教育部参赛词汇教学钟秀清.docx

1、教育部参赛词汇教学钟秀清Do you like pears?教学设计教师钟秀清教学年级三年级课题名称Do you like pears?指导教师张凝教材版本PEP小学英语课时(period)第四课时一、整体设计思路、指导依据说明 整节课融合了科学和综合实践课的内容，以“任务型”教学为纲领，结合直观教学法进行教学。“任务型”教学法是整堂课通过“做水果拼盘”这一任务开展一系列活动，环环相扣，层层深入。直观教学法是通过电脑多媒体、实物和图片等多种形式展示所学水果，让学生直接地感知所学内容，一目了然。二、教学背景分析学生分析三年级学生的年龄特点是活泼好动、善于模仿、好奇心强，有一定的英语知识，他们已经

2、掌握了有关颜色等的相关知识。教材分析本节课是PEP小学英语三年级下册Book 2 Unit 4 Do you like pears?第四课时B. Lets learn，本课的学习目标是掌握四个水果的单词，并能运用Can I have? Sure, here you are. 句型来进行问答。三、教学目标与策略分析教学目标(1) 掌握四个水果单词apple, banana, strawberry和grapes.(2) 了解这几种水果的有关知识：生长地、树、叶子和形状等。(3) 小组合作，制作精美果盘，并能用英语向大家介绍。教学策略本节课在教授新单词过程中，为了让学生牢固地掌握这几个新单词，采用多

3、种形式导入，让学生从尝、闻、摸、看等方面来导入水果单词的教学，从而激发和吸引学生。为了突破难点，在教新单词的过程中，运用phonics来教学生拼读单词，引导学生通过“shape”来认读单词。整节课以“任务型”教学为纲领，结合直观教学法进行教学。“任务型”教学法是整堂课通过“做水果拼盘”这一任务开展一系列活动，环环相扣，层层深入。直观教学法是通过电脑多媒体、实物和图片等多种形式展示所学水果，让学生直接地感知所学内容，一目了然。四、教学重、难点分析 重点：1.能听、说、认读四个有关水果的单词：apple, banana, strawberry, grapes2.能用What do you like

4、? I like Can I have some? Sure, here you are.句型来进行问答。难点：四个单词的正确发音。五、教学过程设计（附流程图）Step 1. Warm up 热身互动，自然导入。1. Greetings2. Lets chant.(二年级学过的儿童英语的内容)Watermelons, papaya. Mango, peach and banana. Apple, grapes, strawberry. Orange, pear, red cherry【设计目的】在教学活动开始时，我设计了用二年级学过的水果进行Lets chant.目的为了活跃课堂气氛，学生在手

5、舞足蹈的过程中复习了旧知识，并在不知不觉中走入新课。Step 2. Presentation引入新知，层层突破。1.Enjoy the fruit pans.(欣赏幻灯片里水果拼盘，导入新单词的教学) 【设计目的】通过让学生看电脑多媒体上呈现的琳琅满目的水果拼盘，激发学生浓厚的学习兴趣，并能创设情景，引入水果单词的教学。2. Teach the new words（从看、闻、摸、尝等方面导入新单词的教学）(1)T: Ill give you some tips.(在黑板上画一个小圆圈) Guess！（让学生各抒己见）教grape, one grape, two grapes, many gra

6、pes. Grapes, grapes, purple/green/red grapes. (个别)Do you like grapes? What colour is the grapes?(板书并带读) I put the grapes here.(2)T: (拿着装有香蕉的袋子)Then I want to put this fruit in my pan. (做闻的动作)Mmm., it smells good. Smell it, please. Whats that? Teach banana, banana, yellow banana. I like bananas. （板书并

7、带读）Do you like bananas? One banana, two bananas. I put the bananas here.(3)T: I want to put something red on my pan. Whats that?(让学生说)Maybe. Do you want to know? Touch it. Teach strawberry, strawberry, red strawberry. I like strawberries.（板书并带读） Do like strawberries? Me, too. Who can help me put it

8、in my pan?(4)T: What else shall I put in my pan?(请学生品尝)Taste it. Whats that? Teach apple, apple, green apple and we also have red apple. I like apples. (板书并带读) I put the apple here. Draw the shapes of the words. (带读)【设计目的】运用实物通过想象、闻、摸、尝等步骤教授apple, grapes, banana, strawberry, 吸引学生的注意力，激发学生的学习激情。在教授新单

9、词的过程中注意phonics教学，如：通过学生熟悉的单词的发音，引导学生去拼读新的单词，或是通过勾画单词的形状，让学生感知单词等等。边教单词边教学生做果盘，为下面放手让学生自己做果盘奠定了基础。Step 3. Practise趣味操练，巩固新知1. Game: Listen and show.(拿起水果盘) Whats on my fruit pan now? Green apple, red strawberry, purple grapes and yellow banana. Its not enough. I need more. I want a pear. Who has pear

10、? Stand up and show me the pear. Ss: I have a pear.T: Can I have a pear, please?Ss: Sure, here you are.T: Thank you. Who has a pear/ peach.Can I have a/ some.?T: Who has an apple?Ss: I have an apple.【设计目的】老师通过要使水果盘更丰富，想要借一些水果，调查谁带了些什么水果Who has a pear.?带了相应水果来的同学拿起水果并说I have,活动的目的主要是训练学生听的能力,看谁反应快。2.

11、Guessing game(看幻灯片里水果的形状、果树和横切面等，猜是什么水果) :Guess and say.T: You have an apple. Look! Is that an apple? What fruit is this? (看电脑屏幕猜水果)【设计目的】(通过从水果的部分、横切面和生长的环境，猜什么水果) 游戏的目的是让学生从水果的多维度、横切面、树叶和水果树来让学生猜出各种水果。培养学生的发散思维，并使学生从多方面了解水果。3. Taste and say （食神大赛，每组派一个学生出来尝水果，举牌，学生说出水果的名称。）T: The peach is fresh an

12、d yummy. I have some yummy fruit for you, too. Who would like to taste the fruit and show the cards? The other students say the words. OK? Any volunteers?(其中有个盒子里装着奇异果，学生没猜出)【设计目的】学生通过品尝老师盒子里的水果并以最快的速度举起相应的单词卡，让其他同学说出来，看谁最快。这个游戏的目的是通过学生品尝各种水果，结合了学生对水果单词的认读能力，看谁反应快。Step 4. Consolidation拓展延伸，学以致用。1. D

13、emo（老师做示范，用简单的英语介绍水果拼盘）T: (Show the box) Its the kiwi fruit. And Id like to put the Kiwi fruit in my pan, too. (走到一个学生面前) Give me a Kiwi fruit, pleaseS: OK, here you are. T: Thank you. Look at my fruit pan. This is green apple. This is red/green Do you like it? 【设计目的】老师通过设计让学生借水果盘的情景，让学生说Can I have,

14、please?自然地把他们引进到做果盘的环节，并教会了他们用Can I have?来借东西的用语，这样不但培养了学生学习英语的兴趣而且也培养了他们动手动脑的能力2.Borrow the pans and make the fruit pans in groups.（老师创设情境，引导学生用Can I have?问别人借东西）Here are six pans. Come here. You can borrow the pan from me like this: Can I have this pan? The other group leaders come here. Now its y

15、our turn to make the fruit pans in your groups, and you can borrow fruits from me and the other groups. Are you ready? Go!【设计目的】在小组合作制作水果盘的过程中让学生能用上Can I have? Give me the, please. 来向他人借水果，在不知不觉中运用了语言。3. Show time.（小组展示果盘，并用英语进行介绍）T：Which group can show your fruit pan?（叫几个小组出来展示并介绍果盘）【设计目的】 让学生用简单的英

16、文对自己组的水果盘进行介绍。Look at our fruit pan. We have green grapes达到了综合语言运用的能力。4. Vote for the fruit pans.（为喜爱的果盘投票）T: Now please vote for your favourite fruit pan, but not yourselves. Group A vote first. Then Group B. Which one is the winner? Congratulations!【设计目的】这个活动通过让学生为喜爱的水果盘投票，在这堂课中，除了有老师对学生的评价，还有生生之间

17、的评价，充分发挥民主的精神。Step 5. Sum up and homework1. The fruit pans are beautiful. You can share the fruit with your friends and your teachers after class. All of you did a good job. Lets sing a song “Fruits”.2. Here are some tips about fruits（各种水果的营养价值）。Fruits are good for our health. So we should eat fruit

18、s everyday.通过让学生了解一些水果的营养价值，从而教育他们要多吃水果，不要挑食。3. Homework:搜索更多有关水果的英语单词并跟你的同学分享。 教学流程图：Greetings Step 1 Warm up Lets chant Enjoy the fruit pansStep 2 Presentation P resentation Step 3 Practice 1.Listen and show 2.Guessing game 3. Taste and say Group work: make the fruit pans Step 4 Consolidation and extension Vote for the fruit pans Step5 Sum up and homework 六、教学评价设计 A B七、板书设计评价： A BUnit 4 Do you like pears? B. Lets learn What do you like? I like apple banana strawberry grapes八、附件