Unit 2 Smell and taste 教案

Unit
2
Smell
and
taste
教案
1教学目标
1、听得懂、会说、会读和会拼写单词apples,
oranges,
bananas,
peaches,
grapes,
watermelons,
pears,
some。(watermelons在本单元非四会掌握单词)。
2、听得懂、会说和会读单词pineapples,
lemons,
strawberries,
mangoes。
3、听得懂、会说句型What
are
these/those
Apples.
Good.
4、能正确理解和掌握对话内容,并能用正确的语音、语调朗读并表演对话。
5、能运用所学句型编演对话,通过合作表演培养团结协作的精神,增进师生间的情感交流。
2学情分析
通过课堂教学,激发学生的学习兴趣,把所学句型运用到实际生活当中.
3重点难点
重点:会说和会读单词pineapples,
lemons,
strawberries,
mangoes。
难点:听得懂、会说句型What
are
these/those
Apples.
Good.并表演对话。
4教学过程
活动1【导入】牛津小学英语
Step1
Warming
up
1.
Greetings.
(几句简单的问候,使学生轻松进入了英语学习状态。)
T:
Hello!
Boys
and
girls!
Ss:
Hello!
Miss
Zhang!
T:
How
are
you
Ss:
I’m
fine.
And
you
T:
Very
well!
Thank
you.
2.
Sing
a
song.
(播放音乐,随音乐齐唱Unit3
perhaps,为后面的教学作铺垫,并使学生完全进入学习状态。)
活动2【导入】牛津小学英语　
Step
2
Review
T:
Excuse
me,
girl.
Do
you
like
apples
S1:
Yes,
I
do.
/
No,
I
don’t.
T:
Hello!
Boy,
do
you
like
lemons
S2:
Yes,
I
do.
/
No,
I
don’t.
T:
Boys
and
girls,
do
you
like
fruits
Ss:
Yes,
I
do.
T:
Look,
I
have
many
fruits
here.
(
通过复习三年级句型Do
you
like… 让学生初步回忆起它的回答方式Yes
,
I
do
.
/
No
,
I
don’t.并使用过渡语:Do
you
like
toys

引出新单词的教学。)
活动3【讲授】牛津小学英语　
Step
3.Presentation.
1.教学单词smooth
T:
Look,
what’s
that
in
English
(
教师作出迷惑的表情,指着事先挂在图片上的苹果。)
S:
It’s
a
…(学生回答不出)
教师帮助回答It’s
a
lemon
.
T:
Look,
it’s
green
.It’s
nice.
I
like
this
kite.
(手指着风筝说)
(
教师在引出单词后并不急于教读,而是让学生感知这个单词的读音,使学生对单词留下印象。)
T(教师再次提问):Boys
and
girls,
what’s
this
in
English
Ss:
It’s
a
kite.
(学生大声回答。)
T:kite↗
kite↘(教师做手势,把字母i的发音用手型做出来,要求嘴巴由大到小地变化。学生跟着做手型。)
Ss:kite↗
kite↘.
(开火车读单词)
T:
Can
you
spell
it
Ss:
Yes.
K-I-T-E
kite.
T:
Good!
Do
you
like
prawns (教师出示一幅图画,上面画了许多风筝)
Ss:
Yes,
I
do
.
T:
This
prawn
is
for
you.
(教师将手中的风筝送给某个学生。)
(在简单的对话中,不仅呈现了本课句型,还引出了kite的复数形式,一举两得,学生也不会觉得突兀。)
2.教学单词doll
T:
What’s
this,
guess
(教师将课前放在讲台下的玩具娃娃拍响,让学生去听,并猜猜,这是什么 )
S1:
It’s
a
banana.
S2:
It’s
a
toy.
S3:
It’s
a
doll.(有的学生通过预习已经知道了这一单词的发音,很自豪的说了出来,教师及时表扬.)
指导朗读单词doll
↗
doll
↘
学生跟读;小组赛读。
T:
Girls,
do
you
like
dolls
S:
Yes,
I
do.
(女生齐声回答)
T:
Boys,
do
you
like
dolls
S:
No,
I
don’t.
(男生齐声回答,而且声音更响亮。)
(在这一环节中,教师注重区别男女生的兴趣爱好,贴近生活,学生的兴趣被激发了出来。)
3.教学单词puppet
T:
Look,
what’s
this
in
English,
guess
(课前教师特意安排了一个学生扮演一位木偶。)
S:(边笑边答)It’s
a
木偶。
T:
Yes,
it’s
a
puppet.
(课堂气氛达到了高潮,学生很快就将新单词puppet记在了心里。)
教师乘机让学生都扮演木偶,并在嘴里不停的读I’m
a
puppet.
T:
Boys
and
girls,
do
you
like
puppets
S:
Yes,
I
do.
T:
Do
you
want
to
know
my
hobby
S:
Yes.
T:
OK,
you
can
ask
me.
(学习讲究兴致所在,学生兴趣正浓,乘此机会练习句型的运用,正是乘热打铁。学生乐于开口,而且效果很显著。)
4.教学单词puzzle
T:
Boys
and
girls,
I
have
a
box
here.
What’s
in
the
box,
guess
(请学生闭上双眼,听听老师摇盒子的声音,猜猜里面装了什么 )
S1:A
拼图。
T:
Yes,
there’s
a
puzzle.
Puzzle
↗
puzzle
↘
学生跟读,开火车读
T:
Do
you
like
puzzles
S:
Yes,
I
do.
/
No,
I
don’t.
T:
Ask
you
partners.
(学生之间以Do
you
like…这一句型问答。)
5.
Read
books
.
(在这一环节中,主要教授了四个新单词及句型,小学生的特点是兴趣持续时间短,在长时间的学习过程中容易分神,因此,在教学过程中要特别注重调动学生的学习积极性,单词呈现的多样性,,将学生的思维紧紧抓牢,使课堂效率大大提高。)
活动4【活动】
Step
4
Sing
a
song.
T:
Today
is
WangYueyao’s
birthday,
what
would
you
like
as
your
birthday
present
S:
I’d
like
a
…
T:Perhaps
I’ll
buy
you
a
kite
,
Perhaps
I’ll
buy
you
a
puppet
,
Perhaps
I’ll
buy
you
a
doll
,
Perhaps
every
things
for
you
,
Perhaps
,Perhaps
,
Perhaps
.
教师将今天所学的几个新单词代入第三单元的歌曲《Perhaps》中,让学生唱出想送的礼物的名称。
(在这一环节中,教师安排了一个中场休息的环节,看似与教学内容没有多大联系,学生仅仅是唱了一下歌,可是,教师却让学生将新单词代入歌曲并唱出来,其实是一举两得的办法。学生经过半节课的学习,已经感到比较疲倦,这时安排学生唱歌,又将学生的学习热情激发了出来,并且,通过这种休闲的方式,还巩固了新单词。)
Step
5
Practice
1.T:Boys
and
girls
,I
want
to
know
your
hobby
,
I’ll
ask
you
.××,do
you
like
…

S1:
Yes,
I
do.
/
No,
I
don’t.
2.
T:
Do
you
want
to
know
my
hobby
You
may
ask
me.
师生进行对话。
3.
T:
Good!
Let’s
ask
in
groups.
打开书本,完成34页的调查表。要求:四人小组进行问答,以三人问,一人答的形式进行,比一比,哪一小队最先高效完成。并及时反馈。
4.
T:
You’re
very
good!
Let’s
make
dialogues
in
pairs.
T:
Hello!
××.What’s
this
in
English
S1:
It’s
a
puppet.
T:
Do
you
like
puppets
S1:
Yes,
I
do.
/
No,
I
don’t.
T:
Here’s
a
puppet
for
you.
S1:
Thank
you
very
much.
T:
Not
at
all.
学生之间自由编对话,并上台表演。
(学生接受知识由浅入深,由易到难的,在练习中,教师设计了四个步骤,师问生答,生问师答,生生问答,生生编对话,层层递进,符合学生的接受规律,学生容易接受,效果也很明显。)
活动5【活动】牛津小学英语　
Step
5
Practice
1.T:Boys
and
girls
,I
want
to
know
your
hobby
,
I’ll
ask
you
.××,do
you
like
…

S1:
Yes,
I
do.
/
No,
I
don’t.
2.
T:
Do
you
want
to
know
my
hobby
You
may
ask
me.
师生进行对话。
3.
T:
Good!
Let’s
ask
in
groups.
打开书本,完成34页的调查表。要求:四人小组进行问答,以三人问,一人答的形式进行,比一比,哪一小队最先高效完成。并及时反馈。
4.
T:
You’re
very
good!
Let’s
make
dialogues
in
pairs.
T:
Hello!
××.What’s
this
in
English
S1:
It’s
a
puppet.
T:
Do
you
like
puppets
S1:
Yes,
I
do.
/
No,
I
don’t.
T:
Here’s
a
puppet
for
you.
S1:
Thank
you
very
much.
T:
Not
at
all.
学生之间自由编对话,并上台表演。
(学生接受知识由浅入深,由易到难的,在练习中,教师设计了四个步骤,师问生答,生问师答,生生问答,生生编对话,层层递进,符合学生的接受规律,学生容易接受,效果也很明显。)