小学英语单词课教学设计模板.doc

B Let’s learn Let’s do单词课教案加句子四．教学过程（5P 教学模式3P）Step 1 Preparation（准备活动）GreetingsFree talk 课前交流：Step 2 Presentation（一）Learn the new words (整体呈现)Ask Ss to watch a video: The fox and the tiger chopsticks, fork, knife, spoon, plate 全部整体呈现出来让学生从整体上感知这五个单词1. chopsticksI’m hungry. I’d like some noodles. ( Teacher shows a picture of noodles. ) Where are my chopsticks? Oh, they are here.T shows the picture of chopsticks, and get Ss to read the word after T three times. Then Ss will read the word chopsticks individually.T do the action and say I can use the chopsticks. Can you use the chopsticks?T: Do you like noodles?S: Yes, I do.T: Here you are. Can I help?S: Yes. Pass me chopsticks.T: Here you are.S: Thank you!T: Good job！2.fork and knifeT: Do you like beef? S: Yes, I do.T: Here you are. Oh! Give you a fork and a knife.（师把刀叉给该生。

T: Pass me a fork. 该生把叉子递给老师教师展示叉子，教读两遍；师展示图片，领读，生跟读；学生传图片开火车读T: read it and pass it）T: Pass me a fork. 学生把叉子图片传给教师教师板书单词，领读，生跟读教师展示刀子，教读两遍；师展示图片，领读，生跟读；学生传图片开火车读T: read it and pass it）T: Pass me a knife. 学生把刀子图片传给教师教师板书单词，领读，生跟读3.spoonI’d like some soup. Give me a spoon. 学生把勺子递给老师教师展示勺子，教读两遍，师展示图片，领读，贴图，学生分组读或开火车读教师板书单词，领读生跟读看课件（单词迁移）教师对学生说：Give me a spoon. 学生做动作4.plateTeacher tell the Ss he would like some meat. And ask them to pass/give a plate to the teacher. T: Show me your plate. （ Ss show their plates to T.)Then Ss read Plate after T three times while showing the picture of plate.教师接过盘子并展示，教读两遍，师展示图片，领读，贴图，学生分男女生读或开火车读。

教师板书单词，领读看课件（以旧引新 plane→plate）教师对学生说：Wash the plate.教师手拿洗碗巾，做洗盘子的样子，然后让学生做动作设计意图：通过吃食物引出餐具，教师展示实物、图片、词卡、一系列读的活动和 TPR，让学生充分练习单词.）（二）Listen and learn ( 听音正音 )1. Listen,point and pay attention to the pronunciation and intonation.2. Listentothetapeandrepeat.（设计意图：通过看书，听录音，手指单词，注意语音语调，跟读，最大程度上地模仿认读单词三）Pair work ( 合作学习 )Do pair work with deskmates, using flashcards. A：Jack，can I help? B：Yes. Pass me a … . Then exchange roles and go on with the pair work.（设计意图：在语境中练习餐具单词Step 3 Practice（趣味操练）1. Lucky babyT: I want a tableware. Guess, which one I want?( 教师点击鼠标，开始转动，学生猜，再点鼠标，停止转动，某件餐具停下来并变大。

)（设计意图：通过 lucky baby 这个活动，让学生在音、意上练习单词2. What’s missing?Teacher shows five flashcards, then take away one of the cards quickly and ask Ss to find out which card is missing. After Ss guess right, show the card and Ssreadtheword on the card twice.I will show flashcards, then take away one of the cards quickly and ask Ss to find out which card is missing. After Ss guess right, I will show the card and Ss will read the word on the card together. This game will go on until all the new words are practiced at least three times.（设计意图：通过 what’s missing 这个活动，让学生达到音、形、意练习的目的。

Hot potato, Highandlowvoice, Snowball )3. Let’s do ( TPR Total Physical Response ) T: Look, listen and do actions.（设计意图：通过 TPR 活动，进一步复习巩固单词4. Pair workStep 4 Production（输出 Consolidation & Extension)T: The tiger invites the king to eat big dinner.1.Teacherdemonstrateadialoguewithastudent.T: What would you like for dinner?S: I’d like some beef… .T: Can I help?S: Yes, pass me a fork /… .T: OK. Here you are.S: Thank you.T: Super！2. Group work: imitate the dialogue in the group.3. Some Ss act out their dialogues in front of the class.（设计意图：通过设计了一个老虎请客的情景，让学生练习句型和餐具单词。

Step 5 Progress（检测提高）1.做当堂达标题 基础训练 P40 第 1 题设计意图：进一步从形、意上巩固单词2. Summary：T: What have you learned today？学生自己总结本课所学的内容S1：我学习了 5 个有关餐具的单词S2：我知道了如何询问是否需要帮助S3：我知道了左手叉右手刀设计意图：让学生自己说一下这节课的收获，可以是学习了单词，可以是饮食文化方面的知识3. Homework（1）听录音跟读 B Let’s learn，听录音做动作（Let’s do）（2）将所学过的餐具的英文名称说给父母听设计意图：通过听说认读活动，将课内知识延伸到课外。