三年級下英語教案Module 4 Unit2 Does Lingling like oranges外研版

1、.*;第 PAGE4 頁Unit2Does Lingling like oranges?教學目的知識目的:1.能理解并初步運用單詞:does,orange,apple,banana,pear。2.能初步運用:Does he/she like.?Yes,he/she does./No,he/she doesnt.來詢句和議論別人的愛好。3.能感知包含實義動詞的一般疑問句的語音語調(diào)。4.學習書寫字母:Hh,Ii。才能目的:能正確運用句型:Does he/she like.?Yes,he/she does./No,he/she doesnt.情感目的:營造良好的英語學習氣氛,以激發(fā)學生學習英語的興趣

2、和對生活的熱愛。教學重點1.學習新單詞:banana,apple,pear,orange。2.學習句式:Does he/she like.?Yes,he/she does./No,he/she doesnt.教學難點助動詞do,does及其否認式在句子中的正確運用。教學用具CD-ROM,PPT,headwear,fruit and stickers.教學過程Step1Warm-up1.Greeting.2.Say the chant.Rice,rice,I like rice.Meat,meat,I dont like meat.Fish,fish,I like fish.Milk,milk,

3、I dont like milk.3.Revision.Read the text of Unit 1.T:Please tell me what Sam,Lingling,Amy and Tom like and dislike.Ss:.Step2Presentation1.老師拿出一個香蕉,請學生品味一下并問:Whats this?假如學生不知道如何說,老師讀出單詞,并板書“banana。2.T:I like bananas.Do you like bananas?S1:Yes,I do.3.老師問:Does he/she like bananas?并啟發(fā)學生答復(fù):Yes,he/she d

4、oes.板書并領(lǐng)讀4.T:Do you like bananas?S2:No,I dont.老師問:Does he/she like bananas?并啟發(fā)學生答復(fù):No,he/she doesnt.板書并領(lǐng)讀5.分別出示banana,apple,pear,orange這些水果的圖片或?qū)嵨?帶著學生先讀詞,后問答“Do you like.?Does he/she like.?要求學生根據(jù)自己的愛好來答復(fù)。Step3Learnthetext1.提示學生黑板上所寫單詞banana,apple,pear,orange 為可數(shù)名詞。在問Do you like.?Does he/she like.?時,

5、一般使用這些單詞的復(fù)數(shù)形式。老師要帶著學生練習這些單詞的單復(fù)數(shù)發(fā)音。2.T:Today Daming is making a survey about what Lingling and Sam like and dislike.Lets look at the cartoon together.3.T:Please listen and read after the CD-ROM.Read together and in groups.Step4Practice1.Role play.T:Now please read the text by yourselves and then I wi

6、ll ask some students to perform on the platform.If you have any questions,please put up your hands.Choose 3 groups of students to the platform wearing the headwears of the characters they play.After their performance,give them praiseful words and stickers.2.Play the game.T:Please turn to page 25 “Pl

7、ay the game.This is a guessing game.You can use the sentence pattern “Do you like.?to guess what he/she likes.The faster,the better.請每位學生想好自己喜歡的水果是什么,上臺后,由同學進展猜測,最快猜出答案的同學可得貼紙一張3.Learn the chant:Noodles and rice,are very very nice.Step5ProductionT:Boys and girls,lets look at Activity 3.Who wants to

8、make a dialogue according to the text on the platform?請兩位同學上臺表演對話T:You made a good example!Now please make a dialogue with your partner about their family members hobbies.仿照例如調(diào)查同伴家庭成員的愛好Choose some pairs to perform on the platform and give them praiseful words and stickers.Step6SummaryT:Lets read th

9、e new words and sentences together!齊讀黑板上的板書Step7Homework1.Read the text 5 times.2.Do role play with your partner.3.Continue to do the investigation and write it down.板書設(shè)計Module 4 Unit 2 Does Lingling like oranges?語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。假如有選擇循序漸進地讓學生背誦一些優(yōu)秀篇目、精彩段落,對進步學生的程度會大有裨益。如今,不少語文老師在分析課文時,

10、把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果老師費力,學生頭疼。分析完之后,學生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的為難場面的關(guān)鍵就是對文章讀的不熟。常言道“書讀百遍,其義自見,假如有目的、有方案地引導學生反復(fù)閱讀課文,或細讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學生便可以在讀中自然領(lǐng)悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強語感,增強語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會自然浸透到學生的語言意識之中,就會在寫作中自覺不自覺地加以運用、創(chuàng)造和開展。banana,apple,pear,orangeDoes he/she like.?Yes,he/she does.老師范讀的是閱讀教學中不可缺少的部分，我常采用范讀，讓幼兒學習、模擬。如領(lǐng)讀，我讀一句，讓幼兒讀一句，邊讀邊記；第二通讀，我大聲讀，我大聲讀，幼兒小聲讀，邊學邊仿；第三賞讀，我借用錄好配朗讀磁帶，一邊放錄音，一邊幼兒反復(fù)傾聽，在反復(fù)傾聽中體驗、品味。No,he/she doesnt.這個工作可讓學生分組負責搜集整理,登在小