小学英语单词课教学设计模板.pdf

《小学英语单词课教学设计模板.pdf》由会员分享，可在线阅读，更多相关《小学英语单词课教学设计模板.pdf（4页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、B Lets learn Lets doB Lets learn Lets do单词课教案加句子四教学过程四教学过程（5P5P 教学模式教学模式3P3P）Step 1 PreparationStep 1 Preparation（准备活动）（准备活动）GreetingsGreetingsFree talkFree talk 课前交课前交流流：Step 2 PresentationStep 2 Presentation（一）（一）Learn the new wordsLearn the new words(整体呈现整体呈现)Ask Ss to watch a video:The fox and t

2、he tigerAsk Ss to watch a video:The fox and the tigerchopsticks,fork,knife,spoon,platechopsticks,fork,knife,spoon,plate全部整体呈现出来。（让学生从整体上感知这五个单词。）1.chopsticks1.chopsticksIm hungry.Id like some noodles.(Teacher shows a picture of noodles.)Im hungry.Id like some noodles.(Teacher shows a picture of nood

3、les.)Where are myWhere are my chopsticks?chopsticks?Oh,they are here.Oh,they are here.T shows the picture of chopsticks,and get Ss to read the word after T three times.Then Ss will readT shows the picture of chopsticks,and get Ss to read the word after T three times.Then Ss will readthe word chopsti

4、cks individually.the word chopsticks individually.T do the action and say I can use the chopsticks.Can you use the chopsticks?T do the action and say I can use the chopsticks.Can you use the chopsticks?T:Do you like noodles?S:Yes,I do.T:Here you are.Can I help?Can I help?S:Yes.Pass me chopsticks.S:Y

5、es.Pass me chopsticks.T:Here you are.S:Thank you!T:Good job！2.fork and knife2.fork and knifeT:Do you like beefbeef?S:Yes,I do.T:Here you are.Oh!Give you a fork and a knifeGive you a fork and a knife.（师把刀叉给该生。）T:Pass me:Pass me a fork.a fork.该生把叉子递给老师。教师展示叉子，教读两遍；师展示图片，领读，生教师展示叉子，教读两遍；师展示图片，领读，生跟读；学生

6、传图片开火车读。跟读；学生传图片开火车读。（T:read it and pass it）T:Pass me a fork.学生把叉子图片传给教师。师贴图。教师板书单词，领读，生跟读。教师展示刀子，教读两遍；师展示图片，领读，生跟读；学生传图片开火车读。（T:read it and passit）T:Pass me a knife.学生把刀子图片传给教师。师贴图。教师板书单词，领读，生跟读3.spoon3.spoonId like someId like some soupsoup.Give me a spoon.Give me a spoon.学生把勺子递给老师。学生把勺子递给老师。教师展示勺

7、子，教读两遍，师展示图片，领读，贴图，学生分组读或开火教师展示勺子，教读两遍，师展示图片，领读，贴图，学生分组读或开火车读。教师板书单词，领读生跟读。看课件（单词迁移）。车读。教师板书单词，领读生跟读。看课件（单词迁移）。教师对学生说：教师对学生说：Give me a spoon.Give me a spoon.学生做动作。学生做动作。4.plate4.plateTeacher tell the Ss he would like some meat.And ask them to pass/give a plate to theTeacher tell the Ss he would like

8、 some meat.And ask them to pass/give a plate to theteacher.teacher.T:Show me your plate.T:Show me your plate.（Ss show their plates to T.)Ss show their plates to T.)Then Ss read Plate after T three times while showing the picture of plate.Then Ss read Plate after T three times while showing the pictu

9、re of plate.教师接过盘子并展示，教读两遍，师展示图片，领读，贴图，学生分男女生读或开火车读。教师板书单词，领读。看课件（以旧引新 planeplate）。教师对学生说：Wash the plate.教师手拿洗碗巾，做洗盘子的样子，然后让学生做动作。（设计意图：通过吃食物引出餐具，教师展示实物、图片、词卡、一系列读的活动和 TPR，让学生充分练习单词.）（二）（二）Listen and learnListen and learn(听音正音听音正音)1.1.Listen,Listen,point and pay attention to the pronunciation and in

10、tonation.point and pay attention to the pronunciation and intonation.2.2.ListenListentoto thethe tapetape andand repeat.repeat.（设计意图：通过看书，看书，听录音，手指单词听录音，手指单词，注意语音语调，跟读，最大程度上地模仿认读单认读单词词。）（三）（三）Pair workPair work(合作学习合作学习)Do pair work with deskmates,Do pair work with deskmates,using flashcards.using f

11、lashcards.A A：JackJack，can Ican Ihelp?Bhelp?B：Yes.Pass me a .ThenYes.Pass me a .Thenexchange roles and go on with theexchange roles and go on with thepair work.pair work.（设计意图：在语境中练习餐具单词。）Step 3Step 3PracticePractice（趣味操练）（趣味操练）1.Lucky baby1.Lucky babyT:I want a tableware.Guess,which one I want?T:I

12、want a tableware.Guess,which one I want?(教师教师点击鼠标点击鼠标，开始转动，学生猜，再点鼠标，停止转动，某件餐具停下来并变大。，开始转动，学生猜，再点鼠标，停止转动，某件餐具停下来并变大。)（设计意图：通过 lucky baby 这个活动，让学生在音、意上练习单词。）2.Whats missing?2.Whats missing?Teacher shows five flashcards,then take away one of the cards quickly and ask Ss to find out whichTeacher shows f

13、ive flashcards,then take away one of the cards quickly and ask Ss to find out whichcard is missing.After Ss guess right,show the card and Sscard is missing.After Ss guess right,show the card and Ssreadread thethe word on the card twice.word on the card twice.I will show flashcards,then take away one

14、 of the cards quickly and ask Ss to find out which card is missing.AfterSs guess right,I will show the card and Ss will read the word on the card together.This game will go on until all thenew words are practiced at least three times.（设计意图：通过 whats missing 这个活动，让学生达到音、形、意音、形、意练习的目的。）(Hot potato,High

15、(Hot potato,High andand lowlow voice,Snowball)voice,Snowball)3.Lets do(TPR3.Lets do(TPRTotal Physical ResponseTotal Physical Response)T:)T:Look,listen and do actions.Look,listen and do actions.（设计意图：通过 TPR 活动，进一步复习巩固单词。）4.Pair work4.Pair workStep 4Step 4ProductionProduction（输出（输出 Consolidation&Exten

16、sion)Consolidation&Extension)T:The tiger invites the king to eat big dinner.T:The tiger invites the king to eat big dinner.1.1.TeacherTeacher demonstratedemonstrate a a dialoguedialogue withwith a a student.student.T:What would you like for dinner?S:Id like some beef.T:Can I help?S:Yes,pass me a for

17、k/.T:OK.Here you are.19.Thank you.20.Super！2.2.Group work:imitate the dialogue in the group.Group work:imitate the dialogue in the group.3.3.Some Ss act out their dialogues in front of the class.Some Ss act out their dialogues in front of the class.（设计意图：通过设计了一个老虎请客的情景，让学生练习句型和餐具单词练习句型和餐具单词。）Step 5S

18、tep 5 ProgressProgress（检测提高）（检测提高）1.1.做当堂达标题做当堂达标题 基础训练 P40 第 1 题。（设计意图：进一步从形、意上巩固单词。）2.Summary2.Summary：T:What have you learned today？学生自己总结本课所学的内容。S1：我学习了 5 个有关餐具的单词。S2：我知道了如何询问是否需要帮助。S3：我知道了左手叉右手刀。（设计意图：让学生自己说一下这节课的收获，可以是学习了单词，可以是饮食文化方面的知识。）3.Homework3.Homework（1）听录音跟读 B Lets learn，听录音做动作（Lets do）（2 2）将所学过的餐具的英文名称说给父母听。）将所学过的餐具的英文名称说给父母听。（设计意图：通过听说认读活动，将课内知识延伸到课外。）