三年级上册英语教学设计Lesson 8 It's not a ball 教学设计 1接力版

1、Lesson 8 Its not a ball.教学设计1教材分析本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“This is Its not ”学情分析学习新词汇，掌握重点句型，使学生能比较好地解决类似问题，既能提高学生解决问题的能力，又能巩固所学知识。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。教学建议采用Using contest guessing和Role playing的学习策略，利用实物演示、教学图片或制作多媒体课件来展开课堂Pair work, Group wo

2、rk的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。教学目标1. 语言知识目标：1) 能掌握下列词汇：table egg 2) 能掌握以下句型：This is Its not 2. 情感态度价值观目标：通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。教学重难点能口头应用以下句型：This is 教学过程 Warming-up and revision 1. Greeting the Ss. Good

3、 morning! /Hello!/ Hi! .2. Let some Ss show their family photo. Ask: Is this ? Yes, it is. /No, it isnt. 3. Collect some items (pen, ruler, cup, book, pencil) from the students and ask:Whats this?(Help them answer like this: Its a/an )Have them work in pairs to practice the questions. 4. Provide mor

4、e words by showing the students the picture in 1a. T: What can you see in the picture? Collect their answers. Also ask them to finish 1a by themselves. Check their answers. 5. Let Ss read the new words aloud after the teacher. Then try to remember the new words. Presentation1. Pretend that you dont

5、know whose these things are and ask A: “Is this your book?” And lead him/her to answer: “Yes, it is. Its mine.”Have the students ask and answer in pairs. (Maybe when they do this, theyll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues

6、 out. ListeningT: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to i

7、t and finish 1b.)T: Lets check the answers, OK? Ss: (from left to right) T: Thank you. Pair work1. Get the students to work in pairs to practice these conversations.2. Ask them to practice in groups. Walk around the classroom to check pronunciation and intonation. Then call some groups to perform th

8、eir conversations in front of the class. Listening 1. Work on Look and say.T: Please look at the pictures. Can you say their English name? (Teacher asks the students to name each one individually.)S1: This is S2: This is 家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况

9、及时传递给家长，要求孩子回家向家长朗诵儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读能力提高很快。S3: 课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会

10、出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。Homework: 要练说，先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。长期坚持，不断训练，幼儿说话胆量也