《PEP小學英語》Book 3 Unit 5第一課時教學設計
4. practice(1) t: do you like hamburgers? s1: i like hamburgers. t: me too.(板書出示)(2) pair work:s1: i like hamburgers.s2: me too.(3) s1: i like hamburgers.t: here you are. s1: thank you! (引導學生說禮貌用語。發給學生印有hamburger的小卡片) 5. present “hot dog”. (1) t: look, what’s this? ss: hot dog.(2) teach the word with different intonations. (3) present the plural form.(4) t: do you like hot dogs? s1: i like hot dogs.(板書出示) t: me too. (5) pair work:s1: i like hot dogs.s2: me too.(6) s1: i like hot dogs.t: here you are. s1: thank you! (引導學生說禮貌用語。發給學生印有hot dog的小卡片)6. present “french fries”. (1) t: can you guess what’s in my hand? (先猜食 物,然后圖片逐步出示) ss: french fries(2) 分音節教授.(3) teach the word with different intonations.(4) t: do you like french fries? s1: i like french fries.(板書出示) t: me too. (板書出示)(5) pair work:s1: i like french fries.s2: me too.(6) s1: i like french fries.t: here you are. s1: thank you! (引導學生說禮貌用語。發給學生印有french fries的小卡片)7. review the 3 words. l 由歌曲中出現的顏色單詞引出新句型i like….句不離詞,詞不離句,體現語言的整體性原則。 l 老師自己制作的精美圖片更能吸引學生的注意,激發學生的興趣。l 由上一環節出示的句型i like….引出單詞,環環相扣,過渡自然。l 分音節教學降低單詞的學習難度。l 注重語音語調的滲透。 l 復數形式的學習是本階段學生學習的難點。用清晰簡潔的卡片可以幫助學生形象地理解語法知識,并讓他們明白在何時運用。 l 及時的操練與鞏固是強化記憶的良好方法。pair work引導學生合作學習。l 創設真實的語境,讓學生理解語言的用途,并在情境中使學生逐步學會禮儀,進行情感教育。 l 注意尾音,以及地道的發音(/t/沒有)。 l french fries的發音是本課的學習難點,可以采取小組讀,男女生讀,個別抽讀等多種操練形式加以鞏固強化,并及時糾錯。