1、3B Unit 8 Vegetables (Lesson 6 Uncle Bookys Storytime) Teaching objectives: By the end of this lesson, students are able to: Knowledge aims: 1. Read and say the names of vegetables and fruits correctly by playing games. 2. Read and say the words of making a salad: salad, yummy, yuk, need, wash, cut,
2、 add, salad dressing, mix. 3. Clearly know how to ask and introduce vegetables with the sentence pattern: “What are these/those?” “Theyre.”, “Are these.?” “Yes, they are”. 4. Retell the stroy and act out the story with the help of picutres. Skill aims: Know how to make a yummy salad by retelling the
3、 steps of making a salad. Affection aims: Develop more interest in English by talking about making a salad with partners. Teaching focus: 1. Students are able to read and say the words of making a salad: salad, yummy, yuk, need, wash, cut, add, salad dressing, mix. 2. Students are able to know how t
4、o ask and introduce vegetables with the sentence pattern: “What are these/those?” “Theyre.”, “Are these.?” “Yes, they are”. 3. Students are able to retell the stroy and act out the story with the help of picutres. Teaching difficulties: 1. Students are able to make comments on things with “yummy” an
5、d “yuk”. 2. Students are able to talk about how to make a yummy salad by using some verbs: wash, cut, add and mix. 3. Students are able to act out the story. Teaching aids: Multi-media Teaching procedures: Step1 Warming-up 1. Greetings T: Good morning, boys and girls. S: Good morning, Jeffie. T: Nic
6、e to see you. S: Nice to see you too. 2. Quick response T shows pictures or words or sentences and students say them as quickly as possible to have a quick review of vegetables and fruits. T: OK, first, lets play a game “Quick response”. If you see the pictures or the words, please say out quickly a
7、nd loudly; if you see the bomb, say “Bomb”! Ready? S: Go! 【设计意图】激活旧知，活跃课堂。以游戏方式作为课前热身活动，既复习已学 知识，又使课堂氛围活跃起来, 同时也为后面的输出内容做铺垫。 Step2 Presentation Pre-reading 1. Lets learn T shows the picture of a salad. Ss learn to read the word. T: So we can use these vegetables and fruits to make a. S: Salad. T: No
8、w lets read it. 【设计意图】引出主题，学习新知。通过游戏的图片直接引导沙拉这个新词的学 习，自然过渡。 2. Lets chant T guides ss to say the chant about salad together. 【设计意图】理解概念，渗透表达。通过 chant 提前渗透、理解 yummy 和 yuk 的概念，为下面的语言表达做准备。 3. Look and say Ss look at the picture and try to describe the salad with some adjectives. T guides ss to learn t
9、he word “yummy” and “yuk”. T: Look at the salad, its. S: Its nice/ beautiful/ colourful/yummy. T: Yes, its yummy. Look at this salad, is it yummy? S: No! T: So we can say: Yuk! 【设计意图】整合旧知，激活表达。通过引导学生用形容词描述沙拉一方面复习 旧知，整合所学表达，另一方面仍然突出重点“yummy”和“yuk”，渗透如何 来评价沙拉。 While-reading 1. Watch and answer Ss watc
10、h the cartoon and think about the question “Who makes the salad?” T: So who makes the salad? Lets watch and find out the answer. T: Now who can tell me who makes the salad? S: Mr Bear and Mr Monkey. 【设计意图】整体呈现，渗透人物。通过观看故事动画帮助学生把握主旨内容， 并带着问题去观看，找出到底是谁做了沙拉，抓住学生注意力的同时进一步强化 yucky salad 的概念。 2. Lets read
11、 Ss read the sentence together and then ss listen and repeat to find out what they need for a salad. Then ss learn the new word “need” and practice the sentence “We need some.” T: Now lets read it. S: Lets make a salad. T: What do they need for a salad? Listen carefully. S: Onions, tomatoes, apples
12、and eggs. 【设计意图】听说结合，理解文本。通过听录音来找答案，学生能够有一个思维 的转换，同时丰富学生的学习方式。 3. Look and say T shows pictures of vegetables at the supermarket, ss look at the picture and say what they need for a salad to review the sentence pattern: “What are these?” “ They are.” “Are these.?” “Yes, they are.”. T: So where can t
13、hey buy these vegetables? S: Supermarket. T: Now look at the picture, what are these? S: They are peas. T: Who can do pair work now? S: What are these? They are onions. T: Are these tomatoes? S: Yes, they are. T: What else do they need? S: Eggs, apples. 【设计意图】图文结合，寻找关键。训练学生快速寻找特定信息的阅读能力，帮 助学生理清思路，同时
14、复习重点句型，强化表达。 4. Read and think Ss read and imitate the sentences, then ss think about the question “why is it yuk?” T: Now, lets try to read. S: . T: Is the salad yummy? S: No! Yuk! T: Why is it yuk? S:. 【设计意图】深入分析，勤于反思。在理解文本的基础上深入分析沙拉难吃的原 因，打开学生的思维空间，同时又引导学生关注文本，学会挖掘隐藏信息。 5. Reading time T guides s
15、s to listen, read and imitate the story. After-reading 1. Acting time Ss work in pairs and try to act out the story with the help of pictures. 【设计意图】两两合作，输出表达。模仿人物表演对话，既增加学生学习兴趣， 又重点操练句型表达。 2. Lets tell Ss look at the pictures and T guides ss to retell the whole story with some key words and sentenc
16、es. 【设计意图】总结概括，提升表达。通过图片和关键词的提示进行复述，发展学 生逻辑思维和综合表达能力。 Step 3 Consolidation 1. Lets watch Ss watch a video about making a salad and think about how to make a yummy salad. 2. Lets make a yummy salad According to the video, T guides ss to talk about the steps of making a yummy salad. Then T teaches the
17、 new words “wash”, “cut”, “add”, “mix”. 【设计意图】紧贴主题，开阔思路。围绕绘本故事中制作沙拉的主题，思考如何 制作美味的沙拉，拓展相关新词，丰富学生语言，同时紧贴生活实际，体现英语 课堂的真实性和生活性。 3. Make a dialogue According to the story and the steps of making a yummy salad learned before, ss work in pairs and try to make a new dialogue with useful sentences. A: Lets m
18、ake a salad! B: We need some. A: What are these? B: Theyre. A: Are these.? B: Yes, they are. A: .s, .s, .s. B: Lets wash the., cut the. A: Lets add some salad dressing/yogurt, and lets mix! B: Yummy! / Yuk! 【设计意图】整合信息，拓展表达。以绘本故事为基础模仿自编新的对话，在拓 展学生思维，加强巩固表达的同时丰富学生的输出语言。 Step 4 Homework 1. Make a yummy salad with your parents. 2. Try to draw a picture book with your partners about how to make a yummy salad.
