Unit 3 In the kitchen课时教案

Project - Competence Chain（项目-能力链）

OE BOOK 2A Module 3 Places and activities Grade Projects “My daily life”

To show the way to a certain place and give the directions with ‘Walk along …’, ‘Cross …’, ‘Turn …’ and ‘You can …’

“Around my neighborhood”

To do an introduction about the neighborhood that one lives with prepositions Competences 1. Students can ask the questions to find out the directions. 2. Students can use formulaic expressions to confirm an answer is correct. 3. Students can ask the questions to find out people’s preference. 4. Students can use formulaic expressions to ask for and express opinions. 5. Students can use modeled sentences to give suggestions and advice. 6. Students can identify the phonetic symbols. 1. Students can understand the key words in context. 2. Students can identify positions. 3. Students can describe existence. 4. Students can elicit a positive or negative response. 5. Students can find out the price of things.

6. Students can identify the pronunciation of the words. 1. Students can understand the key words in context. 2. Students can find out specific information. 3. Students can find out quantity. 4. Students can find out the colours of objects. 5. Students can use expressions to request something. 6. Students can know the pronunciation of the letters. 1. Students can ask questions to get information about something.

2. Students can provide information in response to factual questions. 3. Students can use the pattern to give simple instructions. 4. Students can ask the questions to find out the quantity of something. 5. Students can know the pattern to talk about quantity.

6. Students can use the letters: Mm, Nn, Oo, Pp, Qq, Rr 5 4 3 “Around my home”

To make a report about the activities the people can do in different places by using ‘We can ...’

“Things I can see”

To make a report about the places and activities with ‘There is/are …’, ‘I

can see…’

and ‘Put …’

2

1 “Food”

To have a picnic to talk about the fruit and food by using ‘May I have…,please?’

1. Students can use numerals to count from one to six, use nouns to identify fruit and food. 2. Students can use formulaic expressions to request something. 3. Students can ask questions to find out quantity. 4. Students can use formulaic expressions to greet customers.

Objective - Task Chain（目标-任务链）

OE BOOK 2A Module 3 Places and activities Project:

Things I can see To make a report about the places and activities with ‘There is/are …’, ‘I can see…’ and ‘Put …’

OE BOOK 2B Module 2 My favourite things

Competences:

1.

Students can ask questions to get information about something.

2.

Students can provide information in response to factual questions. 3.

Students can use the pattern to give simple instructions. 4.

Students can ask the questions to find out the quantity of something. 5.

Students can know the pattern to talk about quantity.

6.

Students can use the letters: Mm, Nn, Oo, Pp, Qq, Rr Unit 1 In the children’s garden Unit 2 In my room Unit 3 In the kitchen Topic: Tidy up the room ’s garden Topic: Your kitchen

Topic: In the childrenTask: To make a dialogue about the things in the Task: To give a report about how to put the things Task: To do a survey about the numbers of children’s garden with modal verb ‘can’

in the room orally with Put…in/on….

tablewares in one’s kitchen

Learning objectives: Learning objectives: Learning objectives:

1. To identify,read,understand and spell the new 1. To know the objects in the room 1. To use the nouns of tablewares in the kitchen e.g. bag, box, desk, chair e.g. bowl, plate, spoon, chopsticks

words about recreational facilities in the 2.

To use the prepositions to identify positions children’s garden

2. To ask the question to ask about the quantity e.g., slide, swing, seesaw

e.g., in, on of something

2. To use the key pattern of asking the questions 2.

To use the imperatives to give simple e.g. How many bowls? instructions

to get information about something 3. To use the syntactic rules to talk about e.g., What can you see?

e.g. Put the book in the bag. quantity. e.g.

3.

To provide information in response to factual 3. To use the formulaic expressions to respond to

There is one spoon. simple instructions There are four bowls.

questions according to syntactic rules

E.g., I can see ... e.g. OK./ Yes./ All right. 4. To use the letters: Qq queen , Rr rabbit 4. To use the letters: Mm mouse, Nn net 4. To use the letters: Oo orange, Pp pig Core contents:

Core contents:

Core contents: Words:

Words: Words:

bowl, plate, spoon, chopsticks bag, box, desk, chair Patterns:

slide, swing, seesaw Patterns: Patterns:

How many …? There are …

What can you see? I can see a…

Put the book in the bag. OK./ Yes./ All right. Letters: Qq queen, Rr rabbit Letters:

Mm mouse, Nn net Letters: Oo orange, Pp pig WB: P34-37

WB: P30-33 WB: P26-29

Content - Discourse Chain（内容-话语链）

OE BOOK 2A Module 3 Unit 3 In the kitchen Periods & Sub-topics Sub-tasks Period 1 Cook dinner Period 2 Alice’s home Period 3 Naught Ginger Period 4 Your home To say and act out the To make a description about To make a description about To fulfill the task of this unit conversation tablewares in the kitchen e.g. bowl, plate, spoon to talk about quantity.

e.g. There is bowl/plate/spoon. one’s kitchen、room or study tablewares in the kitchen e.g. chopsticks the objects in the room talk about quantity

kitchen Rr rabbit 1. To use the nouns of 1. To use the noun of 1.

To use the syntactic rules to 1. To count and write about your

e.g. There are two bowls on 2. To use the letters: Qq queen, 2.

To use the syntactic rules 2. To use the syntactic rules

the table. to ask about the quantity of 2. To retell a story fluently one something e.g. How many chopsticks?

Learning Objectives 2. To ask the questions to 3. To use the syntactic rules offer help by using the key to talk about quantity patterns

e.g. A spoon? Yes, please.

3. To say and act out the conversation

e.g. There are ten chopsticks. To make a description about one’s kitchen、room or study e.g. Welcome to my home.

This is

my ...

There is ...

There are... Words: Words: chopsticks Patterns: How many…? There are …

Listening and speaking: Words:

Patterns: There is/are…

Listening and speaking: Words:

Patterns: How many …? There is/are….

Listening and speaking: Core contents plate, spoon, bowl Patterns: There is ... Listening and speaking: Discourse There is one bowl/spoon/plate bowl, plate, spoon, chopsticks There is a table and a chair in How many plates?

-- A spoon? -- No, thanks. --- Chopsticks? -- Yes, please.

-- Give me a plate, please. -- Here you are. -- Dinner is ready. -- I’m coming.

How many bowls? There are four bowls.

Reading and writing: bowl, plate, spoon, chopsticks the room. There are two bowls There are five. on the table. Ginger is on the chair. Look! Ginger can jump. The bowls are on the table. Ginger is under the chair. SB: P34 Look and learn; Say SB: P34 Look and learn;

SB: P36 Enjoy a story,

SB: P37 Learn the letters WB:P36 C, D P37 Task/A, B Materials and act

WB: P34 A Say and act

P35 Look and say WB: P 35 B

单元设计工具表

2A

Module 3 Things around us

Unit 3 In the kitchen

Contents L1——能准确识读并规范书写字母

语音

Letter: Qq, Rr L2——能准确知道字母在单词中的常用发音

L1——能理解并仿说单词；能用字母拼读单词

核心(VC)：bowl, plate, spoon, chopsticks

L2——能规范抄写并背默核心词汇

词汇

非核心(VE)：a pair of chopsticks L3——能正确运用核心词汇识图表意，能正确写出核心词汇

L1——能初步了解词法规则；

词法

L: bowls/plates/spoons/chopsticks L2——能正确理解并运用词法规则，进行简单的口头表述；

核心(SC)：How many …s?

There is/are…

句法

非核心(SE)：-- A spoon? -- No, thanks. --- Chopsticks? -- Yes, please. 语篇

Welcome to my home. L1——能理解并仿说语句；

L2——能理解核心句型，并进行简单表述；

L3——能在特定的语境中，运用核心句型；

L1——能背诵上课习得的话语模板；

Level

This is my…(kitchen/room/study) P: There is …

There are …

L2——能根据图片提示回答问题；

L3——能运用核心词汇和句型，在所给语境中，用3-4句话进行表述；

Task To make an introduction in about one’s kitchen/room/study with sentence pattern: There is/are...

Lesson plan Period 2 Procedures I. Pre-task

preparations: Contents

Free talk

This is my lunch box. There is a spoon/ bowl

Alice: Welcome to my home.

This is my kitchen.

Qs: 1) Kitty has a question, What did she ask?

-- What can you see?

2) If you are Tom, what can you see now?

-- I can see chopsticks.

chopsticks

Methods Activity 1: Revision 1.

T: Show the picture of lunch box.

Ss: Say the lunch box by using 3sentences.

Activity 2: Elicitation 1 T: Show the picture of kitchen. Ss: Listen and imitate the introduction of Alice Sn: Practice the introduction.

Activity 3: Elicitation2 1. T-Raise question1 Ss: Listen and imitate 2. T: Show the picture of chopsticks, and raise question2

Ss: Think and predict

T: Play the sound recording

Sa: Listen and answer

Activity 4: Comprehension 1 1.T: Show the picture of chopsticks

Ss: Listen and imitate Purposes

To remind

students of the knowledge they learnt.

To get to know kitchen. II. While-task

procedures:

To have

the students pronounce the new sentence correctly and get the meaning of it.

(SC-L1)

get the meaning of it.

(VC-L1)

T-Ss-Ss-Sn :Read and spell

chopsticks c-h-o-p-s-t-i-c-k-s chopsticks

Qs: 1) If Alice want to know the Activity 5: Elicitation3 number of chopsticks, What can 1.

T-Raise the question1

Ss: Think and answer she ask? 2.

T: Play the sound recording

-- How many chopsticks?

Ss: Listen and repeat

3.

T: Raise the question2, and play the sound

2) If you are Tom, what can recording of Tom

Ss: Listen and imitate. you say now? There are ten chopsticks. --There are ten chopsticks.

Activity 6: Consolidation

1. T-Alice Ss-Tom

T-Ss: Do a role play Alice: What can you see? Tom: I can see chopsticks. 2. T-Tom Ss-Alice Alice: How many chopsticks?

T-Ss: Change the role and do the role play Tom: There are ten chopsticks. 3. T-Spair: Do a role play

4. Ss: Do a pair work with deskmate

5. T: Delete some key words.

Ss: Ask and answer in pairs.

Activity 7: Substitution Alice: What can you see? T: Show the picture of different kind of tablewares Tom: I can see... bowls/ Ss: Do a role play and practice the patterns spoons/plates

Alice: How many

bowls/spoons/plates?

Tom: There are … bowls/spoons

/plates.

get the meaning of it.

(SC-L1)

To use the key patterns. (SC-L2)

To master

the sentence pattern. (SC-L3) (P-L1)

Alice: Welcome to my home.

This is my kitchen.

There are ten chopsticks.

There are four bowls. There are seven plates.

There are five spoons. Alice’s room How many…? There is/are

Alice’s study Welcome to my home. This is my study. There is/are... Activity 8: Building blocks

T: Make a demo Ss-Sp: Practice and add more sentences. Welcome to my home. This is my kitchen. There are … bowls/plates/spoons. Activity 9: Consolidation 1. T: Do a demo Ss: Ask and answer in pairs 2. T: Do a demo

Ss: Choose and write on work sheet 3. T-Ss: Introduce the room of Alice 4. T: Play the sound recording of the dialogue between Alice and Tom.

Ss: Do the exercise and say

Activity 10: Application T-Ss: Choose one picture(kitchen/room/study) and say something about it

To master

the sentence pattern. (SC-L3) (P-L3)

To master

the sentence pattern. (SC-L3) (P-L3) III. Post-task

activities:

Welcome to my home.

This is my ... There is/are...

1.

L/R SB P35x531 2.

Choose one the three scene(kitchen/room/study),

And introduce it with at least 4sentences. On the blackboard:

2A M3U3 In the kitchen

Period 2

Alice’s kitchen

How many …?

There are…

Assignment

To apply

what they’ve learnt in this class.

（P- L3）

To consolidate what they have learnt in this class.