三年級英語教材設計 Amy’stallerthanLingling.
Amy’stallerthanLingling.
《新標準英語》(三年級起點)Book4, Module5,Unit1
一、 教學目標設計
1知識目標
學習怎樣用英語比較和描述兩人的差異。
2能力目標
通過課件展示,教師豐富的肢體語言及豐富的課堂活動,把所學的知識與實際聯繫起來,使學生會使用old,young ,strong ,short ,tall五個形容詞的比較級來比較和描述兩人的差異。
3情感目標
培養學生學習英語的興趣,讓學生樂於參與課堂活動,積極説英語及競爭精神。
二、教材內容及重點、難點分析
1、單詞:old 、young 、strong 、than .
2 .句型:Amy’stallerthanLingling.
3 .學生能熟讀詞彙及詞彙的比較級和句型。
4 . 能用old 、 young、strong 、tall、 short五個形容詞的比較級描述兩人的差異。
三、教學對象分析
四年級的學生,大都在10歲左右,活潑好動,喜歡形象直觀思維,對於漂亮圖片、遊戲 、競賽、説唱特別感興趣。學習英語的時間不是很長,平時接觸英語的機會不多,學校開的課時有限,敢説有好的不多。課堂上多以激勵為主,注重培養學生學習英語的興趣,鼓勵他們大膽説,積極做,快樂學。
四、教學策略及教法設計
在教學中實時運用了TPR 教學法,情境教學法,直觀教學法等學習方式。
五、教學媒體設計
1.在教學過程中使用單詞卡片,課件,尺子,錄音機及磁帶。
六、教學過程設計與分析
教學過程
Step1:Warming/Revision
1.Greenings
2.Say a chant(課件展示)
Oen little bird fly,fly,fly.
Oen little rabbit jump,jump,jump.
Oen little body run,run,run.
Oen little body sits down.
3.Revision(單詞卡片)
(big_small long_short
tall_short fat_thin)
4.看手勢猜單詞。
Step2 resentation
1. Learn the new words: taller
Shorter. And sentence :___ is
taller/shorter than ___.
Tshow a giraffe課件)How do you like the giraffe?
Tshow Yao Ming課件)This is Yao very likes playing stands two meters and twenty six.
用尺子量出姚明的身高。How do you like Yao Ming? Yao Ming and Miss Qin,who’s taller?
Ss:Yao Ming is taller .
T:(Show a card)Can you read it? What’s meaning of “taller”?
Ss:talltaller taller.
(together then team by team.)
T:Yao Ming is taller than Miss who’s shorter ?
Ss:Miss Qin is shorter.
T: Yes,Miss Qin is shorter than Yao Ming.
Learn words: shorterthan
Ss: shortshorter (together
then ask and answer)Who’s shorter than Yao Ming? (加上動作)
Ss:Miss Qin is shorter than Yao Ming.
T:(show a card)Can you read
It?
Ss :than than than(用嘴形引導)
T:Who’s taller than Miss Qin?
Ss:Yao Ming is taller then Miss Qin.
Practice
(1)(show a picture Amy and Lingling.課件)who’s taller and shorter?
(2)(show a picture about Daming and Sam.課件)who’taller and shorter?
Learn new words:old young older younger and sentenis
T:(show a old man課件)Look ,an old you read it?
Ssldoldold
T:What’s meaning of”old”?(then say a chant)
He is old ,old old old.(課件展示)
T:Are you old?
Ss:No.
T:Yes ,you aren’t old are young.
Ss: young young young.I’m young ,young young young.(課件展示)
Ask and answer
T:Miss Qin and old man youger and older?
T:(Show a cardlder)who’s older?
T(show a card:younger)who’s younger?
Ss:Old man is older than Miss Qin. Miss Qin is younger than old man .
Ss:oldolderyoungyounger(看手勢發音)then look and guess words.
Practice : Look listen and answer.
T:(show two pictures about :Amy and Sam ,Lingling and Daming.課件)who’s older and younger?伴隨着手勢暗示。
Learn words: strongstronger
T:(show a picture about Mike Tyson.課件)This is Mike Tyson likes playing is strong.
Ss: strong strong strong(課件)
Read a chant:He is strong ,strong ,strong ,strong.(課件展示)
T:Miss Qin and Tyson ,who’s stronger?Guess ,please.
Ss:Mike Tyson is stronger than Miss Qin.
Ss:strong__stronger.(together then boys by girls然後師生互相比較。)
Bet I down know Sam and Lingling, who’s stronger?Let’s guess,please.(課件展示兩人)
S1ing is stronger than Sam.
S2:Sam is stronger than Lingling.
T:Who’s right?Now let’s open your book then find picture 5 and picture 6 tell me,please.
Ss: Lingling is stronger than Sam.
T: Let’s learn Module 5 Unit1
Amy’s taller than Lingling.
Step4learn text .
(1)Listen and point.
(2)Listen and repeat.
(3)Ask and answer.
Amy and Lingling ,Daming and Sam,who are older and younger?
Step5: practice
(課件展示4組圖 有人物,動物,體育用品。用上剛學的單詞和句型比較它們的不同。)
Step5 Summary
Step: Homework
n 回家與爸爸媽媽比一比用上所學的單詞和句型。
設計思路及多媒體應用分析
設計意圖:通過説和表演chant營造一種輕鬆歡快的課堂氣氛。激發了學生的英語興趣。。
設計意圖:複習單詞是為新知做鋪墊。用豐富的肢體語言幫助學生學習,讓學生體會到小小成功帶來的樂趣。
設計意圖:用生動的圖片課件及非常熟悉的體育明星吸引學生的注意讓學生更好的理解taller,shorter 的意思。並那尺子在牆上標出姚明的身高與自己相比較,深刻感知YaoMing is taller和MissQin is shorter 的意思。
設計意圖:通過以上鋪墊很快就引出今天要學的新句型 taller shorter than.....用老師和姚明比引出新句型。並學習新的句型。
設計意圖:用形容詞的原型和比較級同時出現發現不同。有老師肢體語言的幫助學生很快掌握了taller .,shorter.為下面學習做了鋪墊。
設計意圖:學生很難學會than的.發音。我通過看嘴型和動作來學習。讓學生覺得英語不那麼難學。並把單詞引用到句型中。
設計意圖:通過這樣的看圖説話,及鞏固了新知又結合課文內容學習了間接課文
設計意圖:通過老人藝術的圖片增加課堂的趣味性。吸引學生的注意力。提高學習效率。
設計意圖:通過朗朗上口chant來幫助學習,同時又與課前老師教的chant相呼應。然後開玩笑的反問學生Are you oid?學生很快説No.從而順利的引出單詞young並學習。這環節操練新知,又鞏固新知。
設計意圖:通過老師與老人的比較,形象的理解了older及younger的意思。
設計意圖:用肢體語言強調older和younger的方法幫助記憶。
設計意圖:通過看手勢猜單詞的方法old older young younger.師生形成一定默契。形成良好的師生關係,有利於孩子學習。
設計意圖:通過課件,練習看圖説話。鞏固了單詞和句型,又學習了課文內容。
設計意圖:通過拳王的強壯的形象來引出單詞strong.並放到句子中學習。然後讓學生看課件自讀chant 來練習鞏固單詞strong.
設計意圖:通過對比和問答很快的學習了strong的比較級stronger. 並運用了剛學的句型……is stronger than……。
設計意圖:通過猜Lingling和 San 比較強壯?操練了句型,發揮了學生的想象,同時也有機的學了課文。為下來的課文教學起到了很好的過度作用。
設計意圖:引起思考和猜測。引入課文
設計意圖:教學生看懂圖。理解課文。能跟讀錄音機。並回答出剛才的提問。
設計意圖:通過結合學生生活實際,展示學生熟悉的人物和體育用品。觀察比較不同。鞏固新知,拓展了學生思維。培養學生邊觀察及邊思考的學習習慣。並鞏固及運用新知。
設計意圖:鞏固及讓知識延伸。
七、版書設計
Module 5Size
Unit 1Amy’s taller than Lingling.
____ istaller than____.
shoter
older
younger
stronger
八、練習設計
Practic in groups
九、教學過程流程圖
課堂教學設計模版
Ask and answer
Presentation and practice
Say a chant
Warm__up
Revision
Greenting
Group_work
Show
Practice
Summary and homework
Practice and expanding
Show
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