2021-2022年三年級英語上冊 Lesson 2 Boy,Girl and Teacher教案 冀教版

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1、2021-2022年三年級英語上冊 Lesson 2 Boy,Girl and Teacher教案 冀教版 課題：冀教版三年級上冊 Lesson 2 Boy Girl and Teacher 科目： 英語 教學對象： 三年級學生 課時： 1 提供者：劉杏蕊 單位：蠡縣李崗村小學 一、教學內(nèi)容分析（本課是冀教版小學英語三年級上冊第一單元第二課。本課主要學習介紹人物的身份，并在第一課的基礎(chǔ)上學習What’s his/her name?） 教學目標（1、知識目標：使學生能聽、說，認讀并口頭運用單詞：teacher ,boy ,girl;能理解并口頭運用：What’s his

2、/her name? 2、能力目標：通過學習怎樣和別人打招呼，怎樣來介紹自己，向他人介紹事物來培養(yǎng)學生的交際能力，鍛煉組織語言的能力和運用知識的能力。 3、情感目標：通過本課的學習，讓學生知道怎樣有禮貌地進行打招呼，如何作簡要地介紹，做個有禮貌的好孩子。） 三、學習者特征分析（我們是冀教三年級起始版，三年級學生剛剛正式接受英語課的學習，好奇心強、興趣很濃，但年齡小、注意力集中時間短，沒有任何基礎(chǔ)。） 四、教學策略選擇與設(shè)計（通過展示圖片、分角色表演、創(chuàng)編歌詞等活動創(chuàng)設(shè)情境激發(fā)學生的學習興趣，在不知不覺中學會并運用所學知識。） 五、教學重點及難點（重點：識記單詞 boy ,

3、girl，teacher，his，her 難點：認讀單詞his，her，并把它們應(yīng)用到This is...和What’s his/her name? 的問答中） 六、教學過程（這一部分是該教學設(shè)計方案的關(guān)鍵所在，在這一部分，要說明教學的環(huán)節(jié)及所需的資源支持、具體的活動及其設(shè)計意圖以及那些需要特別說明的教師引導語） 教師活動 學生活動 設(shè)計意圖 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》并引導學生用

4、《兩只老虎》的旋律演唱《What is Your Name?》 Step 3 Presentation 展示圖片，播放錄音讓學生猜一猜圖片的意思。 教師領(lǐng)讀 板書：This is ... 這是... 情境訓練：This is a teacher /boy /girl.然后抽查學生掌握的情況。 板書：What is your/his/her name? My /His/Her name is ... （1）讓一個女生到前面來，首先告訴學生her name用于女孩兒，his name用于男孩兒。然后指向一個女孩兒：What’s her name? 告訴大

5、家應(yīng)回答：Her name is...依照同樣步驟，教授What’s his name? His name is... 教師領(lǐng)讀這兩組對話 7、引導學生用《兩只老虎》的旋律歌表演今天所學句型 分成男女生兩組用《兩只老虎》的旋律進行《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、學生跟讀這兩組對話，然后按小組練習，并到臺前表演。演得好的

6、用掌聲鼓勵！ 通過播放歌曲，并創(chuàng)編歌曲滿足學生的好奇心，激發(fā)學生的學習興趣。在輕松愉悅的氛圍中鞏固舊知，并導入新課 利用形象直觀的圖片教授三個新單詞。 利用情境教學幫助學生理解her his和your的不同，并讓學生理解并在交際中使用句型What’s his /her name?來向?qū)Ψ皆儐柕谌降拿帧? 通過歌表演持續(xù)激發(fā)學生的興趣，通過掌聲樹立學生的自信心和讓學生體驗成就感。 Step 4 Summary 引導學生總結(jié)本節(jié)課學習了。。。然后教師歸納：本節(jié)課識記 認讀了boy girl teacher his her.學習了“This is

7、...”和”What’s his /her name? His/ Her name is...” 學生總結(jié)我知道了/學會了。。。并質(zhì)疑。 培養(yǎng)學生的歸納總結(jié)能力的同時也培養(yǎng)學生的反思習慣。 Step 5 Homework 做5個單詞的單詞卡片，選出精美的貼在教師的墻上 運用本課句型錄像表演，好的頒發(fā)登上光榮臺。 鞏固所學知識，并學以致用。繼續(xù)激發(fā)學生的學習興趣并調(diào)動學生學習的主動性。 七、教學評價設(shè)計（滿分3分。演唱發(fā)音準確流利、完整1分；小組配合默契1分；有表情自然表演1分.根據(jù)分數(shù)，給予鼓掌的次數(shù)。滿分三次，依次遞減。） 板書設(shè)計 （Lesso

8、n 2 Boy Girl and Teacher 1、This is ... What’s his /her name? His/ Her name is...”） 如板書中含有特殊符號、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．教學反思 可以從如下角度進行反思（不少于200字）： 本節(jié)課，學生情緒始終高漲，掌握了重點，突破了難點效果較好也得到了相關(guān)老師的課定于認可。 （一）成功之處 1、注重體驗和實踐。我從學生的生理和心理特點和實際水平出發(fā)，設(shè)計了豐富多彩的教學活動，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，

9、激發(fā)了學生的積極性和主動性并拉近了學生的實際與英語學習的距離，并讓他們感覺到英語不是一門學科，而是鮮活的語言。自然而然的學會運用。 2、我使用了多種教學手段，充分利用教學資源。如歌曲、簡筆畫、教材，教具，師生自身，家長，多媒體等是課堂教學更加直觀，充滿趣味。 3、教學評價貫徹始終。 4、注重知識的拓展。在教學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)編歌表演的時候?qū)W生們都亢奮了。 5、注重培養(yǎng)學生的交際能力。在可理解的和具有實際意義的語言環(huán)境中接觸英語并學習完整的語言。從而使學生較快的掌握了重點突破了難點。 （二）不足之處 教學評價形式還比較單一、不夠完善。

10、 附送： 2021-2022年三年級英語上冊 Lesson 20 Li Ming’s Family教案 冀教版 教學目標 1. Students will be able to aurally understand, orally use and recognize the following vocabulary: China, short, tall 2. Students will be able to aurally understand and respond orally to the following sentence: My father/mother is a

11、 . He/She is .（tall/short） 3. Student will be able to sing the song I love you, you live me. 教學重點：Understand, use and recognize the words: China, short, tall 教學難點：Understand and respond the sentences: My father/mother is a . He/She is .(tall/short) Sing the song: I love you

12、, you love me. 教具準備：Audiotape/Multimedia CD 教學過程： Class Opening and review Greeting and review Greet 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

13、brother a boy or a girl? Lesson Hook Tell the students that today they will meet Li Ming’s family. They will also meet Danny’s family and learn a new song about families! New Concepts 1. Meet Li Ming’s family. Introduce the new sentences structures: We live in . This is my . I’m a

14、 . 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 Ming’s mother is a doctor. Ask if anyone has a doctor in the fam

15、ily. Discuss teacher(Li Ming’s 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,

16、 using gestures and the pictures to make yourself understood. Encourage the students to answer in English when they can. For example: Where does Li Ming’s family live? Who is in Li Ming’s family? How many people? What work do his father and mother do? What work does Li Ming do? 2. Let’s

17、 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 Ming’s family? What is his father’s/mother’s name? What does his father do? What about his mother? When you are sure the students have a good u

18、nderstanding of Li Ming’s 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 ple

19、ted. 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/Ta

20、ll. Say it, please. C: Short/Tall. T: IS he/she short or tall? C: He/She is . 4. Let’s sing! Song: I love you, you love me Ask 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 Ming’s father tall or short? Is Li Ming’s mother tall or short? Let the students sing the song together. Check for understanding Class Closing Sing the song I love you, you love me.