【文档说明】科普版英语三年级下册《Lesson 3 Is that a pig？》教案设计2.doc，共(5)页，645.500 KB，由小喜鸽上传

转载请保留链接：https://www.ichengzhen.cn/view-148024.html

以下为本文档部分文字说明：

科普版小学英语第二册《Isthatapig?》教学设计Part1.Teachingmaterial《Isthatapig?》isfromPrimaryEnglishBook2forGradeThreestudentsinthesecondterm,andthis

bookiscompiledbyBeijingPopularSciencePress.Thislesson’stopicis“animals”,lettheSstoknowtheanimals,andsaytheSimpledialogue.ThestudentsofGrade3havemuc

hknowledgeofEnglishandinformationtechnology.Sowecanhavethislessoninthecomputerroom.Part2.Teachingobjectives(一)Knowledgeobjective

a.TheSscanhear,readandusethewords:tiger,deer,rabbit,bear,andelephant.b.TheSscanhear,readandusethesentences:--Isthis/thata/

an……?--Yes,itis./Noitisn’t.c.TheSscansingasong“OldMacdonaldhasafarm.”(二)Abilityobjectivea.TodevelopSs’abilityoflisteningan

dspeaking.b.TotraintheSs’abilityofworkingingroups.c.TofosterSs’abilitiesofcommunicationandtheirinnovation.(三)EmotionobjectiveBycompletingthetask.The

Ssincreasetheirinterestandsetupself-confidenceinlanguagestudy.Part3.ImportantpointsA.TohelpSsusethewordsandthesentence

s.B.TodevelopSsinterestinEnglish.C.ToenableSscooperationandtheirinnovation.1Part4.DifficultpointsHowtouseth

ekeysentencesfluentlyandfreely.Part5.TeachingandlearningmethodsMaketheSstakepartinclass.Askandanswerinpairsandgroups.

I’llusecommunicativemethod,discussingmethod,TPR,seeingandhearingmethodtoteachthislesson.Part6.TeachingaidsInordertointeresttheSs.I’llusewordcards,

stickdrawing,picturesandCAIasmyteachingaids.Part7.IntegratingInformationTechnologyintotheCurriculumA.Skillfulleading-inB.Breakthroughimporta

ntanddifficultpointsC.PracticeandimprovePart8.TeachingprocedureTeachingFlowchartTeachingDesignStep1Warm-upandreview

A.UseCAI,revivethewords.2B.UseCAI,singandactthesongtogether“Isthatapig？”.【设计意图：通过复习动物单词引出课题，而歌曲渲染了英语氛围，并

通过歌曲中的句型Isit……?为下面做好铺垫。】Step2PresentationA.UseCAI,showapicture,teachtheword“bear”,Writetheword“bear”onthebl

ackboard,readthewordtogether.UseCAI,showthephrase,andreadthephrase“abear”together.ThenpointthepictureandaskSs“Isthis/thatabear?”“Yes,

itis.”Drillthesentencesinpairs.UseCAI,showapictureandaskSs“Isthis/thatabear?”“No,itisn’t.”Drillthesent

encesinpairs,too.B.UseCAI,showapicture,teachtheword“elephant”,Writetheword“elephant”ontheblackboard,readthewordtogeth

er.UseCAI,show“anapple,anorange,anegg”todrawoutthephrase,andreadthephrase“anelephant”together.ThenpointthepictureandaskSs“Isthis/thatanel

ephant?”“Yes,itis.”Drillthesentencesinpairs.UseCAI,showapictureandaskSs“Isthis/thatanelephant?”“No,itisn’t.”Drillthesentencesinpairs,

too.【设计意图：通过多种方式来练习新句型的朗读，改变以往的那种单一的师教生读的教学模式，让学生在不知不觉中熟练掌握新句型，为下一步的句型替换打下坚实的基础。】C.UseCAI,showpictures“rabbit,tiger,deer”,teachthewo

rds,drillthewordsonebyone.AskSstomakesentences.D.AskSstotakeoutEnglishbookandlookatLesson3Let’slearn.UseCAI,listentothetape.【设计意图：通过直观的教学模式和猜谜说单词，使

新学的单词和句型更容易掌握，让学生在训练中建立自信，激发学生的学习兴趣。】Step3PracticeGroup-worksA.UseCAI,showsomepictures,askSstoguesstheani

mal,andaskSstosay3thesentences“Isthis/thata/an……？Yes,itis./No,itisn’t.”B.UseCAI,showsomepictures,askSstosay“What’smi

ssing?”askSstosaythesentences“Isthis/thata/an……？Yes,itis./No,itisn’t.”Whenthegroupsdonewell.I’llgivethis

groupsomepresents.【设计意图：利用学生爱玩、好动、对新鲜事物充满好奇心的特征，我设计了两个富有刺激和挑战性的游戏。一改以往枯燥乏味的教学模式，给学生以新鲜感和刺激感，使学生更愿意用新学的句型去说话。】Step4Let’ssingTeachasong“Old

Macdonaldhasafarm”.A.TellSsOldMacdonaldhasafarm.Let’sgoandhavealook.B.Isingthesong.LeadSstosingthesong.C.Singthesongtogether.【设计意图

：这虽是一首结束歌，却和本课紧紧相扣，学生都喜欢唱歌。这首歌用欢快的曲调描述了一个有牛、猪、鸭子的热闹的农场，引导学生感知纯正的发音，给学生以多方面的感知，激发学生的学习兴趣。】Homework:A.

Listentothetape5times.B.Trytobealittleteacher,teachyourparentswhatyoulearnttoday.BlackboardDesignLesson3Isthatapig?4Let’slearn--Isthis/thata/a

n……?bearelephantrabbit--Yes,itis./No,itisn’t.tigertigerG1G2G3