PEP三年级英语上册Unit 3第1课时教学设计.doc

1、第一课时l 课时内容A. Lets talk. Lets play. l 课时分析 Lets talk仍然是情景对话呈现部分。早上Chen Jie高高兴兴去上学。小鸟也快乐地用 “Good morning” 来向她问好。她也用 “Good morning”来回应。接着她碰到了Mike。Mike用“How are you”来询问她的近况。她则用“Im fine, thank you.” 来表示回应。并提议：Lets go to school! Mike爽快地回答：OK！这个小情景特别符合学生每天的生活实际。在这样的场景下，学生能够非常清晰地理解重点句式How are you? Im fine,

2、thank you. 以及Lets go to school的含义，并有助于他们在实际生活中正确运用这些句式进行交流和表达。Lets play是一首How are you?的歌曲。具体内容为：Hello! Hello! Hello! Hello! How are you? How are you? Im fine. Thank you. Im fine. Thank you. How are you? How are you?在学习完如何运用How are you来询问他人近况之后，这样的歌曲可以帮助学生巩固所学的句型。同时，让学生在吟唱中，培养自己的节奏感。并通过加动作表演等多种形式，提高学

3、生参与的积极性，激发他们的英语学习兴趣。l 课时目标1. 能够听懂、会说、认读句型：How are you? Im fine, thank you. Lets .2. 能够在真实或模拟的情景中正确使用How are you? 来询问他人的近况，并能以Im fine, thank you. 来回应。 3. 能够在真实或模拟的情景中正确使用Lets . 来提出自己的想法和建议。4. 能够大胆表达，乐于使用英语与他人进行交流。l 课时重难点1.重点能够听懂、会说、认读句型：How are you? Im fine, thank you. Lets .2. 难点能够在真实或模拟的情景中正确使用How

4、are you? 来询问他人的近况，并能以Im fine, thank you. 来回应。能够在真实或模拟的情景中正确使用Lets . 来提出自己的想法和建议。 l 教学准备1. 多媒体课件、录音机、磁带2. 教材人物图片或头饰、手偶l 教学过程 Step 1 Warm up1.出示教材中小主人公的图片，请学生向他们打招呼。Teacher：Look at the picture. Whos this? She is Sarah. Please say hello to Sarah. Hello, Sarah. And He is Mike. Say Hello to Mike, please.

5、2. 齐说韵句：Hello, Sarah, hi, hi, hi. 教师出示教材中人物的图片，学生据此向他们打招呼，说韵句。Teacher：Lets chant to say hello to them. Hello, Sarah, hi, hi, hi. Hello, Mike, hi, hi, hi. Hello, John, hi, hi, hi. Hello, Chen Jie, hi, hi, hi. Hello, Miss White, hi, hi, hi. 设计意图：以教材中的主要人物来热身，并将打招呼的内容形成韵句。学生在有节奏的吟唱中，做好下一步英语学习的心理和知识准备。

6、Step 2 Lead in 1.以生日快乐歌的曲调，演唱Good morning. Teacher： Hello，boys and girls. Lets sing good morning together. Listen to me first. Then sing with me.Good morning to you. Good morning to you. Good morning, boys and girls, good morning to you. 2. 出示Chen Jie 的图片，请学生向她打招呼。Teacher：Whos this? Please say good

7、morning to her. 设计意图：以歌曲来复习上一节课的学习过的句式，并引入本课时的内容，使学生在愉快的氛围中温故知新。 Step 3 Presentation1. 展示教材图片，讨论图片人物，请学生猜测人物的身份。播放课文内容，学生倾听。Teacher：This is Chen Jie. Whats this? Yes, Its a bird. Whos this? Yes, hes Mike. What are they talking about? Listen to the tape and find. 2. 讨论对话内容。Teacher：What does Chen Jie

8、say to the bird? Yes. She says: Good morning. What does Mike say to Chen Jie? Yes, he says: How are you? （板书句式）Read after me, please. How are you? What does Chen Jie answer? She says: Im fine. Thank you. (板书句子) Read after me. Im fine. （做动作，使学生理解fine的含义）Fine, fine, fine. Im fine. I am fine. （做动作，使学生理

9、解thank you的意思）Thank you. And what does Chen jie want to do? Yes，she says: lets go to school. （板书句子）Lets go to school. Repeat it, please. （出示学生去上学的图片，讲解go to school）This is a school. The boys and girls go to school. Say it together, please. Go to school. Lets go to school. （走到学生身边，邀请学生一起上学，做出背着书包去上学的

10、动作）Hi, XXX. Lets go to school. 设计意图：让学生养成利用磁带等方式获取原声录音的学习习惯，通过倾听原汁原味的地道语言来培养自己的听力感受及倾听理解能力。在听前布置小问题，让学生带着问题去倾听，便于培养他们认真倾听且在听中获取关键词句的能力。在学生对对话内容有基本理解之后，再谈论课文内容，通过肢体语言及图片等帮助学生理解新授句式及词汇的含义。 Step 4 Practice1. 再次播放课文录音。学生跟读课文。Teacher: Boys and girls, lets read the dialogue after the tape. Please listen c

11、arefully, read carefully.2. 学生分角色朗读课文。Teacher: Now, who wants to be Chen Jie? Who wants to be Mike? Who wants to be the bird? Lets read the dialogue in roles.3. 请学生戴上头饰来扮演对话的角色，表演对话。Teacher: Now well find the best actor or actress. Please come to the front and show the dialogue.设计意图：通过以上三个活动，使学生能够充分

12、理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。4.“链式”活动 ，请一排学生前一个问，后一个答，答者接着问下一个，进行How are you? Im fine, thank you. 问答练习。Teacher：Lets do a chain work. This line, please. How are you? Student: Im fine. Thank you. How are you?.设计意图：通过链条式一问一答活动，使学生既能练习到问句，又能练习到答句，而且以这种交流式的回答来进行，使学生在练习中明

13、白两个句子的意义及使用方法。5. 播放Lets do里的歌曲，学生先听，再跟唱，再加上动作进行练习，然后表演。Teacher：You did a very good job. I will show a song for you. What is the song about? Listen carefully. Teacher: What is the song about? Yes, its about how are you. Listen to the song again. This time, sing with the tape, please. Teacher: Lets do

14、 some actions when we sing the song. Look at me, please. Hello, Hello.（伸出一只手摆动，做打招呼的动作）How are you?（将双手向前伸，掌心向上）Im fine. （双手收回，轻点胸前）Thank you. （双手合十，做感谢的动作） Now, please do with me. Teacher: Lets sing the song together and do the actions. Teacher: Lets sing the song in pairs and do the actions. 设计意图：

15、 先请学生认真倾听，熟悉歌词及曲调。再简单分析歌词内容，请学生通过跟唱掌握曲调。再加上动作，让学生在动作中体会、理解歌词的内容，进而进一步熟悉本课的重点句式。再通过跟老师做、一齐做、两人成组做等方式，让学生边做动作边唱歌，调动多种感官参与到学习中来，在愉悦的氛围中熟练掌握本课的重点内容。 Step 5 Summary1. 我指你说。教师指向黑板上重点句式中的单词，请学生快速读出。以此来训练学生对于重点句式的认读能力。Teacher: Lets play a game. I point you say. Look at the blackboard, please. I will point t

16、o the words in the sentences. Please read it quickly. 2. 与老师对唱How are you。Teacher：Lets sing the songhow are you. I sing it first. Then you answer. 设计意图：以一个游戏来训练学生对于重点句式的认读能力，再以本课的歌曲重温本课的重点句式，让学生在轻松的感受中总结、重现知识。l 课堂作业 一、选择正确的单词补全句子，将其序号填入题前括号内。 ( ) 1. _ is your name? A. What B. How C. What colour( ) 2

17、. _ are you? A. What B. How C. What colour( ) 3. I _ fine. A. is B. am C. are( ) 4. Lets _ to school. A. goes B. going C. go二、为下列问句选出合适的回应，将其充号填入题前括号内。( ) 1. Good morning. A. How are you? B. Good morning.( ) 2. Nice to meet you. A. Good morning. B. Nice to meet you.( ) 3. How are you? A. Im fine. B.

18、 How are you? ( ) 4. Whats you name? A. Im fine. B. Im Mike. ( ) 5. Good afternoon. A. Good afternoon. B. Good morning.三、连词成句，将下列单词按正确的顺序排列成句子，并将句子抄写在四线三格上。注意标点，首字母要大写。1. are you how ( ? )_2. go lets school to ( . )_3. you thank fine Im ( , ) ( . )_ 答案：一、1. A 2. B 3. B 4. C二、1.B 2.B 3.A 4.B 5. A三、1. How are you? 2. Lets go to school. 3. Im fine, thank you. l 板书设计Unit 3 Look at me!A. Lets talkGood morning!Good morning!How are you?Im fine. Thank you.Lets go to school.OK!