Unit 3 In the restaurant板书设计及意图

1A Module3 Unit3

A hungry caterpillar in the restaurant

The first period

Teaching objectives

Knowledge objectives:

1. To learn the new words: pie, pizza, cake, hamburger

2. To learn the new sentence pattern: May I have a/ an ..., please?

Skill objectives:

1. Ss are able to pronounce the new words correctly.

2. Ss can use the new words and sentence patterns to ask for food.

Emotional objectives:

Life is beautiful.

Steps of teaching:

I. Pre-task:

1. Greeting

T: Good morning, boys and girls.

Nice to see you.

2. Sing a song: “Apple tree”

T: You like to eat apples. My friend Coco likes to eat apples too. Say “Hello”to Coco. Look, how is Coco? Let’s ask Coco “How are you?”together.

Ss: Coco,Coco, how are you?

T: Coco is hungry.

Have Ss imitate Coco by saying: “I’m hungry.”

Look! Who is he?

Ss: He’s Qiao Hu.

3. Revision: Ply a passing game

T: Qiao Hu has a restaurant. Let’s help Coco cross the river.

Are you ready?

Ⅱ. While-task:

1.Welcome to my restaurant.

Have Ss imitate Qiao Hu.

2.Pie

1)Reading drills

2)An apple pie A peach pie

3)Phrases a/an ____ pie

4)Read dialogue 1 (Girls: Coco Boys: Qiao Hu)

3.Pizza

1)Still Imitate Coco: I’m still hungry.

T: How is Coco now? Ask Coco together: Coco, Coco, how are you?

2)Reading drills (High voice, low voice)

3)Sing a song: I can draw a pizza

4)Finish the dialogue

5)Read dialogue 2 in roles (Boys: Coco; Girls: Qiao Hu)

4.Cake

1)Reading drills

T: How is Coco now? Ask Coco together: Coco, Coco, how are you? 2)Chant

a.Ask and answer

T: Look at this cake. How is it?

b.Say the chant in a group of four

5.May I have a cake, please?

1)Reading drills

2)Hand-clapping game

3)May I have a/an _____, please?

4)Read dialogue 3 in groups (Group1&2: Coco, Group3&4: Qiao Hu) 6.Hamburger

1)Watch a video

T: Look, Qiao Hu is making a hamburger.

2)Reading drills

3)Chant (Say the chant in groups)

4)Finish the dialogue Have Ss work in pairs

5)Read dialogue 4(Girls: Coco, Boys: Qiao Hu)

7.Let’s shout

T: Coco ate so many foods. Let’s play a game. Golden eyes.

8.Read the four dialogues in roles (Girls: Coco, Boys: Qiao Hu) T:Now how about reviewing this story?

Ⅲ. Post-task:

1.Make dialogues in pairs

1)Make a model

T: Qiao Hu has so many foods. Who’d like to be Qiao Hu?

2)Work in pairs

2.Emotion education

T: After eating so many foods. Coco becomes a beautiful butterfly. Life is beautiful.

Ⅳ. Assignments:

1.Listen to the tape and read page 34.

2. Make a new dialogue with your friends.

反思

本课教材所给的话题为In the forest,主要讲的是森林里的野生动物。对于动物这个话题,小朋友们并不陌生,一年级时就学过有关动物园的内容,对常见动物的名称,如何描述动物的体貌特征已有所了解。本课主要单词为fox、hippo、meat、grass,主要句型有Look at me. I like... 考虑到学生的学习背景和年龄特征,我创设了一个狐狸请客吃饭的故事,让学生在语境中学习新授内容。在本课的一开始我以一首Brown bear, brown bear, what do you see?来复习已学的有关动物的单词,激活学生的旧知,接着通过小动物们参加狐狸举办的圣诞晚宴、狐狸想吃掉小动物们、河马等大动物营救小动物的故事情节开展教学。在教学过程中,我一方面借助生动的媒体用儿歌、歌曲、对话等形式操练巩固单词和句型,同时把以前学过的句型I’m ... I like ... I can ...做了

整合,渗透到儿歌、对话中加以训练。为了严格贯彻“基于课程标准的教学与评价”,在教学设计时,我重点关注了教材的重难点,没有拓展其它内容,我的教学目标是让学生能通过文本的学习,能流利介绍自己喜欢的野生动物。在教学的推进过程中,文本看似简单,却句句紧扣教学重点,并体现叠加、递进的特征,从最开始的语句I’m a/an ... I’m in the forest. 到最后的语段Look at me. I’m a/ an ... I’m in the forest. I’m ... I’m ... My ...is/are ... I can...I like...在循环上升的文本中培养学生连续说话的能力。整堂课下来,大部分学生都会说、愿说,基本实现了教学目标。

但也有一些不足之处,如果我能设计一些动物头饰,让学生戴上头饰进行表演,学生的积极性会更高,效果会更逼真。其次,我在表扬学生时,为了节省时间,我总是在甲同学回答问题的同时,给已回答问题的乙同学贴纸表扬,导致很多同学没有看到,减弱了评价效果。同时,我也要提高自身的教学素养,使发音更到位,语调更符合创设的文本情境,肢体语言更丰富。