Unit1 Lesson1 I like eggs（教学设计）-三年级英语下册同步备课系列（鲁科版五四制三起·2024）

Unit1 Food and drink Lesson1 I like eggs教学设计 单元 Unit1 课时 Lesson1（第1课时） 语篇研读 What:本语篇内容是一位小朋友与正在晚餐的妈妈讨论食物的情景。 Why:本语篇从对话和图片介绍了各种日常食物，通过简单的对话，让小朋友能够自己表达自己想要/不想要的食物。 How:通过学习，学生知道如何表达自己喜欢的食物。 教学目标 语言知识目标 - 学生能够认读并理解单词：egg、bread、orange juice、milk。 - 学生能够掌握并运用句型：I like... 和 I don't like... 来表达自己对食物的喜好。 - 学生能够认读字母“a”在单词中的发音，并能朗读包含该发音的简单句子。 语言技能目标 - 听：能听懂关于食物喜好的简单对话，并能根据听到的内容做出正确反应。 - 说：能够用所学句型流利地表达自己对食物的喜好，发音准确，语调自然。 - 读：能够认读与食物相关的单词和简单句子，理解其含义。 - 写：能够正确书写本节课所学的单词。 情感态度目标 - 通过学习食物相关的英语表达，培养学生健康饮食的意识，了解不同食物的营养价值。 - 在小组活动和互动交流中，培养学生的合作精神和积极参与课堂的态度。 【核心词汇】egg，milk，orange，juice，bread 【核心句型】I like ... I don’t like ... ... is good for us. 教学重难点 重点： 通过对课文听读模仿，全体学生能够用完整的句子准确、流畅的说出对于两种饮料和食物的喜好以及关于饮食的两个习惯表达。 难点： 结合课文情境，通过听读模仿，反复操练，全体学生对于单词“egg，milk，orange，juice，bread”能够听、说、认读。 学情分析 本课是鲁教版小学英语三年级下册Unit 1 Lesson 1的内容，是本单元的起始课，就饮食表达自己的喜好，而I like... 这一表达形式对学生来说是已知的，属于旧知的范畴。教学中，教师应该巧妙利用学生生活和学校场景，让学生在情景中学、在情景中用，并能够达到互相谈论饮食爱好，询问别人的饮食喜好和介绍自己的喜好。 本课开始前，用一起学对本班学生进行前测，大部分的学生能够掌握I like.../I don’t like... 这两个重点句型，除了本课所包含的四个有关饮食的单词，有1/3的学生可以说出更多的单词，有一部分的学生对于“Let’s have breakfast./ Have some milk, mum?”这一句型学习有困难，分析得出是首先是对单词“breakfast/ milk”的发音不准确，其次是对“have”的用法不理解，因此，教学中应当帮助学生根据单词的拼读规律来纠正发音，可以设计单词操练游戏来重点训练单词的认读，对于句型的讲解上采用直观的方式和肢体语言来帮助学生理解，操练上可以更加灵活，创设情境，采用对话和小组合作的方式来学习。 教学工具 课本中的图片、音频资料。 单词卡片（egg、bread、orange juice、milk）。 食物图片（用于游戏和活动）。 黑板、粉笔或多媒体设备（用于展示教学内容）。 教学方法 情境教学法：通过创设早餐的情境，让学生在真实的语境中学习和运用英语，提高学生的语言运用能力。 游戏教学法：运用“Match and say”等游戏活动，激发学生的学习兴趣，增强课堂的趣味性和互动性。 教学过程 Warm-up (3 minutes) - Greeting: Greet the students and ask them how they are today. - Sing a song: Play an English song about food, such as "The Food Song", and ask the students to sing along. This can help create a lively atmosphere and activate students' prior knowledge about food. Presentation (10 minutes) - Lead-in: Show a picture of a breakfast table with eggs, bread, orange juice, and milk on it. Ask the students what they can see in the picture and introduce the new words one by one. For example, point to the egg and say "This is an egg. Egg, egg, I like eggs." Repeat with the other words (bread, orange juice, milk) and have the students repeat after you. - Dialogue presentation: Present the dialogue from "Look, listen and learn" on the first page. Play the audio or act out the dialogue with a student. Have the students listen and watch carefully. Then ask some comprehension questions, such as "What does the boy like? What does the frog like?" to check their understanding. Practice (15 minutes) - Word practice: - Flashcards: Show the flashcards of the new words (egg, bread, orange juice, milk) one by one and have the students say the words quickly. Then mix up the flashcards and ask individual students to pick one and say the word. - Memory game: Show the students a set of pictures of the foods for a few seconds, then cover them up. Ask the students to recall and name as many foods as they can remember. - Sentence practice: - Pair work: Have the students work in pairs. One student says "I like..." and the other student says "I don't like... I like..." using the words they have learned. Encourage them to use gestures and expressions to make the conversation more interesting. - Group work: Divide the class into small groups. Give each group a set of pictures of different foods. Ask the students to take turns to pick a picture and say a sentence using "I like..." or "I don't like...". The other group members should listen and repeat. Production (10 minutes) - Role-play: Have the students act out the dialogue from the textbook in groups. They can choose their own roles (mother, boy, frog) and add some actions and expressions. Then invite some groups to perform in front of the class. - Make a survey: Give each student a worksheet with the question "What do you like for breakfast?" and the options (egg, bread, orange juice, milk). Have the students go around the classroom and ask their classmates about their breakfast preferences. They should write down the names of their classmates and their answers. After that, ask some students to report their findings to the class, using sentences like "XX likes eggs and milk. XX doesn't like bread. He/She likes orange juice." Phonics (7 minutes) - Presentation: Show the letter "a" and the words "fat, cat, rat, cap, hat" on the board. Read the words aloud and have the students listen carefully to the sound of "a". Explain that the letter "a" makes the /æ/ sound in these words. - Practice: - Chant: Teach the students the chant "A fat, fat cat, In Sam's black cap. A fat, fat rat, In Sam's black hat. Oh, the poor cap! Oh, the poor hat!" Have them chant together with gestures to help them remember the words and the sound. - Word sorting: Write some words on the board, some with the /æ/ sound (e.g. bag, map, apple) and some without (e.g. cake, face, name). Have the students come to the board and sort the words into two groups according to the sound of "a". Summary and Homework (5 minutes) - Summary: Review the key words (egg, bread, orange juice, milk), sentences (I like... / I don't like...), and the sound of the letter "a" with the students. Ask them to share what they have learned in this class. - Homework: - Ask the students to draw a picture of their favorite breakfast and write a sentence about it using "I like...". - Listen to the audio of the dialogue and the chant at home and read them aloud to their parents. 板书参考设计： 一、标题 Lesson 1 I like eggs 二、词汇 egg：鸡蛋 bread：面包 milk：牛奶 orange juice：橙汁 三、句型 1. I like... 我喜欢…… 2. I don't like... 我不喜欢…… 3. But... are good for you. 但是……对你有好处。 4. ... is good. ... is good for us, too. ……很好。……对我们也有好处。 四、语音 a：/æ/ A fat, fat cat, In Sam's black cap. A fat, fat rat, In Sam's black hat. Oh, the poor cap! Oh, the poor hat! 教学反思： 在本次《I like eggs》课程教学中，有诸多值得总结之处。 亮点，情境创设较为成功。通过家庭早餐场景呈现，学生能快速融入课堂，对“表达喜好”话题产生兴趣，积极参与对话练习，如在“Match and say”环节，多数学生能迅速将食物与英文对应，课堂氛围活跃。语音教学形式新颖，借助儿歌让学生感受字母“a”发音，学生跟唱热情高，发音掌握效果较好。 教学也存在不足。词汇拓展不够，仅围绕课本食物词汇教学，未补充生活常见食物，限制学生词汇积累。小组活动组织稍显混乱，在“Talk after the model”环节，部分小组讨论偏离主题，且部分性格内向学生参与度低，教师对小组指导不足。此外，对学生个体差异关注不够，基础薄弱学生在句型运用上存在困难，未及时给予针对性辅导。 未来教学中，注重词汇拓展，结合生活实际丰富学生词汇量。优化小组活动组织，明确规则并加强巡视指导。更加关注个体差异，设计分层任务，确保不同水平学生都能收获进步。 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$