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Mark 牛津译林版英语三年级下册教案全册 第一单元 主备人 授课时间 小学英语 第 1 课时 1. 能正确地听、说、读单词Mr, door, window, stand up, sit down, open, close. 教学目标 2. 能正确理解并朗读对话内容，在图片的帮助下尝试表演对话。 3. 能在真实的情景中正确运用日常交际用语：Please Come in. 和I’m sorry. 教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下尝试重点难点 表演课文。 教学难点：能初步运用本课所学的祈使句让别人做事。 教具准备 教学流程预设 Step 1 Greeting 1. Enjoy a song (教师播放与打招呼有关的英文歌曲，引导学生一起唱。) 2. Greeting (1) T: Hello, boys and girls. I’m Miss … I’m your English teacher. I’m … You can call me Miss/Mr ... (2) T: Good morning, xx. S: Good morning. T: Nice to meet you. S: Nice to meet you, too. 【设计意图：以歌曲开场，激发学生学习英语的兴趣，营造积极的英语学习氛围。 师生问候，拉近与学生的距离。】 Step 2 Presentation 1. Stand up./Sit down. T: Class begins. 1 ll 二次备课 Mark S: Stand up. T: (呈现Stand up并带读，做up的动作) Good morning, boys and girls. S: Good morning, Miss xx. T: Sit down, please. (出示Sit down并带读，做down的动作) Can you read “stand up”/“sit down”? S: Yes. 2. Be a little teacher. (一个学生做“小老师”发出指令，其他生做动作) 【设计意图：在真实情景中，通过老师示范和模仿学习stand up/sit down，并把词和动作结合起来，做到音、形、义结合。】 Step 3 Story time 1. Mr (1) T: Boys and girls, we are having a class. We are in class. Today, we’ll learn Unit 1 In class. Look, who is he? S: He is Mr Green. (2) T: Mr means “先生”. What do “Miss” and “Mrs” mean? S: Miss means “小姐”. Mrs means “女士”. T: Look, there’s a tip for you. S: (读Tip，了解Mr，Miss和Mrs的用法) 2. Watch and answer T: Who’s late? S: Mike is late. 3. I’m sorry./Come in please. (1) 呈现图3的对话 T: What does Mike/Mr Green say? S: I’m sorry./Come in, please. (2) T: Mike is late. So he says “I’m sorry.” (播放录音让学生反复跟读) (3) 鼓励学生两人一组表演图3的场景。 【设计意图：引导学生理解掌握课文中的对话，在表演情境中感知、操练、巩固。】 2 ll Mark 4. Open the door./Close the window. (1) T: Mike is late for the class. He is at the door. What does Mr Green ask Liu Tao to do? S: Liu Tao, please open the door. T: It’s windy outside. What does Mr Green ask Wang Bing to do? S: Wang Bing, please close the window. (2) PPT上呈现floor，让学生试读door，再试读open the door。 PPT上呈现yellow，引导学生试读window，再跟读close the window。 T: Can you say more phrases about “open/close”? S: Open the door/book/window/… S: Close the window/box/eyes/… (3) Let’s chant Open, open, open the door/book/... Close, close, close the book/door/window/... 【设计意图：利用旧词引读新词，多角度巩固新词。】 5. Learn to read T: Now boys and girls, let’s read the story after the tape together, OK? (提醒学生注意跟读录音时模仿语音、语调。) (1) T: Open your books. Listen to the tape, and then follow it. (第一遍) (2) T: (引导学生逐句跟读录音) Who can read it? Who reads better? (让个别同学模仿，比比谁模仿的最像。) (第二遍) (3) T: Let’s read in roles. (学生四人一组小组先操练，然后展示。) 【设计意图：指导学生模仿朗读、认读课文中的对话。】 6. Let’s act T: You did a good job. Now, let’s act. (PPT呈现评价标准) S: (准备、表演、互评) 【设计意图：让学生在自导自演中学习、享受乐趣并在互评中不断扬长避短。】 Step 4 Consolidation 3 ll Mark 1. Look at the pictures. (PPT呈现) Can you say the phrases? 2. Please think and fill in the blanks. (PPT呈现) 3. You all did very well. In this lesson, we’ve learnt how to give orders, such as: Sit down, please./Liu Tao, please open the door. (祈使句用来表示请求或命令别人做某事或不要做某事。) 4. Make dialogues T: Can you use the new sentences to make dialogues? At school or at home. You can choose one to make a dialogue. 【设计意图：通过学生练习，明确用法，让生初步接触祈使句的概念。】 Homework 家庭作业 1. Read the dialogue after the tape and imitate the pronunciation. 2. Try to use new words “please open … /close … /sit down./stand up.” in your life. Teaching aids 教学准备（含板书设计) 板书设计： Unit 1 Hello 祈使句： Stand up. Sit down. Open the door. Close the window. Come in, please. I’m sorry. 记：在本节课以歌曲导入，让学生快乐地大声唱英语歌曲不仅能营造英语学习的氛围，也带动学生课堂开始的热情，为开始新课做好准备。 接下来结合现实情境教学Stand up./Sit down, please.并采用“做小老师”的游戏形式体会和巩固句型。 在课文学习部分，让学生先通过看卡通，整体感知文本，并找出是谁迟到了，培养学生听故事的能力。接着让学生找出Mike和Mr Green在那种情境中是怎样说的，引出I’m sorry./Come in, please.的教学，这里引导学生关注课文的细节信息，培养学生结合插图理解意思的能力。接下来再结合图片学习Open the door./Close the window.两句，然后让学生逐句学读课文并用多种方式培养学生读的能力，养成良好的模仿语音语调的习惯。最后让学生自己表演课文，巩固课文学习。在这个环节，教师提出不同层次的表演要求，让学生参与评价。 课文学习后，教师安排了巩固环节。用看图回答问题的方式帮助学生回顾本课重点，养成良好的学习习惯。然后让学生根据“在学校”和“在家”不同的场景编对话，让学生在表演中运用本课重点句型，体会在实际生活中灵活运用语言的乐趣。 特别分享： ·关注学生对新词的音、形、义的感知和掌握。 ·关注学生对对话的理解和表演。 ·关注学生课文朗读的指导。 4 ll Mark Unit 1 第 2 课时 课 题 主备人 In Class 课 型 授课时间 Fun time 1. 能听懂、会说、会读、会写door, window, blackboard, stand up, sit down, open和close。 教学目标 2. 能听懂、会说、会运用日常用语与句型Open the … Close the … Look at the …, please … Come in, I’m sorry. 3. 了解祈使句的概念和应答。 教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下尝试重点难点 给课文中的图画配音。 教学难点：能初步运用本课所学的日常用语和别人打招呼。 教具准备 教学流程预设 Step 1 Greeting 1. Let’s play Game 1: Listen and do. (教师发指令，学生做动作。) Game 2: Simon says. (听命令做动作，但听到Simon says则不做动作，做了动作的就出局。) 【设计意图：以游戏导入，复习上节课的指令性语言，寓教于乐。】 Step 2 Revision 1. T: Look at the pictures and dub. S: OK. (学生分小组完成，然后小组互评：以准确性、流利性、生动性为评价标准。) 2. T: Can you act the story? How many stars do you want to get? Let’s 5 ll 二次备课 Mark try! (出示得星规则。) (学生分小组练习表演并展示。) T: How many stars can they get? Why? S1: They can get one. They … S2: They can get two stars. They can … 【设计意图：结合图片带领学生回忆Story time内容，先配音，再表演，并让学生互相评价，说出理由，发挥评价的引导作用。】 Step 3 Let’s learn 1. T: Boys and girls. What can we see in this classroom? S: I can see … (1) Teach “book”. T: Look, what’s this? (让会读的学生试读，其他学生跟读。) T: Can you say any phrases about “book”? S: a blue book/my book/… T: Let’s read the phrases together. (带读PPT呈现的短语) (2) Teach “blackboard”. T: Is this a book? What colour is it? S: It’s black. T: (show “blackboard”) Who can read it? S: (学生挨个读。) (教师带读PPT上的对话。) (3) Game: Watch and say. 【设计意图：结合生活或图片学习新词，让会读的学生充分展示，鼓励学生大胆根据旧词认读新词，并让学生当堂巩固词汇的音、形、义，而拼写可以放在课后让学生复习巩固。】 Step 4 Fun time 1. Learn the rules of the game T: What is it? S: A robot. 6 ll T: Now, let’s play a game with the robot, OK? T: First, Let’s try to give the robot orders. Mark S: Stand up./Open the book./… T: Now let’s watch the cartoon and learn the rules of the game. 2. Play the game in Fun time: give and follow the orders (1) Play in pairs. (2) Play together. (One gives the order, and the other students follow the orders.) 3. Let’s act: Be a little teacher (让学生分组玩“小老师”游戏，鼓励学生使用更多的语言知识。) 【设计意图：通过和机器人玩游戏让学生练习巩固，逐步形成能力，最后“做小老师”这个表演游戏培养学生综合运用语言的能力。】 Step 5 Consolidation 1. Read and choose (PPT呈现以下内容) (1) 老师请你起来回答问题，老师会说： A. Sit down, please. B. Stand up, please. (2) 当你不小心把父亲的衣服夹在门里，父亲会说： A. Open the door, please. B. Close the door, please. (3) 如果你上学迟到了，你会怎么对老师说： A. I’m sorry. B. I’m Mike. 2. Try to spell the new words. Homework 家庭作业 1. Spell the new words. 2. Play the game “Be a robot”. 板书设计： Unit 1 Hello (Fun time) Mr Robot, please stand up./ sit down./ open the door./ Yes./ close the window./ All right./ come in./ OK. look at the blackboard./ … 7 说：本节课的主要任务是：在复习Story time的基础上继续练习、运用所学祈使句及应答，另一个任务是学习包含Story time中出现过的四个新词book，door，window和blackboard。 首先，和孩子们玩PTR游戏，自然运用上节课学习的Stand up/Sit down/Open …/Close …让学生在游戏中复习、练习新知。借助Story time中的图片，帮助学生回忆内容，进行配音练ll Mark Unit 1 第 3 课时 课 题 主备人 In Class 课 型 授课时间 Cartoon time 1. 能听懂、会说、会读、会运用单词：robot, rubber和parrot。 教学目标 2. 能听懂、会说、会读、会运用句型：Look at the … Don’t … 3. 能快速用It’s a … 来回答What’s this?的提问。 4. 能用Don’t … 来造句。 1. 能区分robot和rubber。 重点难点 2. 能听懂、会说、会读、会运用句型：Look at the … Don’t … 3. 能用Don’t …来造句。 教具准备 教学流程预设 Step 1 Warm-up 1. Greetings T: Good morning, class. S: Good morning, Miss Ji. T: Nice to see you. S: Nice to see you too. 2. Play a game—Magic eyes T: Let’s play a game first. When you see the picture, please say it loudly. If you see a bomb, please say “Bomb”. Understand? S: Yes 【设计意图：通过游戏来调动学生的积极性，另一方面也可以复习前两课时学习的人物。最后呈现Mr Robot，为下一环节的教学做铺垫。】 Step 2 Practice—Say and do T: Who’s he? S: It’s a robot. T: This is Mr Robot. Let’s say hello to him. 二次备课 8 ll Mark S: Hello, Mr Robot. T: Mr Robot can do many things. Can you give him some orders? Please look at the pictures. (1) S1: Mr Robot, please stand up. R: OK. (2) S2: Mr Robot, please sit down. (3) S3: Mr Robot, open the book please. (4) S4: Mr Robot, close the book please. (5) T: What about this picture? S: Mr Robot, please look at the blackboard. T: Great. 【设计意图：操练本单元表示口令的词汇和句型。】 Step 3 Cartoon time 1. Ask and answer T: Boys and girls, look at the blackboard, please. S: Yes, Miss Ji. T: What’s this? S1: It’s a robot. T: Yes, you’re right. What’s this? S2: It’s a … T: It’s a rubber. (教读rubber) 2. Watch and answer T: Sam is looking at the blackboard too. Now let’s watch a cartoon and think about these questions. (PPT呈现如下问题) ( ) (1) Who is the teacher? A. Bobby. B. Sam. C. The parrot. ( ) (2) Does Sam know the answer (知道答案)? A. Yes. B. No. ( ) (3) Is the parrot correct (正确)? 9 ll Mark A. Yes. B. No. 【设计意图：让学生带着问题一边观看一边思考，对故事的理解更有帮助。】 3. T: Look at Bobby. He is not happy. Why? S: … T: What does Bobby say? S: Don’t listen to the parrot. T: Good. (新授parrot和listen to) 4. Listen and repeat 5. Read in roles Step 4 Consolidation 1. Act the story 2. Add a new ending to the story T: Bobby asks Sam again. What will Sam say this time? Discuss in groups and act it out. Step 5 Summary 1. Make a summary of the sentence pattern “Don’t …” 2. Try to say (PPT呈现图片) Picture 1: Don’t close the door. Picture 2: Don’t stand up. Picture 3: Don’t open the door. Picture 4: Don’t open the window. Picture 5: Don’t sit down. Picture 6: Don’t close the window. Homework 家庭作业 1. Read Cartoon time. 2. Write the dialogues after class. 【设计意图：作业是对本节课知识的巩固，让学生将所学语言融入生活，提升语言表达能力。】 10 ll Mark 说: 本单元的Cartoon time 呈现的是小老鼠Bobby当小老师，却遇到书上的鹦鹉干扰教学的一个场景。内容比较生动，学生也比较感兴趣。在本课教学中，教师根据故事教学的特点，通过观看图片，提出问题，观看动画和回答问题等活动，逐步引导学生从整体上理解故事内容。考虑到本课时为本单元的第三课时，教学内容相对比较简单，学生有了前两节课的基础，语言输出难度相对较小。因此，在第一个环节，教师用Mr Robot会做各种指令，让学生对他发出指令。学生在游戏的过程中操练了口令用语，增加了语言输出的趣味性。本部分出现了几个新词汇，虽然是三会要求的单词，但少数学生还是很难分辨robot 和rubber。教师在这节课中以robot贯穿始终，也是在加深学生对这个单词的印象。教师在深度挖掘教材后，巧妙地设计教学任务，提升学生的语言思维和创造力。比如在续编故事的环节，让学生想一想演一演Bobby第三次提问时，Sam是如何回答的呢？学生通过合理想象和思考，在模拟的情境中很自然地运用了本单元的主要句型和词汇，真正达到了学以致用的目的。 Sound time, Rhyme Unit 1 第 4 课时 课 题 主备人 In Class 课 型 授课时间 time, Checkout time & Ticking time 1. 复习本单元单词和日常交际用语：door, window, blackboard, stand up, 教学目标 sit down, open, close, Please come in.和I’m sorry. 2. 能够正确读出辅音字母b的发音，并自己归纳一些词的发音。 3. 会有节奏的朗读儿歌Open the window. 11 ll Mark 重点难点 1. 能够看图快速说出相应的祈使句。 2. 能够正确读出辅音字母b的发音，并自己归纳一些词的发音。 教学流程预设 二次备课 教具准备 Step 1 Warm-up 1. Greeting T: Good morning, class. S: Good morning, Miss Ji. T: Nice to see you. S: Nice to see you, too. 2. Free talk T: Hi, … Nice to see you. S1: Nice to see you, Miss Ji. T: I’m hot. Open the window, please. S1: OK. T: Thank you. 【设计意图：激活学生的已有知识，激发学生的学习兴趣。】 Step 2 Revision 1. Bobby in class T: Look at the picture. Where are Mr Green and the students? S: They are in the classroom. T: Good. Oh, Bobby is here too. Let’s say hello to him. S: Hello, Bobby. 2. Let’s talk T: Bobby wants to know the things in the classroom. Let’s talk about them. S1: What’s this/that? S2: It’s a … 12 ll Mark 3. Look and say (Checkout time) T: Bobby wants to open the door. But he is short. Now a boy comes to help him. What can Bobby say? S: Please open the window. T: Good. T: What about this picture? What will he say this time? S: Please close the window. (依次呈现Stand up./Sit down./Please open the door./Please close the door./Please look at the blackboard.) T: Great. 【设计意图：以Bobby为人物主线，创设Bobby想开窗户却够不着的情境进入本单元的句型复习，学生在自然的交流中进一步巩固本单元祈使句的运用。】 Step 3 Presentation—Rhyme time 1. T: Please listen to a rhyme and repeat. (逐句播放Rhyme time录音) Open the window, open the door. S: Open the window, open the door. 2. T: Go on listening, please. Open your book and say “Hello!” S: Open your book and say “Hello!” T: What does say hello mean? S: 打招呼。 T: Good. Let’s say hello to Bobby. S: Hello, Bobby. T: Wonderful. 3. T: Now let’s listen and enjoy the whole rhyme. Try to imitate the pronunciation and intonation. (呈现Rhyme time) T: What does off we go mean? It means “我们走吧”. T: Now let’s read it together. 4. Talk and act T: You all did very well. Now let’s have a match with your partner. (和13 ll Mark 同桌演一演，说一说，看看哪组在规定时间里说的多。) S: Mr Robot, please stand up. S: Mr Robot, please sit down. S: Mr Robot, please open the door. S: Mr Robot, please close the window. S: Mr Robot, please open the window. 【设计意图：通过上一步骤的复习，自然引入Rhyme time的学习。重点提示儿歌中的两个短语“say hello”和“off we go”，加深学生的印象。】 Step 4 Sound time T: Let’s watch a cartoon. Then please guess what letter is it about? (播放flash) T: What letter is it? S: B. T: Let’s read these words. (教师带读Sound time中的例词ball, birthday, book, robot) T: Listen to the rhyme and read after the tape. S: Big books, big books, Bob has two big, big books. T: Do you know some other words? S: ... T: Now we’ll make a new rhyme. Do you want to try? Look at these pictures and say them loudly. S: Balls/bees/bears/birds. T: Prepare with your partner for one minute. S: Big balls, big balls, Bob has two big, big balls. T: Great. Let’s cheer for them. 【设计意图：通过观看字母b的动画，让学生初步感知字母b的发音，同时也增加了学习的趣味性。设计让学生创编儿歌，激发了学生的欲望和热情，大家各抒己见，大胆发言。】 14 ll Mark Step 5 Ticking time T: So much for Unit 1. Now please move on to Ticking time and tick for yourself. Homework 家庭作业 1. Make new rhymes with your friends. 2. Read the Sound time of this unit. 【设计意图：作业是对本节课知识的巩固，让学生将所学语言融入生活，提升语言表达能力。】 说:本节课是本单元的第四课时，主要是复习本单元的词汇和祈使句型的运用，学习Rhyme time和Sound time板块。在设计每个教学环节时，教师都尽量让学生的情感、行为、思维参与到学习过程中，真正体现以学生为主体的教学理念。为了避免复习环节的枯燥，教师根据四年级学生的年龄特点设计了形式多样的语言操练活动，充分激活学生已有的语言知识，激发学生说的兴趣。为了增加Checkout time的趣味性，教师为Checkout time创设了场景，加入了主线人物Bobby，让学生在自然的交流中运用本单元的词汇和句型。 Unit 2 第 1 课时 课 题 主备人 In the library 课 型 授课时间 Story time 15 ll Mark 1. 能初步会听、说、读单词shout, eat, run, talk, sleep和library。 2. 结合动词，听懂、会读、会运用祈使句的否定句Don’t …，并会用I’m 教学目标 sorry.来回答。 3. 能听懂、会读和有感情地表演故事。 4. 使学生树立公共场合文明礼仪观念，懂得遵守公共秩序，培养学生正确的人生观和价值观。 教学重点：1. 能初步会听、说、读单词shout, eat, run, talk, sleep和library。 2. 结合动词，听懂、会读、会运用祈使句的否定句Don’t …，并会用I’m sorry.来回答。 重点难点 3. 能听懂、会读和有感情地表演故事。 4. 使学生树立公共场合文明礼仪观念，懂得遵守公共秩序，培养学生正确的人生观和价值观。 教学难点：结合动词，听懂、会读、会运用祈使句的否定句Don’t …，并会用I’m sorry.来回答。 教具准备 教学流程预设 Step 1 Warm-up Play a game. T: Hello, children! Let’s play a game first! If you see a phrase, please shout. If you see a rabbit, please say “Shh”. 【设计意图：用游戏复习旧知并激发学生的学习兴趣，营造课堂的氛围，使学生快速进入英语情境。】 Step 2 Presentation Enjoy a story! T: You are great! I’ll tell you a story. Shh. Don’t talk. The story is “The race between tortoise and rabbit”. A rabbit is walking in the forest, and singing loudly. Suddenly he sees a tortoise coming slowly from another road. “I am a rabbit. I can run fast.” “Don’t look down on me. Let’s have a race.” The tortoise gets angry. 16 ll 二次备课 Mark “OK. Let’s have a race. I must run fast.” The other animals in the forest are the referees. “One, two three … go!” The rabbit runs like an arrow. Soon the tortoise falls far behind him. The rabbit looks back. He can’t see the tortoise. He’s very proud. “Ah, I’ll be the first. I can have a rest. I want to sleep. And I want to eat a sweet.” The other animals shout to the rabbit, “Don’t sleep. Don’t sleep!” But the rabbit still sleeps. The tortoise doesn’t stop. He keeps running. “Run, run. Don’t stop. I’ll win.” Finally he gets to the finish line. He’s the winner! At this time, the rabbit wakes up. The rabbit runs to the finish line. But he fails because of his pride. 【设计意图：通过龟兔赛跑的故事引出重点单词，为下一环节做铺垫。】 Step 3 Story time 1. Watch and choose T: Mr Rabbit feels very sad. “Why didn’t I win?” he thinks. The rabbit needs Yang Ling’s help. But where’s Yang Ling? Look! She’s in the library. (板书标题In the library) Who are in the library? Please watch and choose. S: (学生看卡通并回答) Yang Ling and Liu Tao. T: (根据学生的答案将人物图片贴在黑板上。) T: Would Yang Ling like a sweet? S: No. 【设计意图：让学生带着任务看动画，整体感知故事内容，了解大意，培养学生听故事的能力。】 2. Listen and choose T: Good job! What does Liu Tao do in the library? Please listen and choose. S: (学生听录音，完成选择) 17 ll Mark T: (板书：将shout, run, talk和sleep贴在刘涛的位置) 【设计意图：通过设计听和选择的任务，培养学生在听的过程中提取重要信息的能力。】 3. Read and underline T: What does Yang Ling say to Liu Tao? Please read the story and underline the sentences. S: Don’t shout. Don’t run. Don’t eat. Don’t talk. Don’t sleep. T: (板书：将Don’t shout. Don’t run. Don’t eat. Don’t talk. Don’t sleep.贴在杨玲的位置) 【设计意图：通过学生自读故事，找出相应的答句培养学生初步的阅读能力。】 4. Let’s read T: Now let’s read the story. S: (模仿录音读课文。) 5. Let’s act T: Great! Let’s try to act the story! You can work in pairs. 【设计意图：通过模仿读课文、表演课文，培养学生的朗读能力和良好的语音语调。】 Step 4 Consolidation 1. Yang Ling’s help T: Mr Rabbit asks Yang Ling for help. Rabbit: Can you help me? Yang Ling: OK! Boys and girls, let’s help Mr Rabbit together! What’s the trick? S: Run./Don’t sleep./Don’t eat. T: Well done! Then you can win! Rabbit: Thank you, Yang Ling! Yang Ling: You’re welcome! 2. 考考你 18 ll Mark T: 同学们，在课堂中看到下面的情况你应该怎么说？(PPT呈现图) S: Don’t sleep! Don’t talk! Don’t eat! 【设计意图：通过和杨玲一起帮助兔先生及纠正课堂中不好的现象的环节，帮助学生在实际生活中运用所学日常用语，学以致用。】 3. Summary T: Today we learn five new words: shout, run, talk, sleep and eat. 叫别人不要做某事说：Don’t … Now we know: Be good in class and be good in the library, please! 【设计意图：新授后的总结能帮助学生梳理一节课的重难点，让学生对照学习目标自查掌握情况。】 Homework 家庭作业 1. Copy the new words three times. 2. Read and act the story. 3. Make some public signs. 板书设计： Unit 2 In the library Don’t shout. Don’t run. Don’t eat. Don’t talk. Don’t sleep. Don’t drink. 说: 热身环节，教师通过游戏复习上一单元的动词词组，巩固祈使句19 ll Mark 的肯定句形式，为本课祈使句的否定形式的教学做好铺垫，同时引出本课的线索人物：兔先生。 再由“龟兔赛跑”的故事导入本课的新单词，让学生在有趣的故事中对生词有了初步的印象，且学生对故事有浓厚的兴趣，讲故事也能很好地带动学生学习的热情，为后面的学习进行了铺垫。 故事结束时由兔先生寻求杨玲的帮助导入Story部分。在课文学习部分，让学生先通过看卡通，找出图书馆有哪些人，这是一个整体感知的过程，培养学生听故事的能力。接着让学生听故事找出刘涛做了哪些事，培养学生听英语的能力。对于刘涛做的事情，杨玲是怎么说的？请学生自读故事找一找，这里引导学生关注课文的细节信息，培养学生结合插图理解大意和看故事的能力。接下来以图文相配的形式带领学生逐句朗读课文并表演，培养学生朗读的能力，养成良好的语音语调。在这个环节，教师可提出不同层次的表演要求，并让学生参与评价。在朗读和表演故事的过程中，需提醒学生注意模仿语音语调，可以配上相应的表情和动作。 课文学习后，巩固所学知识。首先请学生和杨玲一起帮助兔先生想想“制胜法宝”，以及纠正课上不好的做法。让学生运用本课重点句型，体会在实际生活中运用语言的乐趣。再一起总结本课重点，帮助学生养成良好的学习习惯。 特别分享： ·关注学生对课文的整体感知和细节信息的获取。 ·关注对话的理解和表演，指导怎样朗读。 ·树立公共场合文明礼仪观念，懂得遵守公共秩序，培养学生正确的人生观和价值观。 20 ll Mark Cartoon time Unit 课 题 In the library 课 型 & Fun time 第 2 课时 主备人 授课时间 1. 能熟练听懂、会说、会拼写单词shout, eat, run, talk, sleep和drink。 2. 能熟练听懂、会说祈使句的否定句Don’t …，并会用I’m sorry.来回答。 教学目标 3. 能初步听懂、会说、会运用句型Is this your …? 4. 能读懂动画中的幽默之处。 5. 懂得没有经过别人的同意，不能随意拿别人的东西。 1. 能初步听懂、会说、会运用句型Is this your …? 重点难点 2. 能读懂动画中的幽默之处。 PPT，课前学生两人一组制作P14的卡片。 教学流程预设 Step 1 Warm-up T: Class begins! S: Stand up! T: Good morning, class. S: Good morning, Miss Li. T: Sit down, please. Step 2 Fun time 1. Game 1: Quick response T: Boys and girls, do you remember these words? Let’s read them loudly in this game. The rules of the game: (1) When you see the word, please read it loudly! (2) When you see “Hurray”, please clap your hands! 2. Game 2: Guessing time T: Good job! Now look at this sign. Do you know what it means? 二次备课 教具准备 21 ll Mark (出示talk标志，让学生猜是什么意思) T: And what does it mean now? (出示加了禁止符号的talk标志，让学生猜是什么意思) S: Don’t talk. T: Yes. Don’t means不，不要. Don’t equals do not. Now, can you tell me the meaning of the pictures quickly? (学生根据PPT呈现的图表述) 3. Try to use T: Look at the girl. Is she polite? Please use “don’t …” to stop. (在此过程中学习单词drink) 4. Review Story time T: Liu Tao feels bored. Do you know why? S: Yang Ling tells him “Don’t shout/run/eat/talk/sleep.” T: So, we know the rules in the library. Do you know other rules? (出示tips) Let’s see.(PPT呈现图片，学生尝试表达。) 5. Try to find the rules about the game. T: Now you know the rules around us. I think you can play this game very well. Let’s watch.(观看Fun time的flash) T: Do you know how to play it? (学生尝试用自己的语言描述游戏规则。) T: These are the rules about this game. Play the game with your friend. (出示游戏规则，学生尝试游戏。) Step 3 Cartoon time 1. Watch and answer T: Look at the little mouse. He is Bobby’s cousin. What can you say to him? Does the little mouse have good habits? Let’s watch and answer. 2. Read and find T: Read quickly and try to find: What did the little mouse do? S: Shout/eat the cake/drink the milk/run … 3. Try to imitate 22 ll Mark T: What did Bobby say to him? S: Don’t shout/eat my cake/drink my milk/run …(教师新授milk) 4. T: Please read the sentences after the computer. 5. Try to learn (1) T: Is Bobby happy now? Why? (2) T: What does Tina say to Bobby? S: Is this your book? T: Try to read this sentence after the computer. (教师讲授your book, my English book) Step 4 Consolidation 1. Read or act in groups T: Now boys and girls, please read the story or act it in groups. (鼓励学生加动作表演，并尝试根据评价标准，互相打星。) 2. T: If you are Bobby, what do you think of the little mouse? The little mouse knows he is not polite, so he says: I’m sorry. How will the story go on?(学生猜测并各抒己见。） 3. Go on watching the story. (学生观看故事续编。) Homework 家庭作业 1. 三人一组表演Cartoon time中的故事。 2. 尝试用“Don’t …”制定班级规则。 3. 两人合作玩猜规则的游戏。 说：Fun time板块的功能是通过多样性的活动复习、巩固和运用本单元目标句型，为了使学生能够流畅地完成Fun time的活动，教师首先通过两个游戏，尝试运用和对复习活动帮助学生复习已学的词汇和祈使句的否定形式，同时进行适度词汇扩充，为Fun time打好词汇和句型的基础。然后让学生通过观看Fun time动画，自主发现游戏规则，最后学生则能水到渠成地开展游戏。 Cartoon time部分，教师先让学生观看动画，了解故事大意，接下来通过任务型阅读让学生进一步了解故事的细节信息，随后的模仿和跟读旨在帮助学生进一步熟悉课文，培养语感。在巩固环节，教师根据学生的不同接受程度安排了朗读或分组表演活动，鼓励学生尝试输出。教师鼓励学生大胆为故事续编结尾，激发学生的想象力，最后教师展示自己的故事续编，对学生进行正面情感教育。 23 ll Mark Unit 第 3 课时 课 题 主备人 In the library 课 型 授课时间 Sound time & Song time 1. 能熟练听懂、会说、会拼写单词：shout, eat, run, talk, sleep和drink。 教学目标 2. 能熟练听懂、会说祈使句的否定句Don’t … 3. 能掌握字母P在单词中的发音。 4. 会唱本单元歌曲Don’t talk, Tom!并初步理解want to。 1. 能掌握字母p在单词中的发音。 重点难点 2. 学生会唱song time中的歌曲。 教学流程预设 Step 1 Warm-up 1. Greeting T: Good morning, boys and girls. S: Good morning, Miss/Mr ... T: How are you, ...? S: Fine, thank you. And you? T: I’m fine, thanks. 2. Free talk T: I’m so hot. Please open the door, … S1: Yes, Miss/Mr ... T: Don’t talk, … S2: I’m sorry. T: That’s all right. T: What’s this? S3: It’s a book. T: Is this your English book? S3: Yes. 二次备课 教具准备 24 ll Mark T: Here you are. S3: Thank you. T: You’re welcome. 3. Aims of this lesson T: Boys and girls, these are the aims for this English lesson. (PPT呈现教学目标) If you want to get three stars, you must listen carefully, look carefully and speak loudly. Step 2 Revision 1. Review the words and the phrases T: Now, let’s play a game. When you see this, you may say “Bomb!” If you see others, please read loudly. Clear? Now, let’s start. 2. Show time (Review Cartoon time) T: Look at the little mouse. He is naughty. Please act the story in groups. (学生在小组里准备表演，教师巡回指导，请2-3组学生上台表演。) 3. Try to fill in the blanks. (PPT呈现) T: The little mouse should be a polite person. But how can you be a polite person? Can you help him? (学生看图填空Don’t shout/eat/drink/run) 4. Discuss in groups T: When we go to other’s house, we must follow the rules. How about in class/in the park/in the cinema/on the bus? Please choose one place to discuss in groups. (学生分组选择一个地点讨论应该遵守哪些规则，用Don’t …表述。) T: Yes, we should have good habits. Song time 1. Listen to the song T: Now, let’s enjoy a song. 2. Learn the song 25 ll Mark (出示图片，介绍人物) T: What can you see in this picture? S: I can see two boys and a bed. … T: Yes. This is Tom and that is Tim. What are they talking about? S: … T: “Want to” means想要. Can you read the lyrics of the song? Let’s read it together. T: You can also read it in roles. 3. Listen to the song and try to follow 4. Sing the song together 5. Try to sing in roles Sound time 1. Lead-in T: You did a good job. Look! This is a new friend. He’s Paul. (图片出示Paul.) T: What is Paul doing? Let’s watch the cartoon. S: He is walking up and down. (教师新授walk，walking和up and down) 2. Compare the sounds of “p” and “b”. (出示学习小贴士，让学生领会p的发音部位。) 3. Read after the computer 4. Read in pairs 5. Can you read these words? Please find more. (引导学生说出更类似单词。) 6. Can you read the new words? (引导学生利用发音规律尝试读一些新单词。) 7. Can you read and order them? Put them into the right basket. (引导学生根据发音规律尝试给六个单词分类) 26 ll Mark Step 4 Consolidation T: How many stars can you get? Please try to tick. Homework 家庭作业 1. 两人一组演唱Don’t talk, Tom! 2. 预习Checkout time，完成第17页练习。 Teaching aids教学准备 教学准备：PPT 说： 本节课一开始，教师安排了游戏、表演、看图填空活动主要是复习本单元目标句型和核心词汇，之后的分组讨论活动旨在提高学生的语用能力并渗透道德教育。 在Song time板块，教师先让学生欣赏歌曲，了解歌曲大意，然后通过介绍人物和讲解歌词让学生进一步理解歌曲，最后在理解的基础上学习唱歌。在Sound time板块，教师同样先让学生看动画，感受字母P的发音，发现规律接着通过比较、跟读和朗读，帮助学生进一步巩固字母P的发音规律，最后引导学生学以致用，利用规律读更多的新词。 27 ll Mark Unit 2 第 4 课时 课 题 主备人 In the library 课 型 授课时间 Checkout time & Ticking time 1. 能听、说、读单词shout, eat, run, talk, sleep和library。 2. 能理解生活中部分公共标识的意思。 教学目标 3. 听懂、会读、会运用祈使句的否定句 Don’t …，并会用I’m sorry.回答。 4. 能使学生树立公共场合文明礼仪观念，懂得遵守公共秩序，培养学生正确的人生观和价值观。 重点难点 1. 能听、说、读单词shout, eat, run, talk, sleep和library。 2. 听懂、会读、会运用祈使句的否定句Don’t …，并会用I’m sorry.回答。 教学流程预设 Step 1 Warm-up Play a game T: Hello, children! Look! Do you remember this rabbit? Today he will go on an adventure. Let’s go with him. OK? S: OK! 【设计意图：设计帮助兔子闯关的情境，串起整节课，让学生在一个个有趣的游戏环节中复习巩固旧知。】 Step 2 Round 1 1. Brainstorming T: First, let’s play games. Please say some phrases. The more, the better. S: (说相关词组，如：Open the door/Open the book … Close the window/Close the box … Don’t open the door./Don’t stand up …) 2. Big bomb T: Well done. Now if you see a sign, please read it. If you see the bomb, please say “bomb”. 二次备课 教具准备 28 ll Mark 【设计意图：通过“头脑风暴”和“大炸弹”的游戏，帮助学生复习已学的动词及标识类单词和词组。】 Step 3 Round 2 1. Let’s guess! T: You’re so great! Can you act and guess? Let’s have a look at the rules: (1) 两两组合，A看卡片演，B根据表演发出指令Don’t … (2) 如果猜对，A说Yes。如果猜错，A说No并继续表演。 T: Please play with your partner. 2. Let’s discuss! T: 同学们，在我们身边也有一些不文明行为，看看下面的视频（此处教师可以插入相关网络资源），让我们来一起帮助他们，当个文明小卫士吧！（学生看视频，纠正不好的做法，给出正确的建议。） T: Please follow the rules in our school. OK? 【设计意图：语言贵在能在实际生活中灵活运用。因此，在本环节中，学生可以通过两人之间的演一演、猜一猜及观看视频，帮助同学纠正不好的做法，将日常用语运用于生活中去。】 Step 4 Round 3 1. Choose and match T: If you are in the library, what signs can you see? Can you choose and match? (PPT呈现) S: Don’t shout./Don’t run./Don’t sleep./Don’t eat./Don’t drink. T: So let’s follow the rules in the library. OK? 2. T: Now I’m sure that you can design some signs by yourselves. Please work in groups of four and design signs for one place. (学生四人一小组选择一个场景，设计标识，并在全班展示。) 29 ll Mark T: So I’m sure that you can follow the rules in public places. 【设计意图：本环节对书本的Checkout time进行了改进，先让学生选择哪些标识用语能运用在图书馆中，再让学生自己动手设计各个公共场所的标识。将听、说、读、写有效地结合起来。同时也是对书本知识的一种拓展，不仅仅局限于教室和图书馆。】 Step 5 Round 4 1. Let’s read T: Now we’re going to Round 4. Let’s read the sentence as well as you can. 2. Let’s try T: Can you put the words into the right balloons? Have a try, please. S: The red balloon: big, robot, black, blue, birthday The yellow balloon: up, cap, Paul, sleep, please 【设计意图：先让学生用“比读句子”的方式感受字母“p”的发音，再结合前一单元“b”的发音，让学生更好地区分和理解相似字母的发音。】 Step 6 Ticking time T: Great! The rabbit wins! Thank you for your help! Shh! Listen to the rabbit! Rabbit: 在帮助我的同时，你一定也收获了很多，根据你的表现给自己评价吧！ （学生结合自己整节课的表现进行自评。） 【设计意图：通过帮助小兔，让学生回忆整节课自己的表现，并做出评价，培养学生反思和自评的能力。】 Teaching aids 教学准备 教学准备：PPT 30 ll Mark 说： 本节课是单元复习课，需要对重点单词、句型及日常用语进行形式多样的复习。 针对三年级学生的年龄特点，教师将本节课设计成帮助小兔闯关的整体情境。通过“头脑风暴”“大炸弹”的游戏帮助学生巩固前一单元及本单元的内容。“演一演，猜一猜”帮助学生进一步理解标识，并将“争做文明小卫士”的环节运用于实际生活中，学以致用。而后又通过“比一比，读一读”和“按语音归类”两个任务帮助学生巩固字母“b”和“p”在单词中的发音。 最后，在帮助小兔的过程中，学习目标达成的情况又怎样呢？鼓励学生结合整节课自己的表现进行自评。 复习的过程往往会比较枯燥乏味，但通过一系列的任务设计，既可以活跃课堂气氛，又达到了复习的效果。 特别分享： ·关注学生在每个环节中的任务达成情况。 ·树立公共场合文明礼仪观念，懂得遵守公共秩序，培养学生正确的人生观和价值观。 第 1 课时 主备人 授课时间 1. 学生能理解Story time的内容，并能够有感情地朗读。 2. 学生能听懂、会说、会读单词pen, pencil和pencil case。 教学目标 3. 学生能听懂、会说、会读日常用语和句型Is this/that your …? Yes, it is./No, it isn’t. 4. 学生通过各种合作学习，培养合作学习的意识，激发学习兴趣。 31 ll Mark 教学重点：1. 学生能理解Story time的内容，并能够有感情地朗读。 重点难点 2. 学生能听懂、会说、会读单词pen, pencil和pencil case。 教学难点：学生能听懂、会说、会读日常用语和句型Is this/that your …? Yes, it is. /No, it isn’t. 教具准备 教学流程预设 Before class—Enjoy a song What’s this? Step 1 Warm-up 1. Greetings 2. Let’s play! T: Pay attention to the rules: If you see a phrase, read it and do it. If you see a tiger, shout “Ahh”! (学生做游戏) 【设计意图：通过歌曲、游戏激发学生学习英语的兴趣，同时复习旧知，为学习新知做好准备。】 Step 2 Presentation and practice 1. Guessing game (1) Yellow box—clothes (旨在新授Is this a …?) T: There are so many beautiful clothes. What are the presents? Let’s guess. S: A T-shirt./… T: You can come here and guess like this, “Is this a …?” (引导学生来到投影仪前进行猜测，并出示新授句型Is this a …?) S: Is this a … ? (前两幅引导学生用新授句型一起猜测，最后的一幅图转为学生同桌合作进行猜测。) (2) Blue box (旨在新授Is that …?) T: Letter “b”. 32 ll 二次备课 Mark S: Is this a …? T: It’s far away from you. So you can say: Is that a …? S: Is that a …? (前两幅引导学生用新授句型一起猜测，最后的一幅图转为学生同桌合作，猜测练习。) (3) Green box (旨在新授Yes, it is./No, it isn’t.) T: Can you guess? S: Is that a …? T: Yes or no? If you think it is, you can say “Yes, it is.” But if you don’t think so, you can say “No, it isn’t.” S: Is that a pen? T: Yes, it is. It’s a pen. (新授pen，同法教学pencil ) T: The last picture, please guess with you partners. S1: Is that a …? S2: Yes, it is./No, it isn’t. T: (教学pencil case。) 【设计意图：通过“猜猜礼品盒里的小礼物”这一活动设计，以旧引新，由扶到放，逐步学习本课教学重点，即文具类单词pen, pencil, pencil case和一般疑问句的问答。】 2. Story time (1) Lead-in T: I have a picture here. Can you guess? S: Is that a …? T: Yes, it is./No, it isn’t. T: (出示Story time 中的铅笔图片) I have a story about this picture. Do you want to have a look? (2) Watch and choose What is the story about? A: The pencil is lost. (丢失) 33 ll Mark B: The pencil is broken. (弄坏) C: The pencil is stolen. (偷掉) S: A. T: Is this Mike’s pencil? (出示第一幅图片) S: No, it isn’t. T: So Mike says: This isn’t my pencil. (教师指导朗读) (3) Listen and underline T: Who helps Mike? S: Liu Tao and Yang Ling. T: What do they say? S: Is this your pencil?/Is that your pencil? T: (新授Is this/that your pencil?) T: No, they are not Mike’s pencil. Where is the pencil? (出示最后一幅图片) Find the sentence and read loudly. S: Oh, that’s my pencil. T: (教that’s = that is ) (4) Let’s read. a. Read after the computer. b. Read after the teacher. c. Read together. (5) Show time (出示Story time的图片，打乱顺序，通过重新排序，带着学生说说这个故事。) 【设计意图：在故事情境中，通过对Story time的听、猜、读，初步运用新句型帮助Mike寻找丢失的铅笔，最后一起对整个故事进行复述。】 Step 3 Production and consolidation T: Mike can’t find his stationery. Let’s help him. (出示两幅图片pen和34 ll Mark pencil case ) T: I am Mike. Who can help me? S: I can. T: This isn’t my pen. S: Is this your pen? T: No, it isn’t. S: Is that your pen? T: No, it isn’t. Oh, that’s my pen. (学生两人小组，模仿对话) T: Mike is careless. He lost his pen. We must take good care of our things. 【设计意图：通过再次帮助Mike寻找丢失的钢笔，引导学生在实际情境中运用新句型，并适时进行相关的学习习惯教育——我们应该保管好自己的文具。】 Homework 家庭作业 1. 听录音，大声朗读story time并能表演。 2. 抄写story time里的新单词。 Teaching aids 教学准备（含板书设计） 板书设计： Unit 3 Is this your pencil ? pen Is this/that a …? Yes, it is. pencil Is this/that your…? No, it isn’t. pencil case 说:在本课导入环节，通过歌曲What’s this?和游戏“Let’s play”帮助复习旧知识（文具类单词和特殊疑问句句型），为新故事的学习做好知识和情感两个方面的准备。 在新授环节，通过“猜猜礼品盒里的小礼物”这一活动设计，引导学生在较为真实的游戏情境中逐步学习本课的重点内容即一般疑问句的问答和pen、pencil、pencil case这三个文具类单词，并通过同桌合作学习，由扶到放，能够对新知识进行初步运用。教学过程中，35 ll Mark 教师应该引导学生对学习难点Is this/that …?的意义理解和一般疑问句的回答进行重点体验和关注，学习文具类单词时也体现了教师对音、形、义三个维度的关注。 在故事学习环节，则通过对故事的听、猜、读，引导学生在故事情境中帮助Mike寻找丢失的铅笔。这里分三个层次展开，第一层次是先整体理解故事的主题“Mike的铅笔丢失了”；第二个层次是帮助Mike寻找丢失的铅笔；第三个层次是找到铅笔后Mike说了些什么。最后通过对故事的排序，引导学生对故事的整体理解和细节把握。对故事的教学，由整体进入到分块理解再到整体复述，通过不同层次的听、猜、读、说，学生不断地学习新知识。 在故事学习后，设计“帮助Mike寻找丢失的钢笔”这一活动，引导学生再次运用新知识解决生活中的问题，并适时进行相关的学习习惯教育，提醒学生保管好自己的文具。 作业布置主要是对课内学习的复习、巩固，并最终落实到书面，同时关注学生模仿、朗读能力的培养。 特别分享： ·培养学生看图猜测、表达的能力。 ·培养学生小组合作学习的意识和能力。 ·关注学生学习习惯的培养。 Unit 3 第 2 课时 课 题 主备人 Is this your pencil? 课 型 Fun time & Checkout time 授课时间 1. 学生通过复习能有感情朗读Story time并进行表演。 2. 学生通过学习能听懂、会说、会读单词crayon, ruler, rubber和教学目标 schoolbag。 3. 学生通过复习能更好运用句型Is this/that a …? Is this/that your …? Yes, it is. /No, it isn’t. 4. 学生通过学习能养成良好的书写习惯和乐于助人的品质。 36 ll Mark 教学重点：1. 学生通过复习能够更好地掌握Story time，能够有感情朗读，并会表演。 重点难点 2. 学生通过学习能够听懂、会说、会读单词crayon, ruler, rubber和schoolbag. 教学难点：学生通过复习能够更好运用句型Is this/that a …? Is this/that your …? Yes, it is./No, it isn’t. 教具准备 教学流程预设 Before class: Sing a song Can you tell me what this is? Step 1 Warming up 1. Greetings 2. Free talk 【设计意图：激活学习兴趣和已有知识，为新课做好准备。】 Step 2 Revision 1. 复习句型Is this/that …? Yes, it is./No, it isn’t. (1) 教师带来的东西有schoolbag, crayon和pencil case, 走到学生中间，让学生去猜。 S: Is this a …? T: Yes, it is./No, it isn’t. 【设计意图：利用学生身边的文具用品，用Is this a ...?及其回答和学生进行交流。】 (2) PPT逐步呈现图片，让学生猜测。 S: Is that …? T: Yes, it is./No, it isn’t. (呈现最后一幅图) S: Is that a pencil? T: Yes, it is. Whose pencil? S: Mike’s. 37 ll 二次备课 Mark 【设计意图：通过看图猜测的活动设计，用句型Is that a ...?及其回答和学生进行交流。】 (3) 复习Story time。 a. 逐图说一说。 T: Is this Mike’s pencil? S: No, it isn’t. T: So he says … S: This isn’t my pencil. T: Liu Tao helps him. What does he say? S: Is this your pencil? T: No, it isn’t. Yang Ling helps him too. What does he say? S: Is that your pencil? T: No, it’s not Mike’s. Look! Mike finds his pencil. He says … S: Oh, that’s my pencil. … b. Act the story. Tips: 1. Read together in your group 2. Try to act 【设计意图：在复习Story time的过程中，引导学生综合运用上一课时所学新句型及其回答表演、复述故事。】 Step 3 Presentation and practice Fun time 1. 示范游戏 T: After drawing pictures, Mike and his friends play a game. Do you want to play this game? S: Yes. T: Who want to play this game with me? (教师先请班级中的三位学生与自己一起来玩这个游戏，然后再让学生分组玩这个游戏。) 38 ll Mark 2. Rules T: Before playing this game, let’s know the rules. Step 1 Close your eyes. Step 2 Put one stationery in the basket. Step 3 Guess. T: You can ask like this: Liu Tao, is this your …? S: Yes, it is./No, it isn’t. … 3. Play the game in groups 4. Show time 【设计意图：通过游戏活动，进一步复习、巩固本单元重点句型。】 Checkout time T: After playing the game. It’s time to go home. The students are packing their schoolbags. 1. 逐图讲解 Picture 1 T: This is Liu Tao’s schoolbag. What are they? Let’s say. Who want to be Liu Tao? S: This is my … That is/That’s my … This is my schoolbag. That is my pencil. Picture 2 T: Who wants to be Yang Ling/Mike? S1: Is this your ruler? S2: No, it isn’t. Picture 3 T: Who wants to be Su Hai/Wang Bing? S1: Is that your rubber? S2: Yes, it is. 2. Write down the dialogues. (教师打开实物投影，一幅幅进行书写指导，让学生明确书上的线，相当于四线三格的第三条线，注意书写的指导和大小写等。) 39 ll Mark 【设计意图：在较为真实生活情境中，从口头到书面，通过多种形式不断复习、巩固一般疑问句及回答，过程中关注学生书写习惯的培养。】 Step 4 Consolidation and production T: School is over. The students are going home. But there are some things lost in the playground. Let’s help them find their owners. Picture 1 (教师带领学生找失主) Pictures 2&3: pair work Useful sentences: Look at the … How nice!/It’s great. Is this/that your …? This isn’t my … Here you are. Thank you. T: Don’t forget this or that. Please take care of your things. 【设计意图：由课内延伸至课外，引导学生在真实的校园生活中，运用本课所学的内容帮助他人寻找丢失的物品，同时培养学生乐于助人的品质。】 Homework 家庭作业 1. Read the words.（拼读单词。） 2. Read the rhyme.（有节奏的朗读小诗。） 3. Find the owners.（帮助老师寻找物主。） 【设计意图：考虑到了从课内知识的复习巩固到课外知识的拓展延伸，培养学生听读能力的同时发展学生的综合语用能力和主动学习能力。】 Teaching aids 教学准备（含板书设计） 板书设计： Unit 3 Is this your pencil? schoolbag Is this/that a …? Yes, it is. ruler Is this/that your …? No, it isn’t. crayon 40 ll Mark rubber 说:在热身环节，通过学唱歌曲Can you tell me what this is?，帮助学生在轻松愉快的氛围中复习相关文具类单词，寓教于乐。 在复习Story time环节，通过三个层次的活动设计，引导学生在较为真实的情境中分别运用Is this a ...?和Is that a ...?，并通过这两种表达方式复述Story time，循序渐进地复习第一课时所学的内容。 在学习Fun time和Checkout time环节，在带着学生了解游戏规则的基础上，由扶到放，从口头到书面，引导学生运用Is this/that ...?及其回答进行对话和游戏。 在最后的综合运用环节，根据本单元的主要语言点，结合学生的生活实际，通过帮助校园中的小伙伴寻找丢失的物品这一活动，让学生在真实的语境中进行交流，提升他们综合运用语言的能力和乐于助人的品质。 而作业设计则考虑了从课内知识的复习巩固到课外知识的拓展延伸，培养学生听读能力的同时发展学生的综合语用能力和主动学习能力。 特别分享： ·培养学生看图表达的能力。 ·培养学生综合运用语言的能力。 ·培养学生自主学习的意识。 Unit 3 第 3 课时 课 题 主备人 Is this your pencil? 课 型 Cartoon time 授课时间 1. 能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，教学目标 在教师的引导和训练下，养成良好的阅读习惯。 2. 能合作表演对话。 3. 能理解和运用句型Where’s …? It’s over there. 重点难点 教学重点：能正确理解、朗读并表演故事。 教学难点：能询问物品的位置。 41 ll Mark 教具准备 教学流程预设 二次备课 Step 1 Greeting & Revision 1. Sing a song together 2. Revision T: I have a box here. What is it in the box? Can you guess? S: Is it a ... in the box? T: Let’s open and have a look. Oh, there’s some rice. It’s a lunch box. 【设计意图：进一步巩固上节课所学的主要句型，并为新课做铺垫。】 Step 2 Cartoon time T: Whose lunch box is it? Let’s watch a cartoon and tell me. S: It’s Sam’s lunch box. T: Yes. And it’s time for lunch. Sam and Bobby have lunch together. T: What questions does Bobby ask? Read and find the sentences. S: Where’s your lunch box? What is it? T: Now let’s read the dialogue and try to ask and answer in pairs. S: Where’s your lunch box? It’s over there. What is it? Cakes. T: Good. But Bobby doesn’t want to eat the cakes. Why? S: ... T: If you were Bobby, what would you say? S: Don’t eat my family, Sam./Oh, my god./... 【设计意图：让学生带着问题看卡通，采用听、看的方式对课文进行整体感知，并在阅读过程中把握新的句型，后续拓展想象环节培养学生的综合语言表达能力。】 Step 3 Production T: Is the story funny? Let’s read together. S: Read the cartoon time. T: Now it’s Bobby’s turn to share his lunch. Let’s imagine and try to act out the dialogue. 42 ll Mark Show time (请4-5组学生上台表演，可引导他们运用更多的句型。) 【设计意图：为学生运用语言提供了舞台，学生在真实交流中运用语言，自然、流畅。】 Homework 家庭作业 1. 熟练朗读 cartoon tome并能表演。 2. 会简单询问物品位置。 板书设计： Unit 3 Is this your pencil? Is this/that a ... in the box? Where’s ...? It’s over there. 说: 首先通过歌曲活跃课堂气氛，接下来采用猜谜的形式继续巩固这个一般疑问句的运用，然后自然而然提出问题。然后让学生带着这个疑问通过看卡通，找出答案。这是一个整体感知的过程，培养学生听故事的能力。接着让学生自读故事，并找出Bobby的问题。这里引导学生关注课文的细节信息，培养学生结合插图理解大意和看故事的能力。接下来以图文相配的形式带领学生逐句朗读课文并表演，培养学生朗读的能力，养成良好的语音语调。最后让学生自己阅读或表演课文或继续创编，教师可提出不同层次的表演要求，并让学生参与评价。在朗读和表演故事的过程中，需提醒学生注意模仿语音语调，可以配上相应的表情和动作。 特别分享 ·关注学生对课文的整体感知和细节信息的获取。 ·关注学生的过程性体验。 ·关注对话的理解和表演，指导怎样读。 Unit 3 第 4 课时 课 题 主备人 Is this your pencil? 课 型 授课时间 Sound time, Rhyme time & Ticking time 1. 能掌握字母r在单词中的发音。 教学目标 2. 学生能读懂小诗A ruler并创编。 3. 能在教师的引导下对自己的学习进行自我评价。 重点：能熟练运用本课所学词汇和日常用语； 重点难点 能掌握字母r在单词中的发音。 难点：能在读懂儿歌的基础上进行创编。 43 ll Mark 教具准备 教学流程预设 二次备课 Step 1 Revision T: It’s time for class. Let’s meet a new friend first. Look! He’s coming. (引出Mr Robot) Mr Robot brings us a rhyme. Let’s read it. (学生齐读My nice ruler) T: What is the song about? S: A ruler and a rubber. T: Yes, they’re school things. Can you name more about school things? S: … T: Good job. And they belong to different people. Now look at the picture. Can you make a dialogue with your deskmate? S: Is this/that your …? 【设计意图：活跃课堂气氛的同时进一步巩固本单元的词汇和句型。】 Step 2 Ticking time and rhyme time 1. Ticking time T: You all did a good job. Now you can do ticking by yourself or your deskmate. 【设计意图：通过看图说话，询问物品是否是他人的，检测单元重点句型掌握和运用情况，并通过Ticking time分级要求，进行自我评价。】 2. Play a game T: Congratulations. You got a lot of stars. So, Mr Robot will give you a present. It’s in the pencil case. Guess what is it? You can guess like this: Is it a …? S: Is it a ruler? T: Bingo. It’s a ruler. Look! Here’s a ruler too. Whose ruler is it? S: Is it …’s ruler?/Sorry, we don’t know. … 【设计意图：通过游戏，引出儿歌。】 44 ll Mark 3. Rhyme time T: Now let’s enjoy a rhyme and find the answer. (PPT播放儿歌视频) S: It’s Mr Fuller’s ruler. T: Yes, and where is it? S: It’s on the floor, Just beside the door. (此句子为难点，可以多找学生读一读， 注意door和floor押韵。) T: Now let’s say the rhyme together. S: Read. T: Can you make a rhyme like this? You can discuss in groups of four. T: Show your rhyme, please. 【设计意图：通过欣赏儿歌找到答案，学习新词。儿歌创编的环节重在培养学生的合作和创新能力。】 Step 3 Sound time T: Look! The ruler isn’t on the floor. Where is the ruler? S: It’s in Mr Robot’s hand. T: What colour is the robot? S: It’s red. So, a red robot has a ruler and rubber. (出示完整的句子，跟读，模仿读) T: Now pay attention to these words. (圈出带r的单词) What can you find? S: They all have the letter “r”. T: What is r pronounced in the words? S: /r/ T: Let’s watch and check. T: Yes, you’re right. And what other words with r can you find? S: … T: Try to read the new words. (学生读单词并完成Ticking time) 【设计意图：通过模仿和观看动画，学习字母的发音，感受字母在单词中的发音。通过说出单词的多少进行自评和互评。】 45 ll Mark Step 4 Consolidation T: Well done, boys and girls! But Mr Robot is in trouble now. (出示图片，机器人先生手中的橡皮不见了，他正在寻找。) Can you help him? Make a dialogue in groups and act it out. Homework 家庭作业 1. 听录音跟读Sound time和Rhyme time，注意节奏。 2. 用本单元句型和单词创编儿歌。 说:本节课是以Ticking time总结评价为主要目的，通过Rhyme time和Sound time来展开课堂教学的。 第一板块是Rhyme time。首先通过歌曲游戏等复习本单元句型，然后利用一幅综合性的图片进行进一步巩固和运用，并通过练习检测学生是否已经掌握，让学生先进行自评和互评。 第二板块是Sound time。通过Mr Robot这个主线人物，自然过渡到字母的学习。通过教师口型示范和播放字母动画，学生学习字母的发音，并感受它们在单词中的发音。最后通过创编表演对话，全面考核学生灵活运用的能力，实现从词到句到篇的逐层推进。 特别分享： ·培养学生合作的能力。 ·培养学生自主学习和创新的能力。 ·培养学生合理进行自评和互评的能力。 1. 能听懂、会读、会说beautiful, tree, bird, under, desk, behind, on, chair。 2. 能听懂、会读、会说Where’s …? It’s in/on/behind/under …，并进行简教学目标 单问答。 3. 能正确地理解并朗读课文。 46 ll Mark 教学重点：能正确地理解并朗读课文。 重点难点 教学难点：能准确认读单词beautiful, behind和chair，能初步运用Where’s …?和It’s in/on/…问答。 教具准备 教学流程预设 Step 1 Greeting & Warm up 1. Greeting T: Hello, boys and girls. S: Hello, Lisa. T: Nice to meet you. S: Nice to meet you, too. 2. Say a rhyme T: Do you like rhymes? First let’s say a rhyme In my classroom I can see. (播放儿歌一遍。) 【设计意图：通过儿歌活跃课堂气氛，为引出课文部分的故事背景做铺垫。】 3. Talk about things in the classroom T: What can you see in the classroom? S: I can see … T: (板书desk/chair/blackboard/clock/window/door/…) T: Desk/Chair. S: Desk/Chair. (集体朗读) T: Where is your desk/chair? S: This is my desk./This is my chair./Here is my desk./Here is my chair. 【设计意图：通过谈论教室内所见物品，学习新词汇。】 Step 2 Story time 1. Look and learn T: Look, what can you see in Mike’s classroom? (PPT呈现图片) 47 ll 二次备课 Mark S: A bird. T: Yes, a bird. (PPT呈现单词) How is the bird? S: The bird is nice/pretty/beautiful/… (老师板书) T: So what do they say when they see a bird? S1: How nice! S2: How beautiful! S3: It’s nice! S4: … T: Now let’s listen. (PPT播放录音) S: (全班跟读) 【设计意图：通过看图学习新词汇，了解故事主要角色及背景。】 2. Look and say T: The bird is flying in the classroom. It’s flying here and there. Where is the bird? Read after me. S: Where is the bird? (集体跟读) T: Where is the bird? Please talk about the pictures and learn from each other. S: It’s on/… (四人小组自学) T: Where is the bird? S1: It’s on the chair. S2: It’s in the tree. S3: It’s in the desk. S4: It’s under the desk. S5: It’s behind the door. T: on/in/under/behind the … (PPT呈现短语) S: on/in/under/behind the … (跟读短语) T: Here is a chant. Let’s read it together. (PPT呈现) S: Where, where, where’s the bird? On, on, it’s on the chair. Where, where, where’s the bird? 48 ll Mark In, in, it’s in the tree. T: Can you make a similar chant? S: (同桌说一说。) S1: Where, where, where’s the bird? Under, under, it’s under the desk. S2: Where, where, where’s the bird? Behind, behind, it’s behind the door. S3: … 【设计意图：利用学生学习能力的差异性，小组讨论图片学习新词汇，并通过儿歌巩固。】 3. Listen and number T: Where is the bird? Now let’s listen to the story and number the pictures. S: (看动画并排序) T: Where is the bird first? S1: It’s under the desk. T: Then … S2: It’s behind the door. T: Next … S3: It’s on the chair. T: Then … S4: It’s in the desk. T: Finally … S5: It’s in the tree. T: Good job! Now let’s review together. Where is the bird? First … Then … Next … Then … Finally … S: It’s under/behind/on/in/in … 【设计意图：通过观看动画排序了解故事发展的过程，并通过老师的引导复述主要内容。】 4. Watch and read 49 ll Mark T: Now let’s read the whole story. S: … (全班跟读) T: Now let’s read in roles in a group. S: … (小组内分角色朗读。) 【设计意图：通过齐读和分角色朗读复习巩固课文内容。】 Step 3 Enjoy the song T: Here is a song about birds. Let’s enjoy it. (播放歌曲Where’s the bird?) T: Birds are our good friends. We should protect them. 【设计意图：通过欣赏歌曲，进行情感提升，也为下节课学习歌曲做铺垫。】 Homework 家庭作业 1. 听磁带，读故事3遍。 2. 用in/on/under/behind说说身边物品的位置。 3. 你还知道哪些表示方位的介词？ 板书设计： Unit 4 Where’s the bird in the desk/door. Where is the bird? It’s on the chair/window. under the blackboard. behind the clock. 说:在本节课的导入部分，以歌曲In my classroom I can see导入问题What can you see in the Classroom?来学习教室内常见物品的单词，同时也揭示课文故事发生的背景。 接下来，由教室内常见的物品转而聚焦到课文部分出现在教室的主要角色——a bird，然后通过呈现bird在教室里的图片，引导学生学会用方位介词介绍它的位置。因为学生在上个单元Cartoon time和Rhyme time对where’s …句型和常用介词in/on/beside有了解，而且部50 ll Mark 分学生有课外英语学习的积累，所以以小组合作的方式先进行互助互学，然后在集体反馈的时候，教师再重点突破个别新词under和behind音和义的理解与运用。 课文学习部分，在已经理解图片意义并能初步表达的基础上，让学生通过听录音排序的方式，关注故事发展的进程，也进一步检测学生是否能将方位介词的发音与其实际意义相匹配，掌握词汇的音形义。在听录音后的反馈阶段，也由个人反馈到集体复述，让学生不断地熟练表达。课文朗读部分，先齐读再分角色读，让学生通过不同形式进行练习。 课文学习后，围绕本单元主题family，欣赏了Song time歌曲，提醒学生小鸟是人类的朋友，情感升华的同时，也为学生下一节课的学习做铺垫。 作业的布置也考虑到了从课内知识的复习巩固到课外知识的拓展延伸，培养学生听读能力的同时发展学生的综合语用能力和自学能力。 特别分享： ·培养学生看图表达的能力。 ·培养学生小组合作学习的意识和能力。 ·关注学生的情感体验。 Unit 4 第 2 课时 课 题 主备人 Where’s the bird? 课 型 授课时间 Fun time & Song time 1. 能运用Where’s …?和It’s in/on/behind/under …进行熟练问答。 教学目标 2. 会唱Where’s the bird?并进行适当的改编。 3. 能够试着用3-5句话来简单介绍一下自己家里物品的位置。 4. 了解一些其他方位介词。 51 ll Mark 教学重点：熟练运用Where’s …?和It’s in/on/under/behind …结合实际进重点难点 行问答。 教学难点：能够准确运用in/on/under/behind来描述物品的位置，并能用一段话介绍自己家里物品的位置。 教具准备 教学流程预设 Step 1 Greeting T: Hello, boys and girls. S: Hello, …... T: Nice to meet you. S: Nice to meet you, too. Step 2 Song time 1. Learn to sing the song T: Now let’s enjoy a song Where’s the bird. (播放视频。) T: Now let’s learn to sing. First let’s read the lyrics. Where, where, where’s the bird? Where are her friends? The little bird and all her friends, they are in the tree.(学生跟老师逐句朗读。) T: Now let’s sing it together.(学生跟视频唱歌。) 2. Try to sing a new song. T: Nice voice! Where is the bird in the song? S: It’s in the tree. T: Look at this picture. Where is the bird? (PPT呈现图片。) S: It’s under the desk. T: That’s right. So I want to sing it like this. Where, where, where’s the bird? Where are her friends? The little bird and all her friends, they are under the desk. 52 ll 二次备课 Mark T: Can you sing a new song like me? Look at the pictures here. Have a try, please. (PPT呈现图片。) S1/2/3: Where, where, where’s the bird? Where are her friends? The little bird and all her friends, they are ________ the ________. T: Wonderful. You are all good singers. 【设计意图：学唱歌曲，并根据图片内容进行改编，陶冶情操的同时也巩固了语言的表达。】 Step 3 Review story time T: Last lesson, we learnt story time. And where is the bird in the story? Do you remember? S1: It’s on the chair. S2: It’s under the desk. S3: It’s in the desk. S4: … T: Can you say it in order? S: First, it’s on the chair. Next, … Then, … Then, … Finally, … T: Great! Now let’s read the story again. Pay attention to your pronunciation and intonation. (播放动画，采用配音模式。) S: (集体配音朗读。) T: Look at this bird, where is it? S: The bird is in the desk. The bird is on the desk. The bird is under the desk. The bird is behind the desk. T: We can use in/on/under/behind to tell the position. But do you know how to use them correctly? Let’s play a game. 【设计意图：通过回忆复述课文内容和配音朗读课文，复习故事部分。】 Step 4 Fun time Play a game 53 ll Mark T: Here is a game. Let’s watch how to play the game. (播放游戏动画。) S: (观看动画。) T: Do you know how to play it?(学生用中文说一说游戏规则。) T: Can you play it with your deskmate? S1: Where is my …? S2: It’s in/on/… (同桌对话。) T: Can you play it with your classmate? S1: Where is my …? S2: It’s in/on … S3: Where is my …? S4: It’s under/behind … 【设计意图：结合游戏部分，让学生通过摆一摆说一说的形式，巩固重点句型表达。】 Step 5 Talk time 1. Look and say T: I have some other things here. Look, what are they? S: Milk, key, egg and ice cream. T: Yes, they are all in someone’s home. But who is the master? If you want to know the answer, you have to find them out in the house first. Now look at the picture. Please ask and answer and find them out. S1: Where is milk/the key/egg/ice cream? S2: It’s in/on/under/behind … (同桌看图片问答) T: Whose house is it? Do you know it? S: Maybe it’s … T: Look at the words. Whose is it? S: Mike. T: Yes, it’s Mike’s house. So, in Mike’s house, we can see a desk, a chair and a table. We can see a key under the table. We can see an egg on the chair. We can see some milk on the desk. What else can you see? 54 ll Mark Can you tell me in this way: I can see … in/on/under/behind … (学生四人一小组轮流说一说。) S1: I can see some pictures on the wall. S2: I can see some books on the desk. S3: I can see two coats on the wall. S4: I can see a toy car near the window. … 【设计意图：通过看图完成对话方式，让学生在真实语境中运用语言。】 2. T: How about your room? What you see in your room? Where is it? Can you tell me with some sentences? S1/2/3: You can see … in/on/under/behind … 【设计意图：学生结合生活实际，尝试用简单的句子介绍自己房间物品位置，提高语用能力。】 Step 6 Enjoy a song T: You already learnt the words in/on/under/behind. And there are more words like these. Here is a song about them. Let’s enjoy it. T: What else words did you hear? S: Next to/Between/In front of. T: Please try to learn something from the song after class. 【设计意图：通过欣赏歌曲，了解更多方位介词，为课后自学做铺垫。】 Homework 家庭作业 1. 读一读Fun time的对话。 2. 尝试用in/on/under/behind等方位词介绍房里物品位置（3-5句话）。 3. 学唱欣赏的歌曲，特别注意其中新的方位词。 板书设计： Unit 4 Where’s the bird? in the desk. Where is the bird? It’s on the chair. my … under the desk. behind the door. 55 ll Mark 说:结合本节课的教学内容和教学目标，教师将本课分为五大板块。 第一板块是Song time。除了学唱歌曲以外，教师还可以结合Story time中的情节，让学生进行歌曲的改编，唱歌的同时复习了Story time中介词短语，寓教于乐。 第二板块是复习Story time。从单句的表达到成段的复述，再到语篇对话的表达，体现了一定的层次性，让学生循序渐进复现了第一课时所学的内容。 第三板块是Fun time。学生自己观察了解游戏的规则，并按照规则结合身边事物进行机械性的对话练习。 第四板块是Talk time。根据本单元的主要语言点，结合学生的生活实际，让学生在真实的语境中进行交流，用看图对话描述别人房间物品的位置，到介绍自己房间物品的位置，综合运用语言的能力得到提升。 第五板块是Relaxation time。通过欣赏与介词有关的句子，让学生了解更多表示方位的介词，而且以他们喜欢的歌曲形式，希望能够通过吟唱的方式学一学。 特别分享： ·培养学生看图表达的能力。 ·培养学生综合运用语言的能力。 ·培养学生自主学习的意识。 Unit 4 第 3 课时 课 题 主备人 Where’s the bird? 课 型 授课时间 Cartoon time & Sound time 56 ll Mark 知识目标：1. 学生能熟练掌握日常用语Where’s = Where is …? 及其回答It’s/He’s/She’s ... 2. 学生通过语气判断和理解Here you are.在不同情境中的含义。 教学目标 3. 学生了解字母d在单词中的读音，即[d]。 技能目标：学生能整体感知、理解并有感情地朗读故事，进行故事表演，尝试故事改编。 情感目标：学生能理解Cartoon time中的幽默。 1. 学生能熟练掌握日常用语Where’s = Where is …? 及其回答重点难点 It’s/He’s/She’s ... 2. 学生通过语气判断和理解Here you are.在不同情境中的含义。 教具准备 教学流程预设 Step 1 Enjoy a song T: Let’s enjoy a song Where is it. S: OK. T: Where is the bird? S: It’s in the tree. 【设计意图：营造英语学习氛围，激发学生的学习兴趣。且歌曲内容与本单元话题相吻合，自然导入本课学习。】 Step 2 Sound time 1. Play a game T: Let’s a play a game “Quick response”. Please look carefully, and then answer my question. Where is the bird? S: It’s in/on/under/behind the desk. 2. Sound time T: Where is the bird? S: It’s on the desk. 57 ll 二次备课 Mark T: Yes. The bird is standing on the desk. Follow me, “stand”. S: Stand. T: Now, where is the bird? S: It flies away. T: You’re right. Follow me, “fly away”. Next, please choose and complete the rhyme. (学生同桌合作讨论) T: Let’s share the answers. Look at these words. What can you find? S: 字母d都发[d]。 T: Yes, you are right. Let’s read them together. 【设计意图：这个部分是从快速反应的游戏自然引入到语音部分的学习。语音部分的儿歌以选词填空的方式，一方面检测孩子对文本的理解，另一反面让孩子填入的词都是含有字母d的，让孩子自主发现，以加深印象。】 Step 3 Cartoon time 1. Watch and guess T: Boys and girls, our good friends are coming. Who are they? S: Bobby and Sam. T: They are playing “hide and seek”. Bobby hides and Sam seeks. Let’s make a guess. Where is Bobby? S1: Bobby is under the chair. S2: Bobby is behind the sofa. S3: Bobby is in the school bag. T: Next, let’s watch the video. Here are two questions. Try to read them first. S1: Where is Bobby at first? S2: Where is Bobby at last? (教师播放动画) T: Where’s Bobby at first? 58 ll Mark S: 在抽屉里。 T: Yes, he’s in the drawer. But where’s he at last? S: He’s on the table. T: Let’s listen to Sam. What does “Here you are.” mean? S: “Here you are.” means “你在这里！” T: Let’s compare two sentences. What do they mean? Hi, Sam. Here you are. I’m looking for you. This doll is for you. Here you are. S: The first “Here you are.” means “你在这儿。”. The second means “给你。”. 【设计意图：文本前的“大胆猜测”的环节，帮助Sam猜想Bobby躲在哪里，培养学生的猜测能力以及在语境中运用语言的能力；设计了两个核心问题：Where is Bobby at first和Where is Bobby at last?让学生带着问题观看动画，提高观看的目的性和有效性。】 2. Read the story T: Is the story funny? S: Yes. T: Let’s read after the computer. (逐句跟读并指导语气兴奋、失望、得意等) T: Let’s read it again. Then answer my question. What do you think of Sam?(学生齐读) T: What do you think of Sam? S: He’s smart/clever/foxy. 3. Do the dubbing T: Now can you dub for the whole story together? (你们能为这个故事配音吗？) S: Yes. 【设计意图：通过为文本配音，鼓励学生模仿其语音语调，体会Bobby的情感。】 59 ll Mark Step 4 Make and act a dialogue T: Sam wins. So, it’s Bobby’s turn to seek Sam. What will happen? Can you imagine and act it out? 【设计意图：承接文中的捉迷藏游戏和学生所体会出的Bobby和Sam的不同情感，趁热打铁，随即创设了一个既真实又有趣的情景，激发学生的表达欲望，并调动起学生的已有词汇，培养学生综合的运用语言的能力。】 Homework 家庭作业 1. Listen and read Cartoon time twice. 2. Dub for the story. 板书设计： Unit 4 Where’s the bird? —Where’s the …? —It’s in/on/under/behind the … 说:本课以一首与本单元话题相关的歌曲导入，自然引入本课学习。在学习Cartoon time部分前，教师设计了“大胆猜测”的环节，帮助Sam猜想Bobby躲在哪里，培养学生的猜测能力以及在语境中运用语言的能力，并再次巩固介词用法。通过录音中Sam说话的语气来判断、理解、学习Here you are的新含义，并比较在不同情境下的不同意义。为文本配音的过程既是对文本内容的巩固，也是对文中Bobby情感的再体会，为接下来的对话创编打下基础。最后的综合活动承接文中捉迷藏的活动和情感，给学生一个想象和发挥的空间，调动学生已有词汇，培养学生综合运用语言的能力。如果课堂上时间充足的话，可以帮助学生一起分析Bobby闻到蛋糕香味以及后来被Sam发现时的心理活动，Bobby可能会说什么呢？学生可以猜测说：Sam, you’re so bad./A cake. I want to eat it./Oh, no. Don’t eat, Bobby.等。 Unit 4 第 4 课时 课 题 主备人 Where’s the bird? 课 型 授课时间 Checkout time & Ticking time 60 ll Mark 教学目标 知识目标： 1. 学生能综合运用本单元学到的单词和句型谈论自己身边事物的位置。 2. 学生能初步了解补充歌曲及阅读中出现的其它方位词。 技能目标: 1. 学生能整体感知、理解并有感情地朗读故事，进行故事表演，尝试故事改编。 2. 学生能就自己本单元的学习情况进行总结和自评。 3. 学生在绘本阅读的过程中提升思维水平和阅读技能。 1. 学生能综合运用本单元学到的单词和句型谈论自己身边事物的位置。 2. 学生在绘本阅读的过程中提升思维水平和阅读技能。 教学流程预设 二次备课 重点难点 教具准备 Step 1 Enjoy the song T: Let’s enjoy the song Where is Mr Monkey. After watching, try to answer my question. Where is Mr Monkey? S1: It’s in the box. T: Let’s sing with it. And try to find out the prepositions.(再唱一遍。) T: What prepositions can you find? S: Next to/In front of. 【设计意图：营造英语学习氛围，激发学生的学习兴趣。且歌曲内容与本课相关，复习旧知的同时，学习了新的介词，并自然引出下面的复习环节。】 Step 2 Checkout time 1. Listen and draw T: Let’s do some exercises. Listen and draw. (学生听录音并在正确的位置上画图。) T: Ask and answer in pairs according to your pictures. S1: Is the ruler under the chair? S2: No, it isn’t. S1: Where is the ruler? S2: It’s on the chair. 61 ll Mark 【设计意图：听录音并画图的环节对于学生来说没有难度，做完后以同桌对话的方式来回答问题，进一步操练一般疑问句Is … in/on/under/behind the …?及其回答。】 2. Ask and answer T: Look at the picture. What can you see in the picture? S1: I can see a …(教师板书物品名称。) T: Where’s the bag? S2: It’s behind the door. T: What colour is it? S3: It’s green. T: Boys and girls, let’s play a memory game. I’ll give you 5 seconds to remember where things are. You can also try to remember some details. Open your books and turn to Page 29. (看图片，5秒钟记住图中物品的位置，也可以尝试记住一些细节。) Are you ready? S: Yes, we are ready.(学生看图5秒钟。) T: Well, ask and answer in pairs right now. (学生互相问答。) S1: Where’s the pencil case? S2: It’s on the desk. S1: What colour is it? S2: It’s orange. S3&S4: … T: Well done. Now let’s look at the picture again. All of you did a good job. 【设计意图：提出开放式问题What can you see in the picture?让学生自主发现图片中的物品。利用这些图片中的物品来复习本单元的核心句型Where’s the …?及其回答It’s …。以记忆游戏的方式调动学生的积极性，在真实情境中激发他们的表达欲望。对于学有余力的孩子，鼓励他们调动已有知识进行更多问答，如追问What colour is it?/Is it blue?/Is it big?等。】 62 ll Mark Step 3 Enjoy an English story Where’s Spot? 1. Before reading T: Let me introduce you a new friend “Spot”. He’s a very lovely dog. Now, he and his animal friends are playing hide and seek. Where can they hide? I will help you make a list. Try to read them aloud first. S: behind the door/inside the clock/in the piano/under the stairs/in the wardrobe/ under the bed/in the box/under the rug/in the basket. T: Here are some new words. Read after me. (学生逐一跟读。) T: Guess! Where is Spot? S: Is Spot …? … 2. Listen and read T: Let’s listen to the story and find the answer. T: Is Spot under the bed? S1: No, it isn’t. T: Where is Spot? S2: It’s in the basket. 3. After reading T: I have some questions for you. Where Where is are the the snake/bear/crocodile/hippo/lion penguins/monkeys? S: It’s/They’re in/on … 4. Read it after the computer /tortoise? 【设计意图：补充阅读绘本Where’s Spot。这个绘本一直深受孩子们的喜欢，主要围绕方位词的学习展开，且趣味性较强。尽管在阅读的过程中会遇到一些生词，但是有图片辅助，并不影响孩子理解。环节中设计的听前猜测和听后反馈，都能较好的提升孩子的思维水平及英语阅读技能。】 Step 4 Ticking time 63 ll Mark T: We’ve learned a lot in this unit. Let’s check. If you can do it, tick in the form.【设计意图：学生对自己本单元的学习情况进行自评。】 Homework 家庭作业 Make a picture book Where is …? 板书设计： Unit 4 Where’s the bird? —Where’s the …? —It’s next to the … in front of inside 说:本课是本单元的最后一个课时，不仅需要对前几课时所学内容进行巩固并实现语言的综合运用，还要围绕本课主题让学生在知识和能力层面上有所提升。从知识拓展来看，一开始的歌曲导入和最后的拓展阅读，都对方位介词进行了适当的补充，以满足学生日常交流之需；从能力提升来看，在Checkout time中语言综合运用的培养以及读前猜测对孩子思维的培养，较前几节课有了较大提升。作业设计给了学生足够的空间去挖掘他们自身的潜力，让他们通过绘本制作编写，巩固知识的同时，也能发展他们自身的想象力并发挥多方面的才华。如果时间充足的话，可以利用课堂上的时间以同伴合作的方式共同完成，这样更有利于合作能力的培养。 64 ll Mark 1. 综合复习前四个单元所学的词汇，日常用语和句型等语言知识，开展综合语言实践活动。能用Where’s my …? Is this your …? Run/Open … 教学目标 Don’t ... 来对话，并给出指令。 2. 通过活动制作，讨论，展示介绍，游戏等环节，提高学生学习英语兴趣，能乐于说英语。 教学重点：在真实有效的情境中复习前四单元内容。 重点难点 教学难点：能用Where’s my …? Is this your …? Run/Open … Don’t ... 来对话，并给出指令。 教学流程预设 Step 1 Warm up & Pre-task Free talk T: Look, this is my puppy, Joe. What do you think of my puppy? S: I think it’s nice/pretty/cute/cool … (Some positive feedback) T: My puppy is missing. Can you help me find it? Now, let’s finish three tasks one by one to find it. 【设计意图：开放性问题让学生初步感知新词puppy，同时帮助学生滚动复习形容词。针对学生回答的积极反馈，帮助其树立学习信心。】 Step 2 While-task 1. Clever Joe: Spelling (1) Check the spelling. T: Joe is also very clever, and he can spell words. Can you? Work in pairs and check the spelling of the words. T: How many stars can you get? Three stars: I can spell all the words. Two stars: I can spell most of the words. One star: I can only spell few words. (2) Game: quick response. 65 ll 教具准备 二次备课 Mark T: I point, and then you read and spell the words quickly. Let’s see who’s fast. T: You did a good job. We finish Task 1. Well done! 【设计意图：寓学于乐的游戏设计，将枯燥单词的复习变成了一次愉悦的体验，同时为学生实现语言交际项目活动做铺垫。】 2. Polite star: Reading (1) Listen to Joe. T: Joe is a polite star. Listen. Joe: I am a polite star (文明之星) . In class, I sit down and listen carefully. I don’t talk in class. In the library, I read books. I don’t shout, run or sleep. T: Joe can read well. Can you? (2) Have a PK with Joe. Try to read the passage about polite star. T: Let’s have a PK with Joe. T: You read better than Joe. Good job. Let’s move on, Task 3. 3. Careless Joe: Talking (1) Find Joe’s pencil. T: Joe is polite, but he’s careless. Who can help careless Joe find the missing pencil? Joe: This isn’t my pencil. Where’s my pencil? My pencil is blue and nice. S: Is it on/in/under/behind…? … (2) Help your friends. T: If your friend lost his/her stationery, will you help him/her? You can say like this. Please work in pairs and help the desk mate find the missing stationery. (3) Play a guessing game. 66 ll Mark T: You can help your friends. You deserve a game. Let’s play “hide and seek”. (教师先示范，然后学生两人一组游戏。) 【设计意图：以careless和helpful为主题，在真实的情境下，引导学生使用询问物主和方位的句型。】 Step 3 Post-task 1. Puppy show T: Thank you, I find my puppy. Hello, this is my puppy … It’s brown. It’s clever, polite and careless. Run/jump/open the door, Joe. I love my puppy. Can you show your puppy? Work in four. 2. Puppies are human’s best friends. Please take care of our friends. Some proverb sayings: Love me, love my dog! A lucky dog! Every dog has its day. 【设计意图：向同学展示小狗的过程中，进行情感提升。】 板书设计： My puppy Hello, this is my puppy … It’s brown. It’s clever, polite and careless. Run/jump/open the door, Joe. I love my puppy. (学生资源) 说: 本课属于四个单元复习课，是Project 1的第一课时，在内容繁多的情况下要做到形式多样、不杂乱，内容深入、不重复。因此本课的67 ll Mark 一开始，教师就先向学生明确了本课的三大学习目标： 1. 能够复习第1单元至第4单元所学的语言知识和句型等。 2. 能够根据图画内容，综合运用前四个单元所学的词汇、句型等语言知识，展开活动与交流。 3. 能够在综合运用语言知识和语言技能的过程中，积极参与课堂。 接着教师通过开放性的问题What do you think of my puppy?初步感知新词puppy并引导学生滚动复习形容词，同时针对学生回答的积极反馈，帮助其树立学习信心。 然后用寓学于乐的游戏，让枯燥的单词句型的复习变成了一次愉悦的体验，同时渗透一些学习策略，如两人小组内相互检测单词是一种同伴互助式的自主学习策略，可以有效帮助学生提高学习效率。此外还通过学生自主评价帮助学生提升自主学习能力。随后以careless和helpful为主题，在真实的情境下，引导学生巩固使用所学内容：询问物主和方位句型。接着教师示范介绍Puppy，并在向同学展示小狗的过程中，进行情感提升：狗是人类最好的朋友。请善待我们的朋友。 在这节课中，教师设计了一系列任务活动，包含有听说读的全面训练，由扶到放，学生的能力逐渐提升。 Project 2 第 2 课时 课 题 主备人 My puppy 课 型 授课时间 68 ll Mark 1. 根据所制作的puppy，综合运用前四个单元所学的词汇，日常用语和教学目标 句型等语言知识，开展综合语言实践活动。 2. 通过讨论，展示介绍，唱歌等环节，提高学生学习英语的兴趣，能乐于说英语。 教学重点：能根据所制作的puppy，综合运用前四个单元所学的词汇，重点难点 日常用语和句型等语言知识，开展综合语言实践活动。 教学难点：能够进一步使用方位介词以及祈使句来问答交流。 教具准备 教学流程预设 Step 1 Warm-up 1. Play a game T: Hello, boys and girls. S: Hello, Miss Huang. T: Nice to see you. S: Nice to see you, too. T: Now, we’ll play a game Where is the bird. Let’s see who has magic eyes. T: Where is the bird? S: It’s ... Then Students say the places one by one together. 2. Sing a song T: Now, let’s enjoy a song: Where is the bird. (播放音乐) 【设计意图：通过游戏与歌曲激发学习热情，帮助学生激活旧知。】 Step 2 Revision and preparation 1. Play a game: Hide and seek T: You can sing very well, and now here’s a prize for you. Let’s play the game: Hide and seek 69 ll 二次备课 Mark Rules: 1. Work in groups of four. 2. One hides, one asks, and the other two seeks. 3. Change roles. 4. The one gets most scores is the winner. T: Who’d like to try first? (教师与三个学生先做示范，然后学生们分组做。) 2. Listen and point T: Now, we have the group winners. Let’s see who is the winner of our class. The group winners come to the front, listen and point. If you’re slow, then you’re out. The teacher shows the sentences to the other students, and the students read: This is my pencil. Where is my lunch box? That is a big blackboard. Open the window, please. I can see a red crayon. It’s a yellow ruler. T: Who’s the winner? Congratulations! 3. Listen, do and say T: Now, please listen to my orders and do. And if I invite you, you should say and do, OK? Here we go. T: Sit down. Stand up. Please close the door and close the window. Don’t talk. Please open your English book, turn to Page 18, and read together. 4. Play a game with the teacher, and then work in pairs T: You can listen, do and say so well. I also want to play a game. Take out one kind of stationary into your groups, and I’ll guess whose stationary it is. If I’m right, please give me five. T: Is this your ...? S1: Yes, it is./No, it isn’t. T: Now, play this game in your groups. Students work in groups. 70 ll Mark 【设计意图：通过多种游戏，帮助学生分层逐步复习第一至第四单元的口语交际句型和词汇，不仅吸引学生的注意，也为后面的学习活动奠定基础，让学生在玩中学，学中玩。】 Step 3 Production and assessment 1. Introduce Anna and her puppy T: Excuse me, is this your puppy? Whose puppy is it? Oh, it’s Anna’s puppy. But Anna can’t find it. She says: Where is my puppy? Can you guess? S: Is it ...? T: Is it in the box/on the chair/under the desk/behind the door? Let’s try to find. 2. Look and answer S: It’s behind the door. 3. Say a chant T: Thanks a lot, Anna says. Now let’s say a chant together. 4. A puppy show T: Anna has a real puppy. Look, her friend Peter has a puppy. What can his puppy do? (学生齐读) T: Peter’s puppy can do many things, and what about your puppy? Let’s have a puppy show. Work in pairs, please. 【设计意图：通过之前的对话输出铺垫到这次的大输出，学生通过多次练习，例如在帮助Anna的时候，学生通过问答以及歌谣，已经能够描述puppy所做的事情。】 Homework 家庭作业 Talk about your puppy with your friends and family. 【设计意图：通过介绍复习课内所学内容，养成及时复习的良好习惯。】 71 ll Mark 板书设计： Project 1 My puppy puppy ... Is this your ...? ... Is it ...? Don’t ... (学生资源) Where is ...? Hello, I’m ... This is my 说:本课属于四个单元复习提升课，是Project 1的第二课时，这节课要达到两大学习目标： 1. 根据所制作的puppy，综合运用前四个单元所学的词汇，日常用语和句型等语言知识，开展综合语言实践活动。 2. 通过讨论，展示介绍，唱歌等环节，提高学生学习英语的兴趣，能乐于说英语。 第一课时已经复习了基本的词汇和一些句型，这节课的目标就是系统全面地复习第一至第四单元所有的句型，然后引导学生综合运用。因此，本节课在热身环节，就通过图片复习方位词汇以及句型，激活学生旧知，让学生迅速进入英语学习氛围。然后再通过歌曲激发学生的学习热情。接着教师利用多种游戏帮助学生复习，层层递进，既活跃了课堂气氛，又为后面的综合输出奠定了基础。如Hide and seek、Listen and point、Listen, Do and say等环节，不仅考验了学生的知识水平，还考验了他们的灵活反应。到最后，通过一个小语段输出，让学生综合运用了这四个单元所学的内容，同时学生的综合语言运用能力也得到了提升。 第 1 课时 主备人 授课时间 72 ll Mark 1. 能准确认读新词：two, eight, nine, lovely。 2. 能理解、朗读并说出日常交际用语How lovely! How old are you? 教学目标 I’m .../Here you are.能在情景中综合运用所学的日常交际用语进行会话。 3. 能认识和朗读Story time部分的句子。 教学重点：1. 能用英语询问年龄并做出相应的回答。 重点难点 2. 能在情景中综合运用所学的日常交际用语进行会话。 教学难点：1. 能正确朗读日常交际用语How lovely! 2. 能在情景中综合运用所学的日常交际用语进行会话。 教具准备 教学流程预设 Step1 Pre-reading 1. Sing a song T: Hello, boys and girls. Do you like songs? S: Yes. T: Let’s enjoy a song Ten little fingers. T: Oh, how many fingers do we have? Let’s count. T: One … S: One, two, three, … ten. (Teach the new words: two, eight, nine.) 2. Game: Magic eyes T: Now, let’s play a game. When you see the number, read the number loudly. When you see the bomb, please say “Bomb!” Are you ready? S: Yes. T: Go. 【设计意图：通过歌曲，在调动课堂气氛的同时，学习数字1-10。同时，通过游戏的形式进一步巩固数字的学习，为后面的学习做铺垫。】 73 ll 二次备课 Mark Step 2 While-reading 1. Introduce the background T: (呈现第一幅图) Look at the picture. Who are they? S: Mike, Helen and Dad. T: Who’s the little baby? He’s Tim. (Teach the name: Tim) T: Where are they? S: 在商店里，在博物馆里。 T: They’re in the toy museum. (Teach: toy museum.) T: What can you see in the toy museum? S: A robot, a panda … T: We can see “Welcome to Toy Museum”. (Teach: welcome to Toy Museum.) 【设计意图：通过读图，找出图中的人物信息，认识了新朋友Tim；同时，通过读图，明确任务所在的地点。读图能力是三年级孩子应该培养的一个重要能力。】 2. Learn “How lovely!” T: Look at the dog. How is it? S: How nice! T: We can also say “How lovely!” (Teach: How lovely!) T: (指向边上的小熊) Look at the bears! S: How lovely! 3. Watch and find T: Boys and girls, look, there are a lot of toys here. But different toys are for different ages. So how to ask ages? Let’s watch the video and find the answer. (播放动画) 74 ll Mark T: How to ask ages? S: How old are you? (Teach: How old are you?) 4. Read and match T: But how old are Mike, Helen and Tim? Can you ask them? S: How old are you, Mike? How old are you, Helen? How old are you, Tim? T: Let’s read the story and match them to different ages. 5. Let’s check T: Let’s make a dialogue and check the answer. “How old are you, …?” “I’m …” 6. Read and find T: Look at the worker at the Toy Museum. When she gives the toys to the children, what does she say? Please read and underline the sentences. S: This is for you. Here you are. Step 3 Post-reading 1. Read after the tape. (标注升降调。) 2. Read together. 3. Read in roles. 4. Act the story in groups. Homework 家庭作业 1. 听录音，有感情地跟读课文3遍，并表演对话。 2. 学校的图书馆里面有各种类型的儿童读物，请同学们去选择一本适合自己的图书。四人或五人一组进行表演，其中一人扮演图书管理员，其他同学扮演来借书的同学。 Useful sentences: 75 ll Mark How old are you? I’m ... This … is for you. Here you are. Thank you. Teaching aids 教学准备（含板书设计） 教学准备：教学PPT 板书设计： Unit 5 How old are you? Welcome to Toy Museum Mike? 9 This is for you. How old are you, Helen? I’m 8 Here you are. Tim? 2 说:在热身环节，教师通过Ten little fingers这首歌曲导入教学，在歌曲中学习了数字1-10，紧接着以游戏的形式，巩固新学的数字，以歌曲和游戏的形式激活了课堂。 在While-reading环节，先是引入文中图片，通过观察图片，了解故事发生的背景：in a toy museum。读图的能力是英语学习中非常重要的一个能力。接着，以玩具博物馆为主线，通过watch and find找出如何询问年龄的句型；通过read and match了解Mike，Helen和Tim的年龄；通过ask and check运用功能句型进行情境操练。 朗读时，教师尽量引导学生模仿录音，注意语音语调的变换，重读、弱读等朗读技巧的处理。接着，教师指导学生进行表演。最后，家庭作业让学生学会在不同的情境中运用所学语言知识。 76 ll Mark Unit 5 第 2 课时 课 题 主备人 How old are you? 课 型 授课时间 Fun time 1. 能正确地听、说、读、写数词1-10，并尝试日常生活中使用这些数词。 教学目标 2. 能熟练地在情景中运用日常交际用语How old are you ? I’m … What about you? 教学重点: 1. 能正确地听、说、读、写数词1-10，并尝试在日常生活中使用这些数词。 2. 能熟练地在情景中运用日常交际用语How old are you? I’m … What about you? 重点难点 教学难点: 1. 能熟练掌握数字，进一步建立单词nine, eight, four, five, six, seven, ten的音、形、义的联系，并尝试在日常生活中使用这些数词。 2. 能熟练地在情景中运用日常交际用语How old are you? I’m … What about you?要求读音正确，语调自然。 教具准备 教学流程预设 Step1 Warm-up T: Sing a song How old are you? Step 2 Revision T: How old are you, boys and girls? S: I’m nine./I’m ten. T: Do you remember how old the children are? S: Mike is nine. Helen is eight. Tim is two. T: Whom are the toys for? S: The toy robot is for Mike. The toy dog is for Helen. The toy panda is for Tim. T: Great. You all have a good memory. 77 ll 二次备课 Mark Step 3 Fun time 1. Read the numbers in our life T: Boys and girls, we can see the numbers everywhere. Where can you see the numbers?(学生可以用中文回答) T: Can you read them?(学生读出给出的数字) 2. Find their neighbours T: The numbers are useful. Every number has its neighbours. The neighbours of 4 are 3 and 5. Understand? S: Yes. T: Can you find the neighbours of 8, 6 and 3. 3. Play a game T: Great job! Let’s play a game. Please read the rules on P34. (学生阅读书上的P34的Fun time板块，了解游戏规则。然后教师给每人发一张1-10的数字卡，教师说一个数字，拿到相邻数字卡的所有同学站起来并说出数字，没说出的出局。) Step 4 Let’s go to the museum T: We know Mike goes to the museum with his Dad. Do you want to go to another museum? Let’s go. Homework 家庭作业 1. Read the Rhyme Don’t be late again. 2. Recite the numbers form one to ten. 说:作为本单元的第二课时，在开始阶段，教师选择了对于第一课时文本内容的复习，激活学生的旧知。Fun time板块的功能是通过趣味性、互动性较强的语言实践活动，帮助学生操练并掌握本单元所学的主要词语、句型和日常用语。因此，在Fun time板块，通过读数字，为数字找邻居，玩数字游戏等活动，对数字进行了操练和巩固。 78 ll Mark Unit 5 第 3 课时 课 题 主备人 How old are you? 课 型 授课时间 Cartoon time 1. 能读懂Cartoon time大意，体会其中的趣味性，并能有感情地表演故教学目标 事。 2. 能熟练地在情景中运用日常交际用语What a …！Make a wish. I want a … 教学重点: 能读懂Cartoon time大意，体会其中的趣味性，并表演故事。 重点难点 教学难点: 能熟练地在情景中运用日常交际用语What a …! Make a wish. I want a … 教具准备 教学流程预设 Step 1 Pre-reading Revision T: Today Sam is late for the class. What do you want to say to Sam? S: One, two, three, four, come in, please, and close the door … Step 2 While-reading 1. Watch and say T: Why is Sam so late? (播放卡通) S: It’s Sam’s birthday. T: Yes, today is Sam’s birthday. What do you want to say to Sam? S: Happy Birthday. 2. Look and say T: (呈现第一幅图) Sam is so happy, he invites Bobby, Monkey, and Dog. Look, what’s that on the table? S: It’s a cake. T: How is the cake? S: It’s lovely./It’s nice./It’s yummy. 二次备课 79 ll Mark T: Yes. What a nice cake! S: What a nice cake! 3. Read and find T: Sam has a nice cake. We should put some candles on the cake. But how old is Sam? S: Maybe he’s … T: Let’s read the story and find the answer. S: Sam is two. T: Look! Bobby puts two candles on the cake. (listen) Make a wish, Sam. (呈现图4) Look! Sam is making a wish. (讲解make a wish。) 4. Look and predict T: What is Sam’s wish? Can you guess? S: I want a ____ ____. 5. Read and find T: What is Sam’s wish? Let’s read and find. S: I want a robot. I want a toy car. I want a … T: How is Sam’s wish? S: T: Sam wants so many things. Look at Bobby. Is he happy? S: No. T: Why is Bobby not happy? S: 天黑了。 T: What does Bobby say? S: It’s time for the cake. (体会人物的情感) Step 3 Post-reading 1. Read the text after the computer. 2. Can you give a title to this title? 3. 男女生分角色朗读。 4. 角色扮演。 80 ll Mark Homework 家庭作业 1. 跟读模仿Cartoon time三遍，并能表演出来。 2. 和你的伙伴一起表演故事。 板书设计： Unit 5 How old are you? What a nice cake! Happy Birthday! Make a wish. I want …. It’s time for the cake! 说:第三课时是Cartoon time，教师以Sam的生日为主线，先是看动画猜测Sam为什么如此开心，得出今天是Sam的生日；然后通过看图猜测人物的对话，学习“What a nice cake!”；接着，通过阅读故事，找出Sam的年龄。在为Sam过生日的过程中，自然引出句型“I want a …”，以及“It’s time for …”。整个故事的教学都在情境中，通过故事的推进，在感受人物内心变化的同时学习新知。最后，在Post-reading环节，通过让学生给故事取标题的形式，进一步加深学生对于故事的思考，同时激发学生的创造性思维。 81 ll Mark Unit 5 课 题 How old are you? 课 型 Sound time, Rhyme time, Checkout time & Ticking time 第 4 课时 主备人 授课时间 1. 能够正确读出辅音字母s的发音，并自己归纳一些词。 教学目标 2. 能对照Ticking time的三个目标进行客观的自我评价。 3. 能综合运用本单元学到的单词和句型谈论年龄，并在日常生活中运用数字。 教学重点：能对照Ticking time的三个目标进行客观的自我评价。 重点难点 教学难点：能综合运用本单元学到的单词和句型谈论年龄，并在日常生活中运用数字。 教具准备 教学流程预设 Step 1 Sound time 1. T: Boys and girls. The children want to have a birthday party. Let’s design a party for them. OK? First, Let’s play a game. Round, round, sit (教授round) 游戏规则：(1) 每组两个人，头戴数字头套，绕着凳子转。 (2) 其他同学，读着儿歌，参与游戏。 (3) 音乐停时，最快坐在凳子上的同学为胜。 2. T: Before this game. Let’s say a rhyme. (教授turn round和fall to the ground。) 3. Students参与，玩3组。小组合作：小组内完成游戏。 4. T: Boys and girls. Now are you happy? S: Yes! T: Please look! (PPT) 出示Sound time 的小诗。把有[s]发音的字母变红。 Boys and girls, here “s” pronounces …? 82 ll 二次备课 Mark S: [s]. T: Clever! Do you know any other words? S: … 5. Do you know the sound of the letter “s”? Please do the ticking time. Step 2 Checkout time 1. Let’s play another game about numbers (1) Magic eyes. Please read the numbers loudly. (2) Work in a group of four. 任意说出一个1-10以内的数字，如果两个人同时说出相同的数字，则两人同时出局，坚持到最后的几位胜利。 2. Boys and girls, can you count from one to ten? Please do the ticking time. Step 3 Checkout time T: Finally, let’s eat the birthday cake. Look, what are they talking? Let’s try to make a dialogue in pairs. Step 4 Rhyme time T: (敲门声) Oh, who’s that? (呈现Rhyme time中的图片) S: A boy. T: This boy is late for class. (教授is late for) T: What do you want to say to him? S: (引导学生说出) Don’t be late for class again. T: Here is a rhyme for him. Let’s read after the tape. S: … (跟读) T: Let’s read together. S: … (齐声朗读) Homework家庭作业 复习本单元的课文以及书后的生词。 83 ll Mark 说: 这节课是本单元最后一个综合板块，教师创设了一个较为完整的情境，即为Checkout time中的人物过生日而做游戏。通过游戏Round, round, sit引出Sound time，通过游戏，学习了小诗，游戏结束后，得出字母“s”的发音规律，进而发现更多发[s]的单词。这符合学生学习时“发现—探究—学习—运用”的规律。接着，继续以游戏的形式，复习了数字1-10。最后，通过敲门声迅速将学生引入新的情境，即有学生迟到了，引出Rhyme time中的小诗。 第 1 课时 主备人 授课时间 1. 学生能整体感知、理解并朗读故事，尝试表演故事。 2. 学生能在对话学习中正确地听、说、读下列单词和短语：wake up, 教学目标 o’clock, breakfast, lunch, hurry up, dinner, bed。 3. 学生能在情景中感知日常用语What time is it? It’s … It’s time for … 4. 学生能了解时间的重要性并能合理利用时间。 1. 学生能在对话学习中正确地听、说、读下列单词和短语：wake up, 重点难点 o’clock, breakfast, lunch, hurry up, dinner, bed。 2. 学生能在情景中感知日常用语What time is it? It’s … It’s time for … 教具准备 教学流程预设 Step 1 Magic eyes Rules: When you see the numbers, speak them aloud, if you see Liu Tao, clap your hands two times. 【设计意图：系统复习，有利于唤起学生对旧知的记忆，为文本的学习做好铺垫。】 84 ll 二次备课 Mark Step 2 Learn the new words T: We can count one, two, three, … ten (引导学生把1-10再说一遍), and the number behind ten is …(运用自然拼读法学习eleven, twelve) T: Look! That makes a clock. When we want to know the time, we can ask like this: What time is it? Follow me. S: What time is it? (老师引导学生说)It’s nine o’clock. T: (point the clock) What time is it? S: It’s eleven o’clock. T: Can you use the sentence to ask your deskmate? S1: What time is it? S2: It’s ten o’clock. S3: What time is it? S4: It’s twelve o’clock. S5: What time is it? S6: It’s seven o’clock. Step 3 Presentation T: It’s time for breakfast. Look, Liu Tao is still sleeping on his bed, Mum comes, guess, what can Mum say? Ss: Liu Tao, get up./Wake up, Liu Tao. T: Let’s listen to Mum and try to follow her. T: Can you be Mum and call Tom to get up? S: Wake up, Taotao. T: OK, then Liu Tao gets up and a beautiful day begins. But what day is it? Is it Liu Tao’s school day or weekends? Let’s watch the cartoon and choose, OK? A. Liu Tao’s school day B. Liu Tao’s weekend S: It’s Liu Tao’s school day 【设计意图：通过把数字摆成钟面的形式不仅复习了数字的表达，还巧妙地引入了新知，看图感知新句型有利于学生更好地理解文本，出85 ll Mark 示刘涛七点钟仍然在睡觉的图片引导学生思考并表达语言，看动画有利于学生对故事的整体感知。】 Step 4 Story time 1. How is Liu Tao’s day? What does he do in a day? Try to listen and order. 2. Point the four pictures and guide the students to say “It’s time for …” 3. But what time does Liu Tao do these things? Read story time again and do the match. Don’t forget to use the sentence It’s … o’clock, it’s time for … to tell me about Liu Tao’s day. 4. Retell Liu Tao’s day. 5. Look, they’re having a lesson. Can you know the time from our book? What time do they have class? Can you guess? 6. Show the picture of Liu Tao and Miss Li, so it’s time for class, but is Liu Tao on time? How do you know? 7. As we know, Liu Tao is late. If you are Miss Li, what will you say to Liu Tao? (Teach: Hurry up!) Add some phrases like seize the time and don’t be late. 【设计意图：细读同样遵循从整体到个别的原则，在逐幅图解决时，引导学生用完整的语言来描述，在第三幅图提出开放性的问题，鼓励学生用不同的答案来回答。】 Step 5 Practice 1. Read after the tape 2. Read together 3. Read in roles Homework 家庭作业 Read Story time after the tape twice. 板书设计： Unit 6 What time is it? It’s seven o’clock, it’s time for breakfast. eleven It’s eight o’clock, it’s time for class. twelve 86 ll Mark It’s six o’clock, it’s time for dinner. It’s nine o’clock, it’s time for bed. Unit 6 第 2 课时 课 题 主备人 What time is it? 课 型 授课时间 Fun time 1. 学生能熟练地表达整点时间。 教学目标 2. 学生在真实情景中熟练运用What time is it? It’s … o’clock.进行交流。 3. 学生能读懂绘本的大意。 4. 学生能了解时间的重要性并合理安排时间。 重点难点 教具准备 学生能在真实情景中熟练运用What time is it? It’s … o’clock.进行交流。 教学流程预设 Step 1 Review story time 【设计意图：温故知新，复习旧知，导入新知。】 Step 2 Magic eyes 1. When you see the numbers, speak them aloud. 2. When you see the time, say “it’s … o’clock.” When you see a clock, say “what time is it?” 【设计意图：通过游戏，可以迅速吸引学生眼球，快速进入英语学习状态，既达到游戏效果，又感知新句型。】 Step 3 Fun time 87 ll 二次备课 Mark 1. Show my clock T: So what time is it? Can you try to ask? Who can answer? (Do it twice.) 2. Work in four One student ask “what time is it?” The other students answer “It’s … o’clock” together. (Do it in turn within one minute) 【设计意图：语言学习的最终目的是要学会表达，而表达离不开操练，但操练又不能太枯燥，因此教师先示范让学生明白如何去操作，然后规定小组成员在规定的时间内完成练习，这样不仅提高了效率，而且加强了小组之间的合作与竞争。】 Step 4 Development 1. T: Now look at my clock. What time is it? S: It’s seven o’clock. T: So it’s time for … (show the picture of having breakfast) S: Breakfast. T: Good. So you see, this is my timetable. First, let’s read the time. S: It’s … o’clock. T: What do I do? It’s time for what? Take a look. (引导学生说It’s time for class/lunch/dinner/TV/bed.) T: Now can you introduce my timetable? Give me a whole sentence like this: It’s … o’clock. It’s time for … S1: It’s eight o’clock. It’s time for class. S2: It’s twelve o’clock. It’s time for lunch. S3: It’s seven o’clock. It’s time for dinner. S4: It’s nine o’clock. It’s time for bed. T: Well, we can do different things at different time. What other things can you do? S: 学生自主发挥，根据补充短语用完整句型介绍自己的时间表 T：Show the proverbs: Time is money./Make full use of your time. 2. Enjoy a picture book Finish the blanks. 88 ll Mark 【设计意图：本课的重点句型是What time is it? It’s … o’clock. 如果光教这个句型不仅内容太少，句式单一，而且很没有趣味性，出示自己的时间表不仅能够吸引学生的注意力，而且能够引导孩子用完整的句子表达，学生在潜移默化中体会到了合理安排时间的重要性。阅读与本课内容相关的绘本则是一种补充与提升，让学生在真实环境中学会用英语思维。】 Homework 家庭作业 Design a timetable of a day and introduce it. 板书设计： Unit 6 What time is it? What time is it? It’s … o’clock. It’s time for … Unit 6 第 3 课时 课 题 主备人 What time is it? 课 型 授课时间 Cartoon time 1. 学生能了解Cartoon time 大意，品出其趣味性。 教学目标 2. 学生能模仿Bobby和Tina的口气。 3. 学生能熟读cartoon time并尝试角色扮演。 重点难点 学生能熟读cartoon time并尝试角色扮演。 教具准备 教学流程预设 二次备课 Step 1 Magic eyes When you see the little man, say it’s … o’clock. When you see the pictures and English, speak loudly. 【设计意图：以游戏的形式温故知新，使学生感兴趣。】 Step 2 Background information T: It’s Friday (星期五) morning. Bobby and Tina are at home. Look, Bobby is still in bed. 89 ll Mark T: What time is it now? S1: It’s eight o’clock. T: Oh, it’s eight o’clock, but today is Friday, Bobby has to go to school. He is late. What do you want to say to Bobby? S1: Hurry up, Bobby! S2: Don’t be late. 【设计意图：通过呈现背景知识，使故事更加完整，提出开放性的问题，有利于学生自主学习与探究。】 Step 3 Cartoon time T: Bobby gets up quickly and then he goes to school, but what happens? Watch and choose. A. Bobby lost (丢了) his bag. B. Bobby has Tina’s bag. T: So Bobby has Tina’s bag. And when he gets to school, he opens his bag and try to look for …? What is he looking for? Try to guess. S1: Pencils. S2: Rulers. S3: Rubbers. T: (呈现图 4) Can you read these two sentences with correct intonation? T: What can he find at last? S: … T: (呈现图5 and图6). How to read these two sentences? (教mirror/comb) T: Then Tina comes. What will she say now? Step 4 Practice 1. Read after the tape 2. Act in roles 【设计意图：整体看动画作选择可以检测学生对文本有没有理解，按照故事的推进一步一步来猜接下来会发生什么，不断引导孩子说出不同的语言点，有助于学生发散性思维的形成。】 90 ll Mark Homework 家庭作业 Act Cartoon time out. 板书设计： Unit 6 What time is it? Unit 6 第 4 课时 课 题 主备人 What time is it? 课 型 授课时间 Sound time & Rhyme time & Checkout time 1. 了解字母t在单词中发[t]的音，熟读小诗，体验韵律感，并能举一反教学目标 三找出更多含有字母t且发[t]的单词。 2. 学生能用正确的语音语调阅读chant。 3. 学生能综合运用本单元所学知识在真实的情景中进行交流。 重点难点 教具准备 学生能综合运用本单元所学知识在真实的情景中进行交流。 教学流程预设 Step 1 Game time Listen and guess: What’s the time for? 播放打铃、吃饭、打呼的声音 【设计意图：以游戏的形式导入有利于唤起学生旧知。播放闹钟的声音激发学生兴趣，引入新知。】 Step 2 Sound time & Rhyme time & Checkout time T: Mr T has a big castle, do you want to have a look? But before you get to 91 ll 二次备课 Mark the castle, you should finish three tasks. Sound school (1) Can you find the friends for Mr T? (2) Can you find more friends for Mr T? (3) Mr T is so happy, and here is a chant about him. Can you find the words that contain the letter “t” and pronounce [t]. (4) Work in pairs: Say the chant. Eddie’s home (1) Can you say something about the picture? (2) What time is it? Where is Eddie? If you were mum, what will you say? (3) Be mum and wake up Eddie. Time Town (1) Listen and draw. (2) Ask and answer in pairs. Mr T’s castle (1) Checkout time. (2) Work in pairs. It’s time for fun! (1) Enjoy a song. (2) Make your own songs. (3) Proverb: Time is money. 【设计意图：将综合板块像故事一样的串在一起更显趣味性，每个板块既有说的环节，又有唱的环节，形式多样，丰富多彩，学生能在做中学。】 Homework 家庭作业 1. Find more words that contain the letter “t” and pronounces [t]. 2. Use the sentence pattern “It’s … o’clock. It’s time for …” to introduce your day. 92 ll Mark 1. 通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。 教学目标 2. 通过学习Story time，能正确地听懂、会说、会读单词 pigs, cows , apples, pears。 3. 能在真实的情景中运用What are these/those? Are these/those …?和日常交际用语Nice to meet you, Mike. Welcome to my farm.进行交流。 教学重点： 重点难点 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话。 教学难点： 通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。 教具准备 教学流程预设 二次备课 93 ll Mark Step 1 Greeting & Warm-up T: Hello, boys and girls. I’m Miss Zhao. Welcome to my class. S: Hello, Miss Zhao. T: Look, do you remember them? S: Yes. They’re Liu Tao and Mike. T: Today Liu Tao and Mike will go to a nice place. Look, where are they going? S: 农场。 T: They will go to the farm. (教授farm). Let’s go with them. OK? S: OK. T: What can you see on the farm? Let’s imagine. S: 一些牛。 T: Some cows. S: 一些猪。 T: Some pigs. 【设计意图：在Free talk环节导入Welcome to ... 这个知识点会显得自然，同时教授新知farm，从一开始就点题，让学生想象农场上有什么，教师自然的了解学生对于农场的了解。】 Step 2 Presentation Learn new words. T: There are many animals on the farm. Listen, what’s this? (播放声音) S: It’s a pig. T: Look! What are these? They’re pigs. (教授pig—pigs) T: What’s that? Listen! S: 牛。 T: It’s a cow. What are those? They’re cows. (点击播放声音) T: What are these? S: 鸭子。 94 ll Mark T: They’re ducks. (教授duck—ducks) T: They’re fun on the farm. T: So now let’s go to the farm. Are you happy? S: Yes. T: Now let’s go. 【设计意图：在情境中用听声音猜动物的小游戏帮助学生降低学习单词的枯燥性。】 Step 3 Story time 1. Listen and say T: Look, who’s this old man? S: He’s Grandpa. T: Yes. He’s Liu Tao’s Grandpa. Listen, what does he say? Grandpa: Welcome to my farm. T: What can you say to Grandpa? S1: Nice to meet Grandpa. S2: Hello, Grandpa. T: Grandpa is very happy. Can you try to read it happily? S: Welcome to my farm. 2. Watch and answer T: Mike and Liu Tao are on the farm now. They are very happy, too. They can see many nice things. What can they see on the farm? Let’s watch and circle. 3. Ask and answer T: What can they see on the farm? S1: Some pigs. S2: Some cows. T: Yes, they can see some animals. But how do they talk about animals? Can you try to read them? 95 ll Mark S1: What are these? S2: They’re pigs. S2: What are those? S1: They’re cows. (Have a pair work.) T: These and those are different. Can you tell us what differences between them? You can say in Chinese. S: These是这些，是指近的地方；Those是那些，是指远的地方。 4. Learn the new words T: They can see some animals. What else can they see? S: 苹果。 T: Some apples. S: 梨子。 T: Some pears. T: If you are Mike, how can you ask? Please work in pairs. (看图编对话) S1: Hi, Liu Tao. What are these? S2: They’re apples. S1: What are those? S2: They are pears. 5. Learn new sentences T: Now let’s look how Mike can ask. Can you read them? S1: Are these apples? S2: Yes, they’re apples. S1: Are those apples, too? S2: No, they’re pears. 【设计意图：在文本情境中教授新知，让学生能够身临其境地感受新知识，运用新知识。】 6. Say a rhyme (巩固新单词和句型) 96 ll Mark What, what, what are these? Pigs, pigs, they are pigs. Those, those, what are those? Cows, cows, they are cows. Apples, pears, on the farm. Apples, pears, I like to eat. 【设计意图：用韵律小诗和生词结合教学，可以降低单词教学的枯燥性，提高学生学习的兴趣。】 7. Read the story T: Let’s read the story together, OK? S1 & S2: OK. (出示小提示：注意读出故事中人物的情绪) 【设计意图：引导学生用正确的语音语调朗读课文。】 8. Act the story T: You all did a good job. Can you try to act the dialogue? S: OK. (小组合作进行表演课文对话。） 【设计意图：进一步复习课文，让学生在情境中运用语言，体会故事。】 9. Make a dialogue. T: Mike learns a lot from farms. He wants to take his sister to the farm. So next Sunday, Mike and Helen will visit the farm. What can they say? Please make a dialogue. Step 4 Summary T: What do we learn this lesson? When you want to know some things, what can you ask? S: What are these/those? T: When you want to know if they are apples or not, what can you ask? S: Are these/those apples? 97 ll Mark T: Do you know how to welcome someone? S: Welcome to … T: OK. You all did a good job. I have a nice sentence for you “Go out for a walk, and you will learn more.” Homework 家庭作业 1. 听磁带，读故事5遍。 2. 看图片复述课文。 3. 搜集一些水果类和动物类的单词，并学一学。 Teaching aids 教学准备 教学准备：PPT，图字卡。 板书设计： Unit 7 On the farm pig — pigs cow — cows duck — ducks apple — apples pear — pears 说: 在本节课一开始打招呼时就导入Welcome to … 可以很自然地教授新知。 接下来以主线Mike和Liu Tao去参观农场的情景引出新授的动物单词，并运用听声音猜测新单词进行教学，这样可以让单词的教学有情境，有趣味性。 在课文学习部分，学生先听录音，教授新句型：Welcome to my farm. 并以Grandpa的语气读一读；然后播放课文动画，让学生找出农场上What are these/those? They’re …s. Are these/those …s? Yes, they’re …s. No, they’re …s. 98 ll Mark 看到的东西，并同时教授水果类的单词，在文本情境中运用读和看图编对话的形式教授新句型 What are these/those? They’re …s. Are these/those …s? Yes, they’re …s. No, they’re …s. 让学生通过不同的形式整体感知文本，更有效地学习文本。接下来以图文相配的形式带领学生逐句读课文。在课文学习过程中，需讲练结合，让人物充分体会课文对话时的语气，可以配上相应的表情和动作。让学生在充分体会对话人物的心情、表情、语气和动作后，佩戴头饰进行表演，这是在最后对本节课学习的最整体的展示。 最后，总结本节课所学习的内容，并让同学们多出去看看，在生活中学习知识。 Unit 7 第 2 课时 课 题 主备人 On the farm 课 型 授课时间 Fun time & Song time 1. 能听懂、会读、会说a chicken, a duck, an orange。 教学目标 2. 通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these/those? They’re … Are these/those …? 3. 通过跟唱、分组唱、表演唱等方式，能会唱歌曲 On the farm。 重点难点 教学重点：能正确说出动物和水果的名称，会运用本课学习的句型。 教学难点：能熟练运用本课所学的日常交际用语征询及回答看见的东西。 教学流程预设 二次备课 教具准备 Step 1 Greeting & Warm up T: Good morning, boys and girls. S: Good morning, Miss … T: I have some friends for you. Look, they’re coming. (点击播放歌曲) 99 ll Mark Now do you know who they are? S: They’re pigs. T: Where are they? S: They are on the farm. T: Do you know the other things on the farm? S1: The cows are on the farm. S2: The apples are on the farm. … 【设计意图：用歌曲导入复习学过的知识，贯穿整个复习阶段。】 Step 2 Presentation Play a game and learn the new words. 1. T: Liu Tao and Mike go to visit the farm. Mike knows a lot from farms. Do you remember? Look! What are these? Can you guess? (图片被遮掉一半) S1: Are these apples? S: Yes, they’re apples. S2: Are these apples? T: No, they are oranges. (教授orange) 2. T: Listen! Who are coming? (播放声音) S1: They are pigs. S2: They are ducks. S3: 鸡。 T: They are chickens. (教授chicken) 3. T: They are all on the farm. How lovely! Let’s read the new words together. S: OK. T: 在这里我们一定要注意名词的单复数形式。同学们有没有注意到复数的形式是怎样的呢？ S: 加s。 T: 是的。（总结英语中复数形式的变化）英语名词有单数和复数之分。大多数名词后面加上“s”就变成了复数，如apples。有些名词后面要加上“es”才变成复数，如box的复数是boxes。在汉语中没有这种现象。我们在学习英语的时候要特别注意这一点。 【设计意图：在第一课时的主题情境中，通过游戏来新授和巩固单词和句型。】 Step 3 Song time 1. T: Mike knows a lot from farms. He wants to tell his sister. Listen! (点击100 ll 本文来源：https://www.dywdw.cn/a0ef8dd4920ef12d2af90242a8956bec0975a5c9.html
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2022-07-15
