”貫穿線索，留出懸念。在第三幅圖教師讓學(xué)生觀察了動(dòng)物”dog”后，應(yīng)繼續(xù)使用目標(biāo)語(yǔ)言自然引入：So whats that? Is it a dog? Im not sure. Can you guess? 這時(shí)有部分

30、學(xué)生可以用第二幅圖學(xué)的”No, it isnt.”來(lái)猜測(cè)了。這時(shí)教師用: Maybe. Lets listen is it a dog? 讓孩子們?cè)趲е鴨?wèn)題聽了第三幅圖后能運(yùn)用”No, it isnt.”來(lái)回答。圖片2,3的重點(diǎn)是帶著問(wèn)題聽，觀察圖片和運(yùn)用”No, it isnt.”和”Yes”來(lái)猜測(cè)，并且對(duì)目標(biāo)語(yǔ)句：Is it a cat/dog? 有初步感知。到了第4幅圖，教師在處理”monster”時(shí)應(yīng)該快速簡(jiǎn)潔明了，給學(xué)生3幅不同類型的”monster”的圖片，帶領(lǐng)孩子們總結(jié)歸納，讓孩子們明白這一類型的物體都叫”monster”。接著教師就可以讓孩子們對(duì)于之前初步感知的句子is it a ? 進(jìn)行運(yùn)用，所以這時(shí)教師用:Can you ask me is it a monster? 引導(dǎo)孩子們轉(zhuǎn)換成提問(wèn)者，教師轉(zhuǎn)換成回答者，讓孩子們操練了目標(biāo)句子：is it a monst