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外研版小学英语四年级上册Module5Unit1Doyouwantsomerice?教学设计一、学科:小学英语二、课例名称:Module 5 Unit 1 Do you want some rice?五、课型:新授课六、年级:四年级七、教材版本:英语(新标准)(三年级起点第三册)八、教学设计:(一)教材分析:本模块是以通过谈论中西方食物学习如何点餐为题材展开的。第一单元包含了三个部分:第一部分“Listen and point”是新语言的呈现部分,描述的是Daming和Amy在公园里的快餐摊上吃快餐的故事;第二部分“Listen and say”为本单元的重要句型:“Do you want some ? Yes, please. / No, thank you.”;第三部分“Point, ask and answer”是把所学知识融会贯通,围绕“点餐”进行的拓展性操练。这三个部分环环相扣,层层递进,充分体现了语言学习“从习得到学得,从积累到运用”的发展过程,也自然渗透着“中西方饮食文化的差异”。(二)学情分析:四年级的学生主动积极,思维灵活,好胜心强,已初步养成了听音模仿、大声朗读英语、开口说英语的良好习惯,具备了一定的听、说、认读简单词汇、句式的能力,自主探究、合作学习的能力都有较大提高。(三)教学目标:1.知识目标:(1)要求学生三会掌握词汇:Chinese, fast, food, want, chopsticks, difficult;(2)句型:Do you want some ?Yes, please. / No, thank you.2.技能目标:(1)能听懂、理解课文大意并回答出相关问题;(2)能自如地运用所学重点句式开展“点餐”活动,并能根据所给信息或实际情况做出应答;(3)能根据图片或实际情况认读食品的词汇及点餐、应答的句式并熟练朗读课文对话。3.情感目标:激发学生对英语学习的积极性和自主性,培养他们乐于竞争、乐于交流、乐于合作、乐于助人的品质。4.学习策略:能积极与他人合作,共同完成学习任务;能积极运用所学的知识进行表达和交流;能在学习新知中锻炼自我的探究能力。5.文化意识:中西方饮食文化的差异(四)教学重点: 1.学习新词并能自如地运用重点句型“Do you want some ? Yes, please. / No, thank you.”; 2.能听懂、理解课文大意并回答出相关问题。(五)教学难点:1.如何在真实任务或情景中运用所学句式和词汇;2. “chopsticks”和“difficult” 的读音。(六)课时安排:本单元由两个课时组成,本课为第一课时。(七)教学过程:Step 1热身复习(1) Greetings:(2) Chant:Noodles and Rice(设计意图:以活泼的儿歌吟唱营造良好的英语学习氛围。)Step 2活动导入(1) Guessing game:T: Noodles and rice are nice fast food. And here are some more fast food. Do you want some? You can use “Have you got?” to ask for them.S1: Have you got some jiaozi / ?T: Yes, I have. / No, I havent.(设计意图:通过“猜猜看”的游戏,不仅进一步活跃了课堂气氛,而且复习了“Have you got?”的句式和“jiaozi, fish and chips, hamburger, meat, cake”等食物词汇,为本课的教学和任务完成打下基础,还锻炼了学生的发散思维能力。)(2) Culture input:T: Good, they are nice fast food.(出示词卡“fast food”并带读、操练)Look, why I divided them into two groups?(noodles, rice, jiaozi, meat / hamburger, fish and chips, cake)S1:中餐和西餐!T: Excellent! These are Chinese fast food and these are western fast food.(出示词卡“Chinese”并带读词组“Chinese fast food”)(设计意图:通过七种食物的分类,培养学生的探究能力并自然引入本课词组“Chinese fast food”的学习。)T: We eat Chinese fast food with chopsticks.(出示词卡“chopsticks”并带读、操练-实物展示)And we eat western fast food with knife and fork.(实物展示)(设计意图:在中西方饮食文化的渗透中,学习“chopsticks”这个生词。)Step 3任务呈现T: Good job! Today well go to a fast food restaurant and learn how to order food. In the end, lets see who will be the best waiter or waitress.(设计意图:运用任务驱动的方式,让学生对这节课将要完成的事情有一个大致的了解,以激发他们的学习欲望,帮助他们在有意义的情境中开展认知活动,学习目的更明确,教学更有针对性。)Step 4课文教学1. Listen and answer questions:(1)T: Look, our good friends - Daming and Amy are ordering the food. Lets have a look and answer:What does Amy want?(出示词卡“want”并带读、操练) Are chopsticks difficult for Amy?T: For example, Its easy. And its difficult. (用左右手夹回形针来展示)(出示词卡“difficult”并带读)Have they got fast food inEngland?(设计意图:通过好朋友Daming 和Amy的经历整体呈现课文,并通过设置语言学习的信息沟,让学生带着问题听录音,给学生思考的空间。与此同时,借助词卡和TPR动作演示,引入“want”和“difficult”的学习。)(2) Watch the CD-ROM:(3) Check the answers: What does Amy want? She wants noodles. Are chopsticks difficult for Amy? Yes, chopsticks are difficult for Amy. Have they got fast food in England? Yes, they have.(设计意图:通过问题的回答帮助学生理解课文大意。)2. Learn and practice the key drill:(1)T: But how can Daming help Amy to order food? He ask ? Lets listen again and find out the key drill.(Watch the CD-ROM)S1: Do you want some?T: Good! He used “Do you want some?” to order food.(出示句卡“Do you want some?”并粘于黑板上、操练)T: And if you want, you can answer “Yes, please.”. If not, you can say “No, thank you.” (出示句卡“Yes, please.”与 “No, thank you.”并粘于黑板上、操练)(设计意图:通过第二遍观看CD-ROM,引导学生在真实的语境中学习本课的重点句式。)(2)Practice the key drill with cards: T ask and Ss answer: Ss ask and Ss answer:T: Now, lets look and say. These two groups ask, these two groups answer.For example, do you want some hamburgers?(引导Group1和Group 2一起问)Group 3 / Group 4: Yes, please.(根据图中的笑脸回答)(设计意图:利用单词卡片开展“ look and say”活动,不仅操练了本课的重点句型“Do you want some ? Yes, please. / No, thank you.”,而且大组合作操练的形式也有助于帮助学生们增强自信。)3. Card game:T: Excellent! Now, lets play a card game. These are 7 kinds of fast food, and those are 7 kinds of drinks. (T/Ss齐读饮料类词汇) I will give each of you 2 cards. And they are the food and drink you want to order, please keep them secret and use “Do you want some?” to guess what your partner want.Now, I will be the partner with .(Give Ss an example)(设计意图:在生动有趣的游戏中,引导学生进行重点句式的巩固和操练,同时词汇的呈现形式也从单纯的图片向图片与英文单词并存过渡,词汇的种类也由食物向饮料拓展。)4. Listen, point and read the text:T: I think most of you got the right food and drink. Are you happy?Ss: Yes.T: Daming and Amy are very happy too. They ate noodles and knew something about fast food. Lets open the book. Listen, point and read the text.(设计意图:通过听音、模仿、指读,训练学生用正确的语音语调朗读课文,并进一步增强学生的认读能力。)5. Say and make a new chant: Say the chant:Do you want some noodles?Do you want some noodles?Yes, please. Yes, please.Yes, please.Do you want some r
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