Revision of Module 1 & Module 8（教学设计）-2023-2024学年外研版（一起）英语三年级下册

Revision of Module 1 & Module 8 一、教材分析 本节课是新标准英语一起第六册Module 1与Module 8的模块整合复习课，主要复习运用所学形容词及相关短语来描述人物的性格特点和学习表现。本节复习课的话题比较贴近学生的生活，学生会很感兴趣。 二、学生分析 经过近三年的英语学习，三年级的学生已经初步形成了一定的英语学习习惯，掌握了一定的英语学习方法与学习策略, 其认知水平较之前有所发展,他们对贴近生活实际的话题充满了好奇，因此他们会对“用所学形容词及相关短语来描述周围人物的性格特点和学习表现”这一话题很感兴趣。经过前期的学习，学生们可以运用所学形容词来描述人物的性格特点，同时也可以对他人的学习表现进行简要的介绍。但是对于文本再构或综合性的语篇阅读及与之相关的语言输出，仍显薄弱。因此，在此基础上，本课重点进行学生语言综合能力的训练。 三、教学目标 语言知识目标 功能 描述他人的性格特点和学习表现。 语法 学生能够恰当的运用“主语+be 动词+形容词”及一般现在时的第三人称单数形式描述他人的性格特点和学习表现。 词汇 全体学生能够运用：nice, shy, quiet, helpful, hard, lazy, good at , try, try hard, 等词。 全体学生能够理解：always, a bit, e-card, another, him, parrot, parent, Parents’ Day, speak, with, quite, English, PE=physical education, Chinese, art等词汇。 语音 感知课文的语音语调。 语言技能目标 听 学生能够听懂She’s very nice. He works hard. She’s quite good at English.等句子。 说 学生能够说She’s very nice. He works hard. She’s quite good at English.等句子。 读 学生能够读懂基于nice, shy, quiet, helpful, hard, lazy, good at, try, try hard, 等单词构成的句子。 写 学生能够仿照例句运用“He/She is… . He/She isn’t… He/She is quite good at…. He/She tries hard at… .”句型简单介绍他人的性格特点及学习表现。 运用 全体学生能够运用“He/She is… . He/She isn’t… He/She is quite good at…. He/She tries hard at… .”句型简要介绍他人的性格特点及学习表现。 学习策略 通过小组合作，共同完成学习任务，在合作交流中可以帮助他人修改文章，遇到问题时主动向老师请教。 文化意识 对一般的赞扬、请求等作出适当的反应。 情感态度 通过描述他人的性格特点及学习表现，对他人形成正确的评价意识。 任务 了解周围同学的性格特点及学习表现填写“南小最美少年”推荐表。 四、教学重难点 重点：描述他人的性格特点及学习表现 难点：运用恰当的形容词来描述他人的性格特点及正确的运用一般现在时的动词第三人称单数形式来描述他人的学习表现。 五、教学准备 CD-ROM, PPT, 题单，自制绘本 六、教学过程 Ⅰ Revision and lead in 1. Greeting and tell the students how to evaluate in this lesson. T: Hello, boys and girls. I’m Sally. I’m happy to meet you. In this lesson, I will divide you into two teams, team 1 and team 2. Look, there are two reports for you. If you did a good job, your team can get a star. The winner will get a special gift. Let’s see who the winner is. Come on! Go! 2. Revision: （1）watch a video—I’m a little shooter. （2）Look and say. 【设计意图】通过观看单词小视频的活动，以轻松愉快的形式复习本节课即将需要运用的重点词汇，营造英语学习的氛围，激发学生的学习兴趣。单词复习完毕，通过图片创设语境，让学生初步感知如何运用形容词来描述他人的性格特点。 Ⅱ Task presentation T: Children, I want to tell you a piece of good news. Look! Our school will hold an activity. That is, the most beautiful excellent child in Nanxiao. Do you know it? Ss: Yes, we know. T: Do you want to take part in this activity ? Ss: Yes. T: Ok. In this lesson, let’s talk about what you and your friend like. After learning, let’s fill in the form of “the most excellent children” in Nanxiao. Ok ? 【设计意图】以“南小最美少年”这一真实评选活动为契机，引导学生在复习完本课内容后，运用本课的语言知识来完成填写 “南小最美少年”推荐表这一语言任务。这一贴近学生实际的活动比较容易引起学生的好奇心及内在的求知动机，有易于学生对本课学习兴趣的保持。 Ⅲ Practice T: Today let’s review M1&M8. Look, a new friend comes to our class. She is Judy. She’s good at telling stories. So she will bring four stories for you. When you are reading the stories, you will help Judy to finish some tasks, ok? They are, Panpan’s story, Daming’s story, Lingling’s story and her own story. Let’s come to the first story--- Panpan’s story. 1. Panpan’s story (将M1中U1和U2的两篇文本进行合并，本节课的第一次文本再构。具体详见PPT) T: First, let’s listen to Panpan’s story then order the pictures. （1）Listen and number. T: After listening to the story, let’s read and choose then try to find some rules. (2) Read and choose. T: Ok, after reading the story, we can find a rule. That is, 描述人物特征：主语+be+adj.(形容词) (此处板书) (3) Practice in pairs. T：Children, can you tell a story like this? Please practice in pairs. 2. Daming’s story. ( 将M8U1中的对话体语篇进行文本再构。具体详见PPT) T: This is the second story---- Daming’s Story. （1）Read and choose. T: Let’s read the story together. Then answer some questions. (2) Read and answer. T: From this story, we know that Daming is a good boy. Judy has got another friend, Nick. He wants to make friends with Daming. So Nick sent some Wechat messages to Judy. Let’s have a look. T: Look, these are the Wechat messages. Let’s help Judy to finish them, ok ? (3) Practice in pairs. T: Daming is a good boy. Judy and Nick will make friends with him. Judy also wants to make friends with Fangfang. Let’s help Judy, ok? So please ask and answer in pairs.（板书） 3. Lingling’s story.(将M8U2的对话体语篇进行文本再构具体详见PPT。) T: Judy is very happy. She’s got a new friend, Fangfang. This is Judy’s another friend, Lingling. Let’s read Lingling’s story. First, let’s listen to the story, and then order the sentences. (1) Listen and number. T: Ah, Lingling’s story is about her report. Lingling is a good girl. (2) Look and say. Judy shows Lingling’s report for us. But she also wants to know Sam’s report. Let’s help Judy, Ok? Look and say. (3) T: Judy has known Sam’s report. This time, she wants to know your report. What subject are you good at? … 4. Judy’s story. T: Now it is Judy’s story. Take out your picture books. After reading, please fill in this form. Read and complete the form. 【设计意图】教师以Judy 给大家讲故事的形式，首先将本节课需要复习的语篇以文本再构的形式改编成三个小故事。并通过listen and number, read and choose, listen and order 等不同的形式来感知理解这三个故事，再在此基础上进行相应的听，说练习。第四个故事教师通过自制关于Judy性格特点及学习表现的小绘本，将前面复习的语言知识进行整合。目的是用本节课所复习的语言知识组成一篇新的语篇，引导学生通过阅读绘本寻找重要信息，完成Judy个人性格特点及表现的小文章。进而形成本节复习课的整体语言框架，为后面的语言输出做准备。 IV Task completion T：After reading Judy’s story, we can write it like this. T: We can also talk about our friends like this. So it’s your turn to complete the task. 【设计意图】最后一个故事是对本课所复习语言点的综合阅读。学生通过阅读教师自制的小绘本并完成小文章的形式再次了解巩固了本节的目标语句。教师顺势将这篇描述Judy性格特点及学习表现的小文章转化为了本课仿写任务的范例，也就自然过渡到本课的任务完成环节。 V Summary and homework 1. T: Judy is very happy. She saw so many good children from the forms. What have you learned from Judy’s four stories? We learned “He/She is … . ”, “ Is he/she … ? Yes, he/she is. No, he/she isn’t.”, “He/She is quite good at… . He/She tries hard at… . ” We can use these sentence patterns to talk about our friends. 2. 小组评价 3. Homework 必做： (1) Read the text of M1&M8 fluently then write the words. (2) Use the sentence patterns to make some sentences. 选做： 用“英语趣配音”转件录制一段本节复习过的课文，发送到邮箱438976371@qq.com中。 【设计意图】在小结的环节继续延续前面听Judy 带来的故事这一情境，在情境中总结本课知识。经过近三年的英语学习，三年级的学生不应仅仅局限于读写单词和句子，可以适当的让学生根据所学句式造一些简单的句子。“英语趣配音”是一款很有趣的英文配音软件，通过给动画配音的方式可以激发学生的朗读兴趣和模仿意识，有利于培养学生良好的语音语貌。 VII Blackboard Design Revision M1&M8 (1) He/She is… . (2) Is he/she… ? Yes, he/she is. /No, he/she isn’t. (3) He/She is quite good at… . He/She tries hard at … . 学科网（北京）股份有限公司 $$