小学教案设计

(科普版小学英语三年级第二册)

临川三小 杨晶晶

一、教学设计说明： （一） 设计理念

《英语课程标准》强调关注学习兴趣，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径以及情境化的教学模式，发展学生的综合语言运用能力，培养跨文化交际意识。小学英语教学要符合多元智能理论与儿童智慧教育，为学生创设良好的语言环境，使学生在愉快和自信的情绪中，充分发挥他们的想象力、创造力、实践力，培养学生的合作意识，使合作学习与个性发展得到最大体验。信息技术的发展和应用可促使教师的教学方式、学生的学习方式发生根本的转变，形成教师、学生、教材和教学方式的新的教学手段和互动模式。这种信息化教学手段的交互性有利于学生学习兴趣的培养和学习主体作用的体现，它所提供的多样性的外部刺激有利于知识的获取与保持，其应用可以满足学生不同的知识需求，贴近学生的最近发展区，发展学生的语言能力。

（二） 整体教学设计思路

针对教材的特点和学生的特点，我在设计本课时本着“激趣、应用、创新、拓展”的原则做了如下尝试：其一，采用信息化教学手段设计教学，为学生创设了良好的语言环境，使学生在愉快和自信的情绪中，充分发挥他们的想象力、创造力、实践力，培养学生的合作意识，使合作学习与个性发展得到最大体验。其二，根据《基础教育课程改革纲要》和《英语课程标准》灵活处理教材。本课列出的新单词中除了where,my doll,box,with以外还包括bed,由于在第二课中，孩子们已经学过了bed这个单词的发音，而且那时我把单词的意思以图片的形式教给了学生，而且学生掌握得很好，所以这节课就不再把bed作为重点单词来处理。其三，充分利用和开发英语课程资源。采用任务型的教学途径以及情境化教学模式组织教学，力求通过多样化的操练和游戏活动，创设空间，培养学生的兴趣和自主学习能力。

二、教学分析 （一）教学内容：

本节课为科普版小学英语三年级第二册第四课――《where is my doll?》 （二）教学对象分析：

学生具备一定的英语表达能力。学生对位置这个主题很感兴趣，比较活跃，对找物品，确定方位非常感兴趣。 （三）教学目标：

本课的教学目标主要是要求学生能听、说、读where, my, box, 能正确流利的朗读课文，并能在实际情景中恰当应用即对身边的位置进行简单的描述，且从学习中体会助人为乐的品质，养成良好的放置物品的习惯。 （四）教学重点、难点：

掌握Where is my …? It’s in the…/on the…是本节课的教学重点，学生能够灵活运用所学词汇综合描述物品的位置是本课的难点内容。 （五）教学媒体的选择和运用：

CAI课件、录音机、动物绒毛玩具、学习用品等。多媒体课件等信息技术的应用，把教师的教学过程和学生的学习过程紧密地融为一体，促使教师的教学方式、学生的学习方式发生根本的转变，形成教师、学生、教材和教学方式的新的教学手段和互动模式，使知识的呈现趣味、生动，提高教学质量和学习效率。 （六）教学方法：

小学微课教学设计 Where is my doll?

主要采用任务驱动法组织教学，以及游戏、比赛贯穿始终，充分调动了学生学习的积极性和主动性。

三、课件使用流程图 播放flash利用课件中动物学习新单词，做呈现课文情境图 歌曲创设情境片及对话，学习 ,导入 的图片、动画和 造句练习 新课 动作复检旧知 新课文及歌曲 小组选择任务，出示分层作业 播放flash动画， 展开组间竞赛，载歌载舞结束本 拓展提升 四、教学过程：

Subject: Lesson 4 Where is my doll? Period: The third period Teaching aims:

1、knowledge abilities: to enable students to master how to listen , speak, and read new words and use them in the real scene correctly

2、language abilities: to enable students to read dialogue fruently and use the key sentences in the real situation 3、moral education: to teach students to raise good habits of putting the things on right place and helping others Teaching contents: 1、review words:

monkey giffaffe bear rabbit tiger deer lion elephant bed in on 2、review sentences:

What’s this? It’s a… Where is my …? 3、new content:

Where is my doll? It’s in the box. Pen/in the pencil-box book/in the desk ball/on the chair pencil-box/in the bag a song----where is the doll? Teaching imporance and difficulties:

1、 to use preprositions—in/on to describe the correct place.

2、 To use the key sentences—where is my…? It’s in/on the… to describe the correct

place of the things

3、 The way to catch them is to make students clear them in the real scenes and learn to

practise them under the teacher’s instruction. Teaching materials preparation:

Teaching CAI, tape record, tape; word cards, pictures of animals; toys and writing materials; colorful pens; beautiful stickers; team—work actional materials Teaching course:

1、warming up: play flash song, create scene to lead new lesson

Lead the students to sing Old MacDonald has a farm follow the flash. 2、greeting: say hello to each other.

3、revision: iminate the actions of animals, let them guess what animals they are. (review the words of animals) let them try to make up some sentences with animals words, for example—What is this? It’s an elephant.（review and check the old knowledge to motive students’ learning interest）play a game with pupils----show me the… in order to make them review the writing materials and improve the feeling between teacher and pupils.

4、new teaching: Teach them the new words： show a doll to the class and ask them what it is, make students answer it in Chinese. Then show the pronunciation of doll to the class, make them follow it for several times. Then ask students what it is by pointing to the doll in order to make students catch the word. With the same procedure to show other nouns—bed, box. point to the doll, and tell the class—It’s my doll with body language in order to make them clear the meaning of “my”. Show other examples to the class to make them know how to use the word—my. Then make students make sentences with “my”.

①Play a game—hike and hide. Show different kinds of writing materials, let pupils describe them in English freely. Then tell the class, All of these are mine. They can move. Please close your eyes. Put a pen in one of the desks, ask students: where is my pen? Give pupils time to discuss it in English or with actions. Use this way to lead words—in/on. Let them look at the word cards carefully, and stick them on the blackboard.

②create an active----move to review prepositions—in/on. points to the desk，and put a pen on it, have pupils describe the position. Then put it in the desk, make them speak out “in”. ③have pupils look at the pictures and listen to the tape carefully, make them remember the content as possible as they can. Ask the pupils what they recall according to the pictures. Then make them listen again. Then have them try their best to find out the things or pictures of the pointed things. Have pupils perform the dialogue with the computers showing or make them communicate with the computer. 5、practice

①Have pupils read the dialogue in roles. Give them some minutes to prepare for the dialogue, then ask several groups to perform the dialogue with their own words, have the others choose the best one and offer the prize.

②have pupils do a game—listen and do. Make the pupils put the writing materials on the right position according to the orders. Let’s see which group can put them right, who can put the things right and keep the same position will win.

③team-work: four pupils as a group. One pupil hides the things and ask: where is my…?, another guess the position, the lefe pupils as a judge and recorder, everyone has two chance to guess, let’s see who can guess right most of the four. Then change roles and practise again.

6、sing a song—where is my doll?

Have students clear the words of the song, and make them read it for twice. Make them listen to the rhythm, and follow the tape to sing. Divide the class into two groups, make them do a competition, let’s see which group can sing better.

7、Add—activities: have pupils take out the paper and colorful pens to listen and draw pictures. Then stick the pictures on the wall, make it as an English corner, have pupils practise the key sentences with their parterns by the song learnt in the class.

8、homework: Recite and act the dialogue in pairs; place their things in right postions; help others find things with the key sentences learnt in the class. 五、板书设计

Lesson 4 where is my doll? Where is my…? It’s in the … Where is my…? It’s on the…