三年级下英语教案Module 4 Unit1 Do you like meat外研版.docx

1、Unit1Do you like meat?教学目标知识目标:1.能听懂、会说、会读单词:meat,noodles,rice,fish,milk。2.能听懂、会说并能够运用重点句型:Do you like.?Yes,I do./No,I dont.能力目标:通过学习培养学生的听说能力、语言的运用能力及学习的迁移能力。情感目标:通过完成活动,增强学生的探究、合作、竞争意识;培养学生良好的学习习惯,形成一定的学习策略。教学重点1.掌握新单词:meat,noodles,rice,fish,milk。2.掌握并能够运用重点句型:Do you like.?Yes,I do./No,I dont.教学难点

2、正确运用句型:Do you like.?Yes,I do./No,I dont.教学用具PPT,word cards,paper,crayons and stickers.教学过程Step1Warm-up1.Greeting.T:Good morning,boys and girls!Ss:Good morning,Ms Wu!T:Sit down,please.2.Say a chant.T:Lets say the chant:I like coffee together!(播放歌曲,全班齐唱,复习like的用法)Step2Lead-in1.用彩色卡纸或气球引入。T:Look,what c

3、olour?Yellow.I like yellow.Do you like yellow?问几个学生,依次引入green,blue。T:Lingling and Amy are playing a game.Lets have a look.学生进入Part one的学习。播放DVD中Part one部分。第一次听后问学生:What game is it?第二次听后一起做游戏。2.用meat单词卡导入。T:Whats this?Ss:Meat.T:Do you like meat?导入Module 4 Unit 1课题并板书领读课题 Do you like meat?Step3Learnth

4、etext1.Learn new words.T:Lingling and Amy are hungry.They will go home for dinner.Now lets have a look:What do they have?播放CD-ROM,学生看后,教师用头饰逐个问并教单词:MsSmart-riceLingling-meatSam-noodlesAmy-meat/fishTom-milk操练1:图片闪现食物,让学生快速说单词。操练2:火眼金睛Which word is flying?(1)学习5个新单词:meat,noodles,rice,fish和milk。(全班齐读,看

5、口型,大小声操练单词)(2)出示单词图片:please,teacher中ea的发音与meat相近,练习读音,老师板书,学生拼读。2.Present the sentence pattern.T:Do you like.?Ss:Yes,I do./No,I dont.(将其中的两张卡片放于作肯定回答的学生处,以便操练“Passmethe.,please.”这个句子)3.Listen,point and find:Do you like.?播放CD-ROM,听后要抽查学生读出“Do you like.?”然后利用课件对句型进行总结操练,并把句型编成chant:Do you like meat?Do

6、 you like meat?Yes,I do.Yes,I do.Do you like fish?Do you like fish?No,I dont.No,I dont.4.T:Read after the CD-ROM and try to imitate the intonation and emotion.(全班读,小组读,个别带读)Step4Practice1.Role play.T:Now Ill give you 2 minutes to read the text with your partner.Then well have you do role play on the

7、 platform.(Pick 3 groups to come to present on the platform.)2.Do Activities 1 and 3.Let the students listen for the first time,choose correct answers for the second time and check the answers together.Step5Extension将学过的动物或运动以图和拼写的形式一一罗列在上面,让学生使用“Do you like dog?”这样的句子来互相询问,进行调查。如果答案是肯定的,那么应回答:“Yes,

8、I do.I like dog.”T:Please make a form about your investigation result in groups.If the answer is yes,please tick.If the answer is no,please cross.Choose some groups to present on the platform and give them encouraging words and stickers.Step6SummaryT:Lets say the chant we have learnt together!(全班齐读学

9、过的chant,复习今天所学的内容)Step7Homework1.Read the text 5 times.2.Make a survey about your family members likes and dislikes about colours and sports.Make the result on the paper.板书设计我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕

10、叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫

11、乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。Module 4 Unit 1 Do you like meat?meatnoodlesricefishmilk宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。Do you like.?Yes,I do./No,I dont.