Module 1 Unit 2 What can you hear？ 第三课时 教学设计
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| 名称 | Module 1 Unit 2 What can you hear？ 第三课时 教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 14.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 上海牛津（绿色上教版） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-04-29 15:30:27 | ||
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牛津4B Module 1 Unit 2 Unit 2 What can you hear第三课时 教学设计
应用创新点:
通过贴近学生生活的对话，使学生在网络资源的背景下，在情景交际中，通过做一做，说一说的活动，使学生掌握位置介词词和一般现在时的用法和相关情景对话。
教材分析： 本课是沪版牛津英语4B一模块第二单元的第3课时，是单词和句型的操练课。学生在学习了乐器单词的基础上，进一步对Where's Kally's drum It's behind her chair.句式进行学习和操练。
学情分析：
学生在原有学习基础上，结合新学单词behind, beside运用计算机多媒体辅助形式，初步掌握位置介词的用法，在网络资源的背景下，在情景交际中，通过做一做，说一说的活动，掌握指示代词和现在进行时的用法。
教学目标：
知识与技能目标：
1. Using prepositions to indicate positions e. g. It’s behind her chair.
2. Asking ‘Wh-’ questions to find out the position e. g. Where’s Kally’s drum 3.Using prepositions to indicate positions
过程与方法目标：
1. Pronounce the words properly.
2.Can make some new dialogues.
3.Learn the prepositions: behind in front of beside between Where's Kally's drum？ It's....
情感态度与价值观目标：
Modestly decline each other.
教学重难点：
Important points:
Using nouns to identify things. Can read the words correctly.
Difficult points: The spelling and pronunciation of instruments
教学环境与准备：
Computer, pictures, word cards, cassette player, some objects, some pictures 教学过程： Pre-task preparation： Sing
设计意图:
运用欢快的歌曲把学生带入温馨的氛围中。并让学生对于乐器有一个回顾。
1. Do actions, ask, what is this
2. Tell me, what can you play (say and do the action)
While-task procedure：
一、旧与新的巧妙延伸
（in on under旧知基础上的拓展延伸）
1.手拿recorder, ask , what's in my hand
S:It's a recorder.
T: Whose recorder is it Where's Miss Liu's ...
S: It's in your hand. Who can ask the question (together answer)
Where is Miss Liu's recorder？It's in her hand. (找同学贴板书)
I have already prepare the card. It's in the box. Can you find it Put it on the Bb. Where is it now It's on the bb. Can you see "on" on the bb
2.On and off 开与关的拓展
Let's learn more about on. I 've got a picture from the internet. Please look. What can you see It's a calculator. When you want to use it, you have to push on, 1+1is
3. Now over, you have to push Off.
Practice:On on on turn on the light\radio\ tap
Off off off turn off the ..
4.Look at the recorder.
Please guess, where is my recorder
S: It's in \on the box. Look, Is it in the box？（under）
S: No, it's under the box. Where's Miss Liu's recorder It's under the box.
5.Can you find "under" (让学生找到藏在黑板下面的卡片) 5.Let's learn more about under. I 've got a another picture from the internet. Please look. What can you see 出示
underground图片 In USA we call it subway, but in England people like to call it underground. 点图How does he go to work He goes to work by underground.
（设计意图：由旧单词引出新单词，帮助学生通过已有信息转换成新信息的输入）
二、趣味新授
1.试听材料导入behind
a.（软件展示）
T:What are they doing？ They are playing the instruments.
T: Now please listen and tell me who they are.
语音材料：
Bill can play the violin. John can play the drum. Eric can play the guitar.(找学生给出名字) b.（指图）
They're standing in a line. Look at the line. Where is Bill Bill is behind Eric. Eric is behind John.
c.（到一组的最后边）引导：xx is behind xxx .（再引导学生一起）
d. Find behind（找板书）自然拼读，一小组读
e.再到一组的最后Tell me whom you are behind. （开火车）I'm behind... f.造句，再转第三人称，问答Where's .....'s ... It's ...
(设计意图：通过语音视听材料于情景交际展示的结合，使学生在试听做练中理解接受新知。)
2.情景展示In front of
a.（到一组的最前边）引导：... is in front of...（再引导学生一起）
b. Find in front of（找板书）自然拼读，一小组读
c.再到一组的最前Tell me whom you are in front of.
d.回到板书上（全体）...is in front of...
e.造句，再转第三人称，问答Where's .....'s ... It's ...
(设计意图：在已知的behind基础上，通过情景交际展示，使学生在知识的衔接上自然理解接受新知。)
3.游戏导入Beside
a.（找两个同学）Let me check if you can understand or not. (给学生胳膊侧面贴in front of , behind, count 123, line up)
T: After we count 123, line up. Then let's check if your name is correct. (不对的再找回位置) b.Turn right! Is ...in front of... Is ...behind ... no (给学生胸前贴beside) ... is beside Miss Liu. ... is beside Miss Liu, too. They are beside me.
c.(找板书) beside自然拼读，一小组读
d.(造句)Tell me your own sentence.
e. Ask and answer (设计意图：在游戏中即巩固新知又与新授词汇衔接上自然衔接。）
4.情景中渗透并由学生来讲授Between
a.（软件）Look at the picture, what can you say ...is beside...
b. So, where is Apple She is between ... and ...
c.走到学生那，I'm between...and...
d.(找一个同学教词)Who wants to teach us the word 磁力扣，red yellow green, who can teach us the word (设计意图：在教师展示后，通过情景展示，鼓励学生出来讲一讲，在完全吸引学生注意力的同时又完全突出学生的主体地位。)
Post-task activity:
一、总结板书新词：
1.每个词读3遍
2. So now we can describe the position well.
二、Play hide and seek :Where am I Who am I
三、Open your books, there are many friends in the classroom. Practice in pairs. Try to talk where is everyone, where is everyone's instrument (讨论后展示) Where is Kally Where is Kally's...
四、看图写话 （出示材料）
讨论：
Look at the picture, who can you see What are they doing They are cleaning the classroom. Do you know why They will have a party for Miss Fang to celebrate the teacher's day. Let's look, discuss with your neighbour ,write down your sentences. 同桌两人合作完成，后，展示
(设计意图：在自主学习和自主研讨中展示学习成果) T:They are helping each other, right We can see they are good friends.
五、拓展网络资源
Do you have good friend My best friend sent me an E-mail. That's a poem. I want to share with you at last.
Friends
Don't walk in front of me, I may not follow;
Don't walk behind me, I may not lead;
Just walk beside me and be my friend.
学生听一遍后，一起表演朗读一遍。 (设计意图：将学习成果升华到情感教育) 作业：
基础作业: Read Page 8 write down 'ask and answer'. 提高作业: Look for more Position prepositions on the internet.
板书：
教学反思：
基于牛津英语的教材内容简单量少的特点，我在原有内容基础上又增加了in front of , between以及与生活贴近的on-off和underground课外内容。 运用的教学方法是：1.利用多媒体计算机辅助创设情景，激发学生学习兴趣。2.我采用歌曲导入，利用图片，实物和多媒体课件等多种手段，在创设情境中采用多种形式的操练方式，从而突出重点和突破难点。 通过精心设计的：旧知的延伸；新知的拓展；试听材料导入；情景展示；游戏；小组讨论；展示；看图写话；拓展网络资源；将学习成果升华到情感教育等方法，我顺利完成了教学目标，整堂课气氛热烈，学生积极自信。 我认为成功之处是：能够合理把握教材、教学课件和网络的关系。能在英语教学中， 很好的利用这三种媒介。
但，通过课堂实践运用，我深刻体会到还应不断学习，努力提高自己的网络知识和技能。努力尝试专题研究，尝试创设更好的计算机环境下的英语立体教学模式。
应用创新点:
通过贴近学生生活的对话，使学生在网络资源的背景下，在情景交际中，通过做一做，说一说的活动，使学生掌握位置介词词和一般现在时的用法和相关情景对话。
教材分析： 本课是沪版牛津英语4B一模块第二单元的第3课时，是单词和句型的操练课。学生在学习了乐器单词的基础上，进一步对Where's Kally's drum It's behind her chair.句式进行学习和操练。
学情分析：
学生在原有学习基础上，结合新学单词behind, beside运用计算机多媒体辅助形式，初步掌握位置介词的用法，在网络资源的背景下，在情景交际中，通过做一做，说一说的活动，掌握指示代词和现在进行时的用法。
教学目标：
知识与技能目标：
1. Using prepositions to indicate positions e. g. It’s behind her chair.
2. Asking ‘Wh-’ questions to find out the position e. g. Where’s Kally’s drum 3.Using prepositions to indicate positions
过程与方法目标：
1. Pronounce the words properly.
2.Can make some new dialogues.
3.Learn the prepositions: behind in front of beside between Where's Kally's drum？ It's....
情感态度与价值观目标：
Modestly decline each other.
教学重难点：
Important points:
Using nouns to identify things. Can read the words correctly.
Difficult points: The spelling and pronunciation of instruments
教学环境与准备：
Computer, pictures, word cards, cassette player, some objects, some pictures 教学过程： Pre-task preparation： Sing
设计意图:
运用欢快的歌曲把学生带入温馨的氛围中。并让学生对于乐器有一个回顾。
1. Do actions, ask, what is this
2. Tell me, what can you play (say and do the action)
While-task procedure：
一、旧与新的巧妙延伸
（in on under旧知基础上的拓展延伸）
1.手拿recorder, ask , what's in my hand
S:It's a recorder.
T: Whose recorder is it Where's Miss Liu's ...
S: It's in your hand. Who can ask the question (together answer)
Where is Miss Liu's recorder？It's in her hand. (找同学贴板书)
I have already prepare the card. It's in the box. Can you find it Put it on the Bb. Where is it now It's on the bb. Can you see "on" on the bb
2.On and off 开与关的拓展
Let's learn more about on. I 've got a picture from the internet. Please look. What can you see It's a calculator. When you want to use it, you have to push on, 1+1is
3. Now over, you have to push Off.
Practice:On on on turn on the light\radio\ tap
Off off off turn off the ..
4.Look at the recorder.
Please guess, where is my recorder
S: It's in \on the box. Look, Is it in the box？（under）
S: No, it's under the box. Where's Miss Liu's recorder It's under the box.
5.Can you find "under" (让学生找到藏在黑板下面的卡片) 5.Let's learn more about under. I 've got a another picture from the internet. Please look. What can you see 出示
underground图片 In USA we call it subway, but in England people like to call it underground. 点图How does he go to work He goes to work by underground.
（设计意图：由旧单词引出新单词，帮助学生通过已有信息转换成新信息的输入）
二、趣味新授
1.试听材料导入behind
a.（软件展示）
T:What are they doing？ They are playing the instruments.
T: Now please listen and tell me who they are.
语音材料：
Bill can play the violin. John can play the drum. Eric can play the guitar.(找学生给出名字) b.（指图）
They're standing in a line. Look at the line. Where is Bill Bill is behind Eric. Eric is behind John.
c.（到一组的最后边）引导：xx is behind xxx .（再引导学生一起）
d. Find behind（找板书）自然拼读，一小组读
e.再到一组的最后Tell me whom you are behind. （开火车）I'm behind... f.造句，再转第三人称，问答Where's .....'s ... It's ...
(设计意图：通过语音视听材料于情景交际展示的结合，使学生在试听做练中理解接受新知。)
2.情景展示In front of
a.（到一组的最前边）引导：... is in front of...（再引导学生一起）
b. Find in front of（找板书）自然拼读，一小组读
c.再到一组的最前Tell me whom you are in front of.
d.回到板书上（全体）...is in front of...
e.造句，再转第三人称，问答Where's .....'s ... It's ...
(设计意图：在已知的behind基础上，通过情景交际展示，使学生在知识的衔接上自然理解接受新知。)
3.游戏导入Beside
a.（找两个同学）Let me check if you can understand or not. (给学生胳膊侧面贴in front of , behind, count 123, line up)
T: After we count 123, line up. Then let's check if your name is correct. (不对的再找回位置) b.Turn right! Is ...in front of... Is ...behind ... no (给学生胸前贴beside) ... is beside Miss Liu. ... is beside Miss Liu, too. They are beside me.
c.(找板书) beside自然拼读，一小组读
d.(造句)Tell me your own sentence.
e. Ask and answer (设计意图：在游戏中即巩固新知又与新授词汇衔接上自然衔接。）
4.情景中渗透并由学生来讲授Between
a.（软件）Look at the picture, what can you say ...is beside...
b. So, where is Apple She is between ... and ...
c.走到学生那，I'm between...and...
d.(找一个同学教词)Who wants to teach us the word 磁力扣，red yellow green, who can teach us the word (设计意图：在教师展示后，通过情景展示，鼓励学生出来讲一讲，在完全吸引学生注意力的同时又完全突出学生的主体地位。)
Post-task activity:
一、总结板书新词：
1.每个词读3遍
2. So now we can describe the position well.
二、Play hide and seek :Where am I Who am I
三、Open your books, there are many friends in the classroom. Practice in pairs. Try to talk where is everyone, where is everyone's instrument (讨论后展示) Where is Kally Where is Kally's...
四、看图写话 （出示材料）
讨论：
Look at the picture, who can you see What are they doing They are cleaning the classroom. Do you know why They will have a party for Miss Fang to celebrate the teacher's day. Let's look, discuss with your neighbour ,write down your sentences. 同桌两人合作完成，后，展示
(设计意图：在自主学习和自主研讨中展示学习成果) T:They are helping each other, right We can see they are good friends.
五、拓展网络资源
Do you have good friend My best friend sent me an E-mail. That's a poem. I want to share with you at last.
Friends
Don't walk in front of me, I may not follow;
Don't walk behind me, I may not lead;
Just walk beside me and be my friend.
学生听一遍后，一起表演朗读一遍。 (设计意图：将学习成果升华到情感教育) 作业：
基础作业: Read Page 8 write down 'ask and answer'. 提高作业: Look for more Position prepositions on the internet.
板书：
教学反思：
基于牛津英语的教材内容简单量少的特点，我在原有内容基础上又增加了in front of , between以及与生活贴近的on-off和underground课外内容。 运用的教学方法是：1.利用多媒体计算机辅助创设情景，激发学生学习兴趣。2.我采用歌曲导入，利用图片，实物和多媒体课件等多种手段，在创设情境中采用多种形式的操练方式，从而突出重点和突破难点。 通过精心设计的：旧知的延伸；新知的拓展；试听材料导入；情景展示；游戏；小组讨论；展示；看图写话；拓展网络资源；将学习成果升华到情感教育等方法，我顺利完成了教学目标，整堂课气氛热烈，学生积极自信。 我认为成功之处是：能够合理把握教材、教学课件和网络的关系。能在英语教学中， 很好的利用这三种媒介。
但，通过课堂实践运用，我深刻体会到还应不断学习，努力提高自己的网络知识和技能。努力尝试专题研究，尝试创设更好的计算机环境下的英语立体教学模式。