北京版三下:UNIT 4 DINNER TIME! 教案(5)
(教师呈现图片)which one is dinner ?
It’s dinner time. They are eating.
【设计意图】借助孩子生活经验和教师补充的相关图片来理解dinner的含义。
Step4 Practice the story (8 分钟)
(1)Read and match
T: Now, read the story by yourself. Then match the words. (教师课件呈现练习)
S:(学生每人一张练习纸,完成连线内容。)
T: Now, work in pairs. Say the sentences and check the answer.
S: (孩子通过连贯表达的形式说出句子,检测答案。如:bobby’s sister is sleeping in the bedroom.)
【设计意图】在孩子整体阅读故事后,采取连线的方式检测对故事的理解,并用be doing 句型初步表达某人正在某地做某事。
(2) Listen and repeat
T: Now classmates, listen to the tape and repeat.
S: (学生听录音一起跟读故事。)
【设计意图】通过跟读的形式强化对故事的认读。
(3)Do a role play
T: Good. Now you are Bobby/ Ann /Ken. Three in a read the atory.
S: (学生三人一组分角色朗读故事。)
【设计意图】用小组分角色扮演的形式,鼓励学生模仿语音语调,体会语言所蕴含的情感。
Step5 Extension (6分钟)
Let’s play
(1) Match and say
T: Now, let’s play a game in groups. Four in one group.
S: (学生四人分成一组。)
T: Every group has a picture. It’s a house , and an envelope. Open the envelope. You can find two kinds of cards. Family members and words.(每个组有一张房子的图片和一个大信封。孩子打开大信封,里面有4张成员图片和6个单词卡片)
T: First, read the words in groups.
S: (学生小组读单词。)
T: second, think about what your family members are doing and where they are in the evening. And match family members with words to make a sentence. (想一想,你的家庭成员在晚上都在哪里,正在做什么,组成一个句子。)
S:(学生从两组各选一张卡片放在一起,说说句子。)
T: Then, paste the cards in the room.
S: (学生将组成的句子贴在房间里。)
T: now, read the sentences in groups.
S: (孩子在小组中 自己的句子,如: Mother is cooking in the kitchen,)
(2) Find the difference
T: (教师从任意两个小组中抽取图片)Look at the two pictures. Can you find any difference ?
S: (学生尝试表达,如: in picture1, Mother is cooking in the kitchen. In picture2, Mother is washing in the kitchen.)
Homework:
1、 听录音,朗读课文。
2、 利用课间时间,小组分角色表演故事。
3、 完成自我评价表和小组互评表。