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教学设计教学目标:语言知识与技能:1.能正确朗读并在情境中运用词汇:school,office,lab,playground.2.能按照正确的语音、语调、意群朗读课文对话。3.在语境中能运用句型:Isthisyourclassroom?No,it’sthel
ab.Thisis…It’s…对学校功能室进行询问和介绍。语言情感:在介绍自己的学校中感受对学校的热爱。语用任务:学生能在语境中借助图片谈论学校功能室学习策略:1.在课堂学习和交流中,注意倾听,积极表达。2.通过模仿、朗
读、说一说、做一做等方式完成学习任务。教学重点:能听懂、认读、会说句子Isthis…?No,it’s...Thisis…It’s…并用句型谈论学校。教学难点:运用句子Isthis…?No,it’s...This
is…It’s…并用句型谈论学校。教学流程StepⅠPre-task1.课前互动:Hello,boysandgirls.Let’senjoyavideo.What’sitabout?播放有关学校的视频,导入本单元主题:school.What’sitabout?It’sabouts
chool.Todaywe’lltalkaboutschool.StepⅡWhile-task1.School1)教师出示图片:ThisisLucy.Whereisshe?Sheisin______.学生听音。S回答:SheisinJen
ny’sschool.2)出示Picture1图片及音频。WhatdoesLiMingsay?WhowantstobeLiMing?(两人)Let’sact.(全文本和半文半各一组)LucywantstovisitLiMingandJenny’sschool.So…2.theteac
hers’office1)Nowheretheyare?播放picture2内容教师播放录音,学生完成对话。练:教师出示图片,学生补充对话。Isthisthe_______Yes,itis.Let’slookattheteachers’office.听扩充内容Thetea
chers’officeisnice.2)Canyousay?学生模仿说Theteachers’officeisnice.3)Theteachers’officeisnice.Nowlet’scomeintotheteachers’office.教师播放视频出示问题:How
isit?学生尝试回答:It’s__________.Theteachers’officeisnice,big,beautiful.Teachershelppupilsintheteachers’office.So
theteachers’officeiswarmtoo.3)Shh,teachersareworking.Pleasebequiet.Let’sgo.Teachersareworking.Maybes
ometeacherisreadingabook.Someteacherischeckingyourhomework.Solet’sgo.3.lab1)heretheyare.教师播放picture3内容Thisisthelab.W
hat’sthelablike?Let’slook.教师播放图片,学生跟读。2)教师播放图片3)chant:Thisisourlab.Itisverycool.Thisisourlab.Wecantryandlearn.4.playgroundWherearethey?Let’slisten
.1)教师播放picture4图片,教师出示单词卡playground2)Listenandimitate.3)Act:全文本、半文本StepⅢPosttask1.Listenandimitate.2.
Rap3.Look!Thisisaschoolmap.JennyandLucyaretalkingabouttheschoolmap.Let’slook.4.WevisitJennyandLiMing’s
school.DoyoulikeLiMingandJenny’sschool?DoyoulikeourWenyuanSchool.WhatwillWenyuanSchoolbein20years?Nowl
et’slook.视频播放Nowlet’sintroduceourWenyuanPSchoolin20years.1.小组内介绍2.展示介绍StepⅣSumupTodaywelearnedplacesinourschool.Weknowtheseplacesandhowtheyar
e.Sowhatisschool?出示ppt.情感升华。StepⅤHomework1.Listenandimitatethetext.2.Introduceyourschooltoyourfriends.