三年级下英语教案Module 5 Unit1 She goes to school on Mondays外研版.docx

1、Unit1She goes to school on Mondays.教学目标知识目标:1.理解并识记词汇:goes,go to school,on,Monday,play,phone,on the phone,with,friend,at home,who,only,year。2.能初步运用句型:He/She goes to school on Mondays.Does he/she go to school on Mondays?3.让学生初步感知第三人称单数。能力目标:能运用所学句型,简单谈论家庭成员的日常活动。情感目标:积极参与各种课堂学习活动,乐于了解国外人文风俗。教学重点理解并识记

2、本课单词、短语,能运用本课句型。教学难点掌握动词第三人称单数形式的变化:gogoes,playplays等。教学用具PPT,pictures,CD-ROM and stickers.教学过程Step1Warm-up1.Greeting.T:Class begins.Stand up!Ss:Good morning,Ms Gao.T:Good morning,boys and girls.2.Chant.T:Now lets say a chant together,OK?Ss:OK!(PPT展示chant 内容)I like coffee.I like tea.I like cats and

3、they like me.I like coffee.I like tea.I dont like lions and they dont like me.Step2Presentation1.展示足球以及踢足球图片。T:He likes football.He is playing football.(加上动作帮助学生理解)T:Do you play football?引出并教学“play”。(分组读,高低音读,开火车读,抽读)2.T:Do you play football on Mondays?引出并教学“on Mondays”。(Read together and in groups.

4、)3.引导学生回答:Yes,I do/No,I dont.T:Do you play football on Mondays?S1:Yes,I do.S2:No,I dont.T:Do you go to school on Mondays?教授“go to school”。(搭配上背书包上学的动作,让学生加深记忆)Ss:Yes,I do./No,I dont.T:Does he/she go to school on Mondays?引导全班学生回答:Yes,he/she does./No,he/she doesnt.Pick up two students and ask them to

5、whisper the answers.T:OK.Now only I know the answer.Do you want to know?Ss:Yes!T:Ask me with the sentence I taught you.(PPT上呈现该句子)Ss:Does he/she go to school on Mondays?T:Yes,he/she does./No,he/she doesnt.Step3Learnthetext1.PPT上出现little Tom的照片。T:Look,whos that boy?引出并教学“who”。Ss:Little Tom.T:Does he

6、go to school on Mondays?Ss:.T:Yes.He doesnt go to school on Mondays.Do you know why?(课件示图)Because hes only two years old.教学“only,two years old”。(Read together and in groups.)2.Listen and answer.A.Is Amy at home?(引出athome并教学)B.Is Sam at home?Look at the cartoon and then choose some students to answer

7、 these questions.The student who answers right can get a little star.3.Listen,point and find “goes,does”.4.利用PPT,单词卡以及实物新授“phone,on the phone,with,friend”。Ms Smart is on the phone with her friend.5.T:Lets read after the CD and imitate the intonation and emotion of them.6.T:Stand up and read again.(R

8、ead together,read in groups and the best group can get a mark.)Step4Practice1.T:You did a good job!Now Ill give you 2 minutes to read the text with your partner.Then well have you do role play on the platform.(Pick 3 groups to come to perform on the platform.)T:Wonderful!I think your accent is good.

9、Heres the sticker.(给予上台的同学贴纸奖励)2.Do Activity 1.T:Look at the pictures and try to describe their activities in English or in Chinese.Ss:.T:OK,now lets listen to the CD carefully.(请学生认真完整听一遍)T:This time,please listen and tick the correct answer.Check the answers together.T:Lets read it together,OK?(全班

10、齐读句子)Step5SummaryLets review what we have learnt today.Step6Homework1.Read the text twice.2.Search information about culture differences between China and foreign countries.死记硬背是一种传统的教学方式,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

11、,它恰是提高学生语文水平的重要前提和基础。板书设计其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。Module 5 Unit 1 She goes to school on Mondays.我国古代的读书人,从上学之日起,就日

12、诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。He/She goes to school on Mondays.Does he/she go to school on Mondays?Yes,he/she does.No,he/she doesnt.