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1、Module6 Unit1 Can I have some sweets? 教学设计南宁市朝阳路小学 许冬梅教材章节外研社新标准英语（三年级起）第三册Module6 Unit1 Can I have some sweets?教学目标Teaching aimsLanguage knowledge aims: (知识目标)1. 认读单词soup/ sweets/ bread/ light/sorry/ turn on 2. 运用功能句型Can I have some? Yes, you can./ Sorry, you cant.表达询问请求允许Language skills: (技能目标)能听懂
2、会说本模块句型，灵活运用句型熟练问答Emotion & attitude aim: （情感目标）使学生积极运用所学英语进行表达和交流，并培养合作学习的精神。教学重点Teaching important points1.能听说认读单词2.运用句型进行问答教学难点Teaching difficult points能够在真实情境中灵活运用本课的交际用语教学方法Teaching methodsAudio-Lingual Method；Situational Language Teaching; Discourse Teaching.学习方法Learning methodsCooperative Lea
3、rning; Self-study教学过程 (40mins)教学内容教学活动Step 1: Lead-in（3mins） Talk about the food. T: flash some food on the screen. Ss: say the name of the food. 设计意图 PPT快速出示已学过的食物图片，学生说出英语单词，为下文学习做准备并顺利过渡到新食物单词的学习。Step 2: Presentation (7mins)1. New words learningsoup- some soup sweets- some sweets light-some light
4、sT: (指向图片，黑暗的房间) Its very dark. I cant see. (指向图片，明亮的房间) Please turn on the light. Can you turn on the light? S: Yes, I can. (打开教室的灯)设计意图 结合图片教学食物新词，并从食物数量变化中感知食物名词的单复数含义，为学习句型Can I have some? 做准备。通过图片、动作，使学生会说、听懂turn on.2. Chant. Noodles and rice are very, very nice. Juice with ice is also very nic
5、e. Sweets and bread are very, very nice. Soup with bread is also very nice. Play a game. Magic eyes.设计意图 复习前两个模块所学的chant, 用新词替换，以旧带新，在朗朗上口的chant和“火眼金星找相同”游戏中强化食物新词的学习。Step 3 : Text-learning (8mins)1. Listen, read and answer.Listen and answer. Who is hungry?Listen and choose. What food does she want?
6、Listen and tick. What can Amy have at last?Listen and repeat. 2. Can I have some?Yes, you can. / Sorry, you cant. 设计意图 设置有梯度性的几个问题，学生带着问题听录音，通过回答问题掌握课文大意，同时结合语篇引导学生关注重点句型，学习新句型。Step4: Practice (17mins) 1. Look and say. S1: Can I have some? S2: Yes, you can. / Sorry, you cant. 设计意图 生动活泼的图片激发学生说英语的热情，
7、生生互动交际，操练目标语句。小组内讨论，合作学习。 2. Act out the dialogue. Can I have some? Sorry, you cant设计意图 简化课本图片，让学生运用目标句型以情景表演形式复述课文，推动学生语言输出。3. Class work.Ask your classmates for food. Who can get the most food? Can I have some?Yes, you can. / Sorry, you cant. 设计意图学生课前准备盛有食物的食物袋，并互相询问对方请求得到食物，比一比谁获得最多食物。创设生活化情境，提高学
8、生语用能力。将竞赛融入活动中，激发学生竞争意识。此环节使更多学生获得语言表达机会。Step5: Consolidation (5mins)1. Sing the song “Happy birthday to Amy.” 2. Recompose the lyric of “Happy birthday to Amy.”, and learn to sing. Can I have some sweets/ bread/ soup? Can I have some sweets/ bread/ soup? Yes, you can. Yes, you can. Sorry, you cant.
9、 You cant. 设计意图 旧曲新唱，在愉悦的氛围中巩固语言，优化语言学习效果。Homework When you have supper this evening, ask your parents for food with “ Can I have some?”. Write down the dialogue. 设计意图 教学联系生活，提高学生运用语言的能力。Bb design食物图片食物图片M6 U1 Can I have some sweets? Can I have some? Yes, you can. Sorry, you cant. Reflection本课中，我采用情
10、境教学，给学生创设情境操练目标句型，以下是我对本节课的反思：一、导入、呈现新知自然快闪图片，用游戏形式复习所学过的食物单词，顺利过渡到新词的学习，再从词到词组，sweet- some sweets, 层层推进。二、词句操练多样化设计图片、动作、chant等形式，为学生提供反复认读新词的机会。组织学生个别读、分组读、男女声读、开火车读多种形式操练单词。新句型的呈现方面，利用课文语篇的情境呈现新句型，再从课文情境延伸到生活情境，使学生更好地感知重点句型的含义及用法。学生在层层操练中循序渐进，达到词不离句，句不离篇。三、情境创设趣味、生活化大量的语言输入后，巧设情境，让学生通过看图对话、表演对话进行生生间的目标语操练。根据学生实际生活，创设“食物大比拼”真实的生活情境，学生运用功能语句询问他人请求获得食物，比一比谁得到的食物最多。学生在真实的语境中运用目标语进行交际，其语用能力得到提高。四、多种技能训练结合，重难点迎刃而解通过听、说、读、演、唱结合来练习学习本课重点词句，大量的语言输入及表达实践，达到学生可以不假思索地用目标语进行交际，突破重难点。教学过程中，我语速稍快，一些学生还反应不过来，表现出吃力的状况。课堂最后的全班活动学生情绪激动课堂秩序有些混乱。如何更好发挥学生主动性，灵活有效地调控课堂秩序，是我今后努力的方向。1
