小学英语unit 3 In the kitchen获奖教学设计

课时

字母学习

词汇学习运用

句型学习运用

综合能力运用

第一

课时

初步感受字母Qq & Rr

学习bowl, plate, spoon, chopsticks单词。

能运用相关句型进行简单描述，如：

I like …

I can put ... on/in the...

I eat ...with...

Wow, yummy, yummy!

1．初步感知字母Qq, Rr的读与写，做到发音准确、书写规范。

2．在语境中，学习厨房用品类词汇，注意其音、形、义。

3．在语境中，尝试运用I like … I can put ... on / in the ... I eat ... with... Wow, yummy, yummy! 等句子进行描述与分享。

4．通过学习，感受餐具的不同用处。

第二

课时

进一步训练字母Qq & Rr

复习单元核心词汇，如：bowl, plate, spoon, chopsticks等。

初步学习与操练单元核心句型，如：

How many...?

There is/are...

在此过程中，注意回答的单复数与完整性。

1．进一步加强字母Qq与Rr的朗读指导。

2．进一步操练、运用核心单词。

3．学习与操练核心句型，如：How many...? There is / are...在此过程中，注意回答的单复数和完整性。

4．在交流的过程中体会帮助父母做家务的乐趣。

第三课时

继续学会运用字母Qq & Rr

进一步复习核心词汇，如：bowl, plate, spoon, chopsticks等。

进一步操练单元核心句型，如：

How many...?

There is/are...

同时了解Yes, please. / No, thanks.的用法。

1.对于字母儿歌深入了解，巩固内容。

3. 感受做饭的乐趣，同时在演中知道父母做饭的辛劳。

第四课时

较为熟练地运用字母Qq & Rr

进一步复习、巩固核心词汇，如：bowl, plate, spoon, chopsticks等。

较为熟练地操练与运用核心句型，如：There is /are...以及介词on, in, under等。

1．较为熟练地运用单元核心词汇和核心句型。

2．能运用核心词汇和句型询问物品数量。

3．在情景中区分介词on, in, under等，能尝试分享故事。

Procedure

Contents

Methods

Purpose

Pre-task preparation

1. Warming up.

1-1 Introduce myself.

通过自我介绍，让学生了解自己。

2.  Learn the

Letters.

3. Lead in.

2-1Ask and answer:

1)      Who is she?

2)      What can she do?

2-2 Write the letters: Qq and Rr.

2-3 Listen to Alice’s reading

3-1 Lead in: Alice reads happily. Then she smells the food. She goes to the kitchen.

3-2 Ask and answer:

What can you see in the kitchen?

Which food do you like?

通过Alice阅读引出字母Qq和Rr的学习，并初步感知字母的写法以及字母儿歌。

通过场景的转换，进到厨房，并展开相应的问答，复习在厨房里能看到的物品，引发兴趣，开始学习。

While-task procedure

Scene 1

Learn: plate

1-1  Lead in: Listen to Mum and Alice.

1-2  Read and spell: plate

1-3  Read: I like this plate.

1-4  Enjoy more plates.

1-5  Say a rhyme:

Plates are blue, plates are white.

Plates are big, plates are small.

They are all flat.

1-6  Look and say:

I can put the noodles on the plate.

1-7  Try to say:

 I can put the _____ on the plate.

1-8  Look and say:

I like this plate. I can put the noodles on the plate. Em, so nice!

1-9  Think and say:

I like this plate.

 I can put the _____on the plate.

 Em, so nice!

通过听的方式让学生感知单词plate，初步了解它的音。

知道plate的不同种类，了解它的深浅度，从而知道可以放什么在它里面。

了解主人公Alice喜欢的食物炒面，在层层推进中巩固plate,并尝试使用主文本的内容说一说。

Scene 2

Learn: chopsticks

2-1 Lead in: Listen to Mum and Alice.

2-2 Read and spell: chopsticks

2-3 Read: I like chopsticks.

2-4 Play a game: How many chopsticks?

2-5 Look and say:

I eat noodles with chopsticks.

2-6 Try to say:

I eat _____ with chopsticks.

2-7 Look and say:

I like _____. I eat the noodles with _____.

Wow, yummy, yummy!

2-8 Think and say:

I like _____.

I eat ____ with _____.

Wow, yummy, yummy!

通过多样形式操练单词 chopsticks。

运用游戏让学生了解筷子是成双使用的。

再次感知主文本，培养学生说几句的能力。

Scene 3

Learn: bowl

3-1 Lead in: Noodles are ready. Mum is cooking soup now.

3-2 Listen to Mum and Alice.

3-3 Read and spell: bowl

3-4 Compare: plate and bowl.

3-5 Practice: I can put … in / on …

3-6 Read, then look and say.

I like this bowl.

I can put ___ in the bowl.

Em, so nice!

3-7 Think and say:

I like this bowl.

I can put ___ in the bowl.

Em, so nice!

妈妈要把汤盛到碗里,以此引出bowl。同时以实物的形式辨别bowl和plate，知道on the plate和in the bowl以及深浅，又能帮助活跃课堂气氛。

复现主文本，培养学生自主说一说的能力。

Scene 4

Learn: spoon

4-1 Lead in: Listen to Mum and Alice.

4-2 Read and spell: spoon

4-3 Know some table manners.

4-4 Say table manners:

Big bowl, big spoon. Share together.

Small bowl, small spoon. For you and me.

4-5 Read, look and say:

I like this spoon.

I eat ____ with a spoon.

Wow, yummy, yummy!

4-6 Think and say:

I like this spoon.

I eat _____ with a spoon.

Wow, yummy, yummy !

通过品尝汤使用spoon，引出spoon 的学习。

德育渗透，教会学生一些餐桌礼仪。

复现主文本，培养学生独立说的能力。

Post-task activities

More practice

1. Enjoy the whole story.
2. Read the whole story.
3. Think and say:

I like _____.

 I can put ____ on / in _____.

 I eat _____ with _____.

 Wow, yummy, yummy!

通过对单词的复习、对整个材料的再次聆听，整体感知，尝试输出、语用体验。

Assignments

Listening: Listen and read the words.(听读单词)

Writing: Try to write the letters: Qq and Rr.(写写字母Qq和Rr)

Reading : Read the material.（朗读材料）

Speaking : Say the tableware you like.（说说喜欢的餐具）

家作的布置体现层次，对教学内容反馈并语用输出。为继续学习做铺垫。