小学英语广东版 (先锋&开心)开心学英语三年级下册Unit 8.Counting教学设计及反思

这是一份小学英语广东版 (先锋&开心)开心学英语三年级下册Unit 8.Counting教学设计及反思，共5页。
Unit 5 Clothes 【教学目标】1．确保学生认识和理解一些基本单词的意义和简单口头运用。2．需要掌握的词汇：where、morning、on、box、socks、under、class、open、please、pants、between、skirt、jacket。3．学习使用本课重点句型：（1）Where's ...?（2）It's (in the)...（3）Where are … ？（4）They're (under the)...（5）Open your books, please.4．鼓励学生大胆发言及表达。5．培养学生对英文学科的兴趣。6．增强学生听说读写译的能力。【教学重点】在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。【教学难点】学生处于小学阶段，对英语有了初步了解，词汇储备较少，对于学生的要求难点是在会读，会说的基础上，能掌握一些基本单词的拼写和造句，了解一定的语法内涵，与人进行简单沟通交流。【教学方法】1．音频，情景教学法。2．Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。【教学准备】课件、图片素材、音频文件、教学道具。【教学过程】The first period1 Conversation:1) Getting readyA Place several items around the class before Ss enter. Put the items in, on, under and between other known objects (tables, chairs, desks, etc)B Make sure some items are plural nouns (pants, shoes, etc.)C T: (Appear to be looking for something.) Where‘s my pencil? Where are my shoes?D Model responses for Ss. When Ss find an item, make clear sentences using prepositions, e.g. The shoes are under and between.2) Using the bookA Before opening the book, put a character card of Tony on a student‘s shirt and put a Character Card on your shirt.B On a desk, put a pencil on a book, an eraser in a pencil case and a pencil case between two pens.C T (Role playing with S1.) Hello, Tony. [S1: Hi, Gogo.] Where‘s my pencil? [It‘s on the book.] Continue the role play and have S1 respond appropriately.D Play the tape one time and ask Ss comprehension questions.E T: Where‘s Tony‘s eraser? [Ss: It‘s under the chair.] Play the tape again, pausing after each sentence and letting Ss repeat.2 Vocabulary1) Getting readyA Bring a jacket, a skirt, some socks, pants and two boxes to class.B Using the book, introduce the new words. For prepositions, put the socks in the box and between the two boxes. Ask four Ss to come up to the front.C T: (Ask two Ss.) Point to the skirt and the items.D Continue with the other two Ss and clothing items. Ask another four Ss to come up. Have them demonstrate the prepositions using the realia.2) Using the bookA Play the tape and have Ss repeat each word.B Have Ss listen, repeat and point to each picture.3 Practice 11) Getting readyA Point to the four pictures.B T: What is this? What are these? Where are the girl‘s socks?Elicit responses and encourage Ss to use complete sentences.C Have Ss guess what the dialogs are going to be.2) Using the bookA Play the tape for number1, then pause.B While Ss are responding, gradually move your hand to picture DC Continue with the other three, pausing after each one.The second period1 Target1) Getting readyA Arrange the picture cards of previously learned vocabulary and real objects in the classroom to have Ss use the prepositions.B T: Where‘s the basketball? Where are the peaches?C Accept any responses from Ss.2) Using the bookA While pointing to the pictures of Tony and Jenny, model the dialog.B Play the tape, pausing after each sentence so Ss can repeat.C Do the same activity from getting ready. Have Ss use the target langue structure this time. 2 Practice21) Getting readyA Write a big question mark on the board.B Point to the question mark to have Ss ask you a question.C Use familiar items in the classroom. Model the activity first.Point to the question mark and a desk.D T: Where‘s the desk? [Ss: It‘s (under the clock).]Point to the question mark and then an eraser. [Ss: Where‘s the eraser?] T: It‘s (on the table). Continue with other items.2) Using the bookA Have Ss look at the pictures. Have Ss name the items in the pictures.B T: Now, listen and answer the questions. Play the tape and have Ss answer. C Encourage Ss to ask other Ss questions.3 Chant1) Getting readyA Point to the pictures.B T: (Point to the top left hand picture.) Where are the socks?[Ss: They are in the box.] Ask about the other two pictures.2) Using the bookA Play the tape and point to each word and sentences as it is chanted.B Divide class into two team.One team chants the question and the second team chants the response.4 Activity 11) Getting readyA Make four phrase strips using paper for the skirt is, The pants are, on the chair, and under the desk.B Put the four phrase strips on the page.C T: Look at the chair .Where‘s the skirt? [Ss: It‘s on the chair.]Look at the desk. Where are the pants? [Ss: They‘re under the desk.]D Match the strips on the board.2) Using the bookA Have Ss look at the pictures.B T: Where‘s the dog? [Ss: It‘s under the chair.] The dog is under the chair.Match the two phrases like this. (Model connecting the dots.)C Let Ss finish on their own way.The third period1 Activity21) Getting readyA On a big table, spread out various objects, e.g. a pen, books, a box, etc.B Put some things in, on, under and between other objects.C Have Ss make statements about the locations of the items.2) Using the bookA Have Ss work in small groups or pairs.B T: Look at the table on the page. Work with a partner.Ask each other questions about the items on this page.C Circulate through the classroom and see how Ss are performing.D Make sure Ss are asking and answering questions in complete sentences.2 Sounds and words1) Getting readyA T: Let‘s practice the sounds. Look at my mouth and repeat.B Show your mouth and make sure the lips are relaxed and weakly rounded.2) Using the bookA Look at the picture and say the words.B Listen to the tape and have Ss repeat.3) Chant in the book.3 Finish the exercises of in the workbook and writing book.【作业布置】1．抄写单词十遍。2．熟悉本课的语法知识。3．朗读课文。4．了解本课的情景语境，学会运用新句子造句。5．将新学习的语法或句型知识跟班级同学相互练习，加强巩固记忆。