Unit 2 Colours Period4 教学设计

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。