Module 8 Unit 1 This is Sam's book. 教案

《Module8 Unit1》教学设计
教学背景分析
学生情况分析： 本模块的学习重点是名词所有格形式, 三年级的学生在二年级下册M9U1已经初次接触过Daming’s home这样的名词所有格用法，本节课所涉猎的名词所有格的语义及其结构对学生来说难度不大,重在学生理解文本的基础上能通过分析物品的特征,判断物品归属,并能积极运用此结构进行表达和交流。同时，由于平时对孩子们预习习惯的关注,学生已经能够按照老师的要求完成课前预习活动,这对新课的学习起到良好的辅助作用。另外学生通过平时每节课中小组活动的设置和操练,已经使小组合作成为一种常态化的学习方式,孩子们已经具有小组意识和集体观念,能够很好的用英语开展小组活动,这也为本节课任务活动顺利展开奠定基础。
教学目标
语言知识目标 学习并熟练运用目标语句This is Sam’s book.2. 学习并掌握单词bring ，并了解br及ing的发音规律。3. 在具体语境中用This is Sb’s+ n. 和That is Sb’s+ n.完整谈论物品的归属情况。4. 尝试运用This is sb’s(colour) +n. That is sb’s+n. 更具体描述物品及其归属。
语言技能目标 通过本课的学习，学生能熟练且灵活运用This is Sb’s+ n.谈论物品的归属情况。
情感态度价值观 通过小组合作完成学习任务,培养学生的集体观念,并鼓励学生能积极运用英语进行表达和交流。在故事中学习Lingling 乐于助人的品质,学习Sam和Daming诚实,勇敢面对错误的态度。
教学重难点分析
学习、灵活运用词汇bring；在具体真实情境中，熟练并正确使用所有格This is Sb’s +n. That is Sb’s+n.谈论物品的归属情况。尝试运用This is Sb’s( )+ n. 和That is Sb’s( )+ n. 更具体描述物品及其归属情况。熟练、灵活运用目标语句Did you see it Did you look for it in your bag
教学过程：
一、热身启动（preparation）
1. T: Greeting.
Let’s say the chant together.
【设计意图】：自编chant支架：一是对学生已有知识this is /that is进行激活，为接下来的游戏及本课重点新授知识都做了铺垫，降低后续学习难度，保证学生更好的进行口语表达。其二chant中同时出现的学生已学的形容词性物主代词my/your，他即与本课学习内容“名词所有格”具有相同的语用意义，同时为后续学生语言表达的丰富性做好储备。
2 T: You did a good job. Look, this is my beautiful bag. I bring my schoolbag today. Do you want to know what’s in it ( Teacher put hand in it and say “ This is a…) Do you want to try
S1: This is a toy horse.
T: Yes, and what colour is it It’s for you.
S2: This is a green ball.
SS: That is a green ball.
S3: This is a … ruler.
T: You are clever. And there is another present for you. What’s this
Ss: This is a dog.
【设计意图】：通过简单的互动游戏，不仅仅对this is句式进行复习，同时也巧妙融合了本课文本即将出现的几样被描述归属的物品，给学生搭建一个情景支架，在复习基础上，对重点知识进行渗透。
3. T: Look! This is our friend-----Bob. Let’s see the story about Bob.
Whose house is this Bob’s house( stick on the blackboard)
Ss: ( Read it)
T: Who is in Bob’s house now (Show the picture)
Ss: The cat is in Bob’s house.
T: So this is “The cat’s house.” Stick it.
Listen and repeat. Try to read it by yourself.
【设计意图】：通过第一部分的语块支架板贴及尝试说，学生初步感知语境中的名词所有格。
二、课文呈现(presentation)
Lead-in:
1.T: The cat is naughty, and Bob is very sad. Let’s help Bob to go back home. 看看哪个小组能帮助Bob先回到它的Happy house. Ok So let’s learn Module 8 Unit 1. 让我们一起学习如何用 This is Sb’s +n 句式谈论物品的归属情况。同时我们还要做小侦探，找到物品的正确主人。
Ok，let’s go! Who are they
Ss: Daming, Sam and Lingling.
( Show the pictures)
T: Oh, they made so mess on the floor! What you can see on the floor
S1：I can see…
Ss: I can see a … too.
T: ( Stick them on the blackboard)
【设计意图】：通过图片支架，学生大概感知一下故事发生的背景，他们会猜测课文内容，也会引发他们主动思考，从而带着他们这种好奇心和求知欲进行进一步的课文学习。
New teaching：
T: So many things on the floor. What happened (late)
T: Let’s open our book. 打开书找找看，这些物品都属于谁。完成练习题目。
Then talk in your groups. First, check the answer.
Point and say “Sam’s book” Daming’s book.
Now let’s discuss in groups.
T: Whose book
Ss: Sam’s book.
T: This is Sam’s book. ( Write on the blackboard)
Listen and repeat the sentences.
And look at these sentences. what’s the same part
S: This is Sam’s white book.
T: You can put it into the schoolbag.
What about others I need one group
S1: This is Sam’s pen.
Ss: That is Sam’s pen.
S2: This is Daming’s …
【设计意图1】：借助图表支架的任务单，给学生搭建自主探究性学台。同时，通过自主学习后的小组合作的方式，既达到了学生相互学习的目的，同时又为学困生提供交流互助的平台，从而保证了有效时间内学生口语表达的效益最大化。
【设计意图2】：此部分还运用了板书中的读音支架，通过点读让学生模仿跟读注意重读及语调，帮助学生更好理解语义的同时为学生口语表达的流畅度及准确度奠定的基础。
T: Talk with your partners. Point and say.
Look, this is A’s red pen.
S1: This is A’s…
S2: This is B’s…
The others: That’s …
T: You are so clever. You help Daming and Sam. They are happy. But look at Ms Smart. Is she happy What does she say Listen and answer .
Listen again.
【设计意图】：充分使用教材图片资源支架，关注人物情感，引出新知“bring”
T: Is Ms smart happy What does she say
Ss: No, she is not happy. She says “ You can’t bring toys to school.”
T: Yes, you can’t bring toys to school. You can’t bring sweets to school.
Try to read this word Brown brother
Br pronounces “br” and look at these words “ing” pronounces…
They are together. How to read (点读笔听音跟读)
【设计意图】：我校特色语音教学给学生提供了自主探究读音规律。通过教师所提供的四个单词，以旧带新的来自主学习新单词，汲取已有知识进行转换，提高了学生的学习能力。
Now you are Ms Smart. Try to say the sentence
S: “You can’t bring toys to school, Lingling!”
T: What can you bring to school
Ss: I can bring… to school.
Chant: S1: T his is A’s red pen.
S2: This is B’s blue pen.
Together: We can bring… to school.
We can bring… to school.
【设计意图】：自编歌谣支架的搭建，让学生更进一步的熟悉bring在具体语境中的使用，进而让学生体会韵律加节奏下的英语口语表达之美。
T：We can bring so many things. But we can’t bring toys to school. Smart is angry. But are they Ling’s toys
S: No. They are not Lingling’s toys.
T: Yes ,they are not Lingling’s toys.
Ss: Listen and repeat.
T: What about the schoolbags Are they Lingling’s schoolbags So we can say…
S : They are not Lingling’s schoolbags./books/…
T: Who bring toys to school
What can we learn from our friend
Listen and repeat.
Ss: Sam and Daming are honest
【设计意图】：层层递进的问题支架，引导学生关注情感态度目标。
三、巩固操练(practice)
T: I think you are honest too. This time, try to read by yourself.注意你的语音语调。
1、自读（点读）
【设计意图】：给学生充分朗读的时间，在提高口语的同时，在真实文本语境中体会名词所有格的使用。
2、Try to read and act.学生分角色朗读，表演。
3、提炼课文重点语句
How many stars can you get If you can finish all of them, you can get four stars. If you can read it loudly and fluently, you can get five stars.
【设计意图】：搭建评价支架，建立评价标准，学生可以自我评价。
4、Practice
You did a good job. Now, it’s our fun time.
Guess! Whose nose Whose ears
四、任务完成(production)
T: Now look, there are something. They are yours. I don’t know whose are they. let me guess. This is…’s red pen. Am I right
You can use these sentences to guess in your groups. Let’s go.
【设计意图】 真实情境支架，从学生身边熟悉的物品入手，给学生搭建语用平台。同时应用了留白延伸性支架，给学生更大空间从自身能力出发，体会英语在实际生活中的应用。