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1、.三年级上册Unit 8 Happy New Year! 教案教学目的：1.能听懂、会说、会读日常交际用语和句型：Happy New Year!及相应答复，This/That is for you. Thank you. Whats this/that? Its a 2.三会词汇：uncle, doll, ball, robot, CD, happy, for, year 3.四会词汇：that, car教学重点：目的1，2，3教学难点：1.Happy New Year!节日问候的答复。 2.Whats this/that? Its a this与that的用法区别。 3.This is fo
2、r you. 别人赠送礼物给你时应该如何答复。教 具：礼物实物， CAI，头饰教学过程：Step 1. Free talk1.T: Look at my jacket.S: Its nice.T: Thank you. 2.Say a rhyme: For you and me先说歌谣，再让学生说出其名字Step 2. Presentation1. Teach: Happy New Year!Ways: 1 Sing a song: T: I have a song. Lets sing, then you can tell me what the name is . 先唱歌，再让学生猜歌名,
3、猜对了师：This is for you. 2PPT: 烟花，爆竹响，新年的钟声敲响T: Oh, new year is coming.Happy New Year! Read: Happy New Year! 3师生问候：Happy New Year， Happy New Year, Miss Zhang!2.Teach: a dollWays: 1 T: If you give me a hug, I will give you a present. 生拥抱：Happy New Year，Miss Zhang.T: Happy New Year! This is for you.S: Th
4、ank you.T: Whats this? Open the box, please. S: Its a doll. T: Is it nice? S: Yes, its nice. Thank you. 2 Read：a doll, a nice doll PPT显示doll, 让学生读，读得好，师给奖励：This is for you. /Its for you. This is for you. = Its for you. 3. Teach: a car , a CDWays: 1 T: Who wants to hug me again? I will give you a pre
5、sent too.生拥抱：Happy New Year，Miss Zhang.T: Happy New Year! This is for you.S: Thank you.T: Whats this? Open the box, please. S: Its a car. T: 引导学生说：Its nice. Thank you. 2 Read：Whats this? Its a car. 3Teach: a CD in the same way.4. Teach: Whats that? Its a Ways: 1 T: I have another present here. Whats
6、 this in the box? If you want to know, you can ask me. 引导学生问：Whats that? T: Its a robot. 2 Read: Whats that? a robot 5. Chant: This, this, whats this? Doll, doll, its a doll. That, that, whats that? Car, car, its a car.6.Teach: a ballWays: 1 T: I want a present now. Who will give me a present? S：Hap
7、py New Year，Miss Zhang.T: Happy New Year! S: This is for you.T: Thank you. Whats this? Let me have a look. Oh, its a ball. How nice! 2 Read: a ball 3 PPT: 各种颜色的球：I can see 7.Practice: 学生派发礼物: Step 3. Story time1. Teach: Uncle JohnWays: 1 门铃响：T：Whos he ? Lets have a look. Oh, hes Uncle John. Hes Mike
8、, Helen and Tims uncle. 2 Read：Uncle John2.T: Look, he brings so many presents to Mike , Helen and Tim. What are the presents? And who are they for? Lets watch the cartoon and match.学生看课文动画连线。3. T check.家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗
9、读儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读才能进步很快。4. Read after the cartoon.T：Now lets read after the cartoon. Paytention to the pronunciation.5.Read after the teacher. PPT 标出腔调。6.分角色读，一组学生分角色读，然后集体朗读。7.Act time三人表演对话课前分好小组，准备头饰。Step 4. Consolidation学生互送礼物PPT: To give is better than to receive. 给予总比索取好。So now lets
10、 give presents to our friends. Tips: 1.与朋友对话时要先问候你的朋友。2.别人赠送礼物给你时，不要忘记感谢别人哟！Step 5. Homework1. Copy the words three times.2.Recite the storytime.3.Try to make a new year present, give it to your father and mother.教后反思：1、本课的难点是学习Happy New Year的新年问候及答复，赠送礼物给朋友时This is for you.及相应的答复Thank you。在教学Happy
11、New Year!时，我首先让学生感知这首欢快的歌曲，然后用直观的图片与声音渲染出新年的气氛，再与学生拥抱互祝新年快乐，如此便营造了很好的英语学习气氛，拉近师生间的情感间隔 ，消除学生的紧张心理，为投入本课的学习创造积极的心理状态。节日问候，赠送礼物这些都与学生的实际生活很近，最后一环节，让学生互赠礼物，让他们在真实的情境中理解新年互相问候及如何赠送礼物与承受礼物并能在理论中运用。要练说，得练听。听是说的前提，听得准确，才有条件正确模拟，才能不断地掌握高一级程度的语言。我在教学中，注意听说结合，训练幼儿听的才能，课堂上，我特别重视老师的语言，我对幼儿说话，注意声音清楚，上下起伏，抑扬有致，富有
12、吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种兴趣活动，培养幼儿边听边记，边听边想，边听边说的才能，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的才能，强化了记忆，又开展了思维，为说打下了根底。2、我在教授单词时，先通过祝学生新年快乐赠送礼物，让学生翻开盒子看礼物，从而引出新单词，再带学生读，PAIR WORK等，这样刻意教的痕迹就太重了，纯粹是为
13、了教单词而教。其实只需老师多说几遍，学生自然能领会句子、单词的意思，也能注意模拟其语音语调，所以我应该多让学生在情境中感悟、体验、参与，这样课堂应该会更生动。3、在教读课文时，我是先让学生看动画答复以下问题，然后跟着动画读一遍课文，再跟着我读一遍，接下来就角色表演了。这样学生读的次数一是太少，二是应该跟录音多读，而不是跟老师读，使语音语调得到更好的稳固。我在做课件时应该将每一句话的录音做在PPT上，这样指到哪句就可以让学生跟录音读，防止了跟老师读的弊端。其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记之后会“活用。不记住那些根底知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广
14、,要真正进步学生的写作程度,单靠分析文章的写作技巧是远远不够的,必须从根底知识抓起,每天挤一点时间让学生“死记名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的成效。4、我在表演课文的环节没有做示范，学生上台表演也比较拘谨，只是将课文读了一遍，没有加上动作表情。我应该与学生来个示范表演，加上动作与表情，这时的动作尽量夸大些也没有关系，老师需要放得开，这才能给学生做个很好的示范。“师之概念，大体是从先秦时期的“师长、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播知识。 *;第 4 页