小学《牛津英语》3B，第三模块第二单元教案
For Unit 2 Noises, Module 3, Oxford English 3B
Language focus:
Using nouns to identify things
e.g. a lorry
Asking ‘Wh-’ questions to find out a specific thing
e.g. What’s that noise?
Asking ‘yes/no’ questions to obtain a simple response
e.g. Is it an aeroplane?
Using predicative adjectives to describe conditions
e.g. It’s loud.
Language skills:
Listening
Recognize rhyming and onomatopoeic words
Identify key words in an utterance by recognizing the stress
Speaking
Use modelled phrases and sentences to communicate with
other learners
Use appropriate intonation in questions and statements
Open an interaction by eliciting response
Materials:
? Student’s Book 3B page 32
? Cassette 3B and a cassette player.
? Wallpictures 3B
? Picture Cards: a drill, a bus, a telephone, a car
? Workbook 3B page 22
Pre-task preparation
A Ask students to be perfectly quiet. Ask: What can you hear?
to elicit: I can hear … Invite students to imitate sounds of
cats, dogs and raindrops, etc.
B 1 Draw some clouds and raindrops on the board. Introduce:
falling down while you draw the raindrops from the clouds
to the ground.
2 Ask students to find the words that imitate the sound of
the raindrops. Play the cassette: Sing a song. Students listen.
3 Play the cassette again. Students sing along.
While-task procedure
1 Play the cassette: Look and say. Students listen.
2 Play the cassette again. (just the FX of a lorry)
Introduce: a lorry.
3 Review: an aeroplane, a drill, a telephone, a car, a bus by
asking students to match the Ward and Picture Cards.
4 Invite students to come to the board. Ask them to choose
one of the above Picture Cards and imitate the sound of that
object. Introduce: noise.
5 Students start imitating the sounds of different objects. Ask:
What’s that noise? Is it a/an …? To elicit: Yes, it is./No. It’s
a/an… For more able students, prompt them to make
guesses and give answers by using the above dialogue. Or
divide the class into groups. Groups take turns to make
guesses and imitate sounds. The group that makes the most
correct guesses is the winner.
6 Introduce: loud, quiet by changing the volume of the
cassette. Write: quiet on the board.
7 Play: Sing a song again. Keep on changing the volume of
the cassette. Prompt students to say: It’s loud/quiet. Ask
students whether they like the song to be loud or quiet. Ask:
Do you like it? To elicit: I like it./ I don’t like it.
8 Play a game. Blindfold one of the students. Choose an
object and hide it somewhere in the classroom. The rest of
the class provides hints by saying: loud loudly when the
student is getting closer to the object and quiet quietly
when they are moving further away from
Homework:
Grammar practice book 3B page 33
Handwriting :
板书：
Unit 2 Noises
I hear raindrops,
I hear raindrops,
Falling down, falling down,
Falling down, falling down.
Pitter patter raindrops,
Pitter patter raindrops
Falling down, falling down.
教后感：
本课的愉悦情境教学活动是解决激趣问题的突破口和关键点。在愉快的活动中，有利于培养学生们的创造能力，有利于促进他们学习潜能的开发、身心的健康发展。在愉悦的情境下，能激发并保持学生们学习英语的浓厚兴趣，较好地开展英语教学活动，提高他们学习英语的能力，并使其获得学到知识的满足感、解决问题的自豪感、创造新事物的成就感。而这些感受，又变成强大的精神力量，反过来促使学生以更加饱满的热情、愉快的投入到更深层次的学习中，像海绵一样，如饥似渴的获取知识，扬长避短、能动的超越自我。
“愉悦英语教学”即是要使学生在所创设的愉悦情境、氛围下，在愉快的教学活动中，获得愉快的心理体验，从而激活思维、培养创造动机，提高学生英语学习的兴趣和能力。本课中的愉悦情境，是指教师、学生共同在课堂上将音乐、场景、语调、节奏和周围环境融为一体，在声音潜在的感染下，营造一种互动的、将知识转化为活动的环境。而这种互动显然也不是单一的，它包含情感和知识的互动，人与人之间的互动问题的互动，在情感感染下的活动互动和教师引导、参与下的互动。在课堂教学过程中，我力求通过唱、游、演、画等各种形式开展英语教学，通过教师在课堂上情感的充分投入、语言的充分展开、非语言行为的充分施展、与学生充分和谐的交往以及英语词汇的充分运用，激励学生的主体积极性，尽量让他们人人都感受到成功的喜悦和满足，并着力培养孩子们各方面的能力，提高他们的学习效果。
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