小学英语人教版 (PEP)三年级下册Unit 5 Do you like pears? Part B教案

这是一份小学英语人教版 (PEP)三年级下册Unit 5 Do you like pears? Part B教案，共4页。

My teaching cntent is Part B f Unit5 f PEP primary English, Bk2. This unit is mainly abut “D yu like pears?” This lessn is related t ur daily life, s it’s easy t aruse students’ interest. It includes tw parts: Let’s learn and Let’s chant.
The analysis f students
Our students are in Grade 3. As we all knw, interest is the best teacher fr students. S the teacher shuld attach imprtance t cmmunicatin with them, prviding them the chances f shwing.
Teaching aims
Knwledge aims
Students can master the new wrds: watermeln, grape, strawberry and the sentences: “I dn’t like… Me neither.”
Ability aims
Students can wrk in grups t talk abut the fd that they like r they dn’t like fluently. And students’ abilities f listening and speaking will be develped.
Emtinal aims
Fruit is healthy fr us, s we shuld eat sme in ur daily life.
The main pints and the difficult pints
The main pint is t make sure that students can master the new wrds and sentence patterns crrectly.
The difficult pint is the plural frm f strawberry.
Teaching methds
In this lessn, I will mainly use “TPR teaching methd”, “Task-based teaching methd” and “Cmmunicative language teaching methd”.
Teaching aids
Wrd cards, fruit bjects, multi-media, survey paper, etc.
Teaching prcedures
Step1. Warm-up
Free talk. (利用实物)
T: What’s this/that? Ss: It’s a pear/a banana/an apple.
T: D yu like pears/bananas/apples? S1: Yes, I d. / N, I dn’t.
Let’s chant abut fruit.
[Purpse]: T frm a better English learning surrunding fr students, and it prvides situatins t review the learnt knwledge fr the next step.
Step2. Presentatin
Play a guessing game.
T: It’s a kind f fruit. It’s green, and it’s big. What’s it?
Ss: 西瓜
Use the game f “Little Gun” t teach “water—meln”. Present the picture f tw watermelns t teach “water—meln—s”.
T: It’s a kind f fruit. It’s red, and it’s small. What’s it?
Ss: 草莓
Teach “straw—berry” in rise r fall tne. Present the picture f fur strawberries t teach “straw—berr—ies”.
T asks ne student t clse the eyes, tuch and taste葡萄, then guess.
Teach “grape” and “grapes” in high r lw vice.
[Purpse]: T present the new wrds by playing a guessing game t aruse the interest f students.
With the help f PPT, I set a situatin by presenting sme pictures f fruit.
T: Bys and girls, wh are they?
Ss: They’re Mike and Sarah .
T: Yes, they dn’t like watermelns. And I dn’t like watermelns.
By this, I’ll present the sentences “I dn’t like watermelns. Me neither.”
[Purpse]: T present the sentences in the situatin, which relates t the students’ real life experiences, t help students understand the language easily and naturally.
Play the tape, ask students t listen carefully and read after it.
[Purpse]: T develp students’ ability f listening.
Step3. Practice
Make a chant. (TPR teaching methd)
One watermeln, ne watermeln,
Tw watermelns, tw watermelns,
I dn’t like watermelns. I dn’t like watermelns.
Me neither. Me neither.
One strawberry, fur strawberries,
I dn’t like strawberries. Me neither.
[Purpse]: T help students remember the new wrds and sentences.
Rle-play
Divide Ss int 2 grups (Watermeln grup &Strawberry grup) t have a cmpetitin.
Give students 2 minutes t wrk in pairs t play a new dialgue, then ask sme pairs t act it ut in class.
[Purpse]: Making a new dialgue is t check if students can use the sentences “I dn’t like… Me neither.” crrectly. And t develp students’ abilities f cmmunicatin and cperatin.
Step4. Cnslidatin
D a survey.
Ask Ss t take ut the survey paper and give them 3minutes t prepare.
S1: Hi! I’m … I like… But I dn’t like…
S2: …
[Purpse]:T develp students’ ability f self-study.
Step5. Hmewrk
D a survey abut their gd friends r family members.
[Purpse]: T imprve students’ abilities f speaking and cmmunicatin.
Layut design
[Purpse]: T make the language pints clear and keep students’ interest f learning English.
教学反思：
这节课的课堂教学活动设计结构清晰，层次分明，整堂课我特别注意关注学生的兴趣和情感的调动，达到了较理想的教学效果。
在Warm-up 环节Free talk和一首Chant的导入复习了前一课时的单词和句型。之后通过猜谜游戏呈现新的教学内容，在这一节课我充分运用直观教学法。新授单词的教读，都是利用图片与实物，发挥了直观的优势。接着利用Zm这一卡通人物让学生在语境中学习新句型，在潜移默化中掌握语言，教学效果不错。在Practice环节我首先设计了一个chant来帮助学生记住单词和句型。接着我通过Pair wrk联系生活实际，设计让学生互相交流各自不喜欢的水果，既真实又有趣，激发了学生的学习兴趣。在巩固环节我设计了一个调查表的任务型教学，让学生由被动的知识容器变成积极的探索者，使学生体会到成功带来的喜悦，学习兴趣更浓了。
但也有不足之处，在教学活动中肢体语言不够丰富，三年级学生观察事物还是很简单，需要老师用一些夸张的动作或语气来调动他们的积极性。此外对学生的评价过于单调，比如，我让学生说说时，大部分学生都积极开动了脑筋，有的说的非常的好，我为了不浪费时间，只是以gd, great带过，显然学生对这样的评价不够满意。如果我能针对一些突出的回答，加以更好的评价的话，学生应该还可以更活跃。总之在以后的教学过程中，我应不断改进取得更好的教学效果。