三年级上册英语教案Module 2 Unit 1外研社.docx

1、Module 2Unit 1 Were making a cake. 教材分析Amy跟Sam 建议做蛋糕，爸爸妈妈先后推门进来问他们正在干什么，并请他们保持安静。可他们声音太大了，父母亲不让他们做，让他们回房。进房后Amy吹笛，Sam打鼓，吵得父母只好同意他们继续做蛋糕。 教学目标【知识目标】1.能听懂、会说、会认读单词：make, cake, idea, instead2.能熟练运用句型：What are you doing? Were making a cake.Please be quite! Im working.【能力目标】能借助图片、文字和练习对文本有初步了解，能运用现在进行时谈论

2、、询问和描述自己或他人正在做什么。【情感目标】通过一系列趣味活动培养学生积极主动使用语言的情感。 教学重难点【教学重点】熟练运用句型：What are you doing? Were making a cake. Please be quiet.【教学难点】能正确表达正在进行的事情。 课前准备PPT, flash cards, pictures, 教学过程Step 1. Warm- up Free talkT: Class begins, stand up, please. Good morning, class.Ss: Good morning, Ms Ji.T: How are you t

3、oday?Ss: Im fine, thank you. And you?T: Im fine, too.Step 2. Preview1. Play the song “Make a cake”.T: Now, Lets listen to a song. Listen carefully. Whats this?Ss: Its a cake.T: Yes, now read after me. Cake/Ck, cake/c-a k-e/cake.(Show a PPT)Read it together. Make a cake.Step 3. PresentationT: Do you

4、like cakes?Ss: Yes!T: Your friends Amy and Sam like it, too!(出示Amy和Sam的头饰)T: Look at the screen. Are they happy?Ss: Yes, they are.T: Why? Why they are so happy? What are they doing?(After playing the CD)T: Who got the answer?S1: Make a cake.T: Maybe you can say: Theyre making a cake! (PPT)So Amy and

5、 Sam are happy. Theyre making a cake. Class, is it a good idea for Sam and Amy? Ss: Yes, it is a good idea for Sam and Amy. But is it a good idea for Ms Smart and Mr Smart? (出示头饰帮助理解)Now listen to the text again, then answer the questions. Q: What is Mr Smart doing?What is Ms Smart doing?A: Mr Smart

6、 / He is reading. Ms Smart / He is working.(PPT shows SBs P6. Picture 5)T: As you know, making a cake is not a good idea for Mr Smart and Ms Smart. Now look! Is Sam / Amy making a cake now?Ss: No, he / she isnt.T: So what are they doing now?Ss: Play the flute / drums.T: I think you can do better. Wh

7、o can have a try?Ss: Amy is playing the flute. Sam is playing the drums.T: Right, youre very clever! So, Amy is playing the flute, and Sam is playing the drums.要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达

8、能力的提高。Step 4. Practise同桌之间合作完成书本活动4：What are you doing?We are making a cake/ plane/noodles/kite.:Step 5. SummaryLet a student say what weve learned.“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生

9、坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。Step 6. Homework1. Copy the new words. 教学反思2. Read the text for 4-5 times.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇

10、。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。 略。