Unit 3 In the restaurant优秀公开课教案

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

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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

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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

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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。

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