3上unit7(cartoontime)教学设计

1、3A Unit7 (Cartoon time) 教学设计年级：3年级 单元：Unit 7课题：Would you like a pie? 课型：新授课学情分析：本课的教学对象是三年级的儿童，他们只有10岁，对英语很感兴趣，课堂的参与积极性很高，自我表现欲望较强烈，这一年龄段的孩子共同的心理特征是：好玩、爱动，不能长时间专注某一事物，喜欢接触形象具体的有趣的东西。教学中教师努力通过创设丰富多彩的教学情境，运用多种形象直观的教学手段，帮助学生学习，理解课文的意思并学会在生活中运用。教材分析：本单元教材以“Would you like a pie?”为主题，让学生学会向别人提供食品。学生在Unit

2、4 Family中已经学习了句型This is my, 在Unit 5 中初步接触了单词nice, 在Unit 6的cartoon time中初步感知了本课的重点句型Would you like? Yes, please.对于Nice to meet you.结构在前面早已渗透过，但是学生的发音还需加以纠正。过程设计：Teaching Aims and DemandsKnowledge Objectives1. Enable the students to understand and read the story.2. Enable the students to use the usefu

3、l expressions: “Would you like ? What about ? Yes, please. / No, thank you.” well. Moral ObjectivesEnable the students to know how to offer and be offered, and how to expressthanks feeling.Teaching ProceduresI. GreetingsII. Lead-in1. Sing a song.T: Would you like to sing a song?S: Yes.T: OK. Lets st

4、and up and sing a song together. (Watch the video “Happy New Year.”) 【设计意图及理念】：通过歌曲Happy New Year活跃课堂气氛，渲染新年氛围，为下面的提问做准备，也在最后的制作贺卡、送祝福做铺垫，做到首尾呼应。2. What holiday is coming?T: Do you know what holiday is coming?S: New Years Day. (PPT)T: Yes, New Years Day is coming. You are 1 year older. During this y

5、ear, (PPT)1）_ do you want to thank? 你最想感谢谁？T: Thank my father. (Model) 2）_ do you want to say? 你想对他们说些什么？T: I know all of you love your parents. 3）Do you know their favorite food? 你知道他们最喜欢的食物吗？T：You can answer me like: （PPT提示） would like.【设计意图及理念】：通过“新年”引出三个层层递进的问题，在语言操练的同时，有针对性地填写特殊疑问词“who”和“what”易

6、于学生轻松牢固地掌握单词句型。 3. Quick response T：So much food! There are many kinds of food here. Give you 10 seconds to remember:1). How many kinds of food can you see? 2). What are they?【设计意图及理念】：游戏的设计不但能活跃课堂气氛，让学生感到枯燥无味，还能通过游戏训练学生的思维能力、复习巩固以往学习的单词，以便为下面的句型操练做准备。4. Make a dialogue 1) T: Choose any food you lik

7、e to make a dialogue with your partner. When you offer sth. You can say: (写黑板)When you are offered. You can say: (写黑板) Offer 提供 be offered接受Would you like ? Yes, please. / No, thank you. What about ? Yes, please. / No, thank you.2) Pair work.T: What would xxx like? S: He would like 【设计意图及理念】：在offer

8、和 be offered 的提示下，让学生尽可能多地思考提问和回答的方式，真正做到把课堂还给学生，突出学生的主体性。再把学生的答案整合，让学生自编对话，这样不仅丰富了呈现方式，还增加了课堂趣味，巩固复习已学单词句型。III. Fun time1. Guess the picture.T: XXX would like a . What about the children in the story? (PPT)When you look at the picture, what do you want to ask with one word? (PPT) 学生问学生答 【设计意图及理念】：通

9、过一张图片，让学生自己发问，再由其他的学生作答。这种方式突破了以往的教师问学生答的模式，加大了学生思考的力度，更能锻炼学生听说的能力。2. 根据图片编对话.T: Now look at the picture and then make a dialogue with your partner. Just guess what they can cay.【设计意图及理念】：根据课文图片编对话，既考验学生的观察力，又巩固操练已知学句型。3. Check and watch. (video Ss跟读)【设计意图及理念】：通过播放课文视频，检查并学习课文内容。4. Find and answer.T

10、: Do you know how to give cards? Watch carefully and try to answer me:1. What does Lily say to Momo at the first time?2. What does Lily say to Momo at the second time?T: What does “How about ” mean?S: 怎么样。Tips:I dont like a sweet. What about a cake? (Ss造句)I like an ice-cream. What about you? (Ss造句)总

11、结：what about +人 what about +物【设计意图及理念】：为了更好地训练学生读的能力，让学生带着问题找答案，并渗透总结“what about”的用法，让学生能够更好地掌握运用。5. Read in roles and answer.1. What does Momo say when she doesnt want?2. What does Momo say when she wants?Tips:当你接受别人的东西或者帮助时，you can say ：当你不接受时，you can say： 当你不接收时，并想表明自己的观点时，you can say：(写黑板)【设计意图及

12、理念】：分角色朗读一直都是学生很喜爱的读书方式，在分角色朗读之前老师也是布置了问题的，让学生边读边找答案。最后在“TIPS”中，让学生通过情景总结归纳在什么情景该说什么话，一则是梳理本课的知识点，二来也能更好地让学生理解运用Yes, please . 和No, thank you. 的用法。6. Make a card.T: I would like a card, too. Speak of the card. I have a question. Do you know Who do the children want to send the cards to?S: Dad/ Mum /

13、T: Yes, New Years Day is coming. They have a New Year Party. Look! (PPT)They make the cards for the party. Lets make a card, ok? T: You can draw sth. to play with / eat / wear / use.【设计意图及理念】：卡片是很好的表达情感的东西，课文里既然提到了卡片，那么现实中的我们也可以为我们心爱的人、尊敬的人制作一张贺卡聊表心意。这里让学生既动手又动脑，充分发挥学生的主观能动性。7. Practise with the car

14、ds.T: What would xxx like? S: He would like T: Besides maybe he would like something else. But do you know how to ask?当你想知道他还喜欢什么的时候，如何提问？S: T: You can say “Would you like , too?” (写黑板)【设计意图及理念】：卡片只是一种媒介，目的不在于做卡片，在于心意和要传达的情感，以及本课的句型操练。通过刚刚做好的卡片，同位之间模拟送卡片的情景，能更好地使学生掌握运用本课的重点句型。IV. Cartoon time1. Lead

15、 inT: Look! I have a nice card, too. I wish all the people around us are friends.Trees, flowers are our friend, too. Who is also our friend? S: Cats. T: Lets go to our friends Animals party. (PPT)【设计意图及理念】：通过卡片自然地引出本课的第二大板块“cartoon time”。2. Sam, Bobby, DogT：What animals do you like?S: T: Look! Who i

16、s he? (PPT出示Bobby图片)S: Bobby!T: Who would like the mice?S: Cats (PPT出示Bobby和Sam)T：Who else would like the mice? 谁拿耗子多管闲事？S: Dogs. (PPT出示Bobby、Sam和Dog)T: Cats dont eat mice; dogs dont chaise mice any more. They are friends. T: What are they doing?S: Party.【设计意图及理念】：对于本课中的三个小主人公，在呈现的时候并没有直接予以呈现，而是用了大家

17、耳熟能详地歇后语引出课文中的主人公，既形象又有趣，丰富了课堂气氛。3. Listen and answer.What would bobby like?【设计意图及理念】：带着问题去听，以训练学生良好的听的习惯。4. Watch and answerWhat do they say?Offer Be offered【设计意图及理念】：带着问题去看，培养学生观察的能力。5. Read and think. (跟录音读)Repeat “a hot dog” with scared emotion.让学生起来读。问 Why the dog is scared? S: T: Look! There i

18、s a “dog” in the “hot dog”. Dogs dont eat themselves. But hot dog not dog is hot.（拿着hot dog的卡片）Hot dog is a kind of food. Its delicious. Do you like hot dogs? S: Yes.T: Me, too. But remember, do not eat too much! 【设计意图及理念】：通过观看动画，引发学生的思考“小狗为什么害怕？”让学生先模仿，再思考，最后得出本课中最有意思的结论“hot dog”并不是单纯地将两个词“hot”和“do

19、g”放在一起，并非“火烤狗”的意思，让学生体会英语单词的有趣之处，也是更好地了解中西方的词语构成的差异。5. Read in roles and act out.【设计意图及理念】：在充分的读和理解的基础上进行课文表演，有利于学生更好地体会文中人物关系和内心世界。V. Make a wish.1. Read out the cardsBobby got an egg from Sam.Dog got nothing from Bobby.But, you got cards from me.Let Ss read out the cards.【设计意图及理念】：通过一张图表，三句话，帮助学生再

20、次梳理课文，并突出一个“有所得”，既然Bobby和Dog都有所得，那么学生们，你们得到了什么？哦！是来自老师奖励的卡片。卡片既是作为奖励送给孩子的礼物，也为下一步情感上的升华做铺垫。2. Write your wish.T: I would like a wish or a card from you. I think, your parents would like a wish or a card from you, too. So lets write your wish on the card. You can write it to your parents/ your teache

21、r/ your friend or yourselves.T: Who wrote to parents/ teacher/ friend/ yourself? Please read out.S: ···T: Listen! New Years bell is ringing. Lets read out your wishes loudly.【设计意图及理念】：在新年的钟声下，孩子们许下心愿，不论心愿与祝福是给自己的，给老师的，给家长的还是给朋友的，学生们在本节课，在制作卡片中，都有所得。学生们学会了爱自己，爱别人，爱社会，爱国家，在情感上得到了很好的升华。3

22、. You have no money, how to express your feeling? T: Great job! If you have no money. Besides make a card, do you know other ways to express your thank feeling?When you want to express your feeling, you can make a card, draw some pictures, sing a song, a kiss, a hug, maybe a “thank you” “I LOVE YOU”

23、 as a gift, not only a real one.【设计意图及理念】：做卡片只是表达情感的一种方式，在以制作卡片为引子的启发下，学生们还想到了其他的情感表达方式，如：拥抱、亲吻、唱歌等等。在当今物质横飞的社会，孩子们用自己的实际行动，用最真挚的情感来表达自己的高兴、喜悦、祝福之情是多么的弥足珍贵。VI. Homework1. Send your card to anyone you like.2. Read after the tape for 5 times.3. Practise the dialogue with your partner.教学点评：【优点】：本节课的知识目标是1. 让学生能够能白并且读懂卡通板块里的小故事；2. 让学生了解掌握并运用“Would you like ? What about ? 以及回答Yes, please. / No, thank you.” 。情感目标定义为：让学生学会提供物品给别人，并且学会如何接受、拒绝，以及如何表达自己的感谢之情。无论是教学目标，还是理论依据都是以学生为主，强调最大限度的发挥学生的主观能动性，我个人觉得