小学 三年级 英语小学英语三年级下册第一模块第三单元第5课时 3BU3P5 教学设计

1、深圳牛津版教材3B第一模块第三单元教学设计课题：深圳牛津版教材3B第一模块第三单元Sounds（第五课时）设计人/单位：谭晓君 黄梓婷 马莹华 吴耿霞 杜培 深圳市坪山区坑梓中心小学一、单元话题:3BM1Unit 3 Sounds 二、学情分析经过一、二年级的学习，三年级的孩子已经积累了一定的语言知识，语言技能也得到了进一步提升。同时，由其年龄特点所决定，三年级的孩子思维活跃，热爱表现，喜欢竞争，喜欢形象、直观的教学方式，热衷参与对话，表演、游戏等课堂活动。本课之前，学生已经学习过有关交通工具的单词以及句型What do you hear? I can hear.来描述听到的声音。本单元，学生

2、将在原来的基础上进一步学习有关交通工具的单词，同时，学会使用句型What can you hear? I can hear.来描述在不同场景听到的声音。三、教材分析本单元是三年级下册Module 1 Using my five senses的第三单元，目的是教会学生从听觉上学会辨别各种不同的声音。在一年级下册Unit 2, 学生已经学习句型What do you hear? I can hear.来询问及回答听到的各种动物的声音。在二年级下册Unit 3, 学生已经学会使用句型Can you hear .? Yes. / No. 来询问是否能听到某种声音，并学习了四个表示交通工具的词：trai

3、n, car, bus, ship。本单元，我们将在学生已有知识经验的基础上，引导学生进一步学习使用句型What can you hear? 来询问听到的声音，并使用I can hear.来描述听到的声音。本单元的学习是既是对一二年级相关内容的复习与巩固，更是拓展与升华。在教学中，我们将严格遵循教材表写的梯度性原则，循序渐进，一步步提升学生的语言综合运用能力，同时，通过德育渗透，文化拓展等内容的增加，培养学生文化素养。单元设计思路和依据本教材的编写遵循学生认知发展的规律，通过知识的复现上升，逐步培养、提升学生的综合语言能力。因此，我们在进行单元整体教学设计时，在课时内容安排，目标的设定上也遵循

4、了“梯度性”原则，循序渐进推进单元教学。在进行教学设计时，我们还充分考虑到学生身心发展的特点，借助清晰的主线组织教学，通过丰富有趣的教学活动，培养学生的语言运用能力，同时，通过学习，加速学生对周围世界的了解和认知，这也是我们本单元所追求的素养目标。第一课时以小女孩Tina和小兔子Daisy出门散步遇到因为想回家而寻求帮助的小鱼Nemo为主线，以两位主人公路上的听闻推进教学，本课时安排了新授单词bike, car,bus以及句型What can you hear? I can hear.。第二课时先复习第一课时学习的句型以及三个单词bike, car, bus, 接着，继续以Tina和Daisy

5、送小鱼Nemo回家为主线，呈现路上听到的另外三种交通工具的声音。第三课时以Enjoy a story作为教学内容，通过设计循序渐进的阅读任务推进故事教学，促成学生的阅读理解能力。并通过故事的学习，懂得“眼见为实，耳听为虚”的道理。第四课时在前三课时的基础上，以整体复习的方式推进，通过设计形式多样的复习活动，进一步提升学生的听、说、读、写的能力，是对前三个课时拓展与提升。同时，教学过程中，还通过渗透的方式告诉学生，不文明使用鸣笛将会造成噪音污染。拒绝噪音，从我做起。第五课时在复习的基础上，进一步进行文化拓展，让学生了解更多有关声音的知识，并通过呈现中华优秀传统文化“口技”，让学生了解民族文化精髓

6、，从而更加坚定学生的文化自信。四、单元教学安排课时话题版块内容第一课时Sounds of vehiclesListen and say; Look and learn; Learn the sounds第二课时Sounds of trafficListen and say; Look and learn; Learn the sounds第三课时Sounds of “monster”Enjoy a story第四课时Sounds of surroundingsThink and write; Learn the sounds第五课时Sounds of culture五、单元教学目标1. 掌握并

7、学会运用本单元的核心单词：bike, bus, plane, ship, car, train, worry。2. 学会使用核心句型What can you hear?来询问别人听到的声音，并用I can hear.来描述自己听到的声音。3. 能准确读出字母t和d的读音，并能掌握课文中含有t和d的单词读音。4. 通过阅读故事Gu Dong is coming, 知道学会使用Listen!来提醒他人注意，使用Help!来向他人求助，使用Dont worry! 来劝慰他人。并悟出道理：凡事要经过调查，确定事情的真相才能进行最终的判断。5. 通过学习复习的过程，综合运用核心单词和句型来谈论各种不同场

8、合听到的声音。6. 通过学习，进一步了解中华优秀传统文化，养成优秀的文化素养。深圳牛津版教材3B第一模块第三单元Sounds（第五课时）（Sounds of culture）执教者：坪山区坑梓中心小学 杜培一、课时话题： 本课时围绕本单元的主题，聚焦声音形成的科学性原理，宣传中国非遗文化口技。本课时话题定为Sounds of culture。二、教学内容： Know more about sounds三、教学目标：了解声音传播的原理。How do we hear sounds?感受中国非遗文化口技的精妙，产生传承中国非遗文化的共鸣。四、教学重点：声音传播原理的初步学习。中国非遗文化的介绍与弘扬

9、。五、教学难点：让学生对中国非遗文化产生重视，进而产生保护与传承的共鸣。对于三年级学生而言，中国非遗文化距离他们的生活较远，也较难明白为何要重视、保护和传承中国非遗文化。故而通过视频的欣赏，激发学生对非遗文化的美好向往，再抛出目前非遗文化存在失传的可能性的问题，促使学生萌生保护与传承的念头。六、教学过程： 步骤 目的师生活动组织教学及复习自我介绍，拉近距离。复习旧知，为新课学习做好铺垫。师：Hello, everyone. Im Doris. Im so glad to be your new teacher today. 师：In the last lesson, we heard many

10、 different sounds. Tina and Daisy write down the sounds they hear on their way to school. Lets listen to them. (播放音频) Wow, they can hear so many things. What about you? What can you hear on your way to school? You can pause the video and talk about the sounds you hear. Listen, I can hear Tina and Da

11、isy. 新知呈现与归纳提出问题，引起求知欲。通过思维导图，理解声音传播的原理。视频欣赏，唤醒美的感受。介绍口技，了解中国非遗文化。（插入Tina 和Daisy的对话视频）T：We can hear so many sounds. But how do we hear the sounds? D: I dont know. Lets search on the Internet. （观看声音传播的视频。）1T: Wow, thats amazing. We hear sounds with our ears. D: And we can hear because things are wavi

12、ng. T: The sound waves enter our ears. Then it will be carried to our brain.D: Thats the way we hear sounds. So amazing. 师：Wow, Tina and Daisy are good at thinking and asking questions. I think they will become smarter and smarter. For praising them, Dad and Mum decide to take them to watch a show.

13、Lets go with them. (欣赏口技视频)2师：What can you hear on the show? Maybe some birds, maybe a gorilla, a wolf, a tiger, oh, and also a helicopter. You can hear so many things. Tina and Daisy can hear many things too. Lets listen to them.（插入Tina一家对话视频）Dad: What can you hear on the show?T: I can hear birds.

14、D: I can hear a tiger. Dad: You can hear so many things. Can you see the birds or the tiger?T: No, why? Mum: Because the sounds are all from a person.T: Wow, amazing. I cant believe that the sounds are from a person. Whats that, Dad?Dad: Thats called ventriloquism. D: Ventriloquism? Dad: Yes, its on

15、e of the non-material cultural heritage of China. People imitate the sounds of animals, vehicles, the nature and other things. You cant even find out its not the real sound. T: Thats so amazing.Mum: Yes. In China, there are many non-material cultural heritages. D: What else?Mum: We also have Kunqu,

16、Sichuan Opera, Guqin and so on. They are amazing sounds too. Dad: But now there is a problem. T: A problem? Mum: Yes. Its difficult to find the right inheritors and fewer and fewer people know these. If this continues, we will lose the precious wealth.D: Oh, no, thats too bad. T: Daisy, I have an id

17、ea. We can make a poster to introduce ventriloquism to others. D: Then more and more people will know about it, maybe more and more people will be interested in it. Great idea.新知巩固与活用抛出任务，示范指导。师：Tina and Daisy think that making a poster is a good way to publicize ventriloquism. How can we make a pos

18、ter? (插入制作poster的示范视频)小结归纳总结师：Its an amazing day today, because we heard amazing sounds, right? Now, we know when things are waving, we can hear sounds with our ears. And we also know the sound of culture, ventriloquism. Its a precious wealth. Lets protect it together. 作业布置及提交布置作业，巩固所学知识。师：Boys and girls, you did a good job today. After the class, you can try to search for more information about non-material cultural heritage of China