UNIT 4 DINNER TIME 北师大版英语三上教学设计(一年级起点)教案.doc

unit 4 dinner time教学设计第一课时：【教学目标】a. have the children to know each part of the house their owned in english.b. to be able to tell the story in english.【学情分析】学生有一定的房间摆设和做客的经验【教学需要】录音机 磁带 教学挂图【教学设计分析】.warm up:a. review the question and answer structures about:“ whose (ruler) is this?” and “whose (pencils) are these?”,“it is / they are ( davids).”b. hold up (anns) bag. ask,“is this (tommys) bag?”, elicit, “ no, it isnt. its sallys bag.”.the new lessons:set the scenea. ask about the rooms in students homes in chinese.b. elicit the name of each room in english and write on the board.c. students listen and repeat after teacher.talk about the storya. teacher shows picture about a house and say, “this is a house.” students repeat the sentence.b. point to the room with the television. say, “this is the living room.” students repeat the sentence.c. repeat the procedure for the other three rooms.d. teacher points to the living room again. say, “is this the living room?” elicit, “yes. its the living room.” repeat for the other rooms.e. divide the class into three groups to be ann, ken, and bobby. play the tape again. have each group join in with the tape when their character speaks.第二课时：【教学目标】a. the structure “what is he doing?” to learn.b. the song “we are cooking.” to sing.【学情分析】学生初步熟悉“this is。,is that.?”句型，掌握一定词汇【教学准备】录音机 磁带 教学挂图【教学设计分析】.warm up:a. students read the story after the tape.b. review the core words in this unit.the new lessons:words to learna. hold up the flashcard for painting. model the question, “what is (she) doing?” have students repeat the question after you.b. now say, “(she) is painting.” have the children repeat.c. divide the class into two groups. hold up one flashcard at a time and have one group ask the question, “what is (she) doing?” the other group should respond, “she is painting.”d. repeat the procedure for sleeping, cooking, playing, and washing, painting.e. listen and repeat after the tape.listen to thisa. have students look at the picture two minutes.b. model the question, “what is bobby doing?” elicit, “bobby is cooking.” students pair work.c. listen two times and write the numbers.lets singa. tell students that they are going to learn a new song. explain the meaning of dinner, now, and dishes before playing the song.b. play the tape, encourage students to chap in time to the music.c. play the tape again, this time stopping after each line. have the students proctors singing each line after they hear it on the taped. now play the song again without stopping, and have the children sing along.第三课时：【教学目标】a. review the structure in this unit: “what are you doing?” and “im seeping.b . to use the structure in the daily life.【学情分析】掌握了四单元单词，初步掌握“what is he doing”句型【教学准备】录音机 磁带 教学挂图【教学设计分析】review :a. read the story together.b. play bingo game.the practice:talk togethera hold up the flashcard for sleeping. pretend to be sleeping. now say, “im sleeping.”b .choose a child to come to the front and have him or her hold up the flashcard for eating. have the child pretend to be eating. ask, “what are you doing?” elicit, “im eating.” c. play guessing game.listen and checka. have students look at the picture two minute.b. model the question, “what is she doing?” and “she is eating.” pair work.c. listen and write the numbers.read, trace, and match a. teacher shows the picture and say, “this is the bedroom.”b. read the sentence aloud and have the children repeat it after you.c. now have students point to the corresponding picture in their books.d. red the procedure for the other sentences.e. read each sentence again and this time have the children drawn a line connecting each sentence to its correct picture.f. ask the children to trace the words in each sentence.第四课时：【教学目标】have the children to recognize the sounds of letter “o” and “oa”.【学情分析】熟练掌握“what is he doing? this is.”句型【教学准备】录音机 磁带 教学挂图【教学设计分析】warm up a. review the story.b. review the roduce /o/a. write the letter o on the board. explain that you are going to say two words with the letter o in them. one word has a short /o/ sound (dog) and the other word has a long /o/ sound (coat). ask the students listen and watch as you model the short /o/ and long /o/.b. turn to uncle bookys abc at the back of the student book and point to the row of /o/words.sounds and lettersa. play the tape of dog and sock. ask, “do these words have a short /o/ sound or a long /o/ sound?”b. play the tape again and have the students say the words aloud.c. repeat the procedure for the words.listen for /o/a. teacher says that three of the words have a same /o/ sound but one word has a different /o/ sound.b. play the first four words on the tape and have the students point to each short /o/ word as they hear it.c. repeat the procedure for the next line.read with uncle booky.a. play the tape for the first 6words. have the students point to the same sound.b. tell them to figure out how to read the last two words.c. students listen and repeat.uncle bookys blackboarda. have the students open their books and read it.b. write down the structures.set homeworka. read the story b. sing the song c. touch , ask and answer第五课时：【教学目标】a. have the children to say the rhyme with the tape.b. to catch the core words.【学情分析】学生有一定的歌谣韵律基础【教学准备】录音机 磁带 教学挂图【教学设计分析】warm upa. read the story together.b. review the cards for this unit. hold up one of the cards and elicit the correct sentence form the students.c. sing the songtrace and say a. for each picture elicit the correct sentence from children.read ,check, and colora. teacher explains to students that they are going to read the sentences and decide which one matches the picture.b. point to each word in turn as you read the words aloud to the class.c. have the children say the words after teacher and touch them in their books.d. after each pair of sentences, ask the children which one matches the picture. then have them check the correct box.e. make sure that all the students so this correctly.lets chanta. tell students open their books .pointing to each picture elicit the names from the children. ask them what they can see in each room.b. read the rhyme to the students ,pointing to each word.c. play the tape and encourage students sin