人教精通版三年级下册Unit 4 Do you like candy?Lesson 21教学设计
展开教师姓名 |
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学科 | 英语 | 年级/册 | 三年级下册 | 教材版本 | 人教精通版 | |
课题名称 | Unit 4 Do you like candy ? Lesson 21 | |||||
难点名称 | 能听懂句式:Show me your...; Eat the...; Smell the...; Drink the...并能做出相应动作。本课拓展句式:Do you like...? 会用否定回答No, I don’t. 并能够听懂Does he/ she like...? 会用简单的Yes.或No.回答。能够运用语言根据情境进行真实自然交流。 | |||||
难点分析 | 从知识角度分析为什么难 | 一、知识与能力: Language aims: 1.Enable to listen ,say and read the words : fruit,egg ,coffee. 2.Enable to write the letters: Ee , Ff . 3.Enable to say the sentences with their partners. Do you like...? Yes, I do. What about you? I like mangoes.
二、过程与方法: 通过参与学习过程,培养学生的合作能力、敏锐的观察力和快速反应能力。 三、情感态度价值观: 通过游戏和chant,激发学生对英语的学习兴趣。 | ||||
从学生角度分析为什么难 | 学生个别差异性比较大,再加上对于英语的学习才学了半学期,对英语熟练程度还有待进一步加强 | |||||
难点教学方法 | 情景教学法(课件),自然拼读法,游戏教学法。 | |||||
教学环节 | 教学过程 | |||||
导入 | Step1:warm ing up 1. Make greetings with the students. T:Hello,boys and girls . Ss: Hello,teacher 2. The teacher gives students some instructions and lets students do the right actions. T:Boys and girls, first, let’s do some actions together, Ok? Show me your…. Touch your …. 3.Let's sing Apple song 4.Let’s chant. | |||||
知识讲解 (难点突破) | Step2: Presentation 1. Review the letters and words.(出示课件) 2.Learn the letters :Ee Ff and teach them write it. 3.Discussion 我们还学过的哪些单词含有字母e或f呢? 4 .Learn the words:egg、 coffee 、fruit 5.Practice Play a game :大小声 6.Learn the dialogue. | |||||
课堂练习 (难点巩固) | Step3: Practice 1.Lead in the sentences: "I like...and ..." "Me too!" and let students practice them. A chain game to practice the sentence: I like...and ... 2、Role-play the dialogue. 3、practice : Look and see. 4、practice Let’s play. | |||||
小结 | Summary: Complete the dialogue. let’s enjoy them. Please eat more fruit, enjoy food, and enjoy life! | |||||
作业布置 | Homework: 1.Write the new letters “Ee” and “Ff”. 2.Finish the exercise book. ★ 3. Make up a new dialogue with your friend | |||||
板书设计 | Unit 4 Do you like candy? Lesson21 egg coffee fruit A:I like milk and eggs, Ee Ff B:Me too. Do you like fruit? A:Yes ,I do. I like oranges. | |||||
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