Unit 10 Numbers 单元整体教学设计 （共3课时）

Title: Book 3 Module 4 Unit 10 Numbers
一、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
1.能在Jerry the city mouse、Tom the country mouse拜访彼此时的所见所闻语境中，能正确朗读one, two, three, four, five, six, seven ,eight, nine, ten这10个核心词汇。
2. 能在Jerry、Tom拜访彼此时的所见所闻语境中听懂How many…are there?. There are...s .They’re…的表达。
3.能在Jerry和Tom对彼此周围环境的描述的语境中，了解数量的提问和回答，能在语境中准确使用How many…are thee? There are…s.等英语表达，并能尝试描述用They’re描述自己所见的物品。
知识与技能
1. 能在Jerry the city mouse、Tom the country mouse拜访彼此时的所见所闻语境中，能听懂 one、two、three…ten等核心词汇，能模仿Jerry和Tom的对话。
2. 能在学习Jerry 和Tom描述周围环境的语境中，能读懂 How many…are there? There are…s.的表达，能分角色表演对话，在图片和关键词的提示下，尝试复述对话。
3.能听懂Jerry和Tom介绍各自环境的文本，了解How many…are there? There are…s.的提问和回答，能在图片的提示下，尝试对物品数量进行提问和回答。
文化与情感
本单元从Visit the countryside, visit the city到 Things around us三个课时的文本学习和推进中，在学习和介绍不同的熟悉的物品过程中，培养学生的观察总结能力，
在合作学习中获得成功用英语进行交流的成就感，能勇于尝试用所学的语言知识描述自己所见到的物品，能在介绍物品的过程中体会到分享的乐趣，乐于与同学分享自己喜爱的玩具。
二、单元基本架构
Period 1
Period 2
Period 3
Objective
单课时目标
Grasp the key words and key sentences “How many…?”.
Enable the students to use the pattern to count the things.
Help the students understand the story.
Enable to ask and answer the numbers of things, and learn to describe things with “They are…”
Topic
单课时话题
Things in the countryside.
Go to the city
Things around us.
Content
单课时教学文本
Jerry?(City?mouse):?Hello,?Tom.
?Long?time?no?see.Tom?(Country?mouse):?Hello,?Jerry.?How?are?you?Jerry:?I’m?great.?Thank?you.?And?
you?Tom:?I’m?fine.?Thanks.?Come?in,
?please.Jerry:?Oh,?a?small and old?house.?How?many?windows?Tom:?One,?two.?Two?windows.
(Point to the table.)Here’s some food.Jerry:?Only carrots?Tom:?Yes.Jerry:?All right. How many carrots?Tom:?One,?two,?three,?four,?five,?six,?seven. Seven?carrots.
Let’s have them.
Jerry:?OK. Thanks.
Tom: Jerry, how are you today?
Jerry: Not good. I’m hungry.
Tom: What do you like?
Jerry: I like cakes and cheese.
Tom: Sorry, we don’t have it.
Jerry: Let’s go the city together!
Tom: OK!
(Jerry and Tom go the city.)
Jerry: Look! They’re yummy.
Tom: Wow! How many cakes are there?
Jerry: One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve! There are twelve cakes.
Tom: Wow! It’s so big. What’s that?
Jerry: It’s a big hamburger!
Tom: There is a big hamburger on the desk. So nice!
Narrator: There are some cats in Jerry’ house. Tom is so scary. He comes home. He likes his home so much.
Tom: Hello, Jerry.
Jerry: Hi, Tom. How are you?
Tom: I am happy in my house. How about you?
Jerry: I am great. There are cakes and chicken in my house. Look at the food, they are delicious. Mmm, yummy!
Narrator: Here come the cats. Jerry runs away. (Ouch, run!!!)
Tom: Jerry? Are you OK?
Jerry: I am not very well. Cats want to catch me.
Tom: How many cats are there?
Jerry: There are three cats. They're big!
Tom: Jerry, you can come to my house. I have some food. I can make food.
Blackboard design
板书设计
Unit 10 Period 1 Numbers
How many …(windows/carrots)?
One,?two,?three,?four,?five,?six,?seven,?eight,?nine,?ten, eleven…
3AM410 Numbers
How many… are there?
There are...
There is a/an…
Unit 10 Period 3 Numbers
house food
Jerry big cake pizza cheese…
Tom small carrot potato…
三、单课教学设计
Period 1
Procedures
Contents
Methods
Purpose
Pre-lesson
Sing a song.
Listen and sing.
通过唱与课题相关的歌曲，活跃课堂气氛。
Pre-task preparation
Learn the letters.
Watch the videos of letters U,V,W.
Watch the videos.
通过看字母的视频，感知字母的发音。
While-task procedure
1. Lead in the story.
Show students two mice. One is the city mouse, Jerry, the other is the country mouse, Tom. Have them describe Jerry and Tom.
e.g. Jerry is … He has…
Jerry visits Tom in the countryside. Have them describe the surrounding environment.
e.g. What can you see?
I can see…
2. Learn the story.
Jerry greets with Tom and enters the house. They have a dialogue about the house.
Have them count the items they see.
3. Let’s read.
4.Role-play
1. Look and talk.
2. Learn and say.
Look and count.
3. Read the story.
4. Pair works.
1.创设情境，并引导学生在情境中说一说。
2.让学生在故事中感受英语。
3.回顾整个故事。
4.通过角色扮演操练本课时的文本，促使学生参与课堂活动。
Post-task activity
1. Role- play the story.
2. Let’s read.
1. Look at the pictures and role play the story.
2. Read the book at page50
1.让学生表演故事。
2.回归课本。
Assignment
1. Recite page 50 to 51.
2. Copy words: One,?two,?three,?four,?five,?six,?seven,?eight,?nine,?ten.
Period 2
Procedures
Contents
Methods
Purpose
Pre-lesson
Sing a song:
Listen and sing
活跃课堂气氛，复习数词和句型。
Pre-task preparation
1. Learn the sounds:-u,-v,-w.
Have students to sing the phonics song and say more words begins with the letter:-u, -v, -w.
2. Review the story about Jerry and Tom.
1. Sing the phonics song about letter: u, v, w.
2.Think and say
1) What is U for?
2) What is V for?
3) What is W for?
3.Fill in the blanks
1.学习字母-u,-v,-w的准确发音以及认识更多以-u,-v,-w开头的单词。
2.通过复习上节课内容，为新授的内容做铺垫。
While-task procedure
1.Lead in the story
Show students the picture of City Mouse Jerry. Have them to talk about Jerry.
2.Elicit the scene:
Jerry and Tom go to the city together. Have students to guess what Jerry needs.
3.Learn the story:
Jerry and Tom go to Jerry’s house in the city. Have students to talk about the food..
4. Read the story.
5. Role-play the story.
1.Look and say:
How is Jerry?
2.Think and guess:
What does Jerry like?
3.Ask and answer
1) How many cakes are there?
2) How many hamburgers are there? How is it?
4. Read the story
5.Group works

获取故事中相关信息的能力。
在角色表演中进一步理解故事内容并学会合作学习。
Post-task activity
Practice the sentence pattern: There is/are…
活学活用核心句型，培养学生的发散思维。
Assignment
1.Role play the story to your parent
2. Count the things in your house with the sentence pattern: There is/are…
Period 3
Procedures
Contents
Methods
Purpose
Pre-lesson
Sing a song.
How many fingers on two hands/feet?
Listen and sing.
Ask and answer
1.整体感知歌曲,活跃课堂气氛；
2.通过对歌词的提问帮助学生理解歌曲意思。
Pre-task preparation
Learn the letters.
Chant with letters U, V, W.
U for uncle. V for van. W for window.
Uncle Li is in a van with big windows.
Watch the videos and chant together.
把本单元所学的三个字母编成歌谣，让孩子在唱的过程中掌握字母U, V, W的自然拼读规律。
While-task procedure
1. Lead in the story
Show two pictures, one is Jerry’s house; the other is Tom’s house. Have the students talk about the diffidence of two houses, and choose their favorite house.
2. Learn the story.
Jerry and Tom in their own house, and they have a video call to greet to each other.
Narrator: There are some cats in Jerry’ house. Tom is so scary. He comes home. He likes his home so much.
Tom: Hello, Jerry.
Jerry: Hi, Tom. How are you?
Tom: I am happy in my house. How about you?
Jerry: I am great. There are cakes and chicken in my house. Look at the food, they are delicious. Mmm, yummy!
Narrator: Here come the cats. Jerry runs away. (Ouch, run!!!)
Tom: Jerry? Are you OK?
Jerry: I am not very well. Cats want to catch me.
Tom: How many cats are there?
Jerry: There are three cats. They're big!
Tom: Jerry, you can come to my house. I have some food. I can make food.
3. Watch the whole story.
4.Role-play
1. Ask and answer
2. Learn and say.
(1) Look, listen and say.
Lead students to talk about how are Jerry and Tom.
Act out the dialogue.
(2) Ask and answer
a. What happen to Jerry?
b. Who wants to catch Jerry?
c. How many cats are there? How are the cats?
d. What can Jerry do?
Act out the dialogue.
3. Read the story.
4. Pair works.
1.呈现出两个不同的居住环境，让学生对比并表达出他所喜爱的房子，既加深学生印象，又引入话题。
2. 采用旁白的方式交代故事情节，使故事更清晰明了。
学生整体感知故事并表演，使学生理解故事情节。
通过问答的方式让学生理解故事。
3.回顾整个故事。
4.通过角色扮演操练本课时的文本，促使学生参与课堂活动。
Post-task activity
1. Lead the students to retell the story.
2. Talk about the moral of the story.
1. Look at the pictures and retell the story.
2. Think and say.
1.学生复述故事，加强对故事的理解。
2.引发学生思考这个故事所讲的道理，达到情感升华。
Assignment
1. Listen and read the story twice.
2. Make a new ending for the story.
四、阅读素养评价
A B C D
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。
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。