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2019年五年級英語上冊 Uncle Jack’s farm教案 北師大版 一、指導(dǎo)思想與理論依據(jù) 依照《英語課程標(biāo)準(zhǔn)》中“激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣,發(fā)展自主學(xué)習(xí)的能力和合作精神，形成一定的綜合語言運用能力”理論，英語教學(xué)要面向全體學(xué)生，突出學(xué)生主體，以各種活動為載體，激發(fā)學(xué)生的參與感。我在設(shè)計課堂教學(xué)時，以生動有趣的故事為主線，側(cè)重培養(yǎng)學(xué)生的聽說和理解能力。通過問題設(shè)計，引導(dǎo)學(xué)生自主感知理解故事內(nèi)容。注重培養(yǎng)語感和情感，使學(xué)生在相對真實、完整的語境中接觸、體驗、理解語言。做到傳授語言知識與語言技能并重，從而培養(yǎng)學(xué)生綜合語言運用能力。 二、教學(xué)背景分析 1、教學(xué)內(nèi)容分析： 本課是北師大版小學(xué)英語實驗教材五年級下冊第十一單元第一課時的教學(xué)內(nèi)容，為故事教學(xué)。本故事的題目為：Uncle Jack’s farm.講述的是主人公Ken 和Ann 一家人去農(nóng)場拜訪杰克大叔的事情。本故事根據(jù)場景主要分為兩個情節(jié)，一個是在去農(nóng)場的路上談?wù)撎鞖馇闆r，一個是在農(nóng)場里騎馬的事情。從語言功能上看，本節(jié)課開始將學(xué)習(xí)在情境中理解并回答將來的活動安排或打算的表達(dá)法：What are you going to do? We are/ I’m going to …….這種表達(dá)方式學(xué)生是首次接觸，但現(xiàn)在進行時的結(jié)構(gòu)則在三年級時就學(xué)習(xí)過，所以學(xué)生對主語和be動詞的搭配應(yīng)該并不陌生。另外，故事中出現(xiàn)了一些談?wù)撎鞖獾暮诵脑~匯，這些詞是本單元的重點內(nèi)容。在本節(jié)課中要予以正確處理。本故事中有一個理解的難點就是Ken 為什么明天不想再騎馬，這在文本中并沒有明確的語言表述。根據(jù)上述分析，我本節(jié)課的教學(xué)重點定位在對故事的理解上，同時引導(dǎo)學(xué)生初步關(guān)注新語言形式和含義。 2、教學(xué)對象分析： 本課的教學(xué)對象為小學(xué)五年級的學(xué)生，學(xué)生的聽說和理解能力比較強，習(xí)慣比較好，課上聽講認(rèn)真，回答問題積極，樂于參加各種學(xué)習(xí)活動，有一部分學(xué)生參加了英語的課外學(xué)習(xí)，已經(jīng)了解了一些關(guān)于將來時態(tài)的句型，理解能力比較強，在班里能起到英語骨干的作用。 3、教學(xué)方式與手段說明： 根據(jù)英語這門課本身的特點及五年級學(xué)生的興趣，我通過設(shè)計具體形象的情景、以歌曲導(dǎo)入、不斷滾動知識點、分散教學(xué)難點、讓學(xué)生直觀的感知和理解等方式幫助學(xué)生感知理解故事。 引導(dǎo)學(xué)生通過比較、觀察、猜測的方法逐漸感悟新語言項目的功能，讓學(xué)生在多層次的練習(xí)中體會到學(xué)習(xí)英語時“運用”的必要性。 通過創(chuàng)設(shè)任務(wù)活動，使學(xué)生在師生、生生之間的多向交流中進行有意義的練習(xí)與實踐，充分培養(yǎng)他們的自主學(xué)習(xí)能力，引導(dǎo)他們學(xué)以致用。 4、教學(xué)資源分析： 根據(jù)本課的教學(xué)內(nèi)容、教學(xué)目標(biāo)、學(xué)生的年齡特征和心理特征，為了更好的激發(fā)學(xué)生學(xué)習(xí)興趣，從而能積極主動參與學(xué)習(xí)。教學(xué)中我運用： 1、 自制多媒體課件：截取北京電視臺天氣預(yù)報視頻，配以英文的天氣預(yù)報錄音，幫助學(xué)生理解weather report和windy, fine 等氣象名詞。 2、 PPT演示文稿：設(shè)計了故事理解性的任務(wù)和穿插了相關(guān)的圖片。 3、 教材配套課件：故事教學(xué)動畫，學(xué)生用來整體視聽故事。 4、 評價獎勵的小stickers，激勵學(xué)生熱情參與。 5、前期教學(xué)狀況、問題、對策等研究說明 現(xiàn)在進行時的結(jié)構(gòu)在四年級時學(xué)習(xí)過，學(xué)生對主語和be動詞的搭配有了初步的了解，但是在將來時態(tài)里主語和be動詞的正確掌握、準(zhǔn)確應(yīng)用對于他們來說仍是一個難點。我通過設(shè)計具體形象的生活情景，讓學(xué)生初步感知，圍繞故事主線，幫助學(xué)生理解一般將來時態(tài)的用法，在板書的提示下，能夠簡單復(fù)述故事內(nèi)容，初步運用一般將來時態(tài)。 三、教學(xué)目標(biāo)設(shè)計： （一）知識與技能 1、能理解故事內(nèi)容并能初步朗讀課文。 2、能在故事中理解并正確朗讀情景詞匯和短語： weather report, clouds, rain, ride horses, stay at home 3、通過學(xué)習(xí)故事內(nèi)容，能夠在情境中理解并回答將來的活動安排或打算的表達(dá)法。What are you going to do? We are/ I’m going to …….It’s going to be (fine) tomorrow. （二）過程與方法 1、通過動畫，感知故事，激發(fā)與保持學(xué)生學(xué)習(xí)的興趣與欲望。 2、通過分解故事內(nèi)容，學(xué)生自讀、小組內(nèi)質(zhì)疑、解疑，培養(yǎng)學(xué)生自主學(xué)習(xí)能力。 3、通過合作學(xué)習(xí)等形式，使學(xué)生能分角色正確朗讀課文。 （三）情感態(tài)度與價值觀 1、通過故事的學(xué)習(xí)，能夠做到出行前自覺地關(guān)注天氣并做好相應(yīng)的準(zhǔn)備。 2、能敢于嘗試自己力所能及的事情，并體驗其中的樂趣。 四、教學(xué)過程與教學(xué)資源設(shè)計 教學(xué)環(huán)節(jié) 教師活動 學(xué)生活動 設(shè)計意圖 技術(shù)應(yīng)用 時間安排 創(chuàng)設(shè)情 境 1. Let’s sing a song: days of week. 2. Greeting: Hello, boys and girls. How are you? Sing the song. Answer the questions. S: I’m fine 活躍課堂氣氛 電腦 2’ 溫故知 新 Free talk: 1. T: What day is it today? 2. T: Oh, today is (fine). What do you want to do? 3. I’m going to the library tomorrow. Can I go? I want to know the weather. Let’s listen to the weather report, OK? 4、教師播放天氣預(yù)報的課件。 課件內(nèi)容：Good morning, today is Tuesday, what about the weather? Let’s have a look. It’s going to rain this morning. But it will be fine in the afternoon. You should go out with an umbrella.) 5、教師繼續(xù)和學(xué)生談?wù)搫偛诺脑掝}：Oh, tomorrow afternoon is going to be fine. I’m going to the library . What are you going to do? 6、導(dǎo)入新話題：What are Ann and Ken going to do? Let’s listen to the story Uncle Jack’s farm.（板書課題） Ss: Today is Monday. S1:I want to see a movie. S2: I want to play with friends. … OK. Watch and listen. S1: I’m going to the zoo. S2: I’m going to the park… 通過復(fù)習(xí)已學(xué)的句型，創(chuàng)設(shè)情景，找到與所授新知的契合點，讓學(xué)生自然地向故事過渡，從而引出本課的重點部分。 自制多媒體課件 5’ 新課講解 1、整體視聽故事。 （1）第一遍，不帶文字播放。教師提問： What are Ann and Ken going to do? （2）第二遍，帶文字播放。教師提問：What’s the weather like？ （3）教師引導(dǎo)學(xué)生回答剛才的問題：What’s the weather like？In which picture? Can you read? 教師根據(jù)學(xué)生的回答在黑板上畫出下雨、晴天的圖。 2、分圖處理故事內(nèi)容 （1）處理第一幅圖：OK , this time, let’s talk about some pictures. First, let’s talk about picture 1. Listen. Ann and Ken are going to visit Uncle Jack, yes or no? Can you read the sentences? (2) 處理第六幅圖： T: OK, let’s talk about picture 6. Look, Uncle Jack has a big farm, it’s very beautiful, this is Uncle Jack’s farm.(出示農(nóng)場的圖片貼在黑板上) T: What are they going to do on Jack’s farm? Can you guess? T: OK, you have many ideas, but who is right? Let’s listen to it. T: Oh, ride horses. You are great, you can choose a gift. T: ride horses (PPT出示騎馬的圖片，并帶讀、板書) （3）處理第七、八幅圖。 教師提問： Who likes to ride horses? Does Ken like to ride horses? T：Are they happy? Why? (板書Ann likes to…Ken doesn’t likes to…) T：Who is right? Let’s listen to it. Can you get the answer? T：I think Ken is not happy because he can ride horses, but he can’t ride horses well. T：What is Ann going to do tomorrow? What is Ken going to do tomorrow? （4）處理圖剩余的圖片。 T:Yes, we didn’t mention some pictures, for example picture 2 ,can you read it? Watch the cartoon. Answer the question：They are going to visit Uncle Jack. watch and listen. S:Picture4. It’s going to rain this morning. But it will be fine in the afternoon. Ss:Yes. Read the sentence. (3-5個學(xué)生) Answer the questions. S: Yes. Guess. S1: Catch the fruit. S2: Ride horses. S3: feed the animals… 學(xué)生聽錄音。 答對的學(xué)生領(lǐng)獎品 學(xué)生跟讀 Answer questions： S1: Ann. S2: No, he doesn’t. S3: Ann is very happy, but Ken is not happy. S4：Because Ken can’t ride horses. S: Ann is going to ride horses. Ken is going to stay at home. Read the pictures. 引出主題，幫助學(xué)生初步理解和感知故事大意，把握故事主要信息 通過針對性的設(shè)問，引導(dǎo)學(xué)生對故事重點的關(guān)注并加以解決，培養(yǎng)學(xué)生的問題意識，啟發(fā)思維。 讓學(xué)生自己朗讀出已學(xué)過的語言，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。 配套光盤和主人公的圖片 18’ 實踐操作 與展示 朗讀故事活動： 1、Ask the pupils to read、listen and follow. Try to imitate the pronunciation and intonation. 2. Read in pairs . 3. Ask 2-3groups to read the story.（表揚鼓勵） read、listen and follow. Read in pairs . Role-play 運用自我矯正式朗讀方式，學(xué)生體會正確的語音語調(diào)并模仿，通過分角色朗讀，深化學(xué)生對故事意義的理解,達(dá)到整體掌握故事內(nèi)容，提高學(xué)生對語言的感悟能力和運用能力。 配套光盤 10’ 效果評價 故事理解反饋活動： 1、根據(jù)板書線索引導(dǎo)學(xué)生復(fù)述課文。 2、發(fā)放練習(xí)紙，要求學(xué)生根據(jù)本課故事內(nèi)容選詞組補全句子，將正確答案的序號寫在橫線上。 根據(jù)板書線索嘗試著復(fù)述課文。 Do exercises. 為不同水平的學(xué)生設(shè)計不同層次的任務(wù)，實現(xiàn)了知識向能力的轉(zhuǎn)變,為學(xué)生提供發(fā)展空間。 板書、演示文稿 5’ 作業(yè) Tell the story to your family and friends. 五、學(xué)習(xí)效果評價設(shè)計： 1、通過貼畫獎勵，激發(fā)學(xué)生的學(xué)習(xí)興趣和積極性。在本節(jié)課上，我自始至終開展了獎勵“福娃”貼畫的活動。積極回答問題、正確說出自己的觀點、小組合作朗讀故事等都可以贏得“福娃”貼畫，這不僅激發(fā)學(xué)生的興趣，同時更是對學(xué)生課堂行為表現(xiàn)的肯定和鼓勵。 2、通過評價習(xí)題，檢測學(xué)生對故事的理解。 根據(jù)本課故事內(nèi)容選詞組補全句子，將正確答案的序號寫在橫線上。 1.They’re going to ___________________________- today. A. visit Uncle Jack B. visit Uncle Booky C. visit Mocky 2. Uncle Jack has _____________________________. A. a big car B. a big school C. a big farm 3. It’s going to _____ this morning. But it’s going to be ____this afternoon. A. fine B. sunny C. cloudy 4. They are going to_____________________ on the farm. A. ride a bike B. ride horses C. have fun 5. Ken is going to________________________ tomorrow. A. ride horses B. visit Uncle Booky C. stay at home 3、通過復(fù)述故事，給不同水平的學(xué)生搭建一個提升的平臺。本節(jié)課的故事學(xué)習(xí)結(jié)束后，我引導(dǎo)學(xué)生通過板書嘗試復(fù)述故事。板書呈現(xiàn)了故事的主要人物、情節(jié)和關(guān)鍵詞句，優(yōu)秀的學(xué)生能夠在教師的幫助下簡單的復(fù)述故事。這不僅給了他們組織語言自主表達(dá)的機會，同時，也反饋了他們對故事的理解程度。 附送： 2019年五年級英語上冊 Unit 1 e with me!教案 廣東版 Objectives and Requirements目標(biāo)與要求 一、Language語言 1、Review復(fù)習(xí): 1)Is this your dictionary? No, it’s not. It’s Tony’s dictionary. 2)What does she do ? She’s a doctor. 2、Additional附加：e with me! 3、Sounds and words 語音和單詞：/^\ 二、Vocabulary 詞匯 1、 Key 重點：farmer, factory ,worker, aunt, uncle, cousin, calendar，dictionary, diary 2、 Additional 附加：magazine, newspaper, planner 3、 Sounds and words 語音和單詞：sun, cut, fun ,mother, son, month 三、Teaching key points(教學(xué)重點): 1、 New words(略)。 2、 Drills: 1) Is this your dictionary? No, it’s not. It’s Tony’s dictionary. 2) What does she do? She’s a doctor. 四、Teaching difficult points(教學(xué)難點): 1、 Sounds: 字母u和o在單詞中的發(fā)音。 五、Teaching aids(教具)： 1、 Gogo, Tony和Jenny的頭飾； 2、 掛圖、單詞圖片和實物（雜志、報紙、日程計劃簿等）； 3、 自制課件、錄音帶等。 六、Teaching procedure(分為三課時) The First Period Step 1 Revision 1.Revise the old words and the sentences, using the pictures: What does she/he do? She/He is a teacher(doctor, nurse, taxi driver, student, etc). Step2 presentation 1.Use the pictures and the sentences to teach the new words: 1)What does he/she do? Farmer / factory worker. 2) What’s this? Dictionary / calendar/diary 2. Draw a family tree to help explain and teach the following new words: Aunt / uncle / cousin 3.Play the tape and have Ss repeat the new words. 4. Play the word games: 1)Guessing: 學(xué)完新單詞后，老師用口型表示出單詞( 不出聲)，讓學(xué)生們猜詞。 2）Spelling bee: 教師將學(xué)生分為兩組排隊站好，當(dāng)老師舉起本課的一張圖畫卡片時（圖畫一面向外），每組的S1說出圖畫卡片上的單詞，如calendar！如果該學(xué)生說對了，教師讓他把該單詞用粉筆寫在黑板上。如寫對了，該學(xué)生所在的組得一分。如寫錯了，另外一組的學(xué)生獲得機會出來拼寫單詞。然后這兩組的S1回到各組的隊尾，另外兩個S2出來繼續(xù)游戲，直至所有單詞正確拼出。 5．Review First, teacher shows one of his/her personal belongings to the class and says This is my (dictionary).Then T puts it on a table at the front of the room. Ask all Ss to bring one of their own items to the front. As each student es to the front , he/she holds up the item and says, e.g. This is my (notebook).Then he/she puts the item on the table. When everyone is finished, ask S1 to e to the front .S1chooses one of the items on the table and says This is (S2’s name)’s (planner).Then S1 gives the item back to S2.Then another student goes to the front, makes a sentence and give the item to the owner. Continue until all Ss have had a turn .If a student isn’t sure who owns an item , he/she can ask questions. e.g.(S3’s name),is this your (pen)? 2) Ask the students to listen to the tape and repeat. 6. Practice 1. 1) Getting ready a. Ask four Ss to write the questions A-D on the board. b. Ask another four Ss to read the questions aloud. 2) Using the book a).Have Ss look at the pictures for A. Write He’s .underneath question A on the board. T:(Point to each picture. ) What does he do?[Ss: He’s a (teacher).] b).T: Let’s listen to the tape. Play the tape for A, and then pause. T: What does he do?[Ss: He’s a factory worker.] T: Put a checkmark in the box for picture 2. c).Repeat the procedures with the other three questions. 7. Practice 2. 1) Getting ready Have Ss look at the questions on the page. Ask S1 to read the first question. [S1:What does your mom or dad do?] T: My mom’s a (teacher). T:(S2’s name),ask(S3’s name)the second question. [S2: What do you want to be?][S3:I want to be a (doctor).] 2) Using the book T: Now, write your answers on the top row. Ask the first question and have Ss write their answers. Do the same with the second question. Walk around the classroom to help Ss if needed. Put Ss into groups of three and have them interview the two other members of the group. T: Write the answers on the page. When Ss are finished ,ask volunteers to report to the class ,e.g.(S1’s name) wants to be a (farmer). 8.Do Exx:《書寫本》P1，Ex.1 Step3 Homework 1. Copy the new words and remember them. 2.《書寫本》P1，Ex.2. The Second Period Step 1 Revision 1. Revise the sentences: 1) Is this your…? 2) What does he/she do? 2. Dictate the new words. Step2 presentation 1 .Introduce and teach the bonus vocabulary , magazine, newspaper and planner, using object. 2. Conversation 1) Introduce the characters of the book and their relationships, using the Picture Cards: Gogo, Tony and Jenny. 2) Use the CAI: a. The teacher tell the story about Gogo, Tony and Jenny first, then ask the Ss to look at the pictures and listen to the tape. b. Teach the new word: island c. Play the tape again, pausing after each sentence to let Ss repeat. d. Put Ss into groups of three and have them practice acting out the dialogue. e. Ask volunteers to perform in front of the class. 3.Song activity 1)a. Introduce the characters of the song first: Aunt Sally, Uncle Jimmy, Cousin Sue, Cousin Lu, then ask and answer: Who’s this? What’s her/his name? b. Read out the lyrics and have Ss repeat. c. Play the tape and point to each word as it is sung. d. Play the tape again for Ss to practice singing together. e. Ask volunteers to sing in front of the class. 2) a. Revise the family words first: family, father, mother ,brother, sister, grandfather, grandmother, uncle, aunt, cousin b. Ask the Ss to find and circle the family words ,then check the answers with the whole class. 4.Do Exx:《活動手冊》，P1--4,Ex1,2,3. Step3 Homework 1. Recite the conversation. 2.《書寫本》P2--3，Ex.3，4. The Third Period Step 1 Revision 1. Ask some Ss to recite the conversation. 2. Sing the song. Step2 presentation 1. Activity 1) Draw a family tree of Tony and Jenny. 2) Give Ss some time to read the passage silently. 3) Ask some Ss to read the sentences aloud. 4) Ask and answer the questions with the Ss. 5) Let the Ss write down the answers of the questions, and the teacher walk around the classroom to check Ss’ writing. 2. Sounds and words 1) A. Use the pictures to revise the old words and teach the new ones: son, month. Ask the Ss to sum up the same sound: / ^ /. B .Let the Ss look at the pictures, play the tape and have Ss point to each word as the tape says it. C. Play the tape again, have Ss repeat after the tape. D. After enough practice, point to the pictures randomly and have Ss say the words. E. Point out that the sound can be made by the letters u or o. 2) A. Have Ss look at the sentences. B. Read out the five sentences on the page and have Ss circle the words that have the sound / ^ /. C. Read out the sentences and have Ss repeat. D. Give Ss some time to practice on their own. E. Ask individual Ss to read the sentences aloud. F. When Ss are used to the sound in the sentences, have them read the sentences quickly like tongue twisters. 3.Do Ex: 《活動手冊》，P4,Ex4 《書寫本》P3--4，Ex.5，6. Step3 Homework 1. 《書寫本》P4，Ex.7. 2. Revise the contents of this unit. 教學(xué)后記： Unit two Do you have any glue? 一、 Teaching objectives 1、 Language functions Asking about and describing possessions 2、 Language structures Do you have any ……? Yes ,I do.( No, I don’t.) Does Jenny have any stamps ? Yes, she dose. 3、 New vocabulary staples 裝訂書針 scissors 剪刀 stamps 郵票 envelopes 信封 paper clips 紙夾 paper 紙 tape 貼膠帶 glue 膠水 4、 Skills Listening:能聽懂Do you have any …? Yes, I do(No, I don’t) Dose Jenny have any …? Yes, she dose. 這一類的詢問及回答； Speaking:能運用本課句型對物體發(fā)問及回答； Reading:能辨認(rèn)出前面所學(xué)過的句型； Writing:能書寫本課生詞并能運用本課生詞及句型進行填空； 二、 Teaching key points 本課生詞及句型。 三、 Teaching difficult points pet , cat , carrot, bat, rabbit, parrot 中的[t]發(fā)音。 四、Teaching aids 1、 TV. 2、 puter. 3、 Real objects: staples, scissors , stamps , envelopes , paper clips , paper , tape , glue 四、 Teaching procedure(分三課時) The first period(vocabulary---Target) Step 1 Revision 1、 Revise the old words in Unit 1,using the pictures and the drills: Is this your …? Step 2 Presentation 1、 Vocabulary: 1) Look at the pictures, listen to the tape first; 2) Use the pictures (or the thing) and the drills: Is this your …? To teach the new words: staples, scissors , stamps , envelopes , paper clips , paper , tape , glue 3) Read the new words together or in pairs. 4）Play a game: a)看誰認(rèn)得快又準(zhǔn): 以競賽形式，讓學(xué)生看閃爍的圖片拼讀單詞。 b)老師將一些實物（如: staples, scissors等）放入一個紙箱內(nèi)，請學(xué)生上臺蒙著眼去摸，并讓全班提問：What’s this? 讓這個學(xué)生去猜：It’s a/an… 猜對的則給予獎勵。 2、 Target: 1） Look at the pictures, listen to the tape first; 2） Look at the pictures and sentences, listen and repeat; 3） Write down the new sentences on the blackboard and teach: Do you have any ……? Yes, I do.( No, I don’t.) Does Jenny have any …… ? Yes, she dose. 4） Practice the new sentences. 5） Pair work: Let the students use the real objects to practice the dialogue in pairs, then act it out. 6） Books open at Page 10,read Target together. 3、Extension activity: 利用新單詞進行拓展句型的練習(xí)：讓學(xué)生把以學(xué)生學(xué)過的句型進行對話，并注意把它組織成一段條理清晰的話。 Step 3 Homework 1、 Copy the new words and remember them. 2、 Recite Target. 3、 In advance Conversation The second period (conversation、p11—p13) Step 1 Revision 1、 Look at the pictures and read together: 2、 Look at the pictures and revise the drills: Do you have any ……? Yes ,I do.( No, I don’t.) Does XXX have any …… ? Yes, she dose. Step 2 Presentation 1、conversation 1） Look at the pictures, listen to the tape first; 2） Look at the pictures and sentences, listen and repeat; 3） Practice the new sentences. 4） Pair work: Let the students use the real objects to practice the dialogue in groups, then act it out. 6） Books open at Page 9,read together. 2、 Do Exercise:（p11、p13詳見課件） 一、 Practice 1 二、 Practice 2 三、 Activity: look and write 1) Have Ss look at the page. Go over the characters’ names if necessary. 2) Asks and answer. 3) Writing. 3、Song activity: 1) Sing an English song“do you have any staples?”. 2) Write and sing.(先讓學(xué)生小組完成后，進行唱歌。) Step 3 Homework 1、 Recite conversation 2、 Do U2 in workbook, Page 8. The Third period(Sounds and words) Step 1 Revision 1、 Recite p9----p10.. 2、 Dictate the new words and the sentences. Step 2 Presentation 1、 Listen, point and say: 1) Write “pet” and “cat” on the board and underling the ending -t . 2) (Point to –t ) Let’s practice this sound. 3) 讓學(xué)生看老師的口型，使他們明白發(fā)[t]音時，舌頭貼著下齒齦。 4） Look at the pictures, listen to the tape first; 5） Look at the pictures， listen and repeat; 6）Have Ss repeat after the tape. 7) After enough practice, point to the pictures randomly and have Ss say the words. 2、 Read, say and circle. 1) Have Ss look at the passages on the page.. 2) Listen to the sentences. Circle the words that have the final [t]. 3) Teacher will read the passages slowly and check if Ss circled the right words. 4) Answer key :A---pet, white, rabbit, It, eat, carrot, rabbit, not, parrot, But, it, lot B---Kate, cat, at, eight, eat, breakfast, at, Nat, Nat, best 5) Give some tine for Ss to practice reading aloud to themselves. 6) When Ss are ready, ask some confident Ss to read the passages out loud. 7) 讓學(xué)生回憶以前還有哪些單詞的發(fā)音含有[t]的。 3、 check if workbook, Page 2－8. 4、 Play a game: 老師預(yù)先準(zhǔn)備好剪貼畫：請學(xué)生們分小組將本課學(xué)到的單詞運用到剪貼畫中，邊說邊做。然后，請同學(xué)上講臺演做。 Step 3 Homework 1、 Revise the new words and the sounds. 教學(xué)后記：_______________________________________________ _______________________________________________ _______________________________________________ Unit Three What do we need? Teaching Objectives: 1. What do we have? We have some sugar. Do we have any salt? No, we don’t. We need some salt. Do we have any tofu? No, we don’t. We need some tofu, too. 2. New words: juice, rice, salt, sugar, meat, vegetables, tofu, fruit 3. Sounds and words: toys, noise, soy sauce, boiling, coins Teaching keys points 1. Vocabulary and Target. Teaching difficult points 1.不可數(shù)名詞的使用與區(qū)別：juice, rice, salt, meat, tofu, sugar… 2.some、any 的區(qū)別及使用。 Teaching prehension： The First Period (Vocabulary Target) Step1. Vocabulary 1、教師把圖畫卡片掛在黑板上。 2、給學(xué)生看圖畫juice 3、Listen to the tape and read after the tape. 4、給學(xué)生看一下卡片上單詞的一面。 5、T: How do you spell juice? Ss: J-U-I-C-E. 6、Continue with the rest of the cards. Step2. 1、 T: Open your book. Now listen to the tape and point to each word. 2、 Play the tape again, and have Ss repeat. 3、 Hold up Picture cards and have Ss say the words and spell them. Step3. Target 1、 在黑板上貼出一個大冰箱，和一張“Things we need”的清單（把詞匯都寫在清單上） 2、 把三、四張圖畫卡片貼在冰箱上。 3、 教師指著冰箱說：What do we need? Ss: We need some sugar\tofu\meat…… 4、 在清單里找出一種冰箱沒有的食品。T: Do we have any (salt)? Ss: No, we don’t. We have some (salt)? 5、 T：Let’s listen to the tape and repeat. 6、 Play the tape and pause after each sentence, allowing Ss time to repeat. 7、 Put Ss into pairs to practice the Q&A exchanges. Step4. Play game 1、 在黑板上畫出下表。 Have Need juice rice meat tofu fruit vegetables sugar salt water 2、T: Let’s made lunch. Let’s cook fried rice. What do we have? 讓一個到前面來指著Ha