2021-2022年三年級(jí)英語上冊(cè) Lesson 2 Boy,Girl and Teacher教案 冀教版

2021-2022年三年級(jí)英語上冊(cè) Lesson 2 Boy,Girl and Teacher教案 冀教版課題：冀教版三年級(jí)上冊(cè) Lesson 2 Boy Girl and Teacher科目： 英語教學(xué)對(duì)象： 三年級(jí)學(xué)生課時(shí)： 1提供者：劉杏蕊單位：蠡縣李崗村小學(xué) 一、教學(xué)內(nèi)容分析（本課是冀教版小學(xué)英語三年級(jí)上冊(cè)第一單元第二課。本課主要學(xué)習(xí)介紹人物的身份，并在第一課的基礎(chǔ)上學(xué)習(xí)Whats his/her name?）教學(xué)目標(biāo)（1、知識(shí)目標(biāo)：使學(xué)生能聽、說，認(rèn)讀并口頭運(yùn)用單詞：teacher ,boy ,girl;能理解并口頭運(yùn)用：Whats his/her name? 2、能力目標(biāo)：通過學(xué)習(xí)怎樣和別人打招呼，怎樣來介紹自己，向他人介紹事物來培養(yǎng)學(xué)生的交際能力，鍛煉組織語言的能力和運(yùn)用知識(shí)的能力。 3、情感目標(biāo)：通過本課的學(xué)習(xí)，讓學(xué)生知道怎樣有禮貌地進(jìn)行打招呼，如何作簡(jiǎn)要地介紹，做個(gè)有禮貌的好孩子。）三、學(xué)習(xí)者特征分析（我們是冀教三年級(jí)起始版，三年級(jí)學(xué)生剛剛正式接受英語課的學(xué)習(xí)，好奇心強(qiáng)、興趣很濃，但年齡小、注意力集中時(shí)間短，沒有任何基礎(chǔ)。）四、教學(xué)策略選擇與設(shè)計(jì)（通過展示圖片、分角色表演、創(chuàng)編歌詞等活動(dòng)創(chuàng)設(shè)情境激發(fā)學(xué)生的學(xué)習(xí)興趣，在不知不覺中學(xué)會(huì)并運(yùn)用所學(xué)知識(shí)。）五、教學(xué)重點(diǎn)及難點(diǎn)（重點(diǎn)：識(shí)記單詞 boy ,girl，teacher，his，her 難點(diǎn)：認(rèn)讀單詞his，her，并把它們應(yīng)用到This is.和Whats his/her name? 的問答中）六、教學(xué)過程（這一部分是該教學(xué)設(shè)計(jì)方案的關(guān)鍵所在，在這一部分，要說明教學(xué)的環(huán)節(jié)及所需的資源支持、具體的活動(dòng)及其設(shè)計(jì)意圖以及那些需要特別說明的教師引導(dǎo)語）教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Step 1 Warm-up 用Hello!向?qū)W生問好用Hi!向老師問好自然而然創(chuàng)設(shè)語境并鞏固了第一課的句型Step 2 Reviewing播放歌曲：What is Your Name!；兩只老虎并引導(dǎo)學(xué)生用兩只老虎的旋律演唱What is Your Name?Step 3 Presentation展示圖片，播放錄音讓學(xué)生猜一猜圖片的意思。教師領(lǐng)讀板書：This is . 這是.情境訓(xùn)練：This is a teacher /boy /girl.然后抽查學(xué)生掌握的情況。板書：What is your/his/her name? My /His/Her name is .（1）讓一個(gè)女生到前面來，首先告訴學(xué)生her name用于女孩兒，his name用于男孩兒。然后指向一個(gè)女孩兒：Whats her name? 告訴大家應(yīng)回答：Her name is.依照同樣步驟，教授Whats his name? His name is.教師領(lǐng)讀這兩組對(duì)話7、引導(dǎo)學(xué)生用兩只老虎的旋律歌表演今天所學(xué)句型分成男女生兩組用兩只老虎的旋律進(jìn)行What is Your Name!的歌詞演唱先根據(jù)圖片猜單詞的意思，然后跟讀單詞 2、情景表演：一條龍練習(xí)讀單詞 3、聆聽錄音，然后根據(jù)老師創(chuàng)設(shè)的情景介紹、This is .這是.；分組表演This is .這是.4、學(xué)生跟讀這兩組對(duì)話，然后按小組練習(xí)，并到臺(tái)前表演。演得好的用掌聲鼓勵(lì)！通過播放歌曲，并創(chuàng)編歌曲滿足學(xué)生的好奇心，激發(fā)學(xué)生的學(xué)習(xí)興趣。在輕松愉悅的氛圍中鞏固舊知，并導(dǎo)入新課利用形象直觀的圖片教授三個(gè)新單詞。利用情境教學(xué)幫助學(xué)生理解her his和your的不同，并讓學(xué)生理解并在交際中使用句型Whats his /her name?來向?qū)Ψ皆儐柕谌降拿?。通過歌表演持續(xù)激發(fā)學(xué)生的興趣，通過掌聲樹立學(xué)生的自信心和讓學(xué)生體驗(yàn)成就感。Step 4 Summary引導(dǎo)學(xué)生總結(jié)本節(jié)課學(xué)習(xí)了。然后教師歸納：本節(jié)課識(shí)記 認(rèn)讀了boy girl teacher his her.學(xué)習(xí)了“This is .”和”Whats his /her name? His/ Her name is.”學(xué)生總結(jié)我知道了/學(xué)會(huì)了。并質(zhì)疑。 培養(yǎng)學(xué)生的歸納總結(jié)能力的同時(shí)也培養(yǎng)學(xué)生的反思習(xí)慣。Step 5 Homework做5個(gè)單詞的單詞卡片，選出精美的貼在教師的墻上運(yùn)用本課句型錄像表演，好的頒發(fā)登上光榮臺(tái)。 鞏固所學(xué)知識(shí)，并學(xué)以致用。繼續(xù)激發(fā)學(xué)生的學(xué)習(xí)興趣并調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性。七、教學(xué)評(píng)價(jià)設(shè)計(jì)（滿分3分。演唱發(fā)音準(zhǔn)確流利、完整1分；小組配合默契1分；有表情自然表演1分.根據(jù)分?jǐn)?shù)，給予鼓掌的次數(shù)。滿分三次，依次遞減。）板書設(shè)計(jì)（Lesson 2 Boy Girl and Teacher 1、This is .Whats his /her name? His/ Her name is.”） 如板書中含有特殊符號(hào)、圖片等內(nèi)容，為方便展示，可將板書以附件或圖片形式上傳。九教學(xué)反思可以從如下角度進(jìn)行反思（不少于200字）：本節(jié)課，學(xué)生情緒始終高漲，掌握了重點(diǎn)，突破了難點(diǎn)效果較好也得到了相關(guān)老師的課定于認(rèn)可。（一）成功之處1、注重體驗(yàn)和實(shí)踐。我從學(xué)生的生理和心理特點(diǎn)和實(shí)際水平出發(fā)，設(shè)計(jì)了豐富多彩的教學(xué)活動(dòng)，師生問候，創(chuàng)編歌曲，猜一猜、歌表演一條龍等。通過這些活動(dòng)，激發(fā)了學(xué)生的積極性和主動(dòng)性并拉近了學(xué)生的實(shí)際與英語學(xué)習(xí)的距離，并讓他們感覺到英語不是一門學(xué)科，而是鮮活的語言。自然而然的學(xué)會(huì)運(yùn)用。2、我使用了多種教學(xué)手段，充分利用教學(xué)資源。如歌曲、簡(jiǎn)筆畫、教材，教具，師生自身，家長(zhǎng)，多媒體等是課堂教學(xué)更加直觀，充滿趣味。3、教學(xué)評(píng)價(jià)貫徹始終。4、注重知識(shí)的拓展。在教學(xué)中中沒有拘泥于教材。如創(chuàng)編歌曲，和課下錄像表演作業(yè)。課堂上創(chuàng)編歌表演的時(shí)候?qū)W生們都亢奮了。5、注重培養(yǎng)學(xué)生的交際能力。在可理解的和具有實(shí)際意義的語言環(huán)境中接觸英語并學(xué)習(xí)完整的語言。從而使學(xué)生較快的掌握了重點(diǎn)突破了難點(diǎn)。（二）不足之處教學(xué)評(píng)價(jià)形式還比較單一、不夠完善。附送：2021-2022年三年級(jí)英語上冊(cè) Lesson 20 Li Mings Family教案 冀教版教學(xué)目標(biāo)1. Students will be able to aurally understand, orally use and recognize the following vocabulary: China, short, tall2. Students will be able to aurally understand and respond orally to the following sentence: My father/mother is a . He/She is .（tall/short）3. Student will be able to sing the song I love you, you live me.教學(xué)重點(diǎn)：Understand, use and recognize the words: China, short, tall教學(xué)難點(diǎn)：Understand and respond the sentences: My father/mother is a . He/She is .(tall/short)Sing the song: I love you, you love me.教具準(zhǔn)備：Audiotape/Multimedia CD教學(xué)過程：Class Opening and reviewGreeting and reviewGreet the class with any phrases the students have learned.Play the audiotape for The family in our house and sing it along with the students.Talk a bit about family. Ask questions such as : Is a brother a boy or a girl?Lesson Hook Tell the students that today they will meet Li Mings family. They will also meet Dannys family and learn a new song about families!New Concepts 1. Meet Li Mings family. Introduce the new sentences structures: We live in . This is my . Im a . My father/mother is a . Teach the new words teacher, doctor and student. For example, ask the students to recall and say the name of the person who helps them if they hurt(doctor). Explain what a doctor does and that Li Mings mother is a doctor. Ask if anyone has a doctor in the family. Discuss teacher(Li Mings father) and student(Li Ming). Link the concept of student with school. Ask the students to say the words a few times with you.Ask the students questions about the story. Encourage them to make observations about the story from the pictures. Use English where you can, using gestures and the pictures to make yourself understood. Encourage the students to answer in English when they can. For example: Where does Li Mings family live? Who is in Li Mings family? How many people? What work do his father and mother do? What work does Li Ming do?2. Lets do it!Ask the students to open their books to page 52. Take some time to talk about the pictures. You can ask questions such as How many people are in Li Mings family? What is his fathers/mothers name? What does his father do? What about his mother? When you are sure the students have a good understanding of Li Mings family, ask them to take out their paper, pencils and crayons. They can draw a picture of their own family. Be sure to mingle and talk about the pictures being created by the students. You can collet these pictures and post them around the classroom when the avtivity is pleted.3. Tall or short?Introduce new concepts: tall, short. pare pictures, objects and drawings you make on the blackboard to demonstrate short/tall. For example, pick two students, one short and one tall, to e to the front of the class and lead the class as follows: T: Short/Tall. Short/Tall. Say it, please. C: Short/Tall. T: IS he/she short or tall? C: He/She is .4. Lets sing!Song: I love you, you love meAsk the students to listen to the audiotape of the song as the students follow in the student book. Point to the pictures as you say short, tall with the class. Play the audiotape. Ask questions about the pictures such as: Is Li Mings father tall or short? Is Li Mings mother tall or short? Let the students sing the song together.Check for understandingClass Closing Sing the song I love you, you love me.