《Unit 2 Does Lingling like oranges？》新課標(biāo)教案-遼寧省優(yōu)質(zhì)課-三年級(jí)英語(yǔ)教案

新標(biāo)準(zhǔn)小學(xué)英語(yǔ)（三年級(jí)起點(diǎn)）三年級(jí)下冊(cè)Module4Unit2DoesLinglinglikeoranges?Topic:Module4Unit2DoesLinglinglikeoranges?Type:NewTeacher:Time:40mins.TeachingcontentDoesLinglinglikeoranges?Yes,shedoes./No,shedoesn’t.StudentsanalyzingTheyhavelearnt“Ilike….”inlastmodule.Theyhaveknownthevocabularyaboutcolor,animalsandsports.TeachingobjectivesKnowledgeobjectives:1.Allthestudentscanunderstandthenewwordsmilk,rice,noodles,meat,fish,pass,mumandbut.2.Allthestudentscanusethewords:rice,noodles,mum,andthesentences:Doyoulike…?Yes,Ido./No,Idon’t.DoesLinglinglikeoranges?Yes,shedoes./No,shedoesn’t.Techniqueobjectives:1.Tohelpthestudentstalkabouttheirlikesanddislikes,using“Doyoulike…?Yes,Ido./No,Idon’t.”DoesLinglinglikeoranges?Yes,shedoes./No,shedoesn’t.2.Totrainstudents’listeningandspeakingskillstoknowaboutothers’likesanddislikes.Learningstrategies:TomakestudentscommunicatewitheachotherinEnglishactively.Culturalawareness:StudentswillknowaboutsomefoodinEnglish.Emotionalattitude:StudentsarewillingtospeakEnglishandnotafraidofmakingmistakes.ImportantpointsanddifficultpointsImportantpoints:Studentscanread,speakandsaythewords:rice,noodles,mum,andthesentences:Doyoulike…?Yes,Ido./No,Idon’t.DoesLinglinglikeoranges?Yes,shedoes./No,shedoesn’t.correctly.Difficultpoints:Thepronunciationofdoanddon’t.TeachingmaterialMAI,colourcards,picturesandstickers.TeachingprocessTeacheractivityStudentsactivityIntentionI.Warmingup.(1mins.)Greeting:Goodmorning!What’syourname?Howoldareyou?Goodmorning!Mynameis….I’m….GoodforthestudentstolearnEnglish.II.Introduction.(5mins)1.Chant.2.Learnthenewsentences.T:Let’schantT:Ilikecoffee.Doyoulikecoffee?Idon’tthinkyoushoulddrinkcoffee.Ithinkmilkisgoodforyourhealth.Doyoulikemilk?Helpssuse:Yes,Ido./No,Idon’t.Correctthepronunciation:doanddon’t.Ss:Ilikecoffee,Iliketea.Ilikecatsandtheylikeme….Ss:Yes./No.SslearntospeakmilkSs:YesSs:Yes,Ido.No,Idon’t.Moressspeakcorrectly.1.Toattractstudents’attentionandmakethemrelaxedinafunnyway.2.Itwillbeeasyforthestudentstolearnthenewsentencesbyusingthewordstheyhaveknownbefore.III.Presentation.(25mins.)1.Learnthenewwords..2.Drill.3.Practice.4.Learnthetext.T:Thereismuchmorefoodgoodforyou.UseTPRtopresentthewords:rice,noodles.Flashthewordcards:fish,meat.(1)Twritesdownthenewwordsontheboard.(2)Tchantwiththess.(1)Tandssask:“Doyoulike…?”threetimes.(2)Tmakesadialoguewithonestudent.T:Doyoulike…?S:Yes,Ido./No,Idon’t.(1)Taskssswholikesmilk?(2)Tplaystextrecord.(3)Tplaystherecordagainandcorrectsthestudents’pronunciation.(4)Tcorrectsssonebyone.(5)Tplaysthetextcartooninsilence.Ssguessthefoodfromtheteacher’sactions.Sslearntospeakthewordsandpracticein“Doyoulikerice/noodles?Yes,Ido./NoIdon’t.”Ssguessandlearntospeak.Ssreadthewordstogether.Ssspeakthewordsquickly.Sschanttogetherbythemselves.Onestudentanswer:Yes,Ido./No,Idon’t.FourpairsaskandanswerS1:Doyoulike…?S2:Yes,Ido./No,Idon’t.Sswatchandthink.Ss:It’sTomSslistenandfinishthemessagetable.Ssfollowandread.Studentsreadthetextbythemselves.Ssspeakinroles.1.TPRissuitableforstudents’characteristicsingradethree.2.MorestudentsarewillingtospeakEnglishinthemechanicaldrill.3.Teachercancheckoutifthestudentshaveknownhowtousethenewwordsandsentenceswhentheypracticeontheirown.4.Toprovideenoughtimeforstudentstoreadthetextwillmakethemunderstandandusethenewknowledgebetter.IV.Extending.(8mins.)Tcreatesthreescenesforthestudentstomakethedialogues:Doyoulike…?Yes,Ido./No,Idon’t.Sstalkabouttheirlikesanddislikesintherestaurant,atthezooorontheplayground.Creatingrealsceneswillmakesensetohelpstudentsuse