牛津译林版三年级下册Unit 3 Is this your pencil?教学设计及反思

这是一份牛津译林版三年级下册Unit 3 Is this your pencil?教学设计及反思，共7页。教案主要包含了教学内容，教学设计思路，教学重难点，教学过程等内容，欢迎下载使用。
三下Unit 3 Is this your pencil? 教学设计  （Sound time, Rhyme time, Checkout time & Ticking time）  一、教学内容译林版三下Unit 3 Is this your pencil?里的Sound time, Rhyme time, Checkout time以及Ticking time二、教学设计思路本单元的日常交际用语是询问物品的主人，基本句型为Is this/that your ...? Yes, it is./ No, it isn’t. 重点词汇为学校用品，如：pencil, pen, schoolbag, crayon, ruler, pencil case.  本节课为第三课时，以Ticking time三个目标为主线，以游戏的形式复习本单元的重点词汇和句型。通过头脑风暴、小组合作等形式促进学生熟练运用my\your谈论学校用品，并完成Checkout time。然后，提出问题Where’s the ruler? Whose ruler is it? 抓住学生注意力，过渡到Rhyme time的学习。再用Mr Robot的人机对话，过渡到Sound time。最后，欣赏有趣的短片，拓展语音学习，激发学生对语音学习的兴趣。三、教学目标1. 通过游戏、Checkout time等复习本单元重点词汇和句型并能在情境中熟练运用。2. 会唱歌谣 “A ruler”，能初步理解floor和介词on、beside，读懂歌词的含义。3. 能初步听懂、会读Sound time的小诗，体会字母r的发音规则，激发其对语音学习的兴趣。4. 在自主学习和小组合作中，培养观察能力、预测能力、倾听能力、表达能力、以及多种思维能力，提升综合语言运用能力。四、教学重难点1. 在情境中熟练运用本单元的重点词汇和句型；2. 体会字母r的发音规则。   五、教学准备板贴、作业纸、多媒体六、教学过程Step 1 Warming up&Revision  1. Song T: Here’s a song for you. Please enjoy and find out the topic of the song. [设计意图]歌曲热身，引入本课主题。2. Ticking time T: We have learned many school things in Unit 3. This is the ticking time of the unit. How many stars can you get here? I can talk about things for school. [设计意图]引入本单元的Ticking time，为学生本节课的学习做好具体的目标指引。    3. Game: Listen and touchT:  ①This is ... a school bag, a pencil case, a rubber, a ruler,a pen, a crayon and a pencil.  (板贴图)②T: Well done. Let’s play a game. Listen and touch. Before the game, you can practice in groups. T: I think all of you can talk about things for school. Give yourself stars. [设计意图]板贴设计成文具形状，为英语学习渲染情境，并利用板贴展开指认游戏，复习本单元词汇，激活学生知识储备。也为Ticking time第一项的自评提供了依据。Step 2  Checkout time 1. Brain Storm: Make sentences with “my” and “your” T: How about this one? Can you use “my” and “your”? First, let’s make sentences with them.2. Make dialoguesT: Here are three pictures. Please choose one to make dialogues. Remember to use “my” and “your”.   T: Please guess which picture they act. And try to remember their sentences with “my” or “your”.  T: Which picture do they act? Who can repeat their sentences with “my” or “your”? T: You did a good job. I think you can get three stars here too. 3. Let’s writeT: This time, let’s try to write. Open your books. Turn to P23. Please try to write correctly and clearly.   Tips: Write correctly and clearly. [设计意图]以Ticking time的第二个目标为指引进行头脑风暴，用 “my” 和 “your”造句。板贴主要句型。再出示Checkout time的三幅图，让学生小组创编对话，学习在情境中运用所学英语，提高综合语言运用能力。在学生小组表演环节，提醒其他同学们认真倾听，辨认是那一幅图，并尝试重复对话表演中带有 “my” 或 “your”的句子，培养学生的倾听能力，养成认真倾听的好习惯。最后，提醒学生们书写时候要书写清楚、正确，培养好的书写习惯。Step 3  Rhyme time1. Try to find T: We know the ruler is not Mike’s. Then whose ruler is this?     Wow, the ruler is missing. Where’s the ruler now?   Ss: It’s on the floor.   T: Oh. It’s on the floor, just beside the door.    T: Whose ruler is it? Is it the little girl’s or Mr ...?   T: You are so great. Read this. (ruler) . And this (Fuller)   T: He is Mr Fuller. Let’s say hello to Mr Fuller.   Ss: Hello, Mr Fuller.  [设计意图]多媒体隐藏Checkout time图片中的尺子，造成尺子丢失的效果，用问题Where’s the ruler?过渡到小诗学习。学生通过观察图片学习floor, beside the door. 并用单词ruler迁移学习新词Fuller.2. Let’s chant   T: Maybe the ruler is Mr Fuller’s. Let’s ask him together.  Ss: Hello, Mr. Fuller. Is this your ruler? It’s on the floor, just beside the door.   Mr. Fuller: No, it isn’t. It’s not my ruler. Maybe it’s the little girl’s.   T: Can you ask the little girl in chants?   Ss: ... T: Practice in groups first.  G1: Hello, little girl. Is this your ruler? It’s on the floor, just beside the door.   The little girl: No, it isn’t. It’s not my ruler.    T: Whose ruler is it?  Robot: It’s my ruler.   T: Who’s talking?  Robot: I’m a red robot. I’m on the desk.    T: On the desk? Can you see a red robot on the desk?Oh, look, a red robot. Let’s make it bigger. Let’s ask together if it’s his ruler.  Ss: Hello, Mr Robot. Is this your ruler? It’s on the floor, just beside the door. Robot: Yes, it is. Thank you.  [设计意图]通过人机对话，创设情境，引导学生多次改编、诵读小诗，在运用中加深对小诗的理解和掌握。并引入Mr. robot，为语音学习做铺垫。 Step 4  Sound time1. Look and say  T: Look. A ruler, a rubber. A red robot has a ruler and a rubber. [设计意图]引导学生观察图片，学习语音中的chant. 2. Try to find T: Read the sentence in groups. Pay attention to the red letter. Find out what they pronounce in these words.    板贴  r [r]    T: Let’s read like this. [r], [r], [r], [r] is for ruler. T: Well done. Let’s watch the cartoon and read follow it. [设计意图]小组合作，通过反复诵读，总结并掌握字母r在单词里的发音。再通过花样读、跟读cartoon等，进一步学习语音。3. T: Look at these words. Read them in groups and circle the words we want.   T: Well done. I think all of you know the sound of the letter “r” [设计意图]小组合作，辨读单词中r的发音。巩固所学语音，提高分辨能力、小组合作能力以及用英语解决问题的能力。4. Watch and learnT: Here’s a cartoon about the sound of the letter “r”. Let’s enjoy it and try to learn more words. [设计意图]引入有趣的语音动画，引导孩子欣赏、模仿，拓展语音学习，并激发学生们对语音学习的兴趣。Step 5  Homework 1. Watch the cartoon and try to learn more words with the letter “r”;2. Talk about school things with “my” and “your”;3. Write the words of the Unit 3 and try to have a dictation. 七、Blackboard Design