Unit9 Chopsticks Period 1-2教学设计
教育目标：
1. 让学生学习、感受中西方饮食文化的不同，学会尊重别人的生活习惯。
2. 培养学生在日常生活中养成良好的用餐习惯。
知识目标：
基础目标：
1.Words and expressions
From Wonderland From Farmland From Grand Theatre
fork *a gift dinner
*knife a racing car *ready
glass Western food child (children)
*plate dish
spoon favourite
cup peanut
dish chopsticks
bowl try again
2. Sentence patterns
From Farmland From Grand Theatre
Here鈥檚... ... is ready.
Here's... for you. Thank you. With chopsticks
3．根据课文内容回答Questions and Answers 中的问题，并根据实际情况回答On your own中的问题。
4．Music Box
掌握字母q，r，s在单词中的读音。q经常与字母u一起构成字母组合， 发音为/kw/; 字母r在单词中发卷舌音，与字母l的发音不同。通过听单词区别字母r /r/ 和 l /l/的发音，
例如：look, rock; light, right; list, risk.
5．Disneyland
1）本单元中的儿歌使用现在进行时的句子，只要求学生理解意思、学会吟诵即可。
2） 教师可以引导学生回想学过的动词， 用现在进行时态创编儿歌。
例如： Peter is singing.
Kitty is dancing.
I am laughing.
Singing, dancing, laughing.
What a beautiful morning!
Difficult points
1. Here's ?for you. 意思为鈥溦馐歉愕拟�︹�Αｂ�滺ere's紧跟的物品只能是可数名词的单数或不可数名词。例如：Here's a book for you. Here's some milk for you.
如果给予别人相同的数个物品的话， 则要用Here are ?for you. 例如：Here are some apples for you.
2. 英语中表示使用某种餐具要用介词with。例如：with chopsticks/a spoon/a knife ?
I eat cake with a knife. I drink soup with a spoon.
3. 单词dish在课文中的意思为鈥溑套暗牟穗肉�潱牧硪桓龀Ｓ靡馑嘉�湹逾�潯�
dish 的复数形式为dishes, sh结尾的名词变复数加es。
发展目标：
在学习餐具类单词的同时，让学生了解东西方常用餐具，同时教师可以通过引申的方法来比较中西方的饮食文化差异，并且可以适当补充餐桌礼仪的知识。
能力目标:
能用英语简单介绍中国的饮食文化。
情感、策略和文化等有关目标：
在学习过程中懂得正确的使用西餐餐具的方法和尊重别人的饮食习惯。
教学资源：
Student鈥檚 book 3A P61~P 69
Cassette 3A Unit 9
Student鈥檚 workbook 3A P51~P58
Word and picture cards 3A Unit 9
Teaching Transparencies 3A Unit 9
教学时间：6课时（每课35~40分钟）
课时安排：建议本单元安排6教时。
第一课时：Wonderland & Grand Theatre
第二课时：Grand Theatre & Language Lab
第三课时：Farmland
第四课时：Language Lab & Music Box
第五课时：Disneyland & Kids' Palace
第六课时：Kids' Palace
Lesson Plan ( 1 )
|
Procedures |
Contents |
Methods |
Purpose |
|
Pre-task preparation |
Warming-up 1.Greetings 2.Daily talk |
Is that a 鈥�? How many 鈥� are there 鈥� Are there any 鈥�. What are these ? What鈥檚 for your lunch? Do you like Chinese food or Western food? |
通过英语口语问答创设良好的学习氛围，为下阶段学习创设情景。 |
|
While task procedures |
Task 1 Introduce the new words: bowl, chopsticks, spoon, cup, glass Task 2 Learn the words: Fork, knife, plate, dish Task 3 Finish Language Lab Part 2 |
Take a look at the teacher鈥檚 picture.. Talk about the tableware for Chinese food. Learn the new words. 4. Distinguish the plural forms of the words: bowl chopstick, spoon , glass, knife Introduce the words for western food. Pay attention to the plural forms of 鈥渄ish鈥� & 鈥済lass鈥� Guess the tableware Spell the new words. |
教师通过食物的照片引出新授内容，激发了学生的兴趣。 在教授新单词的过程中注意巩固学习复数形式。将单复数的变化规律再一次复习加深印象。帮助学生建立完整的知识结构。 通过简单的句子和单词结合再次巩固单词。 |
|
Post-task activities |
Say something about the tableware. |
Choose the tableware you like and act out for us with the drill: I eat with鈥 drink with鈥� |
将所学知识联系实际，让学生在真实的语境中使用学到的内容。 |
Lesson Plan ( 2 )
|
Procedures |
Contents |
Methods |
Purpose |
|
Pre-task preparation |
Revision Review the words about the tableware |
1. Spell the words. 2. Say something about your favourite food |
检查学生上节课掌握情况，并为新课作准备。 |
|
While task procedures |
Task 1 Ask the questions to elicit the drill: Here鈥檚鈥� Task 2 Learn the dialogue of Mingming鈥檚 birthday party. Task 3 Use the drill in different places. |
Today is Mingming鈥檚 birthday. He wants a gift. Let鈥檚 give him a gift and say: Here鈥檚鈥� for you. What does Mingming like? Listen to the tape. to friends to customers |
由实际生活中的问题引出新句型学用结合。 学习对话，再次复现句型。 了解在不同的场合都能用到这句话来表示给别人东西。 |
|
Post-task activities |
1. Make a dialogue of talking about the things you like. 2. Learn the dialogues on the course book. |
Make a dialogue by using 鈥淗ere鈥檚鈥︹�� . Listen to the tape and repeat the sentences. Role play the two dialogues. |
在不同的情境中，用所学的语言讨论现实中的事物，突出了语言的功能性。 通过学习表演课本上的对话感受所学句型的功能。 |
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