新标准英语三年级上册《Doyoulike》教学设计及反思.doc

新标准英语三年级上册
Module4 Unit1 Do you like meat?教学设计及反思
一．教学目标：
1、知识目标：
学生能够掌握四会单词meat, rice, noodles, fish, milk，pass以及认识单词but, mum.能够运用Do you like…?”Yes, I do.和No, I don’t.进行问答，并可以进行交流。并对pass me the...和here you are.有一初步认识。
2、能力目标:
　通过听、说、表演等活动培养学生的英语语感，提高学生的思维能力和语言交际能力。
3、情感目标:
通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性；把所学语言知识与实际生活紧密结合。
　4、策略目标:遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。
二．教学重点、难点：
掌握五种食物的英语单词，谈论并询问他人的喜好。
三．教具准备：
多媒体课件，自制图片，卡片。
四．教学过程：
1．Warming-up: Chant
T: hello, boys and girls. Today I divide you into four teams: noodles team, meat team, milk team and fish team. Try your best to be No.1. OK?
S: OK.
T: Firstly, listen and chant.
T: Listen and look.
T: Now follow it.
2、Leading in: Riddles
T: Do you like the chant? Yes or no?
S: Yes.
T: I like it, too. Look! What color is it?
S: It’s red.
T: Hello, girl. Do you like red? Yes or no?
S: Yes.
T: You like red. But I don’t like red. (教but采用卡片高低声音大小的方式读两遍。) Guess what’s behind the red picture? It’s a kind of fruit. It’s red. It’s round.
S: Apple.
T: Clever! Rice for you! What about this one?
S: Yellow.
T: Guess what’s behind the yellow picture?
T: It’s a kind of food. It can swim. Cats like it.
S: Fish.
T: Super! Rice for you!
T: Noodles team, read it Go on!
T: Fish is so yummy. I’m hungry. Are you hungry?
Now let’s go to Sam’s family and talk about food .
3、New teaching:
（解决重点单词noodles, meat, milk,并采用不同方式进行操练）
Q: （Sam）I like _________. (noodles)
Q: (Amy) I like__________. (meat)
Q: (Tom) I like__________. (milk)
T: Listen and answer.
T:No.1 question:（Sam）I like _________.Which one is right? Noodles, meat, milk?
T:(拿出noodles单词卡) Attention, please! “oo”【u：】. Noodles.
T: Show me your fingers. Spell it together. N, o, o, d, l, e, s.(板书noodles).
T: No.2 question:（Amy）I like _________. Which one, meat or milk?
T: (拿出meat单词卡) Eat-meat.
T: Fingers, please! Spell.
T: The last one. Answer it together.
T:(拿出milk单词卡) Spell, please. M, i l, k.
解决本课重点句型
Do you like meat?
Yes, I do.
Do you like fish?
No, I don’t. 并在操练中通过大小声游戏引入重点词语rice和句型Pass me the rice.
Here you are.
继而进行重点句型Do you like..?
以及pass me the …的拓展练习。
Q: Do you like meat? (Yes, I do.)
Q: Do you like fish? (No, I don’t)
Do you like..?的学习
T：You did a good job! Listen and answer again. Come on! Follow it.
T: No.1 question, who can read it?
S: Do you like meat?
T: Answer. Yes or no?
S: Yes, I do.
T：Question 2, volunteer read it.
S: Do you like fish?
T: Answer?
S: No, I don’t.
T: Read it together.(板书四句话)
T: Time for play. Let’s drive a train.
T: Excellent train drivers! Now let me see who has a keen ear. Listen carefully.

T: (whisper) Do you like noodles? Yes, I do.
S: Do you like noodles? Yes, I do.(加奖励)
T: (whisper) Do you like fish? No, I don’t.
S: Do you like fish? No, I don’t.
T: (whisper) Do you like rice? Yes, I do.
S: Do you like rice? Yes, I do.
T:(拿出rice单词卡) who can read it?
S: Rice.
T: A falling down game for you. Spell, please.(板书rice)
Pass me the rice. Here you are.的学习
T: Where is rice? Stand up, please! (手里有rice卡片的同学起立)
T: Pass me the rice. You can say‘Here you are’.
S: Here you are.
T: Thank you.
T:(拿出pass单词卡) Pass.
S: Pass.
T: Here you are.
S: Here you are.
T: It’s happy time now. Ready? Go!
T: Pass, pass, pass me the book.
T: Pass, pass, pass me the pen.
T: Pass, pass, pass me the ruler.
T: you are so cute. Well, where is meat? Pass me the meat. Who can help me?
S1: Pass me the meat.
S2: Here you are.
S1: thank you.
T: Pass me the meat.
S1: Here you are.
T: Thank you.
T: Where is milk? Let’s say together.
T/S: Pass me the meat.
S3: Here you are.
T/S: Thank you.

巩固学习效果，构建课文的整体框架。
T: you are so brave in my class. Well, who can be a little teacher ? Come here，please（小老师领读知识点）
T: Well done! Now enjoy the reading. Turn to page 20. Listen, point and follow it.
四、Extension:
(1)Role-play
(2) 欢乐餐厅拓展练习,并教育学生不要偏食。
五.Conclusion:
T: Now look at the blackboard. What have you learnt today? Read it together.
六．Homework

Spring is here. Let’s have a picnic. Finish the form. For example, you are Amy now.
T: do you like meat, Amy?
S: Yes, I do.
T: A happy face here. Do you like fish?
S: No, I don’t.
T: A sad face here. Understand? Yes or No?
S: Yes.
T: Look! Who is the winner? Congratulations!
Thank you for your listening. Class is over. Goodbye, students!
S: Goodbye, teacher!
七．Blackboard design:
Unit 1 Do you like meat?
noodles ？贴卡片
meat ？贴卡片
Do you like milk ？ 贴卡片
rice ？贴卡片
fish ? 贴卡片

Yes, I do.
No, I don’t.

教学反思：
本课重点在于让学生掌握五种食物的英语单词，谈论并询问他人的喜好。课堂伊始，让学生看动画进行第一部分的学习，先听后跟读，降低学习难度。然后由动画中的颜色进行对应色彩猜谜语，学生兴趣比较浓厚，并在猜谜的过程中让学生接触新单词fish，初步进行感知与学习。然后进行导入，三进文本。一进文本解决三个单词noodles, meat, milk，并运用旧知识I like…进行单词的学习与运用，单词的操练采用不同方式进行带动学生学习积极性。二进文本解决本课重点句型Do you like…? Yes, I do. / No, I don’t.以及再次对单词fish进行学习，操练采用小老师等方式进行，在操练游戏中引出单词rice和Pass me the rice. Here you are.并进行拓展练习。三进文本后完成角色扮演，评选最佳演员。在系统学习之后，让学生走进哆来七欢乐餐厅用餐，四人一组，完成相应对话，并进行教育不挑食。最后回顾本课所学知识，评选获胜小组进行奖励。
通过本节课学生知识的掌握情况以及课堂表现各方面来看，本课在以下几方面完成的还可以。首先是操练方式学生比较喜欢，能够较大的带动学生的积极性，参与度比较高。其次是欢乐餐厅的拓展练习，学生都能够融入情境进行学习与练习，实现了在真实情景中学习英语的目标。再次是本课注重学生的拼读练习，教师板书时学生也空写，锻炼学生的书写能力与拼读能力。但是本课也存在需要完善的地方：一是在讲解milk单词时没有及时板书，本应在回答完问题、单词操练完成后进行拼读与板书，结果课堂上却放在了单词大操练的环境下进行，学习时机把握不准确。二是课堂上小组比赛激烈，虽然对于暂时处于劣势的小组进行了鼓励和打气，但是在回答问题的机会上应侧重劣势小组，确保各小组之间差距不大，以保护每个小组学习的积极性，这方面完成得还不够。
教学是一门艺术，只有不断琢磨，不断反思，教师才能获得持久发展，学生才能获得更大的收获！

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