《lesson 3》教案下载-甘肃省优质课

b. Letters: I J K L

2. Ability:

Students can read and know the words about toys without pictures.

Students can ask for something and answer the question with structures.

Students can read the four big letters exactly, recognize them and find them in the life.

Students can improve their communicative skill.

3. Emotion:

Students can understand that we shouldn’t eat too much junk food.Teaching important pointsRevision.

Learning the four big letters.Teaching difficulty pointsStudents can read the big letters exactly.

Students can find the big letters in their life. Teaching proceduresStep 1: Warm up and lead in

Greeting.

Let’s sing the song we learnt in Lesson 2.

[设计意图：Toy Train是第三单元第二课学过的歌曲，学生非常熟悉。一方面用熟悉的儿歌做热身，通过做动作和歌唱，调动课堂学习的气氛，提高学生学习的兴趣，另一方面用这首歌曲引入本课的学习。]

Lead in the new lesson and writes the title on the blackboard.

Step 2: Revision

A game: Can you guess the toys?

Teacher asks students to guess the toys behind the faces.

[设计意图：老师设计了六张笑脸，每一张笑脸背后有一个玩具单词，学生在猜的过程中，大量说出玩具单词，旨在对这些单词的“音”做很好的复习。]

Act like toys.

a. Teacher acts and asks: What’s this? Students guess and say.

b. Teacher says the words and students act.

[设计意图：通过老师表演、学生猜，老师说、学生表演的方式，旨在让学生在玩与演的过程中，对这些玩具单词的“义”做很好的复习。]

Teacher shows the word cards without pictures and students read them.

[设计意图：没有了图片的提示，学生的注意力都集中在单词本身上，旨在对这些玩具单词的“形”做很好的复习。]

Students chant together to revise the words.

[设计意图：这是第三单元第一课学过的儿歌，学生通过熟悉的儿歌，一方面再次整体复习学过的单词，另一方活跃课堂氛围。]

Teacher shows the pictures of toys and asks one students: Can I have a doll? Then teacher invites two students to answer the question, shows the two kinds of answers and writes them on the blackboard.

Teacher asks students to do group work and pair work.

Teacher shows another four shops, asks students to choose one and make a new dialogue with the structure “A: Can I have a …? B: Sure. Here you are. / Sorry, no.”, and then invite a few pairs to do presentations.

[设计意图：教师将玩具词汇拓展到“文具、水果、教室物品、房间物品”四类词汇，一方面提供更大的空间让学生使用句型，达到复习句型的目的，另一方面结合学过的知识，提高学生灵活运用句型以及英语口语交际能力。]