新标准英语（三起）第三册Module 9 Unit 1

 第一课时词汇教学设计

内容简析

本课是外研版小学新标准英语三年级起点四年级上册第九模块“Happy birthday”第一单元“Can I have some sweets？”第一课时，与第五模块“Food”和第六模块“Can you run fast?”有一个承接，同时本课也为第十模块“There’s one birthday in May.”打下基础。

本课属于一篇对话应用教学，讲的是Amy生日这天发生的有趣的事情，语言功能为：请求获得允许和谈论食物。课文文本中出现的新词汇有soup/weets/bread/ light/ biscuit/ fruit/ sorry 及词组turn on，其中soup/ sweets/ bread/ biscuit/ fruit为要求运用词汇，light/ turn on为学习词汇，不要求运用。基于此，我把本课的词汇教学目标设定如下：

目标定位

1、知识目标：

词汇：能够听说认读soup/ sweets/ bread/ biscuit/ fruit

     能够听懂turn on词组和light单词。

能强化认读食物、饮料、水果、动物类词汇。

语句：能强化认读I've got....

             I like....

             Can I/she/he/you …?

2、技能目标：

词汇：能够口头运用soup/ sweets/ bread/ biscuit/ fruit

强化运用已学食物类、饮料类、水果类、动物类词汇。

语句：能够运用Can I have …?索取想要的食物饮料等，并用Yes, you can./Sorry, you can’t进行回答。

强化运用已学语句:I like….

铺垫下节目标语句：Here you are.

3、情感目标：通过参与逼真多样的教学活动，使学生学习英语的兴趣得到进一步提高，培养他们的英语交际心理。

4、学习策略：进一步形成根据语音规律学习单词的学习策略。

教学设想

尽可能多的创造真实有趣的语言学习环境，提高词汇语言的实用性，真正做到词不离句，句不离篇，篇不离用。

教具准备

电脑，课件，单词卡片，教杆，彩色粉笔，教师、学生课前准备的蛋糕、肉、糖果、果汁等实物。

教学流程

Step 1 Warmer

T: Hello, boys and girls. Nice to meet you!

Ss: Hello, Miss Yang. Nice to meet you too.

T: I told you to bring some food here. Have you done it?

Ss: Yes!

T: Good. Let me see. What have you got?

S1: I've got an apple.

S2: I've got some meat.

S3: I've got some ....

（此地方学生有可能说到本课新词，鼓励学生大胆开口，说对，给予表扬肯定，不会说，教师可以趁此一点：It doesn't matter. This class we'll learn it. 轻松明确本课学习目标。）

T: Nice. I've got more. Look! Do you want them?

Ss: Yes!

T: You can get one when you have a good performance. Try to get more. Ok?

Ss: OK!

T: First, let's chant. （播放flash " Make a cake." ）

T：Can you make a cake?

S1: Yes, I can./ No, I can't.

T: Can you make noodles?

S2: ...

T: Can you cook rice?

S3: ...

【设计意图】通过检查作业“带食物”，复习“I've got ...”。通过第五模块的chant “Make a cake”热身，活跃气氛，并由此带出“Can you ...?”的提问和回答，拉近师生感情，唤醒旧知，为本课学习做好铺垫。

Step 2  Lead-in

T:There’s a mother. She prepared much delicious food for her daughter, for today is her daughter’s birthday. （课件出示精美的餐桌，一件件出示本课要学新单词图片）

T：(课件显示糖果图片)Look, some ...(师先不说，留给班级里个别优秀生说）

Ss：（个别学生）Sweets.

T: Exactly. One sweet for you. Here you are. （注意以实物做评价，并带出下节课目标语句Here you are.）

T： Please listen and follow. （课件播放sweets 读音，首次接触单词发音，尽量让学生模仿地道读音）

Ss:  Sweets.

T: (Bb writing the word and have the students read in various ways. Compare the word with " tree" and " thirteen" ) 突出双元音/ i:/ 的发音。

T：(Check students to read.) Anything more to eat? Oh, yes.（课件餐桌上呈上一些面包) What's this?

 (个别优秀生）： Bread .

T: Quite good. （Bb writing the word）Here is a piece of bread for you. Here you are.

S1: Thank you.

T: You're welcome. Please look at the screen.（课件出示head单词）

Ss: Head.

T: Yes, this is my head.（指着自己的头）There's something changing.（课件中head单词的h字母换成r，学生读/red/，前面再加b，生读/bred/）

Let's listen.（播放bread 发音）Please repeat.

Ss: Bread.

T：（同样的方法呈现biscuit并板书，其中bis用big做替换，cuit直接在教师指导下读出，最后由学生自己拼读出单词，播放单词发音录音请生跟读，之后男女生读，开火车读，高低声读等多种方式巩固发音）

T：Good job. What about something to drink? （课件出示汤的图片直接利用音频教读soup发音）

T：And not only these food, there're also some bananas, some apples, some pears, some lemons, and some oranges.（课件出示水果图片）They're called fruit.（播放fruit音频课件教读）

Read the word cards one by one.

T：(教授完新词之后，教师表现出很馋的样子)“Oh,  I feel a little hungry now. I know you’ve got some dumplings. Can I have some dumplings?(走向第一个带来水饺的学生，向学生索要)

S1：Yes, you can.

T: Thank you  very much. Amm, yummy, yummy!

T: Can I have some soup?（走向另一个学生）

S2：Sorry, you can't.

继续向其他三到五位同学索要，在巩固本课新单词的同时滚动复现几个学过的食物饮料水果类单词比如hot dog/juice/ hamburger/ fish/ rice等。

【设计意图】本课的新词汇是通过教师叙述这样一个故事梗概真实导入的：一位妈妈（Ms Smart）为她的女儿（Amy）准备了一顿丰盛的生日晚宴,这里抖了个包袱，没明确告诉学生这位神秘妈妈和女儿都是谁，让学生带着问题进入到文本学习。操练新词之后又通过“教师被勾起食欲向同学索要食物”这一真实情景导入目标语言“Can I have …?”“Yes, you can./ Sorry, you can’t.”进一步在情境中操练单词，词不离句。学生读单词回答问题的过程中注意用实物做评价，激发兴趣，同时与教学主题紧紧相扣。

Step 3  New text

1. Listen and tick.

T: A little girl is hungry. What food does she want? （播放课文Amy向妈妈要食物的一段）

2. Listen and read.

T: If you want something. How to ask? How to answer?

 Ss:  Can I have...?   Yes, you can./ Sorry, you can't.

T: That's it. The word  " sorry" is used in all sorts of situations. If someone doesn't understand or hear what you say, they're likely to say "sorry". If people bump into somebody on the street or on the train. Instead of saying " Pardon me" or "Excuse me"  they say "sorry". So you will hear the word in western world a lot but it doesn't mean they are apologising all the time. The word has many different meanings.（告诉学生礼貌用语"sorry"的使用在西方很普遍，他们会在多种情况下说"sorry",但并不是所有的"sorry"都代表“抱歉”）

3. Go on listening and repeat.

T: Boys and girls, what do you think of her mother? What happened then? What are they saying to Amy?

Ss: Her mother is not good to her.

T: Really?（播放Ms Smart拒绝给Amy提供食物后的课文内容，使语篇的学习也依照情景教学的原则开展）

Ss: The mother is a good mother.

T: 教授turn on the light，运用肢体语言实物演示：“I can’t see. Please turn on the light.”

T: What song may they sing?

Ss: Happy birthday to you.

T: （全部文本出现之后，抖开Lead-in 部分的包袱）Now do you know who are the mother and daughter?

Ss: Ms Smart and Amy.

T: Yes, Amy gets a big surprise. She is moved.

【设计意图】故事文本的学习也把情景教学贯穿始终。运用讲故事的形式层层递进，直至最后揭开谜底真相大白。学生在每个环节都有特定的任务目标，学起来不会索然无味。同时教授sorry单词时我注意了文化意识的渗透，告诉学生sorry这个单词用途很广泛，更多时候只是一种语气词表示礼貌，使学生对sorry词语的理解更加深刻。

Step 4  Consolidation

1.    Chant

 Can I have some soup? Can I have some soup?

 Yes, you can. Yes, you can. You can have some soup.

Can I have some bread? Can I have some bread?

 Sorry, you can’t. Sorry, you can’t.

 I’m sorry you can’t.

T: Can you make a substitution?  (chant一遍之后请学生试着自己创编，用所学新词做替换）

2.  Hold a birthday party / Teddy Bear's birthday party

T：Is there anyone whose birthday is today/ in this month? Let’s prepare a birthday party for him/her. First let’s send our best wishes (Sing the song “Happy birthday to you”) 

了解下班级里有没有正好今天过生日的或者这个月过生日的，如果有，为他（她）举办一个生日宴会，唱生日歌曲，练习用英语索要或者提供食物。

T:Today is Teddy Bear’s birthday. His mother holds a birthday party for him. His animal friends are invited to the party. What food do they want? Choose one animal you’d like to be, then ask and answer.

(Usethe words and sentences that we learned today to ask and answer.)

如果没有正巧当天或者当月过生日的同学，创设熊宝宝过生日这一情景进行语言操练：泰迪熊宝宝过生日，妈妈准备了好多美味的食物，动物王国的小动物们受

邀来参加泰迪熊的birthday party. 请同学们扮演自己喜欢的角色来向熊妈妈和熊宝宝索要食物。给出学生参考句型： I like ... Can I have some...? Yes, you can. Here

you are./ Sorry, you can't.

【设计意图】尽可能创设真实的情景进行教学，基于这一原则，我首先想到为实际在“今天”或者“这个月”过生日的同学举办生日宴会。如果没有，则以此备选活动代替：“熊妈妈为宝宝开party”的情景创设，小动物们来参加，既复习巩固了动物类名词，又在真实语境中操练巩固了今天所学词汇和语句。值得注意的是，在操练效果良好的情况下应适时进行语言扩充，让学困生有所得的前提下优秀生得到综合语言运用能力的提高。