牛津小学英语3BUnit8I'mhungry课件

OxfordElementarySchoolEnglish3bunit8i'mhongrypptcoursewarecontents目录UnitThemeandBackgroundVocabularyandPhraseLearningSentenceStructureandGrammarAnalysisListeningtrainingandimprovingpromotioncontents目录OralexpressionandsituationaldialogueReadingcomprehensionandwritingskilldevelopment01UnitThemeandBackgroundDiscussionofhowangeraffectspeople'smoods,behaviors,anddailylivesExplorationofdifferentculturesandtheirconditionsrelatedtofoodandangerIntroductiontothethemeofHungerandrelatedtopicssuchasfood,eatinghabits,anddeadlinesI'mHungryThemeIntroductionKeyvocabularyandexpressionsrelatedtoanger,food,andeatingReadingcomprehensionskillstounderstandtextsrelatedtothethemeGrammarstructuresandpresencepatternsusedwhentalkingabouthungerandfoodBackgroundknowledgeaboutdifferenttypesoffood,healthyeatinghabits,andglobalhungerissuesTextcontentandbackgroundknowledgeLearningobjectivesandpriorities01Todevelopspeakingandlisteningskillsthroughroleplays,discussions,andpresentationsrelatedtoangerandfood02Toimprovereadingandwritingskillsthroughreadingcomprehensionexercises,writingtasks,andvocabularypractice03Toenhanceculturalawarenessandunderstandingofdifferenteatinghabitsandconditionsaroundtheworld04Tofostercriticalthinkingskillsbydiscussingglobalhungerissues,foodwaste,andsustainablefoodproductionmethods02VocabularyandPhraseLearningbeef,chicken,pork,lambMeatFoodrelatedvocabularyfish,shrimp,crab,lobsterSeafoodbroccoli,carrot,potato,tomatoVegetablescake,icecream,cookie,pieDessertsApple,Banana,Orange,WatermelonFruitswater,juice,soda,milkDrinks01Plateaflatdishusedforservingfood02Bowlaroundcontainerusedforsoup,rice,etc03Cupasmallcontainerusedfordrinkingliquids04Forkatoolwithpropsusedforspeakingandliftingfood05Knifeacuttingtoolusedforslicingfood06SpoonashallowbowlshapedtoolusedforscoopingliquidsorsoftfoodsTablewarevocabularyExpressingangeranddiningphrasesCanIhavesomemore?ArequestforadditionalfoodWhat'sfordinner?AquestionaskingaboutthemeatbeingservedI'mhungryanexpressionusedwhenfeelingtheneedtoeatYummy!AnexceptionexpressingdelayinthetaxoffoodI'mfullanexpressionusedwhennolongerhungryLearnsynonymsandantonymsforfoodanddiningrelatedwordsReadstoriesandarticlesaboutfoodanddiningtoaccountantnewvocabularyincontextWatchvideosorlistentoaudiorecordingsaboutfoodpreparationanddiningetiquettetolearnadditionalphrasesandexpressionsPracticeusingnewvocabularyinsensesandconversationsExpandvocabularyandphrases03SentenceStructureandGrammarAnalysis03AnswerResponsetoaggressiveintentions,e.g.,"Yes,Iam."/"No,I'mnot."01DeclarativeintentionsStateafactoropinion,e.g.,"Iamhungry."02InterrogtiveintentionsAskaquestion,e.g.,"Areyouhungry?"Declarativesenses,intergrativesenses,andanswersUsageExpressactionshappeningnoworaroundnow,temporarysituations,orfuturearrangementsFormatbeverb(am/is/are)+presentparticle(-ingformoftheverb),e.g.,"Iameating."CommonmissesOveruseormissofthepresentcontinuoustense,e.g.,usingitforbilateralactionsorstatesPresentcontinuoustenseusage"SimplepresencepatternsConsistofasubjectandapredicate,expressingacompletethought,e.g.,"Shesingles."""CompoundpresencepatternsConsistoftwoormoresimplesensesjoinedbyacoordinatingconnection(and,but,or),e.g.,"Shesingsanddances.""DifferencesincomplexityandmeaningSimplesensesaremorecomplexwhilecompoundsensescanexpressmorecomplexrelationshipsbetweenideasComparisonbetweenSimpleSentencePatternsandCompoundSentencePatternsGrammarexercises01Completesenseswithcorrectverbforms,identifypresencepatterns,correctgrammaticalerrors,etcConsolidationactivities02Writingparagraphsusingtargetgrammarstructures,speakingactivitiesfocusedonusingdeclarativeandaggressiveintentionscorrectly,etcTipsforeffectivepractice03Regularreviewandpractice,focusonareasofweakness,usingauthenticmaterialsforcontextualizedpracticeGrammarpracticeandconsolidation04ListeningtrainingandimprovingpromotionSelectionandpurposeoflisteningmaterialsIntroducestudentstodifferentEnglishaccountsandspeakingspeedstoimprovetheirlisteningcomprehensionindifferentcontextsDiverseaccountsandspeedsUsereallifeEnglishconversations,stories,orsongstoexposestudentstonaturallanguageuseAuthenticEnglishmaterialsSelectmaterialsthataresuitablefortheagegroupandcognitivelevelofthestudentsAgeappropriatecontentListeningskillsguidancePredictingcontentTeachstudentstousecontextclubsandbackgroundknowledgetopredictwhattheymighthearIdentifyingkeyinformationTrainstudentstolistenforimportantdetails,suchasnames,dates,oreventsInferringmeansHelpstudentsunderstandimpliedmeansandtransferinformationthatisnotexplicitlystatedNotetakingEncouragestudentstotakenoteswhilelisteningtoaidincomprehensionandretentionofinformationListeningandrepeatingHavestudentslistentoanativespeakerandrepeatwhattheyheartopracticepromotionEmphasisspecificsoundsorsoundcombinationsthatarechallengingforstudentstoproduceTeachstudentsaboutintroductionpatternsandwordstresstoimprovethenaturalnessoftheirspeechEncouragestudentstorecordtheirspeakingandassessingtheirownenrollmentFocusingonsoundsIntroductionandstressRecordingandself-assessmentIntroductionpromotiontrainingSettinggoalsHelpstudentssetrealisticgoalsforimprovingtheirlisteningandpromotionskillsSelfassessmenttoolsProvidestudentswithtoolsorresourcestheycanusetoassesstheirownprogress,suchaschecklistsorfabricsReflectingonprogressEncouragestudentstoreflectontheirprogressandidentifyareaswheretheyneedfurtherimprovementSeekingfeedbackEncouragestudentstoseekfeedbackfrompeers,teachers,ornativespeakerstogetadditionalinputontheirlisteningandpromotionskillsSelfevaluationandimprovement05OralexpressionandsituationaldialogueDesignrolessuchaswaiters,customers,andcheftosimulatearestaurantenvironmentCreateascenariowherestudentscanpracticeorderingfoodanddrinks,askingforthebill,andexpressingsatisfactionordissatisfactionwiththemealProvidepropsandcoststoenhancetherealityoftheroleplayingactivityRoleplayingactivitydesignModeladialoguebetweenawaiterandacustomer,demonstratingappropriatelanguageandtoneforthesettingIncludecommonphrasessuchas"MayItakeyourorder?","Whatwouldyouliketodrink?","Howwasyourmeal?",and"CanIgetyouanythingelse?"EncouragestudentstoobserveandnotethelanguageusedinthedemonstrationforlaterpracticeExampledemonstrationofsituationaldialogueProvidestrategiesforhandlinglanguagebarriers,suchasaskingforclarificationorusingsimplervocabularywhennecessaryEmphasisclearpromotionandintroductionwhenspeakingEnglishTeachstudentstouseappropriatefacialexpressionsandbodylanguagetounderstandmeaningeffectivelyGuidanceonoralexpressionskillsArrangegroupactivitieswherestudentscanpracticetheiroralexpressionskillsinacontrolledenvironmentSetuproleplayingstationswherepairsofstudentscantaketurnsplayingdifferentrolesinarestaurantscenarioEncouragestudentstousethelanguagetheyhavelearnedtocommunicateeffectivelywiththeirpartnersInteractivecommunicationactivityarrangement06Readingcomprehensionandwritingskilldevelopment010203AuthenticandageappropriatetextsChoosematerialsthatareauthentic,engaging,andappropriatefortheageandlanguagelevelofthestudentsVarietyofgenesExposestudentstoavarietyofgenessuchasnarratives,repositorytexts,andpointstodeveloptheirunderstandingofdifferenttexttypesCulturalandthematicdiversityIncorporatetextsthatreflectdifferentculturesandthemestobroadstudents'horizonsandpromotecrossculturalunderstandingSelectionandpurposeofreadingmaterialsActivatestudents'priorknowledgeandpredictcontentthroughdiscussion,brainstorming,andpreviewactivitiesPrereadingactivitiesTeachstudentshowtousecontextclubs,visualizeinformation,makereferences,andsummarizemainideastoenhancetheircomprehensionComparisonstrategiesEmphasisvocabularydevelopmentthroughwordgames,wordwalls,andotherengagingactivitiestoexpandstudents'wordknowledgeVocabularydevelopmentGuidetoReadingcomprehensionskillsModelingandsharedwriting:DemonstratinggoodwritingtechniquesthroughmodelingandsharedwritingactivitieswherestudentsobserveandparticipateinthewritingprocessSentenceandparagraphconstruction:Guidestudentsi