Unit 10 In the sky 单元整体教学设计 （共3课时）

Unite-based Teaching design
小学英语单元备课共享资源
Title: Book__ 3__Unit ___10___ In the sky_ __________
单元教学目标 （建议多使用英语课程标准中各级目标的描述语言）
语用任务
在In the park的语境中，学生能利用文本和图片运用核心词汇：sun、moon、star和核心句型Can you see…? Yes./No. 大部分学生能够在句型结构框架的帮助下，比较完整地做对话，语音正确，表达流利。
知识与技能
1、学生能够演唱Phonics song letter S 和 T。
2、学生能够在语境中正确认读核心词汇
3、学生能正确认读和运用核心句型：Can you see the moon? It is big. It is bright.
文化与情感
通过本单元的学习学生能够了解天空的多彩，引导学生更多的关注天空甚至宇宙，给学生买下了一颗神秘的种子。
方法与策略
在听和跟读的过程中培养学生在课堂中倾听和模仿的习惯；通过问题引导学生能够积极思考；通过扮演进行核心语言的输出。
二、单元基本架构
Period 1
Period 2
Period 3
Objective
单课时目标
学生在In the sky 是的语境中能听懂、读懂核心词汇 sun、moon、star
和核心句型…Can you see…? Yes./No.要求语音正确，表达比较流利
学生在In the sky 的语境中能听懂
能够掌握核心词汇sun、moon、star、sun 的音义形并能运用核心句型Can you see…? Yes./No. How many stars? One ,two three…进行提问和回答。要求语音正确，表达流利。
能在In the sky的语境中，运用核心词汇及核心句型完成一些相关练习并进行相关的绘本教学
Topic
单课时话题
In the sky
In the evening
Letter and chant
Content
单课时教学文本
What’s in the sky?
It’s the moon.
Can you see the moon? Yes, I can see the moon. It’s big and bright.
Look ! Can you see the star?
How many stars?
One、two three…
Can you see the moon?
No
Big, big moon ,
Bright in the sky.
Small. small star
High in the sky
Good night’
The moon.
Good night,
The stars.
Blackboard design
板书设计
Unit 1
Look at the sky, can you see the ---?
Yes, I can see---.
How many---?
---.
Look at the sky, Can you see the ---?
Yes, I can./ No, I can’t.
How many---? ---.
Ss soup sun star
Tt table tall touch
三、单课教学设计
Period 1
Procedures
Contents
Methods
Purpose
Pre-lesson
Warm-up. (5m’)
1. Sing a song.
2. Free talk.
listen and talk
学习音素歌感知音素
通过问答帮助理解
Pre-task preparation
Greeting
Show a picture, ask:
What?can?you see?
What colour is it?
Repeat?several?times.
Then one by one.
Listen to a song together.
Read, use different voices
Pair work
Work in pairs.
Can you see---?
Yes, I can.
Say the rhyme.
复习巩固，为新授做准备。
While-task procedure
1 To learn: sun
show the picture of morning, say : Look at the sky, What can you see?
Elicit: sun
follow the teacher
chant: sun sun big and red
2To learn: star
1)Listen to a song: <>
2)show the picture of night. It’s night, Look at the sky, What can you see?
Elicit: star
3)Read the word
Ask and answer: What can you see? I can see---.How many---?
3 To learn: moon
1) Show the picture of night. guess; what is it?
Elicit: moon
2) Read the word
3) Show the flash, ask: Can you see the moon?
Elicit: Yes, I can.
rhyme:
What’s in the sky?
It’s the moon.
Can you see the moon? Yes, I can see the moon. It’s big and bright.
t
用所学的句型引出新授的内容
运用chant来巩固操练。
整体感知，教师设置语境，灵活运用语言，做到听、说、认读
通过所学的句型进行适当的操练。
教学设计从生活体验转入到语言训练，有助于学生巩固所学知识，提高会话水平。
Post-task activity
1. Listen and tick
2. Listen, judge and respond.
3. Listen to the text
4. Make a short dialogue.
T&S1 A model
Look at the sky, can you see the ---? Yes, I can see---.How many---?
Open?the?books. :Listen and repeat.
Make a short dialogue.
自编对话，培养学生的交际意识和说话能力。
Assignment
Listen?to?the?tape?and?read?the words and sentences.
Say and act with parents.??
Period 2
Procedures
Contents
Methods
Purpose
Pre-lesson
. Warm-up. (5m’)
1. Sing a song.
2. Free talk.
listen 、sing and talk
Pre-task preparation
1 Listen to a song
2 Show a big sun and a little star, let Ss compare the size.
3 Listen again, let Ss to sing along with the recording.
用歌曲引起学生兴趣，教师自然引入新授内容。
While-task procedure
1 Ask and answer:
Look at the classroom, can you see the____? S1:Yes.
Hide the object, ask: Now can you see the____? Elicit: No, I can’t.
2 memory gameCan you see the ---?
Yes, I can./ No, I can’t.
3 To learn Picture1 ,2
1) Prepare a picture of the sky, Say: Look at the sky, Can you see the stars?
Ss: Yes, I can.
Ask: How many stars?
Ss: One, two, three---
,---stars.
2) Do pair work
3) Play a game
Show some clouds in the sky, ask: Look at the sky, Can you see the clouds? S1: Yes, I can.
Ask: How many---?(guess)
S1:--- cloud(s).
4 To learn Picture3,4
1) Show the picture, hide the moon and ask : Can you see the moon?
S1: No, I can’t.
2) Ask some students.
3) Do pair work
Can you see the moon?
No, I can’t./No, I can’t
Look and answer: can you see the ____? Yes, I can.
Ask and answer: can you see the____? No, I can’t.
Ask and answer:
Look at---Can you see---?
How many---?
Answer the question.
通过直观物品的问答，让学生直观的理解句子的含义。
游戏的形式，避免枯燥，增加乐趣。
培养学生独立思维的能力，合作学习的意识。
Post-task activity
1 Listen to the dialogue
2 look and act out the dialogue
3 Make a new dialogue.
Ps read after the tape.
Ps read together.
回到课文，培养学生听，说能力。
Assignment
Sing a song with the recording.
Read the dialogue fluently and try to act out with your friend.
Period 3
Procedures
Contents
Methods
Purpose
Pre-lesson
. Warm-up. (5m’)
1. Sing a song.
2. Free talk.
Sing and talk
Pre-task preparation
3Review the letters
Read the letters from Aa to Rr
Match the capital letters and small letters.
Listen and raise the correct letter cards.
Greeting
<>
Read
Match the letters
Listen and raise
营造欢乐，轻松的气氛，使学生快速进入学习状态。也为新字母学习作铺垫。
While-task procedure
Show the video.
1.Teach:soup
1) Talk about What’s this on the table?
2)Ss learn to say
3) Rhyme: soup, soup, have some soup.
2. Teach: Ss
1) Point to the word card and say: s,s ; sss; soup
2) Ss follow the teacher
3) Show letter card “ S” and say: What’s this? It’s “S”. The capital letter “S”.
Ss read the letter one by one.
Compare the letters.
Write the letters with fingers.
3. Teach: table, Tt
(using the same way)
4. Play the cassette, listen and repeat.
Students listen and follow.
Students listen and read
Students listen and read
<>
Play a game, Let them know the letters.
通过图像整体引入，吸引注意力。
注重字母的发音，培养学生的语感。
通过单词引出字母，有意识的培养学生拼读单词的能力。
教会学生正确书写笔顺。
通过发音规则，学习内容由单词到句型，层层突破
Post-task activity
Sing a song.
2. Read the letters and rhyme.
1) Read the letters and rhyme one by one.
2) Repeat or clap
3) Listen and raise the letter cards.
4) Play a game: Put the cards in the box, Guess: Which letter is on the top?
Make a dialogue
提供快乐的学习气氛，让学生在歌曲中得以放松。
听读有韵律的儿歌，培养学生的语感和说话能力。
Assignment
1) Listen to the tape and?read?the?sentences.
Read for parents.
2) Read the letters and rhyme by yourself
3) Write the letters
四、阅读素养评价
A能够模仿录音中的语音语调，有感情的朗读全文。
B 读完课文后，能够回答老师所提出相关问题。
C 能够独立完课后练习。
D 没有录音的情况下，能够有感情的朗读全文，语音语调非常标准。
设计要求：
1. 建议选取的阅读内容与单元主题、单课时话题相关，根据学生的特点，为不同层次的学生选择不同的阅读材料，鼓励选取故事、对话、诗歌等不同形式的阅读材料，避免因为阅读材料太难而降低学生学习英语的兴趣；
2. 建议老师参考国外原版阅读材料、绘本等资源，语篇语言尽可能地道；
3. 在提供阅读体验的同时注重阅读习惯的培养，建议老师对阅读能力的考查设计不同类型的题型，对阅读理解类型提供做题方法和技巧的指导。 如： 《拓展阅读》和《一起作业网》上的绘本阅读与配音。
五、推荐阅读
1. 老师给孩子们推荐与主题相关的阅读材料或者影视剧作品等；
2. 孩子可以根据自己的选择在课外阅读或观赏，不做硬性要求。