小学英语单词课教学设计
随州技术学院-汇款方式
B Let’s learn Let’s do
单词课教案加句子
四．教学过程（5P 教学模式 3P）
Step 1
Preparation（准备活动）
Greetings
Free talk
课前交流：
Step 2 Presentation
（一）Learn the new
words (整体呈现)
Ask Ss to watch a video: The fox
and the tiger chopsticks, fork, knife, spoon,
plate 全部整体呈现出
来。（让学生从整体上感知这五个单词。）
1.
chopsticks
I’m hungry. I’d like some noodles.
( Teacher shows a picture of noodles. ) Where are
my chopsticks? Oh, they are
here.
T shows
the picture of chopsticks, and get Ss to read the
word after T three times. Then Ss will read the
word
chopsticks individually.
T do the
action and say I can use the chopsticks. Can you
use the chopsticks?
T: Do you like noodles?
S:Yes, I do.
T:Here you are. Can I help?
S:Yes. Pass me chopsticks.
T:Here you are.
S:Thank you!
T:Good job！
and knife
T: Do you like beef?
S: Yes, I do.
T:
Here you are. Oh!
Give you a fork and a knife.
（师把刀叉给该生。）
T: Pass me a fork. 该生把叉子递给老师。
教师展示叉子，教读两遍；师展示图片，领读，生跟读；学
生传图片开火车读。
（T: read it and pass it）
T: Pass me a
fork. 学生把叉子图片传给教师。师贴图。教师
板书单词，领读，生跟读。
教师展示刀子，教读两遍；师展示图片，领读，生跟读；学生传图片开火车读。（T: read it
and pass it）
T: Pass me a knife.
学生把刀子图片传给教师。师贴图。教师
板书单词，领读，生跟读
I’d
like some soup. Give me a spoon. 学生把勺子递给老师。
教师
展示勺子，教读两遍，师展示图片，领读，贴图，学生分组读或开火车读。教
师板书单词，领读生跟读。
看课件（单词迁移）。
教师对学生说：Give me a spoon. 学生做动作。
Teacher tell the Ss he would like some meat.
And ask them to passgive a plate to the teacher.
T:
Show me your plate. （ Ss show their plates
to T.)
Then Ss read Plate after T three times
while showing the picture of plate.
教师接过盘子并展示，
教读两遍，师展示图片，领读，贴图，学生分男女生读或开火车读。教
师板书单词，领读。看课件（以旧
引新 plane→plate）。
教师对学生说：Wash the
plate.教师手拿洗碗巾，做洗盘子的样子，然后让学生做动作。
（设计意图：通过吃食物引出餐具，教师展示实物、图片、词卡、一系列读的活动和
TPR，让学生充分练习
单词.）
（二）Listen and
learn
( 听音正音 )
1. Listen,point and pay
attention to the pronunciation and intonation.
2. Listentothetapeandrepeat.
（设计意图：通过看书，听录音，手指单词，注意语音语调，跟读，最大程度上地模仿认读单词。）
（三）Pair work
( 合作学习 )
Do pair work
with deskmates, using
flashcards. A：Jack，can I
help? B：Yes.
Pass me a … . Then exchange roles
and go
on with the pair work.
（设计意图：在语境中练习餐具单词。）
Step 3
Practice（趣味操练）
1. Lucky baby
T: I want
a tableware. Guess, which one I want?
(
教师点击鼠标，开始转动，学生猜，再点鼠标，停止转动，某件餐具停下来并变大。)
（设计意图：通过 lucky baby 这个活动，让学生在音、意上练习单词。）
2.
What’s missing?
Teacher shows five flashcards,
then take away one of the cards quickly and ask Ss
to find out which card is
missing. After Ss
guess right, show the card and Ssreadtheword on
the card twice.
I will show flashcards,
then take away one of the cards quickly and ask Ss
to find out which card is missing. After
Ss
guess right, I will show the card and Ss will read
the word on the card together. This game will go
on until all the
new words are practiced at
least three times.
（设计意图：通过 what’s missing
这个活动，让学生达到音、形、意练习的目的。）
( Hot potato,
Highandlowvoice, Snowball )
3. Let’s do ( TPR
Total Physical Response ) T:
Look, listen and
do actions.
（设计意图：通过 TPR 活动，进一步复习巩固单词。）
4.
Pair work
Step 4
Production
（输出
Consolidation & Extension)
T: The tiger
invites the king to eat big dinner.
rdemonstrateadialoguewithastudent.
T: What
would you like for dinner?
S: I’d like some
beef… .
T: Can I help?
S:Yes, pass me a
fork … .
T:OK. Here you are.
you.
！
2. Group work: imitate the dialogue in the
group.
3. Some Ss act out their dialogues in
front of the class.
（设计意图：通过设计了一个老虎请客的情景，让学生练习句型和餐具单词。）
Step 5
Progress（检测提高）
1.做当堂达标题 基础训练 P40 第 1 题。
（设计意图：进一步从形、意上巩固单词。）
2. Summary：
T:
What have you learned today？学生自己总结本课所学的内容。
S1：我学习了 5 个有关餐具的单词。
S2：我知道了如何询问是否需要帮助。
S3：我知道了左手叉右手刀。
（设计意图：让学生自己说一下这节课的收获，可以是学习了单词，可以是饮食文化方面的知识。）
3. Homework
（1）听录音跟读 B Let’s
learn，听录音做动作（Let’s
do）
（2）将所学过的餐具的英文名称说给父母听。
（设计意图：通过听说认读活动，将课内知识延
伸到课外。）