3AUnit5Howareyou教案

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3A Unit 5 How are you教案
牛津小学英语3A Unit 5 How are you?
第一课时：
Teaching Aims and Demands：
I.Enable the Ss to understand and say the dialogue “How are you? Fine,
thank you. And you? I’m fine, too.”
II.Learn to sing a song “Hello! How are you?”
Teaching Importance and Difficulties：
I.the dialogue of Unit 5
II.the pronunciation of the word “fine”.
Teaching Procedure：
Step One. Revision.
I.Listen to the song “ Hello , how are you?”
II.Act out the dialogues of the Unit 4.（Ask Jiang Wen to be a teacher to manage the dialogue among the students. Encourage her to be brave.)
Listen to a song and pass two balls. When the music stops, the two Ss who get the ball stand up and act as Mr. Black, Mrs. Black, David or Nancy.
III.Play a game. “ Brainstorm.”
Step two. Presentation.
I.Show two headgears of Mrs. Wang and Monkey King.
Hello! Hi! Good morning.
Nice to meet you.
Goodbye. See you.
II.T: Hello! Mrs. Wang. How are you?
Help the Ss to answer “ Fine, thank you.”
Read the word “fine” one by one.
Practice in pairs.
III.Ask a student to make the dialogue with the teacher.
S1: Hello! How are you?
T: Fine, thank you. And you?
Help the Ss to answer “ I’m fine, too. And you?”
IV.Listen to the tape and act out the dialogue.
(the same way to learn Picture 3 and Picture 4)
Step Three. Sing the song “Hello, how are you?” with the help of body language.
Blackboard work:
Unit 5 How are you?

Fine,thank you.
How are you? Not bad, thank you.
Not so good. I'm sorry.
Homework:
I.Listen to the tape and imitate after it.
II.Try to make dialogues with parents.
Back courtings: 小学英语教学的主要任务是通过生动活泼的课堂教学，激发学生学习英语的浓厚兴趣和培养良好的英语学习习惯，为今后英语学习打下良好的基础。“学习的最好刺激是对所学教材的兴趣。”对于学困生来说，兴趣将直接影响教学效果，而学生学习兴趣的形成和强化都离不开教师的激发和培养。因此，如何来培养学生的学习兴趣是至关重要的。本课教授的句型"How are you?"及不同状态的不同回答，学生是很有兴趣的。我备课时，着重为我的几个“观望生”设计了各自的任务，对于个性内向的江雯，我在课前安排她做小老师，带领大家进行第四单元的复习会话，以鼓励她建立自信，更积极地投入到课堂学习氛围只中。对于爱动的冯智航，我在教学过程中，不断地以各种肢体语言带动他的情绪，对他多加注意，用眼神提醒他，让他在课堂上没有做小动作的机会。对于不爱回答问题的褚衍龙和阚国豪，我则给他们安排简单的问题，易于他们完成任务，并及时给与肯定和鼓励，让他们感受到课堂上被奖励的乐趣，从不同的角度出发，针对不同的“观望生”，分配不同的课堂任务，让他们每个人真正地融入到课堂学习中。
牛津小学英语3A Unit 5 How are you?
第二课时：
Teaching Aims and Demands：
I.Enable the Ss to understand and say the dialogue “How are you? Not bad. Thank you. / Not so good. I’m sorry.”
II.Act out the plays.
Teaching Importance and Difficulties：
The pronunciation of the drills “Not bad. / Not so good.”
Teaching Procedure：
Step One. Revision.
I.Sing a song. “Hello! How are you?”
II.Free talk.
Step Two. Presentation.
I.Ask a student to act as Mr. Bear and make a dialogue with the teacher.
---- Hi! Mr. Bear. How are you?
---- Fine, thank you. And you?
---- Not bad. Thank you.
Let the other Ss guess the meaning aording to T’s facial expression.
II.Practice in pairs.
III.Learn to say the other answer “ Not so good.”
T: Hello! xx. How are you?
S1: Not so good.
T: I’m sorry.
Step three. Practice.
I.Listen to the tape. Understanding the meaning of the dialogue.
II.Read after the tape. Correct the pronunciation.
Give the Ss some headgears
Blackboard work:
Unit 5 How are you?
How are you?
Fine, thank you.
Not bad. Thank you.
Not so good.
Homework:I.Listen to the tape.
II.Make the new dialogue with your seatmates.
Back courting: 运用肢体语言和表情教句型，培养学生学习英语的兴趣。在英语教学过程中，把肢体语言和英语融合在一起，有利于巩固所学知识，提高教学质量。小学生好动、活泼，喜欢唱歌、跳舞。针对他们的这一特点，我就尽量多编一些动作及朗朗上口又利于学生接受的“chant”，借助优美旋律和节奏进行英语句型的教学及巩固。
如在教句型“How are you?”及不同感受的回答时，为能让学生区别“fine”和“not so good”,我制作了表情卡片“笑脸、哭脸和一般表情”。让学生先看表情，加上动作“竖起两个大拇指并微笑表示很好”，“双手做OK状并微闭嘴巴表示一般”，“双手捂着肚子并苦闷脸表示不舒服”，待学生理解句意后，老师可引导学生根据自己的实际情况进行回答，活泼好动的三年级学生显得非常积极。这种做法，不仅能使学生受到韵律的熏陶，也可以使学生感受到学习的快乐和趣味，从而提高了学习效率。

3A Unit5 How are you? Period 3
In a stationery shop 课后反思
本课是江苏译林版牛津英语3A Unit5 How are you? B 部分内容，教学主题是stationeries，我用了新的课题 In a stationery shop。该主题在教材中首次出现，本课为一节词汇教学课，教学重点是单词的读音、词形、词义和简单的单词运用。在选择句型的时候让我有些困惑，想到第三单元C部分的句型还没详细教授，就把What can you see? I can see….用在这里。让学生通过已学单词，学习这个新的句型，到最后结合本课词汇与句型结合。但是教学过程中，学生预习不到位，本班一部分同学发音不是很到位，在单词的语音教学上花费了大量的时间，致使本课教学内容未完成。而且因为学生的单词发音不过关，在教完一组单词巩固复习中，一直纠正发音，我也出现莫名的烦躁，提不起兴致，到最后的ruler、rubber、book的教学一带而过，没有新基础的理念。整个词汇教学显得平淡而无层次感。
根据三年级孩子的好动、好玩、好奇的天性，可以结合A部分句型，赋予这些stationeries生命化，让学生扮演这些stationeries进行日常问候语的对话，课堂气氛会更活跃，即复习旧知又学习了新知。例如：rubber的完整，大小就可以用Fine, thank you./Not so good.来比喻。
日常教学课我虽有新基础意识，知道要创设情景，开放导入，内部结构却不知道如何安排，处理。应该多听优质课，多看新基础类的书，多向其他老师学习，争取获得更大的进步。