Class 1 Textbook p.4优秀完整教案

EEC三年级下册Unit 1 : I’m Hungry （Period 1）

1、本单元设计意图：学生通过学习一些形容词来表达自己的状态，比如饿了，渴了，同时也学习一些食物等单词，来表达自己的喜好，如喜欢什么，不喜欢什么，并运用所学的单词来表达在快餐店里的对话。此外在介绍学生喜欢的快餐店的由来，如肯德基，麦当劳等。教师应鼓励学生将所学内容与实际生活联系起来，真正运用到生活中。

2、本单元学习目标 语言知识目标：学生能够用通过所学的食物类的单词表达自己的喜好，能熟练说出I like … I don’t like ….运用所学的形容词正确表达自己的感觉、状态。

语言技能目标：培养学生听说读写能力，学生能运用所学的单词，句型表达自己的喜好和状态。激发学生深入学习西方饮食名称，并了解西方饮食文化，培养学生学习英语的兴趣，提高学生的交际能力。

情感态度目标：创设情境激发学生学习的积极性，大胆想象，创新思维，敢于开口表达自己的观点。培养学生竞争与合作的意识。

学习策略目标：培养学生根据发音规律学习词汇的方法；善于观察、积极思考、总结归纳的学习技巧。自主学习、探究学习策略。

文化意识目标：使学生初步了解表示状态的形容词，及一些食物的单词，了解西方快餐店里的食物及饮食文化。并渴望探究中外文化的差异。

1. Knowledge aims:

①Words：sandwich(es), hot dog(s), hungry, sick

②Words：bread, pizza

③ some, great ④Are you …?

No, I’m not. I’m …/ Yes, I am .

I like … . / I don’t like…

⑤We have sandwiches. I want some water. 2. Ability aims:

By the end of the lesson, the students should be able to:

1. Learn some expressions to describe the feeling: hungry, sick, “Are you …?

Yes, I am. / No, I’m not. I’m …”

2. Learn some names of food.

3. Understand, read and speak: I like …/ I don’t like…

3.

Focus of the lesson:

1. 学生能够熟练地根据自己学到的形容词问答对方的感受。

2. 学生能够运用所学食物来表达自己的喜好。I like…/ I don’t like…

4.Predicted area of difficulty:

1.学生能够正确区分名词的单数和复数以及不可数名词：sandwich – sandwiches，hot dog –

hot dogs，pizza, bread 2. The pronunciation of “hungry, sandwich(es), pizza”

3. The meaning and usage of some expressions about “I’m home.

Have some sandwiches and hot dogs.”

二、Teaching methods: Task-based teaching approach, TPR, Situational language teaching, (任务型教学法，TPR，情境教学)

三、Teaching aids:

pictures of food, word cards, CAI. 四、Teaching Procedures：

Step I : Greeting and Warming up

1. Greeting. Hello, boys and girls! How are you? Sing a song “How are you?”.

2. T: Boys and girls, today let’s study Lesson One: I’m hungry.(Write the title on the blackboard)

设计意图：通过歌曲进行导入，复习问候语及句型I’m fine, thanks，直接引出课题。

Step II: Presentation

1.

T: Boys and girls, did you have breakfast?(伴随动作)

Ss: Yes.

T: Oh, but I didn’t. I’m hungry now.(动作示意) Look here, I have some food. (ppt.) T shows some pictures of food-- milk, orange juice, sandwiches, hot dog, bread, pizza, apples and bananas.

T: 借助食物表达自我情感。I like sandwiches. I want some sandwiches. Which one do you like? 2. (ppt.) 教师出示听前任务，课件呈现Jack两种身体状态的图片(sick and hungry)。

BB: hungry: hung-ry hungry

sick: s-i-ck sick

Read the words a few times.

设计意图:教师充分利用面部表情肢体语言让学生感知单词hungry的含义,学生很容易接受,也乐于学习英语。

T: Let’s listen, what’s wrong with our friend Jack? Is he hungry or sick?

Ss: He is hungry.

T: Yes, he isn’t sick. He is hungry. Is Jack home(告诉学生home是在家的意思)?

Ss: He is home. 3. Listen and repeat(P4). Make up a dialogue in pairs. Jack: Hi, Mom. I’m home.

Mom: Hi, Jack. Are you______?

Jack: Yes, I am _______. / No, I’m not. I’m ______. BB:

A: Are you _______?

B: Yes, I am _______. / No, I’m not. I’m ______. 4. (ppt.) Show some pictures and ask some questions. T: What is this ?

S: sandwich / hot dog

and—sand—sandwich，o—hot—dog

T: What are these?

S:

sandwiches

/iz/ / hot dogs /z/

Learn to read the new words : sandwich , sandwiches, hot dog, hot dogs . (要强调单复数) Learn to read the new words : bread, pizza(不可数名词) BB:

sandwich—sandwiches

bread

hot dog—

hot dogs

pizza 5. (ppt.) sandwiches, hot dogs ,bread, pizza, apples and bananas. Play a game to read the words : What’s missing ?

设计意图：通过游戏巩固本节课学过的重点单词，培养学生的观察力和提高学习英语的兴趣。

StepIII: Practice: 1. BB:

A: We have

some sandwiches and hot dogs .

Do you like sandwiches?

B: Yes, I do. I like sandwiches./ No, I don’t.

I don’t like sandwiches.

Ss learn to read “some” and then the sentence. (告知学生some后面加名词复数或是不可数名词) 2.Make up a sentence: We have some ______ and ______. (替换练习，看谁说的句子又对又好) 3.(ppt). Ss look at the pictures of sandwiches, hot dogs, bread, pizza, bananas, apples, rabbits, ants, cats, dogs. Ask and answer questions in pairs. Then let some pairs show. A: Do you like_______?

B: Yes, I do. I like_______./ No, I don’t. I don’t like_______. Show cards ask and answer questions. T- S1, T- S2. Then the students practice in pairs. 设计意图：创设情境，借助PPT营造学生到快餐店或是玩具店买东西的情景，让学生能够在真实的情境中感知语言并运用英语进行交流。

StepIV: Consolidation.

1. Listen and Fill in the blanks on the paper.(P4)

Mom: Have _______ _______ and _____ _____.

Jack: That’s great!

I like ________.

Tutu: Me, too.

2. Listen and read the text in pairs.(P4) 3. Listening Exercise: (P7B ) Listen and do the maze.

StepV: Homework五、Blackboard design

六、Teaching reflection

以小组编对话的形式，巩固复习本单元所学重点句型。培养学生的观察力，激发学生积极思考的能力，让学生在体验、实践和合作的过程中，不断发展自身的语言能力，提高学生的英语综合素质。

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