外研社新标准小学英语三年级(共6页).doc

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1、精选优质文档-倾情为你奉上外研社新标准小学英语（三年级起）第三册 Module 3 Unit 1What are you doing? 教学设计 教学内容外研社新标准小学英语（三年级起）第三册 Module3 Unit 2What are you doing?Ms Smart and Mr. Smart: What are you doing, children?Sam: Im listening to music!Amy: Im watching TV.Ms Smart and Mr. Smart: Whats Tom doing?Sam and Amy: Oh, hes reading a

2、 book! Ha, ha, ha. 教材分析和教学对象分析教材分析：这个单元主要语言功能是询问对方在做什么（What are you doing?)并能用（Im doing.)作出回答。教学对象分析：小学四年级的学生活泼好动，喜欢表演，所以我在教学设计中主要考虑了这些特点。学生在第一单元中已经学习了一些动词的现在分时，也学会了Hes/Hes. 句型的表达，所以在这一单元学习中主要是以旧带新，突破本课主要语言功能语句。教学设计理念首先通过创设情境，在情境中呈现本课重要目标语句 What are you doing?和Whats he doing?及其回答。然后，让学生在听力训练中整体感知课文，

3、突破本课教学重难点。教学目标知识与技能1语言知识目标： 掌握本课新词：read 短语：listen to能听懂What are you doing? 这类语句问句以及Im listening to music.这类答句。 能识别Im, are,并能根据提示书写Im, are.2语言技能目标：能在看不见对方在做什么时口头运用What are you doing?询问以及用Im listening to music.这类语句作答。过程与方法根据语言习得规律和低年级小学生的心理特点和认知规律，本课运用情景教学法将本课新内容呈现给学生。课文呈现运用问题引导学生进行听力训练，然后通过课文表演和游戏活动巩

4、固所学。情感、态度、价值学生能够关心家里人的活动，细心观察周边人的活动。教学重点、难点能听懂What are you doing ?这类语句。能口头运用What are you doing?询问，能用Im listening to music.进行回答。 教学方法TPR教学法、情景教学法、活动教学法。教学准备单词卡，图片，录音机和磁带等。教学过程Step1 Warm-up（热身活动） 1. Greetings.Step2 Lead-in.（导入） 1. Ask and answer. T: What am I doing? Do you want to know? Ok, try to ask

5、 me. Who can? （S1:Miss Lu, what are you doing?) （相续问几名学生后，板书句子What are you doing?） 2. 请学生上黑板，躲在讲台下做动作，让其他学生问老师。 T: Now, I want a volunteer. Who can help me? T: What is doing? Do you want to know? Ok, you can ask me. Who can? (S1: Miss Lu, what is doing?) （相续问几名学生后，板书What is doing?） 3. T: Today, we a

6、re going to learn Module3 Unit2 What are you doing? （讲解do and doing, What are you doing? And what is he/she doing?)Step3 Learn the text.（学习课文） 1. T: Please open your book and turn to page12.Lets have a look. T: Look at picture1, what are Mr. Smart and Ms Smart doing? T: Yes, theyre cooking, and they

7、 want to know what their children doing? （Mr. Smart and Ms Smart are cooking. Mr. Smart 和Ms Smart 正在做饭菜，突然发现孩子们很安静，就问:What are you doing, children?孩子们，你们正在做什么？）2. Listen and try to find out the answers to these questions. 出示问题： a. What is Amy doing? b. What is Sam doing? c. What is Tom doing? 3. Lis

8、ten and check the answers. 4. Listen and read after the tape. Step4 Consolidation.（巩固活动） 1.Role play.（分角色扮演课文） T: Now, lets act out the dialogue. （先分组朗读课文，再小组操练，再让几个小组汇报展示。） 2. Game.（游戏） T: I want some students to come to the front, do the actions I show you, and the others are free to ask and answe

9、r. S1: What is doing? S2: He/She is . 3.完成课文练习2.point and say. 对话练习: What is Sam doing? He s listening to music. 同桌问答，找同学起来说。Step5 Song. （学习课文中的歌曲Im listening to music.) 1.Read.（读歌词） 2. Listen to the tape. 3. Sing together.Step6 Homework.（布置作业） T: Work in pairs mime, ask and answer with What are you

10、 doing? Im .（与同桌操练完成课文中的练习5）板书设计Module 3 Unit 2A: What are you doing? B: Im doing my homework. A: What is doing? B: Hes doing morning exercises. Shes课堂教学后记 1、课堂教学落实与教学设计存在脱节，体现在导入环节中，预计准备让多个学生有机会进行猜测，教师每次只会悄悄告诉会提问的同学，以激发学生学习的主动性和增强教学的趣味性。结果在课堂上我只请了一个学生，然后全班一起问，就直接揭示答案。主要原因是课前没有热身活动，直接进入课堂教学，而学生在课前的活动中又比较激动，安静不下来。2、 学习课文环节中，我刚刚出示听力问题，准备让学生听听力，这时就有学生回答了。我就以为可能是因为这个单元的课文比较简单，而且学生对课文比较熟悉，就加快了教学的进度，结果教学很流畅。但课后发现还是有相当部分学生跟不上，所以我的进度只照顾了学习比较好的学生。专心-专注-专业