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1、3A Unit8 Lets go to the park 的教学设计 上党中心小学 李志芳 一教材分析。本单元主要围绕交通工具类和地点类单词，让学生会如何表达“去某处和如何去某处”，要求学生能现实生活中较自如地运用Lets go to 表达自己的意愿。本单元出现的一些地点都是小学生向往的地方。教师要充分利用这一点让学生自由表达，千万不要机械地去套用句型。在本单元的Learn to say中多次用了but how ?这一缩略句，教师只要让学生理解意思、会使用就可以了，并不要用完整形式来表达。同样对lets也不要求学生掌握lets=let us,只要求懂意思、回运用。搭载某交通工具用by这是一种很
2、有用的表达方法，应该引导学生多说多用。二、教学目标。1能听懂、会说Lets go to 及其应答All right./OK.Lets go ./Good ./Great!d等。2能熟练地运用Lets go toby表达自己的意愿。3能听懂、会说常见交通工具a car ,a bus , a bike ,a plane和表达地点的单词a zoo ,a park .4.学会表达“去某处”和“如何去某处”，以及如何对别人的建议进行回答。三、设计意图：三年级的孩子注意力集中的时间很短。因此，要想很好的组织教学，就必须针对儿童好动的这一特点。最终在我们英语组各位教师的讨论下决定，组织形式各异的游戏活动，激
3、发学生的学习兴趣，促进学生的高昂情绪，培养学生的合作精神。最终达到提高英语交际能力的目的。四、教学过程。1. Warm-up Greetings (T: Hello, . S1: Hello. T: How are you, . S2: Im fine.)Lets sing a song “Hello, how are you?”（设计意图)：教师采用了从简单的对话到带动作的儿歌，学生在说说唱唱中感受英语，很快将思绪集中到英语课上来了。孩子们的说说唱唱也渲染了活跃的课堂气氛，这节课有了一个良好的开端。2. Presentation Review the animal words (Teache
4、r holds a toy monkey.)T: OK, class. Please look at this. This is a Ss: A monkey.T shakes the toy monkey and say: Hello, class. Ss: Hello, monkey.(Teacher holds a toy elephant.)T: Look, this is anSs: An elephant.T shakes the toy elephant and say: Hello, class.Ss: Hello, elephant.Teach “zoo”.T: Do you
5、 want to see these animals? Yes? Lets go to the zoo. (T shows a picture of zoo and teach students to read “zoo”)Teach: Lets go to the zoo. (Zoo, zoo, zoo, go to the zoo, lets go to the zoo.)T: , lets go the zoo. S1: All right. T: , lets go the zoo. S2: All right. T: Do you know the meaning of “lets
6、go the zoo” ? S3: 让我们去动物园。(设计意图)：教师利用玩具模仿动物来与学生对话，将学生的视线拉到动物上来，由此学生对于Do you want to see the animals?的态度是积极的，教师将Lets go to the zoo引出来的时候也就自然了，学生很容易就能理解单词和句子的意思。运用实物、图片和多媒体创设了真实的情景，让学生在情景中掌握单词、理解句子、运用语言。3. Practice T: , lets go the zoo. S1: All right. S2: All right. S3: All right.(T: Lets exchange. Yo
7、u say, I answer.) S4: Lets go the zoo. T: S5 S6Practise in pairs, please. Look at me. This one asks “Lets go to the zoo, this one answers “All right.”Students show.(设计意图)：教师先与个别学生示范，再让全体学生两两操练，但教师在发出指令要求学生两两操练后，又去让学生去听要求，去看具体的示范，欠妥，可以充分利用前面的问答，或在师生示范问答后让两个学生互相问答或连锁问答，发出指令后学生直接进行操练。4. Presentation Te
8、ach: by bus (Teacher holds a flag and goes around the class.)T: Im a guide. , lets go the zoo. S1: All right. S1: , lets go to the zoo. S2: All right. S3S4S5S6T: All right. But how?(手势) Look,(电脑中出现公共汽车) there is a Students: busTeacher holds a toy bus and says: By bus.Students pass the bus and say by
9、 turns: by bus.T: Lets go by bus. Ss: OK.(设计意图)：教师恰到好处地使用多媒体进行辅助教学，在学生正在思考But how是什么意思时，伴随着公共汽车的喇叭声，课件上出现了一辆公共汽车，学生的兴致一下又被激发起来。5. Presentation Practise (T: Hello, class. Lets go to the zoo. Ss: All right. T: But how? Ss: By bus.)Teach: park (T: Is it a zoo? No, its a park.)Teach: lets go to the park
10、.Teach: OK. Lets go.Practise: Lets go to the park. OK. Lets go.Teach: by bikeT: Lets go to the park.Ss: OK. Lets go. T: But how? Listen and guess! Ss: carTeacher shows a model car and says: by car(设计意图)：过渡自然巧妙，在师生谈话中引出了park，教师使用了多媒体呈现了公园，同时还展示了公园的图片。教师在这里用手势指挥学生从低到高的方式来读这些单词各句子，这是用不同的方法让学生来朗读，尽管是读，但
11、也象游戏一样抓信了学生的心。6. Presentation Teach: cinema (Look at this picture. This is a cinema.)Teach: go to the cinema (T: Lets Ss: go to the cinema)Teach: great (T: Lets go to the cinema. S1: OK. Lets go. T: Great!)Teach: by bike (S2: Lets go to the cinema. T: Great! But how? Listen and guess.)7. Presentatio
12、n Teach: Lets go to Beijing Teach: by plane(设计意图)：教材中不是北京，而是西安，教师在此的这一改动是对教材进行了适当的处理，因为三年级的学生对北京更加熟悉和了解，有助于学生的理解，加深学生的印象。8. Practise Look at the pictures and say the sentences. (Lets go to _. Lets go by _. )Look at the screen and say the sentences. (Lets go to _. Jinshan Park/ Jiaoshan Park /the zoo
13、/ Xian /Nanjing)Group workPlay a guessing game (Show four pictures: Shanghai, park, school, Beijing)(设计意图)：教师用多种方法让学生对所学的句型进行练习，更重要的是教师没有局限于课本，而是让学生用所学的句型来说不同地点，特别是将镇江的景点放到练习材料中来，学生觉得亲切、自豪，而在用的过程中学生也能感受到成就感。9. ConsolidationSay a rhyme park, park, park, lets go to the park; bike, bike, bike, lets go by bike; zoo; bus; cinema; car; Beijing10. Class is over. Lets say “Goodbye” song.(设计意图)：这首歌曲的运用将课堂画了一圆满的句号，尤其是让听课的家长感受到有始有终，善始善终。
