1、1 EEC 三年级上册三年级上册 Lesson 1 : Im Hungry 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
2、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 P4P5 表达感觉和对饮食的喜好 The second period P6P7 提议及应答 The third period P2 ,P8 ,P1213 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！ ！ ！ ！ ！
3、2 Lesson 1 : Im Hungry Period 1 一、Teaching Aims: 1. Knowledge aims: Four-skill words: sandwich ,hot dog , hungry , sick Three-skill words: Are you ? No, Im not. Im . I like . No, thanks. We have sandwiches. Key structures：Are you ? No, Im not. Im ./Yes, I am . I like . 2. Ability aims: By the end of
4、 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, Im not. Im . I like . No, thanks. We have sandwiches. ” both in spoken and written forms, and pronounce them clearly; 3. guess the meaning of the word “
5、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, Im not. Im . /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 p
6、laying the dialogue with the right pronunciation, intonation and sentence stress. Are you ? No, Im not. Im. /Yes, I am . We have sandwiches and hot dogs . 4.Predicted area of difficulty: 1.Students can distinguish sandwich , sandwiches and hot dog ,hot dogs . 2. The pronunciation of “hungry, sandwic
7、h(es)” 3. The meaning and usage of some expressions about “Im 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 3 四、Teaching Procedures： Step I : Greetings. T: He
8、llo,class. Ss: Hello, teacher . T: How are you ? Ss: Im fine, thanks . StepII : Presentation 1. T：Today Im sick .Are you sick ? S1: Yes ,I am . S2: No , Im not . Im hungry . T : Me, too. Read the new words : sick, hungry, and practice the dialogue. Show cards: T: What is this ? S: sandwich / hot dog
9、 . 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 : Whats missing ? or One Two Three Bong. T: I like sandwiches. Do you like sandwiches ? S: Yes , I do ./ No, I dont . I like hot dogs . Ask and answ
10、er the sentences . StepIII: Practise: Check some students. I like . StepIV: Production A: Hi ,xx. Im home. B: Hi, xx. Are you sick ? A: No , Im not . Im hungry . B: We have sandwiches and hot dogs . A: Thats great . I like . B: Me, too. Here you are . A: Thanks . StepV: Consolidation 1.Play the tape
11、. Listen and read the text. Then practice reading in groups. 教案修改： Step I : Greetings. StepII : Presentation 1.Show some pictures to learn some new words:hot dog,sandwich,bread,pizza ; 2.some fruits:apple banana orange Whats this?Its _. 3.What are they? Theyre apples/bananas/oranges/hot dogs/sandwic
12、hes. 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 _ 5.I am hungry,I like apples. Make a sentences:I am hungry,I like _. 6.Work in pairs. Are you hungry? Yes,I am./No,Im not.I am sick. 4 2. Listen and do the listening
13、exercise : Small Talk. 3. Exercise -Are you hungry? -Yes,I . Aam B.is StepVI: Homework. Remember these new words hot dog,sandwich,bread,pizza apple banana orange 五、Blackboard design Lesson 1 : Im Hungry hot dog , sandwich, bread, pizza apple banana orange Are you hungry? Yes,I am./No,Im 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。 5
