Unit7 Fruits lesson1 全英教案（含教学反思）
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| 名称 | Unit7 Fruits lesson1 全英教案（含教学反思） |  | |
| 格式 | doc | ||
| 文件大小 | 38.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（三年级起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-05-06 17:45:53 | ||
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Unit7 Fruits
Lesson1 It’s a banana.
Teaching Aims:
1.Knowledge Objectives
Ss can learn some nouns as apple、orange、peach、nut...
Ss may know how to ask other people What’s this? and answer questions.
2.Ability Objectives
Ss will develop the ability of listening and strengthen their understanding of those important words and sentence structures.
From the functional item practice, Ss may apply them in the real communication, improve their listening ability as well.
3.Emotional Objectives
Ss have the interest and desire to learn English, and happy to participate in various English practice.
Ss can help each other to complete learning task.
Teaching Key and Difficult Points
The name of several fruits.
What抯 questions to ask the objects and use the right sentence to answer.
Teaching steps
Ⅰ.Greeting
say hello to Ss, and review How are you?
Ⅱ.Warming up and lead-in（4min）
1.Play a video for Ss.( Finger Fruit)
2.let Ss find what are they in this video, and lead to the word “fruit”.
Ⅲ.Presentation（10min）
1.Show a picture about“banana”for Ss and tell them today we will learn other fruits.
2.Show the pictures of the new words, let Ss guess the Chinese name of these fruits.
3.The teacher lead the reading for three times, give Ss 1 min to practice.
4. Take the cards, let Ss read fast.
Ⅳ.Practice（10min）
5.Game.
①Invite 2 groups（4 Ss for a group） to use the head-wear of fruits to introduce themselves,（I am ...） other Ss follow them to read.
②Do you want to eat?（in PPT）
Use the sentence structure “It’s a/an ...”to introduce these fruits to your classmates in PPT.
Show the sentence structure: What’s this? It’s a/an ... Then let Ss do pair work with their classmates, pick 3-4 pairs show their sentences.
Do you know “love”?（it means like）For example: I love banana. Let several Ss make sentence.
Ⅴ.Production（12min）
Listen and read
①open your book and read freely.
②play the audio for twice and let Ss to follow it.
③pick 1 student to read loudly.
④role play.
⑤class read together.
Guess game
Learn to say（turn to book）
Pick 2 Ss as the teacher to teach other Ss to read.
What’s this?
It’s a banana/nut/peach.
an apple/orange.
4.Listen number and say.（twice）
Ⅵ.Summary（3min）
Today, we learn the sentence What’s this? It’s a/an ... and some fruits: apple、orange、peach、nut.
教学反思：
本课时主要是通过水果歌曲导入新课，借助多媒体和图片展示学习本课需要掌握的单词及句型。在课堂上我注重了师生之间的互动，同桌之间以及组员之间的结对学习，但部分学生对于单词的读音读的不够规范，学生自主学习还有待加强。教学目标基本上实现，课堂氛围较活跃。
一、 课前3分钟呈本节课有关视频，训炼学生听说能力。
二、尽量用英语组织教学，创设各种情景，鼓励学生大胆对话。
用英语组织教学，可以烘托英语课堂气氛，增强学生的求知欲，提高学生的听说能力。这一环节非常重要，是学生练习听力的良好机会，也是学生学习与模仿的途径之一。我一直坚持用英语讲课，刚开始从最简单的短语、句子、日常英语开始，然后逐步加深。当学生听得不太懂时，我配以夸张的动作、表情或适当的_è§?é??_说明，使学生沉浸在浓厚的英语气氛之中，通过英语交流，提高了学生听说能力，也无形中发展了学生运用英语进行交际的能力，培养了他们灵活运用英语的习惯。
用直观教具，为学生创造良好的听说环境。
实物、图片、幻灯片等是英语教学中常用的直观教具，除教师制作直观教具外，我发动学生自己制作教具、学具，以便进行同桌、分组、找朋友等多种形式的听说训练。单词教学、对话教学等都可以让学生自己动手做图片卡、单词卡、句型卡或头饰、道具。这样安排不仅有利于师生进行听说训练，而且也能促使学生动脑动手，激发学生的学习兴趣，提高课堂效率，教学效果非常好。
四、扮演角色，进行会话，发挥学生的表演才能，在真实的情景中灵活的运用英语。
英语作为一门语言，应体现它的交际功能；我一贯认为学生会应用英语是关键，所以充分给学生自由发挥的空间，通过小组合作、师生合作，让他们充分的发挥想象，运用所学的内容自编自演谈话内容。这样学生活学活用了英语，同时也培养了学生的表演才能。我在领读时声音、语调都带有感彩，把各个角色的性格、特点淋漓尽致地表现出来，同时也让学生在表演时拿出自制头饰之类的简单道具，并模仿原声带中的语音、语调，带有逼真表情和贴切的动作，使学生有身临其境之感，从而加深他们对知识的记忆。
Lesson1 It’s a banana.
Teaching Aims:
1.Knowledge Objectives
Ss can learn some nouns as apple、orange、peach、nut...
Ss may know how to ask other people What’s this? and answer questions.
2.Ability Objectives
Ss will develop the ability of listening and strengthen their understanding of those important words and sentence structures.
From the functional item practice, Ss may apply them in the real communication, improve their listening ability as well.
3.Emotional Objectives
Ss have the interest and desire to learn English, and happy to participate in various English practice.
Ss can help each other to complete learning task.
Teaching Key and Difficult Points
The name of several fruits.
What抯 questions to ask the objects and use the right sentence to answer.
Teaching steps
Ⅰ.Greeting
say hello to Ss, and review How are you?
Ⅱ.Warming up and lead-in（4min）
1.Play a video for Ss.( Finger Fruit)
2.let Ss find what are they in this video, and lead to the word “fruit”.
Ⅲ.Presentation（10min）
1.Show a picture about“banana”for Ss and tell them today we will learn other fruits.
2.Show the pictures of the new words, let Ss guess the Chinese name of these fruits.
3.The teacher lead the reading for three times, give Ss 1 min to practice.
4. Take the cards, let Ss read fast.
Ⅳ.Practice（10min）
5.Game.
①Invite 2 groups（4 Ss for a group） to use the head-wear of fruits to introduce themselves,（I am ...） other Ss follow them to read.
②Do you want to eat?（in PPT）
Use the sentence structure “It’s a/an ...”to introduce these fruits to your classmates in PPT.
Show the sentence structure: What’s this? It’s a/an ... Then let Ss do pair work with their classmates, pick 3-4 pairs show their sentences.
Do you know “love”?（it means like）For example: I love banana. Let several Ss make sentence.
Ⅴ.Production（12min）
Listen and read
①open your book and read freely.
②play the audio for twice and let Ss to follow it.
③pick 1 student to read loudly.
④role play.
⑤class read together.
Guess game
Learn to say（turn to book）
Pick 2 Ss as the teacher to teach other Ss to read.
What’s this?
It’s a banana/nut/peach.
an apple/orange.
4.Listen number and say.（twice）
Ⅵ.Summary（3min）
Today, we learn the sentence What’s this? It’s a/an ... and some fruits: apple、orange、peach、nut.
教学反思：
本课时主要是通过水果歌曲导入新课，借助多媒体和图片展示学习本课需要掌握的单词及句型。在课堂上我注重了师生之间的互动，同桌之间以及组员之间的结对学习，但部分学生对于单词的读音读的不够规范，学生自主学习还有待加强。教学目标基本上实现，课堂氛围较活跃。
一、 课前3分钟呈本节课有关视频，训炼学生听说能力。
二、尽量用英语组织教学，创设各种情景，鼓励学生大胆对话。
用英语组织教学，可以烘托英语课堂气氛，增强学生的求知欲，提高学生的听说能力。这一环节非常重要，是学生练习听力的良好机会，也是学生学习与模仿的途径之一。我一直坚持用英语讲课，刚开始从最简单的短语、句子、日常英语开始，然后逐步加深。当学生听得不太懂时，我配以夸张的动作、表情或适当的_è§?é??_说明，使学生沉浸在浓厚的英语气氛之中，通过英语交流，提高了学生听说能力，也无形中发展了学生运用英语进行交际的能力，培养了他们灵活运用英语的习惯。
用直观教具，为学生创造良好的听说环境。
实物、图片、幻灯片等是英语教学中常用的直观教具，除教师制作直观教具外，我发动学生自己制作教具、学具，以便进行同桌、分组、找朋友等多种形式的听说训练。单词教学、对话教学等都可以让学生自己动手做图片卡、单词卡、句型卡或头饰、道具。这样安排不仅有利于师生进行听说训练，而且也能促使学生动脑动手，激发学生的学习兴趣，提高课堂效率，教学效果非常好。
四、扮演角色，进行会话，发挥学生的表演才能，在真实的情景中灵活的运用英语。
英语作为一门语言，应体现它的交际功能；我一贯认为学生会应用英语是关键，所以充分给学生自由发挥的空间，通过小组合作、师生合作，让他们充分的发挥想象，运用所学的内容自编自演谈话内容。这样学生活学活用了英语，同时也培养了学生的表演才能。我在领读时声音、语调都带有感彩，把各个角色的性格、特点淋漓尽致地表现出来，同时也让学生在表演时拿出自制头饰之类的简单道具，并模仿原声带中的语音、语调，带有逼真表情和贴切的动作，使学生有身临其境之感，从而加深他们对知识的记忆。