游戲激趣 促進交際

一、設計理念

活用教材，引入歌曲、游戲、故事、韻律詩歌，知識性與趣味性相結合，動與靜相結合，調動學生多種感官，發展學生的多元智能。

二、教學目標

1.知識和技能：通過復習，能熟練掌握本單元所學單詞的單復數形式：能熟練掌握本單元所學句型和日常交際用語。

2.情感、態度價值觀：讓學生在充滿童趣的情境中體驗學英語的快樂，鼓勵學生積極思維，主動交際，培養學生的綜合語言運用能力。

三、教具準備

多媒體課件，水果實物，水果圖片。

四、教學過程

Step 1 Warm up

T: Today， Miss Cui will introducea new friend to you. Look! (屏幕上出示小猴) This is a monkey， his name isJim.

Jim: Hi， I'm Jim. Nice to meetyou.

Ss: Nice to meet you， too.

T: Who can say hello to Jim?

...

T: Well， let's sing a song for Jim's coming， OK?(屏幕上出示歌詞)

師生齊唱。(《兩只老虎》曲調)

[通過介紹小猴Jim，啟發學生用學過的英語問候語向小猴問好，然后師生齊唱歌曲歡迎小猴的到來。在此環節中，卡通形象的出現及熱鬧的開場極大地調動了學生的參與意識。使學生很快進入學英語的最佳狀態。]

Step2 Revision I

T: Today， Jim bringsus some presents.What are they? Let'shave guessing games.

1. Listen and guess

T: It's sweet. It's long and yellow.What is it?

S: It's a banana.

T：(出示一個香蕉的圖片并練讀)It’s a banana，

T：(出示一把香蕉的圖片并練讀)They are bananas.

Other examples.

2.Touch and guess

T: (Teacher puts a pineapple in ablack bag and asks a student to touchthe bag.)What's this?

S: It's a pineapple.

T: (出示兩個實物菠蘿)What arethese?

Ss: They are pineapples. (Studentsread the sentences together.)

Other examples.

3.Taste and guess

S l: (Let a student close his/hereyes and taste an orange.)What's this?

S2: It's an orange.

S3: (出示一盤實物橘子)What are these?

S4: They are oranges. (Students read the sentencestogether. )

Other examples.

4.Look and guess

T: (Teacher stands far from the screen. 屏幕上出出示半個蘋果的陰影)What' s that?

S: It's an apple.

T: (屏幕上出示一籃蘋果).What arethose?

Ss: They are ap-ples. (Students read thesentences together. )

Other examples.

Step 3 Ask andallswer

Students observe the pictures of part C，ask andanswer in pairs，

[在復習單詞的過程中，通過聽、摸、嘗、看等方法進行單詞猜測游戲，讓學生在一定的語言環境中區分this與that，these與those。活動中將游戲和競賽合二為一，激發了學生的自我表現欲和集體榮譽感，讓學生在無意識中集中注意力，積極發言。]

Step 4 LOOk and say

T：(屏幕上出示各種水果及小猴Jim)L00k atthese fruits，What WOUld Jim like?Please listen t0 Jim，

Students listen and repeat. Teacher acts as asalesgirl and practices the dialogue with a student. Stu-dents practice in pairs and act out the dialogue.

Students observe the pictures of part D， make dia-logues in groups.

[通過營造“小猴購物”這個語言情境，在輕松愉快的學習氛圍中激發學生的求知欲。句型操練時師生互換角色，學生之間互動練習，充分體現了學生學習的主體地位。]

Step 5 Say a rhyme

What are these? What are these?

They're bananas. They're peaches.

What are those? What are those?

They're grapes. They're pears.

I'd like some grapes. How many kilos?

Two kilos， please. Here you are.

[小學生往往對自己感興趣的知識記得牢，反之很快忘卻。朗朗上口的英文兒歌有動感，有韻律，迎合了兒童的心理和口味，加深了對所學單詞和句型的印象。]

Step 6 Task

(屏幕上出示小猴Jim，孫悟空及水果店圖片)Jim: My grandfather is Monkey King. He has afruit shop. He needs someond to help him. Do you wantto work in his shop?

Ss: Yes.

Jim: OK. You must pass the test.

1. Listen， draw and write

① What are these? They are bananas. I'd likesome bananas. How many kilos? Three kilos. Here youare. Six yuan， please.

_____kilos_____yuan

②What are those? They are grapes. I'd like somegrapes. How many kilos? Seven kilos. Here you are.Ten yuan ， please.

_____kilos_____yuan

2.Do a survey

T: Please ask your partners， finish the table andmake dialogues.

Students practice in groups，

[結合本單元的單詞和句型，我設置了“招聘水果店店員”這一任務，使學生圍繞任務進行特定的語言活動，激發興趣的同時訓練學生的聽力和口語。在采訪過程中強調小組合作，不僅培養了學生的協作能力，而且鍛煉了學生的語言交際能力。]

Step 7 Homework

Make new dialogues in groups，write down the newdialogues，