石敏颖

一、设计思路

本单元的话题是“Let’s eat”，本课是第一课时的学习，是一节以对话为主的新授课，主要通过Mike与妈妈吃早餐的场景，让学生感知文本对话的语义及语用情境。整个文本对话体现了生活化的情境，要求学生能够运用“Have some bread.I’d like some juice,please.Here you are.”等句式进行交流，能向别人推荐食物和饮品，或表达自己想要的食物和饮品。

三年级学生第一次接触食物话题，生活化的情境设计能够让他们感受到语言的表达和运用，能体现语言的交际性原则，但缺乏趣味性，缺少情感体验。如何让学生在生动的情境中学习语言？我利用学生好动、好表演的性格特点，融合学生喜闻乐见的故事“The Match Girl”进行文本再构，使本课教学内容更加丰富，更具吸引力。

二、教学目标

1.能理解对话大意，能用正确的语音、语调朗读对话。

2援听、说、认读新词汇 juice，bread，并能够在语境中运用“I’d like some...，please.Here you are.Have some...，please.”等来交流有关食物的信息。

3援运用短剧表演、创演的方式，培养学生灵活运用语言的能力、创编能力和表演能力。

4.能基于教师提供的“The Match Girl”短剧感知人物特点，引发助人为乐的情感体验。

三、教学重难点

教学重点

1.能在语境中运用“I’d like some...,please.Here you are.Have some...,please.”进行交流。

2.能根据情境的需要运用所学对话仿编与创编，从而提升语言运用能力。

教学难点

能基于教师提供的“The Match Girl”短剧感知人物特点，运用正确的语气进行角色扮演。

四、教学过程

Step I.Warming up&Revision

1.Daily talk.

—Hello,I’m...What’s your name?

—My name’s...

—Nice to meet you!

—Nice to meet you,too!

2.Revision.

（PPT出现name单词，字母分散成独立的一排。）

T:Which words begin with these letters?

Review the words:noodles,apples,milk,eggs.

3.Chant.

Noodles and apples.

Noodles and apples.

Nice to eat.

Yummy,yummy,yummy.

Milk and eggs.

Milk and eggs.

Happy to eat.

Yummy,yummy,yummy.

设计意图：通过师生之间的日常对话，巧妙运用name这个单词中的字母变化，激活学生旧知，为本课主题的引出做好铺垫。

Step II.Presentation

场景一：

1.Elicit the character.

T(PPT呈现一个小女孩):Today we have a new friend in this class.She has no name.We just call her“Match Girl”.What will you say to her?(引入主题,熟悉人物)

Ss:Good morning,Match girl./Nice to meet you，Match girl!/How are you,Match Girl?

PPT：I’m hungry.

2.Imitation and do pair work.

S1:How are you,Match Girl?

S2:I’m hungry.

3.Teach the new word“bread”and the sentence“I’d like some bread,please.”

T(PPT):The Match Girl is so hungry and cold.So she lights a match.What can she see in the light?

Ss:She can see...

Ss act like the Match Girl:I’d like some bread,please.

4.Teach the new word“juice”and imitate to say“I’d like some...，please.”

T（PPT）:What can she see in the light,too?

Ss:She can see...

5.Do more practice.

T（PPT呈现更多食物，包括旧知）:The Match Girl lights the second match.You can see so many food in the light.So if you are the Match Girl,what will you say？

翌Ss:I’d like___,please.

翌翌Ss:I’d like_____and_____,please.

翌翌翌Ss:I’d like_____,______and______,please.

设计意图：通过卖火柴的小女孩划亮第一根火柴的瞬间，呈现并学习新语言，通过师生、生生活动等方式进行操练；通过划亮第二根火柴的瞬间，运用分层练习帮助学生在语言能力上获得更大的提升，而且也保证了每一位学生都能根据实际生活经验进行交流。

场景二：

1.Present the structure of the talk.

T(PPT)：TheMatchGirl lights the third match.Who is coming in the light?Grandma is coming.

Match Girl:I’d like some...,please.

Grandma:Here you are.Have some...

Match Girl:Thanks.

2.Practice according to the changeable of the pictures.

3.Act in pairs.

设计意图：通过卖火柴的小女孩划亮第三根火柴的瞬间，完整学习对话结构，并由浅入深进行操练，学生循序渐进地习得语言。

Step III.Practice

1.Ss listen to the talk and answer the question.

T:That’s the story of the Match Girl.Mike is reading it.Now it’s time for Mike to have breakfast.Let’s listen and answer the question:What does Mike have for breakfast?

2.Ss Listen and repeat.

3.Ss read in roles.

设计意图：学生学习文本对话，通过听对话回答问题、听对话跟读、同桌分角色朗读等方式深入理解和掌握对话。

Step IV.Expansion

1.Go on reading the story of the Match Girl.

T:You see the Match Girl falls down in the snow.She’s so cold and hungry.So if we are there,wecan givehersome help,right?Let me try first.

Teacher makes a new dialogue with an able student.

2.Ss make a new dialogue in pairs.

3.Have a performance.

3.Conclusion：Help each other!Enjoy nice life!

设计意图：通过学生改编故事结尾，不仅使本课的教学内容得到深化，学生的综合语言运用能力得到提高，而且情感也得到了升华。

Step V.Homework

绎Read the talk fluently for three times.

绎绎Act out the ending of the story.

设计意图：分层作业满足了不同层次学生的能力要求，让他们体验英语学习的乐趣。