概要：Module 3 Places and activitiesUnit3 In the kitchen(1)Tasks in this unit:Use modelled phrases to describe the quantity of sth.Get to know the objects in the kitchenLanguage focus:The usage of the key words in contexte.g.， bowl， plate， spoon， chopsticksThe usage of formulaic wxpressions to describe quantitye.g.， There are four bowls.Language skills:ListeningIndentifying the key words by listening to the pronunciatione.g.， bowl， plate， spoon， chopsticksUnderstanding the key patterns about
上海牛津二年级上英语：在厨房（1）,标签：三年级英语同步,http://www.youer8.com
Module 3 Places and activities
Unit3 In the kitchen(1)
Tasks in this unit:
Use modelled phrases to describe the quantity of sth.
Get to know the objects in the kitchen
Language focus:
The usage of the key words in context
e.g.， bowl， plate， spoon， chopsticks
The usage of formulaic wxpressions to describe quantity
e.g.， There are four bowls.
Language skills:
Listening
Indentifying the key words by listening to the pronunciation
e.g.， bowl， plate， spoon， chopsticks
Understanding the key patterns about quantiy
e.g.， How many…?
There is/are…
Speaking
Pronouncing the key words， phrases and sentences correctly
e.g.， bowl， plate， spoon， chopsticks
Using formulaic expressions to talk about quantity.
e.g.， There is/are…
Scheme of work:
PeriodCore contents
Grammar and
expressionsVocabularyLettersMaterials
1There is/are…bowl， plate， spoon， chopsticks
SB:pp.34nd 35
WB:pp.34arts A
2 There is/are… SB:pp.36and 37
WB:pp.35，36and37 Parts B C，D，and Task
Period 1
Language focus:
The usage of the key words in context
e.g.， bowl， plate， spoon， chopsticks
The usage of the wh-question to find out the quantity e.g.， How many…?
The usage of formulaic expressions to talk about the quantity e.g.， There is/are…
Language skills:
Listening
Indentifying the key words by listening to the pronunciation
e.g.， bowl， plate， spoon， chopsticks
Understanding the key patterns about quantiy
e.g.， How many…?
There is/are…
Speaking
Pronouncing the key words， phrases and sentences correctly
e.g.， bowl， plate， spoon， chopsticks
Asking wh-questions to find out quantuty
e.g.， How many…?
Using formulaic expressions to talk about quantity.
e.g.， There is/are…
Materials:
Students’s Book 2A:pp.34 and 35
Workbook 2A:pp.34Parts A
Cassette 2A
Flashcards 2A (bowl， plate， spoon， chopsticks)
ProceduresContentsMethodsPurposeCharacteristic modification， the teaching introspects
Pre-task preparationActivity1
Play the CD-ROM of a kitchen and introduce the students the names of the objects in the kitchen.
Activity2
Show a picture of a table with some food on it in the kitchen. Have the students answer questions. Then have them talk about the food they like in pairs.
e.g.，
T: Look， this is a bowl. The rice is in a bowl. Bowl.
Ss: Bowl.
…
e.g.，
T: Look at the table in the kitchen. You can see some food. What do you like?
S1: I like cakes.
T: You like cakes. There are some cakes on the plate.
S2: I like noodles.
T: Me， too. I eat noodles with chopsticks. Please tell your friend what you see on the table and what you like.
S1: I (can) see… I like…
S2: I (can) see… I like集中学生注意力，激发学生兴趣。
通过视频，创设情景，引出bowl本课我设计了厨房场景的ppt.并拓展三个单词fork， glass， knife。课件中设计的人物小丸子是学生耳熟能详的卡通角色，学生的学习兴趣浓厚。
猜谜游戏很好的巩固了之前所学的七个单词。
利用单词卡片来做快速反应的游戏。
学生之间操练对话。
While-task procedureActivity 1
Flash the picture on the screen and have the students respond quickly.
Activity 2
Have the students work in pairs and make a short dialogue.
Activity 3
Have the students complete Part A ‘Listen and match’ on Workbook page 34， and then check the answers with them. Then have them listen to the recording for ‘Say and act’ on Student’s Book page 34 and repeat it.