附件2：period1教学设计框架.doc

单元教学设计框架课题（教材版本、使用年级、单元名称）：上海牛津版小学二年级上册第9 课 Dinner is ready设计人/单位（市、区、学校、设计人名单）：深圳市福田区荔园外国语小学西校区 宋研1、 学情分析 二年级的学生以具体形象思维为主，注意力集中时间短，喜欢参与活动、游戏和表演，而且经过一年的学习和训练，已经能流利地进行简单的日常对话和小组合作表演。2、 教材分析 本单元是Module3 Places and activities的最后一单元，继playground和my room的基础上创设的第三个情境Dinner is ready。和后面的Module4 的三个单元组成了一个真实的生活情境。 本单元第一课时是Kitty在家里为家人提供餐具的情境，在一年级上册第二课中学生掌握了Give me.句型，在一年级上册第七课中学习了How many.?句型。本单元的第一课时就用以上两个句型来带动本课新单词的学习，对学生来说并不困难，更能增加学生的自信和激发兴趣。根据现在学生的生活条件和习惯，适当增加了fork和knife两种餐具，为第二、三课时打好基础。 第一节课型：（第一课时）新授课 时间：40分钟教学内容（本课时的教学内容） 字母：Qq和Rr重点： 新单词：a bowl, a plate, a spoon, chopsticks；句型：Give me.,please. How many.?难点：chopsticks以复数形式出现，和其它单词的不同。教学目标语言知识目标：(1) 学习关于Q和R的小chant 掌握字母Q和R的读音。(2) 学生能掌握新单词a bowl, a plate, a spoon, chopsticks。 语言技能目标 （1）结合实际生活，学生能正确运用Give me.要自己需要的东西。 （2）课堂联系生活，提高学生用英语进行日常交际的能力和技巧。学习策略目标 由单词到对话，再到情景表演，由同桌表演到小组合作，每个环节层层递进，由简入难，符合学生的掌握知识能力的规律，突出学生的主体地位，并做到有效复习拓展。情感态度目标（1） 学生通过同桌对话和小组合作，提高学生交流能力，增强学生的合作意识和培养学生用英语交流的习惯。（2） 通过本课的学习，学生能帮他人准备餐具，培养为人服务的的意识。文化意识目标学生通过情景表演能意识到不同食物需要不同的餐具，了解到中西方使用餐具的文化差异。步骤目的教师活动/方法学生活动/学法条件/手段组织教学Good morning, boys and girls.Thank you. Sit down, please.Good morning, Alice.引入播放关于Qq和Rr的chant, 动画能够吸引学生注意力Ill show you a letter. Look, what is it? 复习字母O/P，引申出新学字母Q/RIll add a tail. What is it?Look, Ill write a little q.What letter is this?When I add a tail to it, what is it?Can you write the little r? Show me your finger. Lets write.I will play a video about Q and R.O.Its Q.P.R.学生跟读，掌握Q和R 的发音。Video新授字母引导学生说：Q is for queen bee. R is for rabbit. The queen bee flies around and the rabbit runs around.Now the queen bee and rabbit are hungry. What do they want to do? They want to .Q is for queen bee. R is for rabbit. The queen bee flies around and the rabbit runs around.Eat.出示queen bee和rabbit 头饰。新授单词（引出课题）创设情境，提问激疑，激发学习兴趣They come to Kittys home. Why? Because Dinner is ready.领读一遍。Look, they are at the table. But they cant eat. Why? （师做示范用手抓着吃）Do you eat like this? Do you eat with your hands?What do you use?Yes, they need chopsticks.Dinner is ready.学生猜测，疑惑。No.学生知道但是不知道怎么表达，干着急。也会有学生说，spoon或chopsticksChopsticksFriends 一词用的好，形象的表达了chopsticks要以复数出现。 板书 chopsticksWe are chopsticks.We are friends.We can help to eat.We are chopsticks.We are friends.We can help to eat.做动作跟读一遍，同桌练习，相互检查。上台展示。用小歌谣句式练习单词，朗朗上口，又避免了传统教学的单一机械领读，达到词不离句，局部离境。bowlChopsticks have many friends. They are in the cupboard. Can you guess what are they? 出示3个橱柜，再次激起学生的好奇心。I am a little bowl.Put food in me.I can help to eat.Plate/ bowl还有猜食物的。做动作跟读一遍，同桌练习，相互检查。上台展示。plateI am a plate.Put food on me.I can help to eat.做动作跟读一遍，同桌练习，相互检查。spoon师做动作，让学生猜。Whats this? We use it to have soup.Lets do and say. I am a spoon. You have soup with me. I can help to eat.Spoon.同桌之间练习。Group work表演4中餐具小组内练习表演4种餐具，增强小组合作意识，提高学生的自主探究能力。Now, please act in your group. One should be chopsticks. One should be a bowl. One should be a plate. One should be a spoon.请学生上台展示。 Group work to act the tableware.小组上台展示。Group work Thank you everyone. You can act very well. But I need a bowl. Give me a bowl, please. (ask one pupil) Give me a plate, please.Show me your tableware. What do you need? You can ask me for it. Make sure you have a bowl, a plate, a spoon and chopsticks. (引导学生说 Give me a.,please. 课前的时候已经发给每个组长不同的餐具)Work in your group. Ask the group leader for the tableware.Give me a ,please.(根据需要，每组有代表向老师要餐具，来凑成一套)Practice in group.小组上台展示。用手里的餐具，来练习，如果学生能根据听到的词，给出正确的餐具，说明已经掌握了这四个重点单词。Act（引起学生的好奇心，为什么不能用汤呢？）(把学生带入情景中，激发学生想说的欲望，因为之前的操练的很熟练，在这个环节中都想表现自己的能力)Do you remember the queen bee and the rabbit? They are very hungry now. The queen bee says to Kitty: Hello, Kitty. Im hungry.Kitty：Heres some soup for you. The queen bee looks at the soup but worried. Why？ Yes, so queen bee says: Give me a bowl. Give me a spoon, please. 出示句子，学生齐读。How about the rabbit? What does it like? Does it like soup?Yes, it likes vegetables. So Kitty gives some vegetables and noodles to it. What does it need?If you are the rabbit, what do you say? Pair-work to act the bee and Kitty or the rabbit and Kitty.Because he doesnt have a bowl or a spoon or chopsticks.齐读，Give me a bowl. Give me a spoon, please. No, it likes carrots. Give me a plate. Give me chopsticks, please. Pair-work to act.表演。Summary(出示图片，总结今天所学4个重点单词,并简单归结每种餐具的基本用途)每一次的操练都达到词不离句。 Well done. Now you know these tableware. Do you what a plate for? A plate is for meat.A bowl is for rice.A spoon is for soup.Chopsticks are for noodles.在老师的引导下，能根据第一句的师范：自主说出A bowl is for rice.A spoon is for soup.Chopsticks are for noodles.（注意chopsticks出现时是复数）在这里的拓展为下节课做好良好的铺垫，第二课时提到时学生不会很陌生，并且通过再现就能熟练掌握和运用这些单词交流了。When we eat different food, we use different tableware. What else do you use when you eat?Yes, when we eat steakShow some pictures of different food. What do you use to eat this food?Now, I am thirsty. I want to drink some water. What do I need?Oh, I need a glass.Ss: I use fork. I use knife.更多学生是不知道怎么表达，这时老师给出的内容学生会很快掌握，并有豁然开朗的感受。S1：A spoon.S2: I use a fork.S3: chopsticks.学生能力不同，有的用一个单词，有的能用一个句子。A cup. A glass.Homework1. Go to the kitchen and find out more about the tableware.2. Help your family to set the table.EndingSo much today. You have done a very good job. Thank you everyone. Thank you, Alice.板书设计： Dinner is ready.Chopsticksa bowl three bowls a plate four plates a spoon five spoons 课后总结和反思这节课我从一开始的chant引入就把学生的积极性调动起来，学生朗朗上口很轻松。在新授单词过程中，避免了传统的机械读单词，而是把词带到句子中，让学生边做动作边读句子，真切的感受4种餐具的特点。在操练单词时，学生对新单词已经足够熟练应用单词，课堂效果达到良好的生成，以至于在小组分角色扮演活动时，学生能很自然的说出：Im a bowl. I am a little plate.很顺利地