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1、-Module3 Unit 2 Daming took a photo of his father教案Module3 Unit 2 Daming took a photo of his father.序号06教材分析本节课的内容是外研版三年级起第五册的内容(第三模块第二单元)。主要的语言结构为：where/when/what/how did you ?以及相关的单词如wall / mountain /plant/arrive等。此题材贴近学生的生活实际，是学生感兴趣的话题。通过本课的学习，学生能够描述自己或询问别人过去所发生事情的具体信息。教学三维目标1.知识目标：能听、说、认读本课的单词：w
2、all/ mountain/ plant/arrive能听懂、会说、会问句型 where / when / how did they .? what did they do ?并结合课文回答。2.技能目标：能口头运用where / when / /how did you. ? what did you do ? 这类语句来描述过去所发生事情的具体信息。3.情感目标：培养学生学习的兴趣,感受长城的壮观、热爱中国山河之美。教学重点难点重点能口头运用where/when/how did you. ?这类语句询问过去发生的事情的具体信息。能识别单词wall/mountain/plant/arrive.
3、难点学生能够透彻理解where/when/how did you .?这类语句询问过去发生事情的具体信息，并在老师的帮助下灵活运用。课前准备单词卡片、PPT课时安排2课时教 学 过 程二次修改Step 1. Warming up1. Greeting2. Brain storm【设计意图】：通过头脑风暴游戏，既复习了已学的部分疑问词，起到了热身作用，又使学生的注意力集中到课堂教学中来，可谓一举两得。爸爸去哪儿节目的相关图片能够引起学生的极大兴趣，使学生积极地参与到课堂活动中来。Step2. Leading in：Guessing：what did Daming do ?【设计意图】：此环节设置
4、一个悬念，让学生带着疑问进入文本，并在文本中获取有效信息，培养学生解决问题的能力。Step3. Presentation1st listening: (Listen find.what did Daming take ?)check the answers: the great wall/mountain(s)/ plant(s)/flowers/his fatherlearn words: the great wall/mountain(s)/ plant(s)grp a sentence: daming took a photo of the mountains with beautifu
5、l flowers green plants.share reading s 1: 图文结合，预测主旨。2nd listening: (Listen circle out the answers.)show the questions:q1: who went to the great wall?q2: where did they go?q3: how did they there?q4: when did they arrive?q5: what did daming do?figure out the answerssummarize:4w+1h3rd listening: (Compl
6、ete the contents by using the writing on the blackboard.)retell the contents设计意图：本课重难点皆在培养学生的初步阅读能力，通过层层递进、由易到难、不断突破，并围绕语篇教学，让学生能利用阅读小技巧初步形成阅读能力，进行有效阅读。Step 4. PracticeDo a survey :make a dialogue with partners.设计意图:通过旅游经历大调查，操练本课重点句型：4wh+1h句型。让每个学生皆能参与到句子描述中，使本节课的教学得到有效运用和反馈。Step5. ProductionTry to
7、 write a postcard to your friend according to the teachers traveling experience.设计意图:通过写一写自己的旅游经历给最好的朋友，让学生获得初步阅读的成就感，培养阅读兴趣，且能让学生感知不仅要热爱祖国大好河山，同时领略世界其他国家的美。Step6. Homework1.Make your own traveling card.2.try to read the text.模仿教师的旅游经历，选择一张自己的图片，并附上尽可能多的描述。表述清楚whowhere what howwhen设计意图:激发学生表达欲望，进行有效输出，培养学生书写能力。 板书设计 module 3 unit 2 Daming took a photo of his father.WhoWhereWhat did you .? take-took arrive-arrivedWhenHow教后反思 -第 4 页课题