小学英语单词课教学设计模板

1、小学英语单词课教学设计模板B Lets learn Lets 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 全音 K 整体呈 现出来。（让学生从整体上感知这五个单词。）1. chopsticksI ' m hungry.

2、 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. Ca

3、n 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

4、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。师贴图。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。师贴图。教师板书单词，领读，生跟读3.spoonI ' d like somsoup. 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

5、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. Andask them to pass/give a plate to the teacher. T:Show me your plate. ( Ss show their plates toT.)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，

6、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planer 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, Ipoint and pay attention to the pronunciation and intonation.2. Listen to the tape and repeat. （设计意图：

7、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

8、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 missin匚 After Ss guess right, show the card and Ss read the word on the card twice.I will show

9、 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

10、活动，让学生达 到音、形、意练习的目的。)(Hot potato, High land low voice, Snowball )3. Let ' s do ( TPRtalPhysical 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. I.Teacherldemonstrate

11、 a dialogue with a student. 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

12、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 learns录音做动作（Let' s doLets learn CCW«e«e甲EhSChlfMLMmaths,PE