活动时间

2023.3.3

活动地点

三（2）班

负责人

王佳月

参加人员

潘文、史艺沁、葛金芳、杨雪梅

培训内容

Step 1: Warming up

①Play a video to activate ss’ interests.

结束之后问：what can you hear from the chant?(学生可能回答文具 句型之类的，Is this 引出课题)

②Play a game

游戏一T: Do you like games? let’s play a game. Here are the rules. One is if...(读ppt）

过渡语：Open the box. Look, here I have three boxes for you. They each have different things in it. Let’s open them one by one.

游戏二T: The first box is clothes. Can you guess what they are？You can ask like this: Is this a....?

T: what about the second box? It’s about toys and and the different letters represent different things. Just brainstorm and have a guess.

T: ok, here comes the last one. It is related to today’s new lesson. This time, you can ask me and then I will answer you what the are. Who can have a try?(新词教授）

Step 2：Pre-reading

T: look at this pencil. Do you know whose the owner is?(此处翻译下 用中文再说一遍）Yeah, it’s Mike’s pencil. But what happened to Mike’s pencil? This time let’s watch the cartoon and then choose the right answer.

Step 3: While reading

①  Watch and choose

②  Look and say: Is this Mike’s pencil? How do you know that? Let’s listen! PAT to Mike’s intonation. Isn’t equals to is not. Can you read the sentence for us? He is worried.

③  Read and answer: who helps Mike to find his pencil?

Yeah, you have sharp eyes. They are Yang Ling and Liu Tao.

④  Read and underline: How do they help Mike? They ask is this or is that to make sure the answer right?(总结一下is this和is that 区别）

⑤  Look and choose: who find the pencil at last?

T: well done. It’s Mike himself. Look at him, he’s so happy. Listen, how does he say？So that's equals to that is

⑥  Think and say: How does Yang Ling feel? Why?

T: cuz the pencil looks like a frog so Yang Ling feels confused and puzzled.

Step 4: Post reading

①  Read and repeat

②  Act the story

③  Stationary show: here comes our stationary show. I have some interesting stationary to share with you. Can you have a guess what they are? Don’t forget to use these sentences patterns.

Step 5: Summary

Today we learned that if we want to know whose the owners we can ask is this or is that to make sure. Also rmb to help your classmates when they’re in need. OK？

活动评价

本课的教学内容是对某件物品进行询问。是在之前学的what's this/what's that？的基础上，学习本课的“Is this/ that your pencil? Yes, it is. No, it isn’t.”本节课上完有许多亮点，同时也有许多需要改进的地方。

亮点在于整节课融入了许多个人的教学思考；课堂也有许多创新之处，对于文本故事的剖析较为详细，整节课教学设计分为主线和副线。主线是探讨Mike如何找到了铅笔，副线是不断探讨人物心情变化，这一分析有助于学生更好地朗读课文。

不足之处在于对于三年级学生没有更好地结合学情选择更合适的教学方法。比如在导入部分应该在学生动起来，运用TPR教学法；在导入猜测环节不应该将学生思维限制在教师期待的方向，应该将猜测范围放宽，发散学生思维；最后就是对于本节课难点的处理，教师输入的比较多，但最后输出环节效果不是很理想，这一点应该放在文本讲解过程中设计更多学生感兴趣的活动，给学生更多的机会去输出。