Class 1 Textbook p.4板书设计及意图

EEC三年级上册Lesson 1 : I’m Hungry

作者:郭杰小学桥西区新华小学

1、本单元设计意图:学生学习表示状态的形容词,以正确表达感觉和要求,同时学习西方饮食名称,并了解西方饮食文化,将所学内容与实际生活联系起来,真正运用到生活中去。

2、本单元学习目标

语言知识目标:学生能用英语表达自己的感觉和要求,同时熟悉西方饮食名称。

语言技能目标:教师创设情境,学生在情境中学语言,学生能运用所学语言进行交际的能力。

情感态度目标:激发学生深入学习西方饮食名称,并了解西方饮食文化,激发对英语的热爱之情。

学习策略目标:让学生在体验、实践和合作的过程中,运用语言发展思维,发挥想象、动手动口,合作参与,在实际交流中发展语言能力,提高学生的英语综合素质。

3、学情分析

刚经历的寒假开学,学生的学习状态比较放松,还没有投入紧张的学习中,第一课,教师应该着重培养学生的学习兴趣,帮助学生进入学习状态.

4、单元具体设计

根据课时安排我把本单元分4课时来完成教学。

The first period P4~P5 表达感觉和对饮食的喜好

The second period P6~P7 提议及应答

The third period P2 ,P8 ,P12—13 表达喜欢和拥有的食品

The fourth period P8----P11 复习并处理练习

老师们记住3年级下册讲字母分类!!!!!

Lesson 1 : I’m Hungry Period 1

一、Teaching Aims:

1. Knowledge aims:

① Four-skill words: sandwich ,hot dog , hungry , sick

② Three-skill words: Are you ………? No, I’m not. I’m ……. I like ……..

No, thanks.

③ Key structures:Are you ………? No, I’m not. I’m ……./Yes, I am . I like … .

2. Ability aims:

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

1. scan the text and find out some sentences about food .

2. get to know the meaning of “Are you ………? No, I’m not. I’m ……. I like ……..

”both in spoken and written forms, and pronounce them clearly;

No, thanks.

3. guess the meaning of the word “home” from the context;

4. use the words “sandwich ,hot dog , sick, hungry ,”both in speaking and writing;

5. use structures like “I like … . Are you …? No, I’m not. I’m … . /Yes, I am .”to talk about food and feeling in English.

3.Focus of the lesson:

1. understanding the dialogue as a whole;

2. role playing the dialogue with the right pronunciation, intonation and sentence stress. Are you …? No, I’m not. I’m…. /Yes, I am .We have sandwiches and hot dogs .

4.Predicted area of difficulty:

1.Students can distinguish sandwich , sandwiches and hot dog ,hot dog s .

2. The pronunciation of “hungry, sandwich(es)”

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

二、Teaching methods: Task-based teaching approach, Situational language teaching, Audio-Lingual methods,Elicitation teaching

三、Teaching aids:pictures, cards, CA

四、Teaching Procedures:教案修改: Step I : Greetings. T: Hello,class. Ss: Hello, teacher . Step I : Greetings.

T: How are you ? Ss: I’m fine, thanks . StepII : Presentation

1. T:Today I’m sick .Are you sick ?

S1: Yes ,I am .

S2: No , I’m not . I’m hungry .

T : Me, too.

Read the new words : sick, hungry, and practice the dialogue. Show cards:

T: What is this ?

S: sandwich / hot dog .

T: We have sandwiches and hot dogs .

Learn to read the new words : sandwich , sandwiches, hot dog, hot dogs .

(要强调单复数)

Play a game to read the words : What’s missing ? or One Two Three Bong.

T: I like sandwiches. Do you like sandwiches ?

S: Yes , I do ./ No, I don’t . I like hot dogs .

Ask and answer the sentences .

StepIII: Practise:

Check some students.

I like… .

StepIV: Production

A: Hi ,xx. I’m home.

B: Hi, xx. Are you sick ?

A: No , I’m not . I’m hungry .

B: We have sandwiches and hot dogs .

A: That’s great . I like … .

B: Me, too. Here you are .

A: Thanks .

StepV: Consolidation

1.Play the tape. Listen and read the text. Then practice reading in groups. StepII : Presentation

1.Show some pictures to learn some new words:hot dog,sandwich,bread,pizza ; 2.some fruits:apple banana orange

What’s this?It’s ____. 3.What are they? They’re apples/bananas/oranges/hot dogs/sandwiches.

4.Play a game:I say,you say an apple apples

an orange oranges

a banana bananas

a hot dog hot dogs

a sandwich sandwiches We have ______

Make a sentences:I am hungry,I like _______.

6.Work in pairs.

Are you hungry?

Yes,I am./No,I’m not.I am sick.

2. Listen and do the listening exercise : Small Talk.

3. Exercise

-Are you hungry?

-Yes,I .

A.am B.is

StepVI: Homework.

Remember these new words

hot dog,sandwich,bread,pizza

apple banana orange

五、Blackboard design

Lesson 1 : I’m Hungry

hot dog , sandwich, bread, pizza

apple banana orange

Are you hungry?

Yes,I am./No,I’m not.I am sick.

六、Teaching reflection

本课设计的单词较多,部分孩子不能完全吸收,下次设计内容时应减少单词词汇量,增加游戏环节,提高学生的学习兴趣。句型简单但练习由于时间关系略显仓促,还应再巩固。(减少单词量就会留出句型的操练时间)。学生接受单复数情况较好,但个别学生掌握不好,需要在以后的教学中加大操练的力度。(

a sandwich sandwiches)学生对这一变化掌握的稍显困难。需要加大操练。