三年级上册英语教案Unit 7 Would you like a pie (第一课时 ) 译林版（三起）

1、3A Unit 7 Would you like a pie? (第一课时 )一、教学目标：1.能听懂、会读、会说a cake, a pie, a hot dog, a sweet,2.能初步听懂、会说并且会读Would you like?/What about?以及应答语Yes, please.和No , thank you.明白如何征询别人的意见3. 能初步听懂、会说并且会读Nice to meet you. ,并且明白答复Nice

2、 to meet you,too.4. 能正确理解并朗读对话内容 ,在教师的引导和帮助下尝试表演对话。二、教学重难点：一教学重点1.能听懂、会说、会拼读单词a cake, a pie, a hot dog, 2.能初步听懂、会说并且会读Would you like?/What about?以及应答语Yes, please.和No , thank you.二教学难点能初步听懂、会说并且会读Would you 

3、like?/What about?以及应答语Yes, please.和No , thank you.三、教学准备 PPT课件。四、教学过程Step11 Greeting: Good mornig. Nice to meet you.2 Teach Nice to meet you.Listen听三遍follow me跟读3 教sweet师与两位学生打招呼：Nice to meet you. A sweet for you.教sweet 师用拼读 The sweet is sweet./ The smilling is sweet.4、

4、奖励措施T-Ss:Would you like some sweets? This lesson, if you will be good, you can get my sweets.Step21 BINGO songFirst, lets listen to a song.3 创设情景 ,进入课文BINGO is on the farm, would you like to have a picnic on the farm?Look, our friends are coming. who are they？一次在黑板上展示人物The are having a picnic. they

5、are sharing their food.Step 3 watch and answer1 Q1新朋友(1)Oh, Mike and a new friend is coming too. Lets watch and answer: who is the new friend?根据学生答复 ,呈现 shes Helen, shes Mikes sister.(2)So Mike says: This is my sister, Helen. Listen-集体读-个体读3what do the children say to Helen? Can you guess?(Who can t

6、ry?)个体说-listen-集体读-个体读热情地 ,快乐地4Helen says；Hi2、Q2:what do they share?(1)Helen is new here. So they want share their food with her. Please watch again: what do they share?(2)Su Hai shares a pie 教学单词pieWhat does Su Hai ask?听-学生填空who can try?-教would you like a pie?(注意连读)-听-模仿读热情地 ,亲切地3what will Helen sa

7、y? Can you guess?出示No, thank you.(No, thank you的tip)-Can you read it?让几个学生试试-听-学生个体读who reads better?(4)Shu Hai shares a pie, but Helen doesnt like pies.what does Yang Ling share?Yang Ling shares a cake. (教学cake)Think and fill:what does Yang Ling ask? 教学what about a cake?听-集体跟读-who can read best?个体读

8、5this time,what does Helen answer? Guess!听-学生答复 ,填空-教学yes,please.-指导语气How to read ?开心 ,冲动-集体读-个体读act and readStep 4 Read1 please try to read. Pay attention to rising tone and falling tone。先听-再集体读2 open you books and follow me. Fingers read.3 Lets dub.分组配音Step 5 Act2 出示三星标准-学生表演-评价3 Summary time 。Ple

9、ase look at the blackboard and fill the form.4 Shu Hai andYang Ling share their food with Helen. How do you think of them?出示polite5 Liu Tao and Wang Bing want to share their food with Mike. can you guess: what will they share?(1) 要练说 ,先练胆。说话胆小是幼儿语言开展的障碍。不少幼儿当众说话时显得害怕：有的结巴重复 ,面红耳赤；有的声音极低 ,自讲自听；有的低头不语

10、 ,扯衣服 ,扭身子。总之 ,说话时外部表现不自然。我抓住练胆这个关键 ,面向全体 ,偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时 ,我总是笑脸相迎 ,声音亲切 ,动作亲昵 ,消除幼儿畏惧心理 ,让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中 ,改变过去老师讲学生听的传统的教学模式 ,取消了先举手后发言的约束 ,多采取自由讨论和谈话的形式 ,给每个幼儿较多的当众说话的时机 ,培养幼儿爱说话敢说话的兴趣 ,对一些说话有困难的幼儿 ,我总是认真地耐心地听 ,热情地帮助和鼓励他把话说完、说好 ,增强其说话的勇气和把话说好的信心。三是要提明确的说话

11、要求 ,在说话训练中不断提高 ,我要求每个幼儿在说话时要仪态大方 ,口齿清楚 ,声音响亮 ,学会用眼神。对说得好的幼儿 ,即使是某一方面 ,我都抓住教育 ,提出表扬 ,并要其他幼儿模仿。长期坚持 ,不断训练 ,幼儿说话胆量也在不断提高。what will they share?分享什么？sweets/eggs/hot dog/apple?(2) What will they ask?6 续编故事师与生师范表演-用所学的句子和你的同学表演吧。You can get some stars.评分标准Step 6 Sharing time1、T:they share the food.so theyr

12、e very happy.Beause sharing brings happiness.2、T：Its time to share. Please with your friends. 分享规那么(first.,then.,at last)3、调查what have you got? Are you happy?-主题We share more ,we have more.4拍手歌 If youre happy,sing with me,please clap your hands5、homework附教学反思一、活动的设计有趣味性在新课导入前的口语练习让我们看到学生在短短的半学期的时间能用

13、英语进行简单的自我介绍和问候别人 ,这已很不简单。新单词是通过多媒体PPT形式呈现图片 ,自然引出六种食物 ,并通过句型Would you like .?进行单词学习和操练。而单词教学的方法也多种多样。在练习稳固的时候 ,游戏活动 ,进行操练 ,既培养了学生的听的能力 ,又培养了学生的注意力、观察力和思维力。二、活动的设计有层次性本课中 ,在教学Storytime对话中先让学生了解教师要问的问题 ,再让学生带着问题看课文对话。最后 ,让学生跟读对话 ,模仿语音语调。挖掘学生模仿使用语言的能力 ,从教师的语言输入转为学生的语言输出 ,符合语言的习得规律。能遵循语言教学源于生活并用于生活的道理 ,

14、注重活动设计的生活性。教师范读的是阅读教学中不可缺少的局部 ,我常采用范读 ,让幼儿学习、模仿。如领读 ,我读一句 ,让幼儿读一句 ,边读边记；第二通读 ,我大声读 ,我大声读 ,幼儿小声读 ,边学边仿；第三赏读 ,我借用录好配朗读磁带 ,一边放录音 ,一边幼儿反复倾听 ,在反复倾听中体验、品味。三、活动的设计有生活性在课堂中一直进行英语语言的渗透 ,如：Think  it  over.Are you ready? Youre right .Great ! Who wants to try? Listen to me使学生在无意识中习得了英语 ,如果这样几年下去 ,对学生的听力和口头表达能力的提高会有很大帮助。死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力开展的教学