三年级下英语教案Module 2 Unit2　That man is short外研版.docx

1、Unit2That man is short.教学目标知识目标:1.听说读单词:man,short,tall,small,thin,big。2.掌握句型:This/That.is tall/short/big/small.3.学会书写字母Aa,Bb,Cc,Dd。能力目标:提高学生英语口语水平和运用英语的能力。情感目标:培养学生的观察、推理能力和语言综合运用能力。教学重点理解并掌握重点单词及句型。教学难点1.掌握并运用本课重点句型。2.提高学生英语口语水平和运用英语的能力。教学用具PPT,CD-ROM and word cards.教学过程第一课时Step1Warm-up1.Greeting.T

2、:Good morning,boys and girls.How are you,today?Ss:Fine,thank you.2.T:Did you bring your pictures in the zoo?Show us!(请学生在小组内展示自己画的动物园的图,并相互介绍各种动物的形态。选几名同学在全班展示)Step2Lead-in1.T:Lets have a game“Guess who I am.”(猜猜我是谁)(1)教师做动作对“Im fat/thin/tall.”的语言结构做示范,学生模仿。(2)教师再次通过语言进行描述,由学生对教师所描述的动物名称进行猜测。教授thin和

3、fat,tall和short,small和big几组词。(展示相同动物的不同,如:大小,胖瘦,高矮,让学生说出对应描述的词)(3)T:Now another game“I do;you say”.(老师做出动作,学生快速说出对应的形容词)2.(展示踩高跷人的图片)出示本课挂图,老师指着图中的人提问:“ Whats this?”老师教授新单词“man”。T:Is he tall?Ss:Yes!(配合动作教授“tall”,全班读,个别表演加读)T:What happened then?后面发生什么事情了?Ss:掉下来了。T:Yes,and he becomes.short!(配合动作教授“shor

4、t”,全班读,个别读)Ss:.T:Thats right!Lets read it together!(齐读句子)Step3Learnthetext1.Look,who are they?(出示小丑图片)Lets look at what they are doing.Go!T:What are they doing?Ss:.(此处可用中文回答)T:Yes,they are playing with their monkeys.Now listen again and pay attention to the monkeys.(再看一遍,注意观看两只猴子的体型)2.T:Look,the tal

5、l mans monkey is.Ss:.(此处学生可能会用中文回答)T:(出示图片)Yes,its small and thin.(加上动作帮助学生理解)Read after me.Small,small,small.(加上动作,放映出其他动物小时候的照片)Ss:The tiger/elephant/lion/panda is small.T:This monkey is small and thin.(出示胖瘦对比照片)Its fat.Its thin.Now read after me.Thin,thin,thin.-th means you should put your tongue

6、 between your lips.Like “thank”.(让学生从学过的单词中感知th的发音,请个别学生试读)T:You try it.Yes!Please come to the platform.Everyone looks at her and imitates her.Ss:Thin,thin,thin.T:Yes.(出示图片请学生说:Itssmallandthin.)用同样方法教授“big”。3.T:Now lets read the text together.(全班齐读,小组读)Please read in groups.If you have any questions

7、,please ask me.(教师在班级内巡视)OK,now lets have a game:Who can read it better?(小组PK)You are all very good,and I think Group 3 is the best because they read the most loudly.So a big star for you!Step4Practice1.Role play.T:Read the text with your partner.Then I will ask some students to do role play on the

8、platform wearing the headwears of Daming and Sam.(请3组同学上台表演)T:You are all good actors.Thanks for your performance.2.Do Activities 1,2 and 3.Listen for the first time,circle the answers for the second time,and then ask students to check the answers.3.模仿秀T:Look,here are some headwears of different ani

9、mals.Now I want someone to act them,and do actions to let other students to describe them.(请几位同学戴上动物头饰并做出动作,让其余同学来进行描述)Ss:The lion is fat./The tiger is tall./The monkey is thin.T:Yes,you know how to describe things better!Step5SummaryT:Lets say a chant to relax.Lets clap our hands.Big,big,big,the li

10、on is big.Small,small,small,the cat is small.Fat,fat,fat,the panda is fat.Thin,thin,thin,the monkey is thin.Tall,tall,tall,the tree is tall.Short,short,short,the tiger is short.Step6Homework1.Read the text 5 times.2.Say the chant with your friends.3.Describe animals to your parents.板书设计Module 2 Unit

11、 2 That man is short.man tall short thin bigThis monkey is small and thin.第二课时Step1Warm-up1.Greeting.2.Listen to a song:“Old Macdonald has a zoo”.3.Say the chant together.Step2Revision请几位不同身形的同学上台。T:Please describe them.Ss:He/She is.1.T:Do you still remember what we have learned the last class?Lets

12、read the text together and review the content.(全班齐读,请同学带读)T:You read so well,so Ill give you two stickers!2.开火车读T:Now everyone reads a sentence one by one.The train is coming!Good,I think Train 3 is the fastest.Big hands for you!Step3Presentation1.T:Lets look at the pictures and please describe them

13、.(出示动物以及人物的图片,请学生来描述)2.Learn to sing the song:“Old Macdonald has a zoo”.T:Lets listen to the song.(播放两次,让学生熟悉节奏)OK,now please read the lyrics after me.(读两遍歌词)OK,now try to sing it with the rhythm.(唱两次)Good,you all sing very well.You can sing it to your parents when you go back home.3.Learn to write

14、letters “Aa,Bb,Cc,Dd”.(先让学生看书写的顺序,然后教师将字母写在黑板上,让学生用手跟着笔画写,然后拿起本子练习写,一个字母写3遍)4.T:Now lets learn to write letters “Aa,Bb,Cc,Dd”.First,lets look at the writing orders of these 4 letters.(让学生看字母书写顺序,然后写在黑板的四线格内,让学生举起手一起跟着书写,接着请学生拿出作业本,看着书本跟着每个字母写3遍)Step4SummaryT:Lets review what we have learned today.Wh

15、o wants to be a little teacher here?(请小老师上台带读黑板上的句子)Step5Homework1.Read the text to your group leader.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能力的提高。2.Write letters Aa,Bb,Cc,Dd for 3 times.死记硬背是一种传统的教学

16、方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。3.Sing the song to your parents.“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。板书设计Module 2 Unit 2 That man is short.AaBbCcDd教学反思