Unit 3 Can I have a balloon? 教学设计

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Unit 3  Can I have a balloon?
The first period
教学设计
教学内容
Conversation, target and song
1. Key words:  like, ice cream cone, have
    2. Target language: Can I have a / an ...?
Yes, you can. /Sure. Here you are.
No. Sorry.
Thank you.
You’re welcome.
教学目标
1、本课总目标：通过这一课时的学习，学生能运用Can I have a / an…?来询问和表达自己是想拥有或想买某物。
2、语言知识目标
（1）学会听、说、读、认下列单词：like, ice cream cone, have, come back.
（2  能认知、并能在一定的语境中运用以下句型：
Can I have a / an ...?
Yes, you can. /Sure. Here you are. /No. Sorry.
Thank you.
You’re welcome.
3、语言技能目标
   （1）学生能够理解Conversation和Target所述的语境和内容，并能根据  
        本课学习的内容进行文本解读和复述。
   （2）通过本节课的学习，学生能用本课的重点句型完成相关的教学任务。
4、情感态度目标
   （1）使学生对课堂活动感兴趣，并积极参与到课堂活动中去，让学生在学
        习过程中体验学习的乐趣。
   （2）培养学生用英语与他人交际的自信心及在学习中学会相互协作，友好 
        相处。
5、教学重点
To practice these sentences:
Can I have a / an ...?
Yes, you can. /Sure. Here you are. / No. Sorry.
Thank you.
You’re welcome.
6、教学难点
（1） 能准确读ice cream cone。
  （2） You’re welcome.的准确运用。
教学准备
1、学生分成四大组：Red   Yellow   Blue    Green
2、Colorful balloons \ some food\model ice cream cones\school things.
3、Letters: d-e-r, r-e-g-e-n, l-l-o-w-e-y, l-u-e-b(复习时拼单词和分组用)
    4、PPT课件。
教学策略
通过激励评价手段，激发学生学习英语兴趣，培养其互帮互助团结合作精神，
学会对学习进行反思、调整。
教学过程
Step 1.  Warm-up & lead-in
1. A spelling game.
Let students spell the words with the given letters on the blackboard.
1)、学生拼出是red, green, yellow和blue, 并以这些词作为将全班分成四个小组的名称。
2)、用实物引导学生拼出book和pen，引出下一环节。
    设计意图：用颜色单词将学生分成四大组，一是用来课堂教学评价用；二是为下一步学习对话的气球颜色作铺垫；三是引出歌曲和重点单词sure和have，作新知输入前的准备。
2. Listen and sing a song.
a. “I know Gogo has a book and a pen. Now, let’s listen and sing.”
Then play the song and sing follow it.
b. Teacher and students sing the song.
设计意图：让学生在唱歌中初步感知新句型。用师生对唱的教学策略来操练Can I have…?的句型，让学生在轻松愉悦的歌声操练新知。整个歌曲的学习是一个输入，体验和输出的过程。
Step 2.Presentation
1. Sing and lead in target.
When I am singing I will change the last word to peach / balloon. Then teach target language: Can I have a peach / a balloon?
                     Sure. Here you are. / No. Sorry.
设计意图： 在师生对唱时替换歌词，引出target language并教授新。
2．We can add Thank you. in picture 1 and add It’s dangerous for us. in picture 2. Then have Ss watch “氢气球爆炸事件”。
   设计意图：让学生明白学会感恩和安全的重要性，为下一步学习作辅垫。
3．Listen and look to lead in the conversation.
a. We know Jenny likes balloons. What about Gogo? Does Gogo like balloons, too? Let’s listen and look.
Then have Ss watch the video and try to answer the question.
设计意图：：用刚创设的情景引入课文，让学生感知语言运用的场景。而学生带着问题去听去读，目的性会更强，效果会更好。
   b. Have Ss point to the pictures in their books and repeat each sentence.
Then help the Ss pay attention:
1) When Tony says “Thank you.” how the ice cream man answers?
Then put Ss into two groups, One group takes the role of Tony, one plays the ice cream man.
2) Explain “Can I…?”and “May I…? “, they are the same. 
3)  Have Ss try to find out the other answer of the question “Can I / May I…?”: Yes, you can.
4) Passing game.
Make students passing the model ice cream cone and say this dialog:
S1: Can I / May I have an ice cream cone, please? 
S2: Sure. Here you are. / Yes, you can. / No. Sorry.
S1: Thank you.
S2: You’re welcome.  …
c. Act out the conversation in groups of four.
设计意图：引导学生手指图片跟读句子和一些重点词句的讲解与重复，以便更好地感知课文和理解课文；而传物游戏则在于操练新单词、读准新单词，特别是cone的发音，并能结合句子初步运用出来。
Step 3. Make a new dialog.
  Model： A: Hello!
    B: Hi!

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