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小学英语Lesson 12精品教案设计
展开UNIT THREE I WAS BORN ON MAY 23RD
Lesson 12
指导思想与理论依据
《义务教育英语课程标准》的英语课课程教学建议中提到要“结合实际教学需要,创造性使用教材”,学生的发展才是英语课程的出发点和归宿。课程实施应成为学生在教师指导下构建知识、提高技能、磨练意志、活跃思维、展现个性、发展心智和拓展视野的过程。除此之外,英语学科的核心素养中提到了“思维品质”,即:思考辨析能力,包括分析、推理、判断、理性表达、用英语进行多元思维等活动。学生在上课过程中观察英语语言现象、发现语言的规律,将听、说、读、写等语言实践中的得到的信息相互转换,锻炼自己的思维能力,形成积极的学习态度,促进语言实际运用能力的提高。
教学背景分析
教学内容:
本单元是谈论生日的话题,在本单元的第一课时新授课中学生学习了询问生日的功能句型“When is your birthday?”,并能介绍自己的生日日期“My birthday is….”及1---8月月份的认读并能在语境中使用;第二课时新授课学生学习了用“When was/were…born?”“I/ He/ She was/ were born….”询问他人的生日和应答和单词born的听、说、认读;第三课时新授课中学生学习了询问他人年龄的用语及其答语“How old are you?”“I am… years old.”“How old is…?”“He/ She is… years old.”。
本课是复习课,共由五个板块组成分别是Now I can understand, Now I can say, Now I know the sound, Now I can write, Let’s chant。学生复习本单元关于询问他人生日及应答的交际用语,能够在语言情景中熟练运用,同时通过活动复习本单元所学词汇,学习语音词汇和小韵文。
已知:
1. 学生在本单元前三课学习了如何询问及回答有关他人生日及年龄的语句:When is your birthday?
It’s on…. When were you born? I was born on…. How old is he/she? He/she is….并能与他人交流简单个人信息。学生在二年级上册书第6单元第21课第一次接触到有关询问年龄的话题:How old are you? I’m eight. 2. 在本学期课本前两个单元中学习了询问星期,日期的话题,以及月份和一些节日的表达法,还
有关于序数词的表达和用法。
未知:
- 学生对本单元的语音单词掌握不熟练。
预计的问题:
1. 学生在let’s match的环节:找朋友的时候,会不知所措。虽然老师已经打出了这个环节的规则,
但是在试讲的时候有的学生依然不知道该向谁提问、如何提问。
- 在最后一个阅读绘本学习语音词汇的活动中,其中有一个小环节是让学生自己听录音,根据听到的内容,选出语音词汇。学生在此环节中会出现找不对、找不全语音词汇等情况。
对策:
1. 录了一个小视频给学生当例子,方便学生更直观地参考如何在这个环节中做好活动。
2. 为了解决学生找不对、找不全语音词汇的问题,在自己寻找和全班讨论的活动之间增加了一个学生两个人一组讨论语音词汇,更学生更对自主学习的机会。
学生情况:
1. 知识方面:本课时的授课对象是我校三年级1班的学生。三年级1班学生学习习惯良好,能做到及时预习和复习。本节课是复习课,学生会询问及回答有关生日及年龄的语句,能用英文表达月份和序数词。
2. 情感方面:本班学生爱动脑筋,对于有一些难度、能使他们思考的问题能激起他们的积极性。
3. 思维方面:本班学生在思维方面具有较好的观察能力能发现能力,在平时的课上能根据老师的板书或思维导图进行简单的日常对话或进行简短的语段描述。
教学方式:观察找规律、理解表达、听力理解、阅读提取信息
教学手段:多媒体视频播放、PowerPoint演示文稿
技术准备:自制课件、配套音频、演示视频、板书示意图文卡片
教学目标
1. 复习序数词和用英语表达月份、日期;会用英语询问他人生日及应答的交际用语,学生能够在真实语境中熟练运用一种或两种方式与他人交流;能够感受字母组合air, ere,ear,are在单词中的发音/e ə/,能够读出语音单词。
2. 能将表达月份的单词运用到生日话题中,在谈论生日话题时能用英文表达日期,最终能通过日期表达来谈论生日。
3. 能在谈论他人年龄或他人生日时,体会关心他人的情感。
教学重点:
1. 会用英语询问他人生日及应答的交际用语,学生能够在真实语境中熟练运用一种或两种方式与他人交流。
2. 能够感受字母组合air, ere,ear,are在单词中的发音/e ə/,能够读出语音单词。
教学难点:
1. 能够感受字母组合air, ere,ear,are在单词中的发音/e ə/,能够读出语音单词。
教学过程(文字描述)
一.Warm up
1. Let’s sing
Sing a song: The month of the year
设计意图:激发已知,唤起学生记忆,调节学生情绪,帮助学生在轻松的氛围下进入学习状态。
二.Vocabulary Review
1. Let’s do the brain storm
T: Which holiday is this? In which month we celebrate Children’s Day? What do you do on Children’s Day?
In Which month we celebrate our National Day?
Which month is the shortest month? How many days are there in February?
In Which month we go back to school?
S:
① Answer the question
It’s Children’s Day. In June we celebrate Children’s Day. In October we celebrate our National Day. … In September or February we go back to school.
② Stick the names of months on the blackboard
设计意图:呈现复习重点:月份的表达。学生通过头脑风暴的游戏,通过看图片,看视频,问答等形式猜出节日所在月份,培养学生的思维能力,考查学生对月份单词的认读。
2.Let’s find your friend
①T: ‘The first month’ and ‘January’ are good friends.
The first month is January. Who’s February’s friend? …
S: The second month. Stick it on the black board
S: The second month is February.
② T: Now we know that they are good friends. Where is your friend? Now let’s find your friend! Let’s go!”
S: Watch an example(video) Find friends
---S1: I’m March, are you my friend?
---S2: Yes. I’m the third month.
I’m your friend. / No, I’m the fifth month.
I’m not your friend.
Show in class
Stick the cards on the blackboard
---S1: The third month is March.
---S2: The tenth month is October. ...
设计意图:复习月份单词和序数词。全员考察,全员参与,考察学生对月份单词和序数词的认读和理解,其的认读和理解。学生需要知道哪个月份单词和哪个序数词相匹配,培养学生的逻辑思维能力。
三.Listening Comprehension
1. Let’s listen
T: Now you find your friend. Look at here: Mike, Sara and Lingling! They are good friends, too. When were they born? We well listen to the tape for three times. The first step: listen. The second step: stick their photo on the birthday book. The third step: check.
S: Listen to the tape
①Listen to the tape
②Stick the photo on the birthday book.
③Listen and check Ask together
Ss: When was Mike/Sara/Lingling born?”
---S1: Mike was born on….
---S2: Sara was born on…
---S3: Lingling was born on…
设计意图:考察学生能否听懂有关日期的表达。学生需在此环节中将听到的内容用生日记录本的形式表现出来,从听力到图标的形式转变中培养了学生信息记忆及信息转化能力。
四.Sentence Review
1. Let’s do the pair work
T: I was born on October 3rd. When were you born?
S: I was born on….
2. Let’s do the groups work
T: Do you know your friend’s birthday? Let’s work in four. Ask your friends’ birthdays and circle the date and then write their name down on your birthday book so that we can celebrate birthdays for your friends. Let’s go!
S: Groups work
① Ask and answer
---S1: When were you born?
---S2: I was born on….
---S3: When is your birth day? -
--S4: My birthday is on….
② Circle the date
③ Write down the name.
④Show in class.
---S1: When were you born?
---S2: I was born on….
---S3: When is your birth day?
---S4: My birthday is on….
设计意图:复习有关询问生日的提问及回答。学生可用两种方式提问,这也要求学生在根据对方提问的方式选择回答的方式,在询问和记录同伴生日的过程中培养了学生严密思维的能力,让学生有意识地根据英语语言规则来组织话语、表达思想。
五.Chant learning
1. Let’s answer
T: Look at your birthday book? Whose birthday is it today?
S: It’s Lingling’s birthday.
T: What should we say to her?
S: Happy birthday!
2. Let’s guess
T: Lingling is very happy and she invites us to her birthday party. She wants to play a guessing game with us! First,Let’s listen to the riddle. Second, read the riddle together. Third, if you know the answer, please raise your hand. S:Guess the answer
Listen to the riddle
① Read after tape
② Guess the answer
---S1: There are thirty-one days in October.
---S2: There are thirty days in September.
---S3: It’s thirty-one.
设计意图:改编自书中Chant环节,考察学生是否听懂、理解Chant并回答问题。
六.Phonics Learning
1. Let’s guess
T: Today is Lingling birthday and here is a gift for her! But what’s in the box? Let’s check together!
S: It’s a teddy bear.
2. Let’s listen
T: Here I have a story! Let’s enjoy it.
S: Listen
3. Let’s read after tape
T: Now let’s read after tape and pay attention to the words that pronounce /e ə/ such as ‘bear’, Ok?
4. Let’s circle the words
T: Take out your pencil. While we are listening to the story, please circle the words that pronounce /e ə/.
S: Circle the words that pronounce /e ə/.
5. Let’s check in pairs
T: Talk in pairs to check if you circled the same words. S: Check in pairs
6. Let’s check together
T: Which words did you circle?
S: Bear, where, there, pear, pair, square, chair. Stick the words on the blackboard.
7. Let’s read the story
T: Now let’s read the story together. S: Read the story
T: Let’s read in four. Let’ go! Ss read it in four. Show in class.
8. Let’s find more words
T: Look at here. I have more words. How to read these words? Try to read them together!
S: Air, hair, wear, care
Stick the words on the blackboard.
设计意图:打破常规课堂通常只是让学生听录音,跟读录音的方式学习语音词汇,而是用语音单词给学生们创编了一个小绘本故事,让学生在语境中学习单词的发音,理解单词的含义,然后带着自己对单词和故事的理解,再小组为单位全班展示,即朗读绘本故事。学生通过“听故事、跟读故事,熟悉语音故事---再听故事,猜测语音单词---集体讨论,验证猜测---借助绘本,再读语音故事--拓展:根据发音规律,读一读没学过的单词”这一些列过程学习语音词汇。在此过程中,培养学生观察与发现能力。
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