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1、英语（三年级上册）Unit 5 Look at me!Story timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能准确认读新词cap, T-shirt, skirt, coat, jacket, sweater, nice, great；.2. 能了解和初步运用句型 Look at my和服装类新词来展示自己的衣服，并会用Its nice./How nice!/Its great./Great.在适当的情境下评价他人的衣服。3. 能听懂展示新衣情境下的对话。4. 能认读和朗读St
2、ory time部分的句子。5. 能初步运用所学内容展示自己的新衣。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：学生能正确地理解并朗读对话，在教师的引导和帮助下尝试表演对话。教学难点：能在真实的情境中运用所学句型和词汇谈论新衣。Teaching procedures 教学过程Step1. Pre-readingT: Hello, boys and girls. Look at me. (PPT呈现一张照片)Im Amy. How am I?S: Happy/ Nice.T: Look at me. Im Am
3、y. Im happy. Im nice. How about you? Look, some of you are here. If you see yourself, please stand up and say “Look at me. Im ”S: Look at me. Im Step2. While-reading 1. Learn the new wordsT: We are all very happy, and our new friend is happy too. Whos she? (呈现杨玲)S: Yang Ling.T: Guess why she is so h
4、appy.S: (学生可以用中文来猜测)T: Oh, listen. (播放录音Look at me. Im Yang Ling. I m happy. I have a party.)T: So Yang Ling will go to a party and what will she do before the party?S: 打扮自己, 选衣服T: Lets follow her and see her closet. (呈现杨玲的衣柜)T: Whats this? (呈现衣柜里的一件件衣服)T: (教学 learn “T-shirt”, “skirt”, “cap”, “jacke
5、t”)2. Consolidate the new words.Game: shooting the new words.T: Look, some of Yang Lings clothes are in our class. Lets shoot them and put them into her closet.(请若干个同学拿着不同的衣服站在教室不同角落，当老师喊某件衣服时，全班同学手握枪的姿势射向拿着该衣服的同学，嘴里发出Bomb的声音)3. Present the dialogueT: Yang Ling has so many nice clothes. What clothes
6、 does she choose? Please watch and tick. (播放动画)S: T-shirt, skirt, capT: When Yang Ling puts on the clothes, what does she say?S: Look at my T-shirt/skirt/cap.T: If youre Yang Ling, how to say this sentence?S: (揣测人物内心，有感情地进行表达)T: Yang Ling likes her clothes very much. How about her mother? Does she l
7、ike Yang Lings clothes? (出示杨玲妈妈的图片)How do you know? Try to underline the sentences and read.S: Its nice! How nice! Its great! Great!T: Mum says “Its great”. What does great mean? Can you guess?S: Guess the meaning.T: If youre Mum, try to read the sentences.S: (揣测人物内心，有感情地进行表达。)Step3 Post-reading1. R
8、ead after the tape. (标注升降调)2. Read together.3. Read in roles.T: Whod like to be Mum? Sit down. Whod like to be Yang Ling? Stand up.4. Act the story in pairs.Homework 家庭作业1. 听录音，有感情地跟读课文3遍，并表演对话。2. 假如你的朋友邀请你去参加她的/他的生日派对，你想请你的爸爸或者妈妈为你参考如何穿衣，你能根据这个场景编一个对话吗?板书设计： Unit 5 Look at me! Look at my cap. Its n
9、ice.T-shirt How nice!skirt Its great.coat Great!sweater Look at me!说课:本节课一开始以学生的生活照片引入，迅速激发学生学习的兴趣同时也为本课时的重点句型”Look at”进行铺垫。在阅读中直接引入本课时的主人公杨玲并预测“她将要干什么”，激发了学生阅读的兴趣。教师自己加入旁白，使得故事更加完整。在课文对话呈现中，始终以杨玲为主线，带领学生通过看动画，找出她所挑选的衣服；通过画出关键句，找出母亲对于衣服的评价。这两项活动对文本内容从理解到语言点上都进行了梳理。教师让学生在情境中及时去感受人物的内心，并有感情地朗读两个人物各自所说的句子，这也是对于文本理解的进一步加深。相信不同的理解会读出不同的语气。