Unit 2 Colours Period4教学设计（pep三年级上）

一、教材内容分析 本课时提供学生要学习的核心句型是Good afternoon. 和Nice to meet you. 是在Mike带同学Wu Yifan到家做客这一语境中呈现的。教学目标是学生能运用句型问候他人。这一部分的难点是afternoon的读音，教师要特别做正音练习。而Nice to meet you. 表达初次相识或被人介绍而相识时相互间的问候。这些问候语应放在情境中让学生理解。 二、学生情况分析 沿海地区三年级的孩子在一二年级已经接触过英语，所以英语对他们来说并不陌生，对于一些日常用语的学习都已经有一定的基础。而学生在第一单元第一课时已经学习了Good morning, this is … 等问候和介绍别人的句型，因此对Good afternoon. 和Nice to meet you. 这两个句子也能较快理解。 三、教学目标 1. 能够在图片和教师的帮助下理解对话大意。 2. 能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。 3. 能够在情景中运用Good afternoon. Nice to meet you. Nice to meet you, too. 问候他人。 四、教学重难点 教学重点： 能听懂、会说Good afternoon. Nice to meet you.并能在实际情境中进行运用。要求模仿正确，语调自然。 教学难点： afternoon的读音。 五、教学步骤 1. 热身 （1）师生简单问候。 （2）教师播放歌曲Good morning (生日快乐歌的旋律)，师生共唱。（教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字或者Mike的名字。） （3）说明本节课的attention code。 设计意图：通过师生问候复习已学问候语；通过唱一唱，拓展歌曲内容，复习相关知识。 T: Good morning, boys and girls. Ss: Good morning, Miss Huang. T: First,let’s sing a song. Ss: Good morning, Chen Jie.Good morning, Wu Yifan. Good morning.Good morning. Good morning, Mike. T: You sing beautifully. Today’s attention code is I say “after, after” you say “afternoon”.Let’s have a try. After, after! Ss: Afternoon. 2. 复习与呈现 （1）教师在黑板上画一个钟，并标上7:30，PPT呈现早晨Mike和Wu Yifan等同学上课的情景。请学生使用学过的句子打招呼编对话。 T: Look! Who is he? S: He is Mike. T: Yes! Today let’s go to school with Mike and know something about Mike’s day. Look! In the morning, Mike goes to school. Who does he meet? How do they greet each other? Can you make a dialogue? S1: Good morning, Chen Jie. S2: Good morning, Mike. （2）教师在黑板的钟表上标上2:00，PPT呈现Mike和Wu Yifan等同学下午上英语课的情景。教师引导学生说出Good afternoon。教学Good afternoon.然后通过引导学生观察图片和不同的人物打招呼进行操练，在操练中引出Nice to meet you，教师戴上Mr Bean头饰，与学生握手并引导学生回答。 T: It’s afternoon. Mike and Wu Yifan have English class. What do they say to Miss White? Ss: Good afternoon. T: Yes. It’s afternoon, so they say good afternoon. Now follow me. Good afternoon. Ss: Good afternoon. T: Now, look at picture. Who is she? Ss: She is Sarah. T: It’s afternoon now. How can you greet Mike’s classmates? S1: Good afternoon. T: Yes. Let’s say good afternoon to them. Ss: Good afternoon, Sarah/ChenJie/Wu Yifan/John … T: Yes, you are right. How about this one? Oh, this is Mr Bean. Ss: Good afternoon, Mr Bean. T: Now I am Mr Bean. Hi, children, nice to meet you. Ss: Nice to meet you, too. （3）Let’s play 教师事先要求学生用彩笔在手指上画颜色小人，用Mr Blue、Miss Red等命名，教师示范如何使用手偶对话，然后学生在课堂上使用指偶向同桌进行介绍。 T: Now, children. Look at my finger. I have a finger friend. This is Mr Blue. Ss: Good afternoon, Mr Blue. Mr Blue: Good afternoon. Nice to meet you. Ss: Nice to meet you, too. T: Do you like it? Now, please introduce your finger friends to your partner. （4）教师在黑板上钟表上标上4:15，PPT呈现Mike和Wu Yifan等同学放学的情景。 T: Dingaling!School is over. Mike is leaving school. What does he say to his classmates and teachers? Ss: Good bye! T: Yes, you are polite. 设计意图：通过了解Mike的一天活动情况，让学生在真实情境中复习已学问候语。并在较真实的语境中引出Good afternoon和Nice to meet you并教学。 （5）PPT呈现Mike带着Wu Yifan回家的情境。教师引导学生观察图片，预测对话内容。 T: After school, Mike and Wu Yifan go back to Mike’s home. Look at the picture. Who else can you see? What are they talking about? S1: Mike’s mum. T: Yes, this is Mike’s mum. S2: They may say, “Good afternoon.” S3: Mike may say: This is Wu Yifan. … 设计意图：教师鼓励学生观察图片，并根据已有的背景知识预测谈话内容，以引发学生对对话的期待。 （6）教师播放对话录音，第一遍让学生感知对话，回答问题。 T: Good guessing! Let’s listen and see if you are right. T: Is it the first time for Mike’s mum and Wu Yifan to meet? Ss: Yes. T: How do you know that? Ss: Mike says: This is Wu Yifan. / They say, “Nice to meet you.” T: Yes, you are right. When they meet for the first time, they can say “Nice to meet you.” 设计意图：通过视听途径看对话录像印证，完成对语言的进一步理解和感知。 （7）教师再次播放对话录音，让学生看图匹配对话，然后跟读课文对话。 T: Look at the pictures and sentences. Listen and match. T: Let’s check. Mike says? Ss: Hi, Mum. This is Wu Yifan. T: And mum says? Ss: Good afternoon, Wu Yifan. T: And Wu Yifan says? Ss: Good afternoon. Nice to meet you. T: Mum says? Ss: Nice to meet you, too. T: Very good! Now let’s follow the video and read. Please pay attention to the tones. （8）教师在PPT上呈现课文对话，其中一些重点词汇或者句子被遮挡，学生根据理解和上下文联系读出课文对话。 T: Let’s make it a little difficult. Can you read it? （9）教师将Let's talk的句子内容打乱顺序，呈现在PPT上，让学生根据课文内容排列正确的顺序。 T: Let’s make it more difficult. Can you order the sentences? （10）教师组织学生进行角色扮演。 T: Now, can you act out the dialogue with your classmates? Have a try! 小组内试读并表演。 3. 操练与拓展 教师创设情境，请学生运用目标语言进行编对话并表演。 （1）场景一：It’s 4:30. Mike的爸爸回来了，Mike怎样介绍Wu Yifan给爸爸认识呢？ T: It’s 4:30 now. Mike’s dad is back home. What will they say? Can you guess? S1: Good afternoon … T: Good. Can you make a dialogue? （2）场景二：It’s 5:30，Wu Yifan的妈妈过来接他，他们会说什么呢？ T: It’s 5:30 now. Mike’s going home with his mum. What will they say? \Can you make a dialogue? T: Now, it’s time for you to act out your new dialogue. 设计意图：为学生创设可以使用本节课所学语言的情境。不同层次的学生可以选择不同的场景模仿或者拓展。 4. 小结与作业 （1）陈述总结 T: What a wonderful day we have! Children, let’s see what we learn today. When we meet in the morning, we can say? Ss: Good morning. T: When we meet in the afternoon, what should we say? Ss: Good afternoon. T: If it’s the first time for us to meet, we will say? Ss: Nice to meet you. T: Wonderful. You learn a lot today！ （2）作业 ①跟录音朗读对话三次; ②请使用所学问候语问候你的朋友。 六、板书设计 整个板书以时钟和简笔画展示了本课目标语言，图文并茂的板书符合三年级学生的学习特征。最后还可以用此来进行整节课的小结。