教學設計Book5M6Period3新標準英語(一起)一、教材分析TheteachingcontentisNewStandardEnglishBook5Module6Period3.Inthisclass,teacherLetthestudentsreadtwopicturebooks,anddothesharingofthethingstheyhavegot.Andthetopicofthismoduleispossessions.ThetopicofU1is“I’vegotsth”ThetopicofU2is“He/Shehasgotsth”.Thetopicofthethirdperiodis“Talkaboutthethingswehave.”二、教學目標:1.Aimsontheknowledgea.Studentsareabletounderstand,readandusethemainsentencepatterns:|I’vegot____.He/She’sgot___.It’sgot_____.”b.understand“They’vegot_____.”2.Aimsontheabilitiesa.Allthestudentscanlistenandsaythewordsandsentencesthey’velearnt.Words:havegot,hasgot,careful,wash,pear,peach.Sentences:I’vegot.He’sgot.b.Allthestudentscanusethesentencestoexpresswhattheyhavegot.C.Moststudentscanunderstandthestoriesofthetwopicturebooks.3.Aimsontheemotiona.Learntocherishwhattheyhavegot.b.Raisetheirenvironmentalawarenessandtrytoreuseandcreatsomeoldthings.三、教學準備:T:lapbook,apencil-case,anEnglishbook.Stickers.Group:Eachgrouphasaleader..alapbook,.Oneortwotoys.EachgrouphaveaboxtoputtheirstickersStudents:apencil-caseAndthepaper“Theyhave”.andthepaper:Ihaveamom.四、教學過程:Greeting:T:Goodmorning,boysandgirls.Howareyoutoday?S:I’mfine.Howareyou?T:I’mfine,too.TodaywearegoingtohaveanEnglishclasshere,areyoureadyforclass?Yes.Let’sbegin.Step1:WarmingUpT:First,let’splayagame.Metoo.Forexample:I’vegotabook.Yousay:Metoo.Andstandup.OK？T:I’vegotabook.Pencil,eraser,ruler.I”vegotbigeyes.Longhair.I’vegotapetfish.I’vegotasister.T:Children,tellmewhathaveyougot?S:I’vegotadog.T:What’sitsname?Whatcolourisit?S:I’vegotabrother.T:Howoldishe?T:Whenyouexpresssomethingyouhave,youcansay:I’vegot________.You’vegot________.Step2、Review:Children,doyourememberwhatwehavelearntinU1andU2?Let’sreview.U1:WhathaveSamandDaminggot?WhatdoesSamsay?Ss:Sam:I’vegotnewshortsandnewshoes.Daming:I’vegotanewfootball.U2:WhataboutSam’sclassmate?Fillintheblanks.ThisisZhangJie.He’sgotnew_________.ThisisQiqi.She’sgotanew______.ThisisJiangFei.She’sgotnew_______.ThisisXiaoxiao.He’sgotanew______.He/she’sgot=He/ShehasgotU3.Lookandsay:Showsomeanimals:Ilike_______.Ithasgot______.It’sgot=IthasgotStep3:CommunicativepracticeT:They’aresolovely!I’vegotalovelypet.It’safish.Look!I’vegotafish.I’vegotafish.It’sbeatuiful.It’gotalongtail.Ilikeit.(1)(2)Iseeeveryonehasatoytoday.Doyouwanttosharewithus?Talkinyourgroup.Let’sbegin!I’vegota____.I’vegota____.It’s_____.(big,small,new,lovely,beautiful,cute……)It’got______.Ilikeit.Askoneortwostudentscometothefront.Step4:Presentation1.T:Look!WhathaveIgot?It’sabook.It’salapbook.It’saboutagirlnamedEmma.Beforereadingthebook,let’slearnsomekeywords: Look,amagicbag.What’sinit?Letmesee.It’sanaeroplane.Canyoureadit?Readaftertheteacher.What’sinit?Oh,abiscuit.What’sinit?Openitandfindout.T:Whathaveyoufound?Ss反饋。3.Who’sthisgirl?Hername’sEmma.(1)Listenandanser:WhathasEmmagot?播放ppt.Ss:She’sgota_____,_______.(2)T:Listenagain,NowputthethingsthatEmmahashereSayittogether:Emmahasgota___,a____,a_____anda_____.Step5:extendedexercises1.T:Peterhasgotaphotoalbum.Buthecan’tfindthepictures.Canyoureadthepassage,andhelpPeter?Pleasereadinyourgroup.1.Ihaveamom.She’sbeautiful.Shehasgotbigeyes.Shecanmakeacakeforme.2.Ihaveadad.He’stall.He’sgotablueT-shirt.Hehasgotabike.3.Ihaveabrother.He’s10yearsold.Helikestoys.Hehasgotatoytrain4.adog.Lookandsay:I’vegota_____.It’s______.It’sgot____ears.Itcanrunvery____.5.I’vegota_____.Itsnameis______.It’sblueand_____.It’sgotanorangemouth.6.I’vegotafreind.She’sgot_____hair.She’sgota______T-shirt.Weplaygamestogether2.Nowchildren,let’slook,herearetwoboys.Whathavetheygot?Theyhavegotabox.It’sabigbox.Let’ssee,whathavetheygotnow?Readandfillintheblanks.Readandfillintheblanks:boat,house,doghouse,carboat,house,doghouse,carTheyhavegotabigbox.Theyputwheels(輪子）onthebox.Nowtheyhavegota_______.2.Theymadeasail（船帆）forthebox.Nowtheyhavegota_______.3.Theymadeadoorandawindowforthebox.Nowtheyhavegota_______.4.They’vegotadog,Thedogisinit!Nowtheyhavegota_______.實物投影反饋3.Let’scount:4.Howmanystickershaveyougot?We’vegot________.Step6:Summary六、板書設計I’veHe’sgotgotYou’veShe’sgotgotThey’veIt’sWe’ve七、Homework1.Trytouseoldthingstochangeintonewones,say“I’vegota_____.NowI’vegota__”2.Makeaclasspresentation,use“He/She’sgot______”todescribethestudent’swork.學情分析三年級學生的年齡在九到十歲左右，生性活潑好動，喜歡直觀形象思維，對游戲、競賽、畫畫特別感興趣，有著極強的求知欲強和表現欲。所以，教師就需要創設各種情境，激發他們的學習興趣，所以我適時地創設各種教學活動場景，用賞識的目光期待學生的參與，引導學生：“入其境”進而，“會其意”。本節課用了兩個繪本，一個是結合本課主要內容，引入小女孩Emma擁有的物品，讓孩子用立體書的形式，為她找一找擁有的物品，恰當的為描述他人擁有的物品創造了生動的場景，同時，為學生提供足夠的機會用英語進行活動，讓學生感受到運用所學語言成功地達到某種目的后的愉快。要使小學生能夠在學習的這段時間里的保持良好的學習狀態，我又根據不同的教學內容創設各種情景，做到教學不間斷的情景化。在最后的環節，我用一個舊物改造的繪本，讓孩子猜猜他們把紙箱做成了什么？順利地讓孩子運用了They’vegot_____這個句型，對課文內容起到了拓展和延伸。效果分析這節課整體來說，收到比較好的效果。整節課學生在教師的帶領下深入體驗，全員參與，收到了很好的教學效果。本節課在前兩個課時的基礎上展開，學生已經學過如何表達第一人稱我有什么，第三人稱他有什么，所以，教師帶領學生復習的過程中，對這兩個句型有了很好的復習。同時，在任務型活動中，讓孩子分享自己的物品，在小組練習中，學生很好的練習了描述自己擁有的玩具以及它的特點。為了進一步從聽、說、讀、寫幾個方面進行練習，教師設計了兩個小活動，一個是Peter的相冊弄亂了，讓孩子們通過閱讀小文章，找到他的爸爸媽媽和哥哥姐姐們。三年級的孩子已經有了簡單的閱讀能力，小語篇的出現，讓他們帶著任務學習，很快找到了相冊中的人物。還有一個是利用發散思維想一想，如何填空。學生通過這個環節，有效的調動了以往的知識，訓練的開拓性的思維。最后的寫一寫，讓孩子自主閱讀，填寫簡單的單詞，孩子們也在閱讀中，鍛煉了書寫能力。教材分析Thetopicofthismoduleispossessions.ThetopicofU1is“I’vegotsth”ThetopicofU2is“He/Shehasgotsth”.Thetopicofthethirdperiodis“Talkaboutthethingswehave.”Aimsontheknowledge,Aimsontheabilities,Aimsontheemotion.1.Aimsontheknowledgea.Studentsareabletounderstand,readandusethemainsentencepatterns:|I’vegot____.He/She’sgot___.It’sgot_____.”b.understand“They’vegot_____.”2.Aimsontheabilitiesa.Allthestudentscanlistenandsaythewordsandsentencesthey’velearnt.Words:havegot,hasgot,careful,wash,pear,peach.Sentences:I’vegot.He’sgot.b.Allthestudentscanusethesentencestoexpresswhattheyhavegot.C.Moststudentscanunderstandthestoriesofthetwopicturebooks.3.Aimsontheemotiona.Learntocherishwhattheyhavegot.b.Raisetheirenvironmentalawarenessandtrytoreuseandcreatsomeoldthings.評測練習1.T:Peterhasgotaphotoalbum.Buthecan’tfindthepictures.Canyoureadthepassage,andhelpPeter?Pleasereadinyourgroup.1.Ihaveamom.She’sbeautiful.Shehasgotbigeyes.Shecanmakeacakeforme.2.Ihaveadad.He’stall.He’sgotablueT-shirt.Hehasgotabike.3.Ihaveabrother.He’s10yearsold.Helikestoys.Hehasgotatoytrain4.adog.Lookandsay:I’vegota_____.It’s______.It’sgot____ears.Itcanrunvery____.5.I’vegota_____.Itsnameis______.It’sblueand_____.It’sgotanorangemouth.6.I’vegotafreind.She’sgot_____hair.She’sgota______T-shirt.Weplaygamestogether2.Nowchildren,let’slook,herearetwoboys.Whathavetheygot?Theyhavegotabox.It’sabigbox.Let’ssee,whathavetheygotnow?Readandfillintheblanks.Readandfillintheblanks:boat,house,doghouse,carboat,house,doghouse,carTheyhavegotabigbox.Theyputwheels(輪子）onthebox.Nowtheyhavegota_______.2.Theymadeasail（船帆）forthebox.Nowtheyhavegota_______.3.Theymadeadoorandawindowforthebox.Nowtheyhavegota_______.4.They’vegotadog,Thedogisinit!Nowtheyhavegota_______.課后反思核心素養指導引領學科課程教學，彰顯學科教學的育人價值。《小學英語課程標準》中對學科素養的定義為小學英語教學中應關注培養學生具備終身發展和社會發展需要的語言能力、文化品格、思維品質和學習能力。學科素養的落地引發我們對課堂教學的重新思考和設計。也為解決當前課堂中存在的主要問題提供解決方法和思路。目前英語教學中存在的主要問題為教師的課時目標和單元目標不明確，只注重對單元某一個課時的教學設計，幾個課時之間毫無關聯可言，沒有單元整體感。這都不利于培養學生的綜合語言運用能力。

所以，基于《課標》的教學目標創設，透徹理解《課標》的基本理念，認真領會《課標》的精神內涵是合理化制定教學目標的依據。以目標為導向，創設豐富而恰當的情境，發展學生的語言能力，才能培養學生扎實的學科素養。本節課我利用對話和填空的形式引領學生鞏固一二課時內容。然后通過分享我所擁有的物品這一環節，我讓孩子帶來喜歡的文具，用所學的句子描述自己擁有的物品以及它有什么特征。讓知識運用于生活。在拓展閱讀的環節，運用LapBook方式，這一結合趣味性和知識性的動腦動手形式，極大地調動了學生的興趣，學生們調動了多種感官參與學習活動中，較好地達成教學目標。本課時在前兩課時學習的基礎上，引導學生進行了延伸學習，在學生已掌握的第一人稱和第三人稱單數的基礎上，進行了第二人稱和復數人稱的滲透，循序漸進地讓學生掌握了所學句型，并有意識地進行閱讀教學的嘗試。不足之處是因為是第一次