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教學(xué)資料參考范本 新北師大小學(xué)英語三年級下冊《Unit 11 Green berries》 (10)教案 撰寫人：__________________ 時 間：__________________ 1.Introduce /w/ and /i/ Student Book page 74 (Uncle Booky’s ABC) ?Write the letter w on the board. Explain that you are going to say a word with the letter w in it (watch). Ask the children to listen and watch as you model /w/ and then have them repeat the sound after you. ?Turn to Uncle Booky’s ABC at the back of the Student Book and point to the /w/ word. Say the word and model the sound. ?Repeat the procedure for the y. 2.Sounds and letters ?Have the children open their books at page 56. Draw the children’s attention to the pictures at the top of the page. Play the tape and have the children say the words aloud. ?Check that the children’s pronunciation is correct by asking individual children to repeat the words after you or after the tape. ?Repeat the procedure for the second row of pictures. 3.Match the sounds Student Book page 56?Have the children open their books at page 56. Draw their attention to the pictures at the middle part of the page. Show your copy of the page. Point to the picture of waterfall. Ask, “What’s this?” Elicit the word from the children. ?Repeat the procedure for the other pictures. ?Now point to the words waterfall and watch. Read the words and have the children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /w/. ?Read all the words in the circle and have the children touch the words that begin with the sound /w/. ?Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with waterfall to its picture by lines. ?Repeat the procedure with the /i/ sound words. 4.Read with Uncle Booky Student Book page 56 ?Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. ?Play the tape for the first 5 words. Have the children point to each word that they hear in the tape. ?Ask the children if they can find that the letter w in all the words has the same sound. ?Tell the children to find out how to read the last two words. ?Play the tape for the last two words and have children read with the tape. ?Repeat the procedure for the second row of words. 5.Model the structures ?Point to your head and say, “My head hurts.” Have the children touch their own heads and repeat the sentence as they do so. ?Pin the corresponding drillcards on the board. Read the sentence aloud, pointing to each word as you do so. ?“His leg hurts.” Have the children repeat the sentence after you. ?Substitute the necessary drillcards (His and leg) in the sentence on the board. Read the new sentence aloud and have the children repeat it after you. ?“Her ear hurts.” Have the children repeat the sentence after you. Repeat the procedure used for leg, substituting the appropriate drillcards. ?Repeat the procedure, using different children in the class, for the following body parts: head, tongue, stomach, chest, and mouth. ?Now put the children into pairs to practice asking and answering the questions, How are you today? I’m not well. My (ear) hurts. Encourage the children to act out their roles, for example, by holding their ears as if in pain for the sentence My ear hurts. 6.Uncle Booky’s blackboard Student Book page 57 ?Have the children open their books at page 57. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class. ? 7.Touch, ask, and answer Student Book page 57 ?Draw the children’s attention to the picture at the bottom of the page. Show your copy of the page. Tell the children that the woman with black hair is Ken’s mother, and the other woman is his doctor. ?Point to Ken. Ask, “How is Ken today?” Elicit, “He’s not well.” ?Now point to the doctor’s speech bubble. Read the words aloud to the children. Repeat for the mother’s speech bubble. Have the children repeat the question and answer. ?Now point to the names of the body parts listed to the right of the picture. Point to each word in turn and read it aloud. Have the children repeat each word after you. ?Now have the children repeat the dialog in a class drill, using all possible substitutions. 4 / 4