Unit 3 Look at me PA 教案
文档属性
| 名称 | Unit 3 Look at me PA 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 68.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2018-06-12 15:10:21 | ||
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文档简介
Unit 3 Look at me!
----- Part A Letters and sounds
Designer
Grade
Grade 3
Teaching time
40 min
Teaching material
PEP primary English book Part A Letters and sounds of Unit 3 Look at me! in book 3
Analysis of teaching material
This unit mainly talks about how to recognize body part. And this part mainly talks about the pronunciation of the alphabets—“e, f, g , h, i”. Before this unit, students have already learned—“a, b, c, d”.
Analysis of students
This part is provided for students in grade 3 who are just starting learning English. It is difficult for them to force on the lesson all the time. Therefore, the class should be interesting.
Teaching objectives
At the end of the class, students will be able to
Knowledge objectives:
Know how to pronouns those alphabets exactly.
Consolidate the language points which are learned before, recognizing the part of body.
Be able to write those alphabets correctly.
Ability objectives:
Find out the similarity of the words.
Use words flexibly.
Affective objectives:
Students will be able to use English to describe the part of body in daily life.
Learning strategy:
Students will be able to acquire the new language points through practicing and comparing with the learned knowledge.
Important points
It is important for students to know the alphabets; it is the fundamental of their further study.
Difficult points
As a second language learner, it is difficult for students to pronounce the alphabets and words correctly.
Teaching methods
Situational Language Approach, Communicative Language Approach, Task-based Language Approach, Total Physical Response (TPR)
Teaching aids
CAI and picture cards
Teaching procedure
Teacher’s activity
Students’ activity
Designer’s purpose
Step one : Warming-up (3min)
1.Free talk
(1min)
Be friends with students and use the used knowledge to greet students.
For example:
A:Nice to meet you!
B:Nice to meet you.
A:How are you?
…
Greet teacher and answer teacher’s question.
“Free talk” not only narrows the distance between students and the teacher but also arouses students’ interests quickly.
2.let’s play
(2min)
Use TPR (open your mouth, close your eyes, touch your nose, touch your face…)
At first, the teacher askes students to do the action, then askes students to make order.
Students listen to the order and do action.
Children like to do things with their hands, bodies and minds. In this activity, students can easily involve in the class. It also can create relaxing atmosphere for learning.
Step two : Presenting new knowledge (32min)
1.Presenting and Practicing
1.1presenting one (5min)
Teacher takes out a red pen, and shows it on the PPT. Also, shows an elephant on the PPT. The elephant named Emma.
E: My name is Emma. This is my red pen.
P: Yes. I am a red pen.
Teacher uses the suitable tongue to read the sentences. And then asks students to act as pen/Emma. And makes conversation.
Then, the teacher asks students to find out the similarity of “pen, red, elephant and Emma”. If the students have difficulty, teacher should give some tips.
When the students find out the letter “E, e”, teacher writes down on the blackboard. And sticks the word shape of “E, e”.
1.2practicing one(2min)
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
E, e, e, I am Emma, I have a pen.
E, e, e, I am a pen, I’m red.
1.3presenting two(4min)
Show the picture on the PPT. Then a clown comes, and he carries an ice cream.
C: Hi, Emma, I have an ice cream.
E: Wow, I like ice cream. Yummy, yummy, yummy.
Then ask students to find out the similarity of “ice cream, hi, like”.
When the students find out the letter “I, i”, teacher writes down on the blackboard. And sticks the word shape of “I, i”.
1.4practicing two(1min)
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
I, i, i, I like ice cream.
1.5presenting three(13min)
Show the pictures on the PPT.
(1)C: Please show me your hand.
E: Okay.(show his hand)
Ask students to find out the similarity of “Hi and hand”. And write “H, h” on the blackboard. And sticks the word shape of “H, h”.
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
H, h, h, show me your hand.
(2)The clown takes out a green gift.
C: Here is a gift.
E: Wow, I like it.
Ask students to find out the similarity of “green and gift”. And write “G, g” on the blackboard. And sticks the word shape of “G, g”.
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
G, g, g, it’s a gift. It’s green.
(3)C: Are you happy?
E: Yes.
C: If you are happy, please touch your face and show me your foot.
Emma does what the clown says.
Ask students to find out some similarities in this dialogue. And write “F, f”, “O, o”, “A, a”, “P, p” on the blackboard. And sticks the word shape of “F, f”.
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
F, f, f, touch you face
1.6 Practicing four.(2min)
Listen and circle.
Use computer to play the sounds and ask students to do the test.
1.7 Practicing five.(3min)
Sing the whole chant. And use their hand to write the alphabets.
E, e, e, I am Emma, I have a pen.
E, e, e, I am a pen, I’m red.
F, f, f, touch you face.
G, g, g, it’s a gift. It’s green.
H, h, h, show me your hand.
I, i, i, I like ice cream.
1.8 Practicing five.(2min)
Write the alphabets in their exercise book. When they are writing, the teacher helps them to correct the writing. If they do a good job, teacher can show it in public and gives them praise.
1.1Students should listen to teacher carefully and say with teacher. Also, students should try to find the similarity.
1.2 Sing the chant together with teacher and clap hands.
1.3Students should listen to teacher carefully and say with teacher. Also, students should try to find the similarity.
1.4Sing the chant together with teacher and clap hands.
1.5.1Students should listen to teacher carefully and say with teacher. Also, students should try to find the similarity. And students should find other similarities.
1.5.2Sing the chant together with teacher and clap hands.
1.6 Students should listen carefully and do the test alone.
1.7 Students should sing the chant together and write with their hand.
1.8 Students should write the alphabets down.
1.1.1 The students will improve their comprehension skills when look those words.
1.1.2 The visual shapes of a word can help the students with word recognition skills.
1.1.3 Setting up a new situation can let students be interested in learning.
1.2 Children can’t force on the class all the time. This activity can draw students attention and can create a relaxing atmosphere for learning.
1.3.1 Using situation to teach word can make learning more meaning.
1.3.2 The students will improve their comprehension skills when look those words.
1.4 This chant can help students remember the new alphabet.
1.5.1 The students will improve their comprehension skills when look those words.
1.5.2 The visual shapes of a word can help the students with word recognition skills.
1.5.3 Setting up a new situation can let students be interested in learning.
1.5.4 The students will use their visual discrimination skills to answer these questions.
1.5.5 Chant can help students remember the new alphabet.
1.6.1 It can improve students’ listening skills.
1.6.2 Students can learn how to make a judgement.
1.7 It can help students review and remember the alphabets they have learned. Also, it can help them relax.
1.8 It can help students to correct their writing.
Step three: Extension (5min)
Games
(4min)
Game1:Mazes
Teacher hands out the paper to the students. And in the paper, there is a maze. On the maze, there is some information provided.
Game2: Fill the form.(五宫格)
Teacher also hands out the paper to the students. Students should complete the form without repetitions.
Students should finish the mazes and forms.
Those activities encourage the use of hand-eye coordination.
Students also need to use problem solving skills to follow the directions and complete these tasks
Students can remember those alphabets easily.
Homework(1min)
Copy the alphabets five times.
Find the part of body in life.
Finish the mazes and form.
Consolidation
Showing the students a list about those alphabets.
Board writing:
----- Part A Letters and sounds
Designer
Grade
Grade 3
Teaching time
40 min
Teaching material
PEP primary English book Part A Letters and sounds of Unit 3 Look at me! in book 3
Analysis of teaching material
This unit mainly talks about how to recognize body part. And this part mainly talks about the pronunciation of the alphabets—“e, f, g , h, i”. Before this unit, students have already learned—“a, b, c, d”.
Analysis of students
This part is provided for students in grade 3 who are just starting learning English. It is difficult for them to force on the lesson all the time. Therefore, the class should be interesting.
Teaching objectives
At the end of the class, students will be able to
Knowledge objectives:
Know how to pronouns those alphabets exactly.
Consolidate the language points which are learned before, recognizing the part of body.
Be able to write those alphabets correctly.
Ability objectives:
Find out the similarity of the words.
Use words flexibly.
Affective objectives:
Students will be able to use English to describe the part of body in daily life.
Learning strategy:
Students will be able to acquire the new language points through practicing and comparing with the learned knowledge.
Important points
It is important for students to know the alphabets; it is the fundamental of their further study.
Difficult points
As a second language learner, it is difficult for students to pronounce the alphabets and words correctly.
Teaching methods
Situational Language Approach, Communicative Language Approach, Task-based Language Approach, Total Physical Response (TPR)
Teaching aids
CAI and picture cards
Teaching procedure
Teacher’s activity
Students’ activity
Designer’s purpose
Step one : Warming-up (3min)
1.Free talk
(1min)
Be friends with students and use the used knowledge to greet students.
For example:
A:Nice to meet you!
B:Nice to meet you.
A:How are you?
…
Greet teacher and answer teacher’s question.
“Free talk” not only narrows the distance between students and the teacher but also arouses students’ interests quickly.
2.let’s play
(2min)
Use TPR (open your mouth, close your eyes, touch your nose, touch your face…)
At first, the teacher askes students to do the action, then askes students to make order.
Students listen to the order and do action.
Children like to do things with their hands, bodies and minds. In this activity, students can easily involve in the class. It also can create relaxing atmosphere for learning.
Step two : Presenting new knowledge (32min)
1.Presenting and Practicing
1.1presenting one (5min)
Teacher takes out a red pen, and shows it on the PPT. Also, shows an elephant on the PPT. The elephant named Emma.
E: My name is Emma. This is my red pen.
P: Yes. I am a red pen.
Teacher uses the suitable tongue to read the sentences. And then asks students to act as pen/Emma. And makes conversation.
Then, the teacher asks students to find out the similarity of “pen, red, elephant and Emma”. If the students have difficulty, teacher should give some tips.
When the students find out the letter “E, e”, teacher writes down on the blackboard. And sticks the word shape of “E, e”.
1.2practicing one(2min)
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
E, e, e, I am Emma, I have a pen.
E, e, e, I am a pen, I’m red.
1.3presenting two(4min)
Show the picture on the PPT. Then a clown comes, and he carries an ice cream.
C: Hi, Emma, I have an ice cream.
E: Wow, I like ice cream. Yummy, yummy, yummy.
Then ask students to find out the similarity of “ice cream, hi, like”.
When the students find out the letter “I, i”, teacher writes down on the blackboard. And sticks the word shape of “I, i”.
1.4practicing two(1min)
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
I, i, i, I like ice cream.
1.5presenting three(13min)
Show the pictures on the PPT.
(1)C: Please show me your hand.
E: Okay.(show his hand)
Ask students to find out the similarity of “Hi and hand”. And write “H, h” on the blackboard. And sticks the word shape of “H, h”.
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
H, h, h, show me your hand.
(2)The clown takes out a green gift.
C: Here is a gift.
E: Wow, I like it.
Ask students to find out the similarity of “green and gift”. And write “G, g” on the blackboard. And sticks the word shape of “G, g”.
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
G, g, g, it’s a gift. It’s green.
(3)C: Are you happy?
E: Yes.
C: If you are happy, please touch your face and show me your foot.
Emma does what the clown says.
Ask students to find out some similarities in this dialogue. And write “F, f”, “O, o”, “A, a”, “P, p” on the blackboard. And sticks the word shape of “F, f”.
Sing a chant. Show the chant on PPT and guide students to sing the chant together.
F, f, f, touch you face
1.6 Practicing four.(2min)
Listen and circle.
Use computer to play the sounds and ask students to do the test.
1.7 Practicing five.(3min)
Sing the whole chant. And use their hand to write the alphabets.
E, e, e, I am Emma, I have a pen.
E, e, e, I am a pen, I’m red.
F, f, f, touch you face.
G, g, g, it’s a gift. It’s green.
H, h, h, show me your hand.
I, i, i, I like ice cream.
1.8 Practicing five.(2min)
Write the alphabets in their exercise book. When they are writing, the teacher helps them to correct the writing. If they do a good job, teacher can show it in public and gives them praise.
1.1Students should listen to teacher carefully and say with teacher. Also, students should try to find the similarity.
1.2 Sing the chant together with teacher and clap hands.
1.3Students should listen to teacher carefully and say with teacher. Also, students should try to find the similarity.
1.4Sing the chant together with teacher and clap hands.
1.5.1Students should listen to teacher carefully and say with teacher. Also, students should try to find the similarity. And students should find other similarities.
1.5.2Sing the chant together with teacher and clap hands.
1.6 Students should listen carefully and do the test alone.
1.7 Students should sing the chant together and write with their hand.
1.8 Students should write the alphabets down.
1.1.1 The students will improve their comprehension skills when look those words.
1.1.2 The visual shapes of a word can help the students with word recognition skills.
1.1.3 Setting up a new situation can let students be interested in learning.
1.2 Children can’t force on the class all the time. This activity can draw students attention and can create a relaxing atmosphere for learning.
1.3.1 Using situation to teach word can make learning more meaning.
1.3.2 The students will improve their comprehension skills when look those words.
1.4 This chant can help students remember the new alphabet.
1.5.1 The students will improve their comprehension skills when look those words.
1.5.2 The visual shapes of a word can help the students with word recognition skills.
1.5.3 Setting up a new situation can let students be interested in learning.
1.5.4 The students will use their visual discrimination skills to answer these questions.
1.5.5 Chant can help students remember the new alphabet.
1.6.1 It can improve students’ listening skills.
1.6.2 Students can learn how to make a judgement.
1.7 It can help students review and remember the alphabets they have learned. Also, it can help them relax.
1.8 It can help students to correct their writing.
Step three: Extension (5min)
Games
(4min)
Game1:Mazes
Teacher hands out the paper to the students. And in the paper, there is a maze. On the maze, there is some information provided.
Game2: Fill the form.(五宫格)
Teacher also hands out the paper to the students. Students should complete the form without repetitions.
Students should finish the mazes and forms.
Those activities encourage the use of hand-eye coordination.
Students also need to use problem solving skills to follow the directions and complete these tasks
Students can remember those alphabets easily.
Homework(1min)
Copy the alphabets five times.
Find the part of body in life.
Finish the mazes and form.
Consolidation
Showing the students a list about those alphabets.
Board writing: