Whose-coat-is-this教學(xué)設(shè)計(jì).doc

Whose coat is this?一、教材內(nèi)容本課的主題是“Clothes”，主要是談?wù)撘挛锏乃鶎訇P(guān)系，通過Danny詢問它所保管的衣服是誰的，學(xué)習(xí)Whose coat is this?及應(yīng)答。二、學(xué)情分析本課的教學(xué)對象是小學(xué)三年級學(xué)生，他們活潑好動，善于模仿，求知欲強(qiáng)，好表現(xiàn)，急于得到老師和同學(xué)的肯定，同時還具有集體榮譽(yù)感。但他們的注意力不夠持久，坐不住，容易出現(xiàn)倦怠情緒，需要老師設(shè)計(jì)靈活多樣的教學(xué)活動來吸引他們的視線，激發(fā)他們的學(xué)習(xí)興趣。三、教學(xué)目標(biāo) 1.知識目標(biāo)：1)學(xué)生能聽懂、會說、認(rèn)讀、單詞whose,coat,shirt.2)學(xué)生能聽懂、會說、認(rèn)讀句子Whose coat is this? Its my coat./Its Peters.2.能力目標(biāo)：學(xué)生能運(yùn)用本課所學(xué)句型談?wù)撘挛锏乃鶎訇P(guān)系。3.情感培養(yǎng)目標(biāo)：通過游戲活動，培養(yǎng)學(xué)生積極參與交流的意識，提高學(xué)生自信心。四、教學(xué)重難點(diǎn)重點(diǎn)：學(xué)生能聽懂、會說、認(rèn)讀并運(yùn)用句型：Whose coat is this? Its my coat./Its Peters.難點(diǎn)：在實(shí)際生活中會談?wù)撘挛锏乃鶎訇P(guān)系，特別是靈活使用句型Whose coat is this? Its my coat./Its Peters.五、教學(xué)方法 情景法、直觀演示法、歌曲、游戲活動等 六、教學(xué)過程Step IWarming-up1.Greetings.2.Enjoy a song: Lesson 2的活動三。展示活動三的圖片，Jenny is wearing a red dress and Danny is wearing a blue cap.3.Look, is this your sweater? No, it isnt. Whose sweater is this?學(xué)習(xí)whose 【設(shè)計(jì)意圖】總結(jié)上一課的重點(diǎn)句型，同時利用最后一句向新課進(jìn)行過渡，既以舊帶新，又渲染了課堂氣氛。Step IIPresentation1.Leading-in:3.Look, is this your sweater? No, it isnt. Whose sweater is this?學(xué)習(xí)whose Is this your coat?學(xué)習(xí)coat單詞，引出whose coat is this?并板書（1）課件出示Li Ming的外套，逐一問學(xué)生Is this your coat？學(xué)生都回答:No, it isnt.然后問Whose coat is this?Whose coat is this? (呈現(xiàn)本課課題)教學(xué)新單詞whose。以chant形式Whose coat，Whose coat，Whose coat is this?領(lǐng)讀課題（2）Lets watch the video.請學(xué)生看CD-ROM，聽第一遍錄音，回答問題。 (1) PPT顯示問題Whose coat is this?學(xué)生說出答案后，幫助學(xué)生進(jìn)行人稱轉(zhuǎn)換。以chant形式朗讀并鞏固句型：Whose coat is this?Its my coat.【設(shè)計(jì)意圖】chant朗朗上口，學(xué)生喜歡，易于接受。(2) Listen again and repeat, then answer the question.(Recorder)Is this Guo Yangs coat?(3)Listen and imitate,then answer the question.Whose shirt is that?利用圖片教學(xué)新單詞shirt，教師站遠(yuǎn)強(qiáng)調(diào)thatChant形式鞏固句型：Whose shirt is that? Its Peters.【設(shè)計(jì)意圖】模仿正確的語音語調(diào)，培養(yǎng)純正的英語發(fā)音，并加深對課文的理解和掌握。同時讓學(xué)生帶著問題循序漸進(jìn)地接受知識，整體感知課文的基礎(chǔ)上，學(xué)習(xí)新單詞，在這種特定的情境中，便于學(xué)生理解其含義，也使學(xué)習(xí)變得更容易。(4). Read the text by yourselves and read it in groups.【設(shè)計(jì)意圖】讓學(xué)生真正走進(jìn)課文，融入課堂教學(xué)。(5)全班分角色給課文配音。Step III:Practice1. Game：(Pair work)活動二。（大風(fēng)車）2.Group work： A: Whose coat is this? B: Its XXXs. Whose coat is this? C: Its XXXs. Whose coat is this? D: Its XXXs. Whose coat is this? A: Its XXXs. 3.Group work:(拓展練習(xí)-“失物招領(lǐng)”尺子、橡皮等。) Find the owner.教師出示手中的物品，然后詢問請學(xué)生四人一組仿照課文內(nèi)容進(jìn)行對話。四個人中選一個人當(dāng)組長，課前在自己的小組內(nèi)，收集組員的一些文具放在塑料袋里，課上拿出一件來問Whose .is this?”,其它組員回答“Its.”Eg:A：Whats this?B: Its a A:What colour is it?B:Its A: Oh, its new. Is this your ?B: Yes, its my coat.(用不同顏色標(biāo)注，區(qū)分開來/No, its isntA: Whose is this？B: Its my_. C: Its XXXs. D: Its XXXs.【設(shè)計(jì)意圖】練習(xí)的設(shè)置由課本走向生活，并且循序漸進(jìn)，由易而難，符合認(rèn)知規(guī)律，同時將所學(xué)知識融入現(xiàn)實(shí)生活中，達(dá)到學(xué)以致用的目的。3. Handwriting game. Copy the letters of Part 3:Ll Mm NnStep IV: Summary請學(xué)生自己總結(jié)本節(jié)所學(xué)，教師補(bǔ)充，最后學(xué)生齊讀本課重點(diǎn)。Step V. Homework:A: Listen and imitate the dialogues, try to act in groups.B: Act out the text for your father and mother.【設(shè)計(jì)意圖】為不同層次的學(xué)生設(shè)置不同層次的作業(yè)，給學(xué)生提供了充分的自主選擇權(quán)，同時也將課內(nèi)學(xué)習(xí)延伸到課