上海牛津英语2A：Unit3 Things I like to do第三课时
一、主要新授内容(New contents)
Let鈥檚 play --- Guess I like to 鈥�
Letters --- Ee egg Ff fish
二、学习目标(Objectives)
1、在学会句型I like to 鈥Φ幕∩希徊浇戮傻ゴ省⒍逃镆约耙恍┚删湫驼希芨宄暾乇泶镒约合不叮ɑ虿幌不叮┳龅氖隆�
2、 学习用What do you like to do?提问，根据学生的层次，提出不同要求，帮助学生来互相了解交流彼此的喜好。
3、学习字母Ee和Ff，以及元音Ee的长短发音和辅音Ff的发音,并能将已学过的单词根据发音归类，尝试拼读含有Ee, Ff发音的简单单词。
三、教学建议
1、任务前期准备阶段（Pre-task preparation section）
Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。也就是我们常说的：Input。在这个环节主要让学生获得对新语言材料的第一次感知。
Activity 1 （Chant）
（引入1）
1、教学辅助(Aids)
1) 单词卡片
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Read the words |
Students clap and read the word cards |
以有节奏地吟诵，单词到词组短语的复习，帮助学生确切地表达自己喜欢做的事。 |
|
2 |
Chant |
Ask students in pairs to look at the word cards and say. e.g. run, run, run very fast. Sleep, sleep, sleep on the bed. draw, draw, draw a flower. |
Activity 2 (Act the animals)
（引入1）
1、教学辅助(Aids)
1) 图片
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Act a frog |
Ask students to say more one by one. S1: I am a frog. I like to swim. S2: I am a frog. I like to swim in the water. S3: I am a frog. I like to swim in the water. I like to jump, too. S4: I am a frog. I like to swim in the water. I like to jump high, too. 鈥� |
学生通过层层递进地表述，使语言积累下更为丰富，使不同层次的学生都学习表达。 |
|
2 |
Act other animals. |
Students work in groups and act different animals. e.g. pig, rabbit, bird. |
Activity 3 （The appearance）
（引入1）
1、教学辅助(Aids)
(1) 图片
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Show some pictures of people |
Who is she / he? What does she / he look like? |
通过外貌特征，来猜测其爱好，通过整合单词句型来演演说说，培养学生拓展思维以及英语思维的能力。 |
|
2 |
Say and act a person |
Invite students to choose a person and act. I am 鈥� (name). I am 鈥� (fat/ thin, strong, clever, etc.) Because I (don鈥檛) like to 鈥� |
Activity 4 （A snack bar）
（引入1）
1、教学辅助(Aids)
（1） 电脑（2A-U3-7）
（2） 屏幕
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Talk about the snack bars |
In Shanghai, how many snack bars do you know? Which snack bar do you like best? |
与Unit 2结合，从学生身边的英语着手，句型的复习表达也为下面的问答打好基础。 |
|
2 |
In the snack bar |
What do you like to eat? What do you like to drink? |
2、任务中期实施阶段（While-task procedure section）
While-task Procedure，这是指语言技能的习得过程。其中分为机械性操练和意义性操练两部分。机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。
Activity 1 （Let鈥檚 play）
（引入1）
1、教学辅助(Aids)
1) 电脑（2A-U3-8）
2) 屏幕
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Look and say |
Teacher shows a shadow on page 15 and asks: Sam/May, Sam/May, what do you like to do? Students answer: I like to 鈥�. (Encourage students to use the phrases. e.g. play yoyo) |
多媒体课件的互动参与，发挥学生学习的主动性，并使学生从句子的表达、单词的认读、以及正确语音语调的模仿上，都有所得。 |
|
2 |
Listen and read |
Invite a student to click a picture and then the multimedia sounds 鈥業 like to 鈥︹��. Students read after it. |
Activity 2 （Say a chant）
（引入1）
1、教学辅助(Aids)
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Say a chant |
Invite students to ask questions one by one or work in groups. T: I like to 鈥�. ___, ___, (S1鈥檚 name), What do you like to do? S1: I like to 鈥�. ___, ___, (S2鈥檚 name), What do you like to do? S2: I like to 鈥__, ___, (S3鈥檚 name), What do you like to do? 鈥� |
节奏训练培养学生语感，从师生到生生（由接受能力快的学生到学习有困难的学生）的互相问答，扩大操练面。 |
根据班级情况，可让学生了解更多提问方法，e.g. How about you? What鈥檚 your hobby?
Activity 3 （Make a shadow）
（引入1）
1、教学辅助(Aids)
1) 纸
2) 铅笔
3) 剪刀
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Make a shadow |
Ask students to draw an animal on the paper and then cut it out. |
让学生动手做，在随后的游戏中竞猜交流，使学生在真实的情境中运用语言。 |
|
2 |
A guessing game |
Let students show the shadow and others guess: --- What am I? What do I like to do? --- You are a/an 鈥� You like to 鈥� |
Activity 4 （The scene）
（引入1）
1、教学辅助(Aids)
(1) 电脑（2A-U3-9）
(2) 屏幕
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Look and guess |
Teacher introduces four people. Show their photos and what they have. e.g. a book, a ball, a car, a fish. Guess the people鈥檚 hobbies and jobs. |
通过物品来猜猜其职业与爱好，让学生进行发散性思维。 |
|
2 |
Check the answer |
Teacher shows one answer: I鈥檓 a fisherman. I鈥檝e got a fish. I like to go fishing. And then show the hints on the paper to encourage three students to tell the answers. A book: teacher A ball: a football player A car: a driver |
从游戏的竞猜，到示范与根据提示结合，让学生自己揭示答案,使学生始终作为学习的主人来参与。 |
Activity 5 （Act the family members）
（引入1）
1、教学辅助(Aids)
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Act and guess |
Encourage students to act a family member and others guess who he/she is. I am 鈥�(adj.) I am 鈥� years old. I have got 鈥� I like to 鈥� |
以不同年龄段的扮演竞猜，让学生通过平日的相处揣摩自己家庭成员的爱好。 |
3、任务后期完成阶段（Post-task activity section）
Post-task Activity，这是指经过机械性操练和意义性操练，引导学生运用他们所获得的知识与技能来完成一个交际性的任务鈥渢ask鈥潱簿褪怯镅缘氖涑觯簅utput。学生通过前两个阶段的学习，在知识和能力上已具备综合新旧知识进行交际的能力，教师可以根据学生的实际水平设计或选用提供的活动，使学生在相应的尽可能贴近生活的语境中，正确有效使用习得语言，完成交际性的任务。
Activity 1（The alphabet）
（引入1）
1、教学辅助(Aids)
1) 字母卡片
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
The letters |
Drive a train and read the letters from 鈥淎a---Ff鈥�. |
学习Ee和Ff，复习已学字母。 |
|
2 |
Compare the letters |
Read the letters: bd FE DC ac |
将容易混淆的字母进行辨析。 |
Activity 2 (The sound of Ee)
（引入1）
1、教学辅助(Aids)
1) 字母卡片
2）单词卡片
3）图片
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Learn the sound of Ee |
Learn: Ee eat egg. Then read two rhymes of the long and short Ee sound showed as below. |
将元音字母Ee的长短音防入已学单词，防入儿歌中学习巩固，使发音练习更有趣味性。 |
|
2 |
Find more words |
Encourage students to find other words including the long and short Ee sound. Then try to make a sentence using these words. |
The long Ee sound The short Ee sound
I am learning letter Ee, I am learning letter Ee,
Letter Ee, letter Ee, Letter Ee, letter Ee,
I am learning letter Ee, I am learning letter Ee,
Ee-Ee-Ee-Ee(The long Ee sound) Ee-Ee-Ee-Ee(The short Ee sound)
Eat starts with letter Ee, Egg starts with letter Ee,
Letter Ee, letter Ee, Letter Ee, letter Ee,
Eat starts with letter Ee, Egg starts with letter Ee
Ee-Ee-Ee-Ee. (The long Ee sound) Ee-Ee-Ee-Ee. (The short Ee sound)
Activity 3 (The sound of Ff)
（引入1）
1、教学辅助(Aids)
1）字母卡片
2）单词卡片
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Learn: Ff fish |
Say a rhyme like this: Ff Ff, /f/ /f/ /f/, Fish, fish, I am a fish. I like to swim. |
在儿歌中，将新句型自然整合其中，并让学生了解字母及其发音，使学生有能力寻找含有/f/发音的已学单词。 |
|
2 |
Find more words |
Encourage students to find more words including the sound /f/ and then try to make a rhyme. |
Activity 4 (Sing a song)
（引入1）
1、教学辅助(Aids)
1) 磁带
2) 录音机
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Sing a song |
Sing a song with actions to learn the sound of Ff |
将歌曲进行改编，在说说唱唱做做中，进一步学习巩固Ff的发音。 |
|
2 |
Learn a phrase |
Learn the phrase 鈥榝all down鈥�. What falls down? (Leaves, A pencil, Apples, etc.) |
Tune:
If you鈥檙e happy and know it, Fall down /f/ /f/ /f/ 鈥�
If you鈥檙e happy and know it, Fall down /f/ /f/ /f/ 鈥�
If you鈥檙e happy and you know it, Then your face will surely show it.
If you鈥檙e happy and know it, Fall down /f/ /f/ /f/ 鈥�
Activity 5 (A game)
（引入1）
1、教学辅助(Aids)
1) 电脑 （2A-U3-10）
2）屏幕
2．活动过程（Process）
|
Steps |
Contents |
Methods |
Purpose |
|
1 |
Listen and choose |
Students listen to a word and choose the missing letter (Aa---Ff) according to the sound. |
综合已学字母，在听单词中辨别发音，并能尝试拼读一些新单词，使学生的语音能力得到增强。 |
|
2 |
Read the word |
Students try to read the words according to the sounds. |
附件：
媒体制作说明
路 2A-U3-7 出示MacDonald鈥檚, KFC, Pizza Hut, New Asia(新亚大包)的标志，并点击相应图标后有一些相应的食物图片。
路 2A-U3-8 出示书上15页上的图片，点击任何一幅图，出现相应的磁带中的录音I like to 鈥�
路 2A-U3-9 出示4个人和a book, a ball, a car, a fish，以及问句：What do I like to do? What鈥檚 my job? 随后点击到一个人，在图片下面出示句型I鈥檓 a fisherman. I鈥檝e got a fish. I like to go fishing. 再点击一下，另外3个人图片下面出示A book: teacher；A ball: a football player；A car: a driver
路2A-U3-10 每次出现一个单音节单词，其中一个字母为空缺（是Aa---Ff任意一个），周围是几个字母供选择。按钮选择播放单词发音，学生可任意拖动可选择的字母，并会自动判断正误。如 ___ ag(bag), 可选字母：d b c。
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