What would you like 教学设计、反思.doc

教学设计设计教师：汕头市金龙小学 叶绵雄教学年级：小学四年级课题名称：What would you like?第课时教材版本：PEP English ( Book 3 )授课时间：40分钟学生分析：本课的教学对象是小学四年级小孩子，他们活泼好动，喜欢尝试新事物，表现欲强，擅长模仿，乐于表演。他们在Book 1, Unit 5中，已经学过chicken, hamburger, hot dog等食物单词和如何表达自己喜欢某食物的句型: I like .加上本单元前课时的学习，学生基本能够用简单的英语表达自己喜欢吃什么。教材分析：本课时的授课内容是B. Lets talk & Lets chant.本部分主要是用餐时的基本会话，相关的句子较多、较散。我先通过Chant “Dinner Time” 引入，再复习句型What would you like for dinner? Id like some .然后创设 Wu Yifan生日的情景整体呈现本部分会话，用三个与本部分会话相关的问题（1. Can Mike use chopsticks? 2. Do Mike and John like Chinese food? 3. Did they have a good time?）来引出重点句子（Let me show you. Help yourself. We had a good time.）的教学。运用实物演示和多媒体课件相结合的方式，逐个击破难点。最后再整体呈现会话并让学生扮演角色进行表演。教学目标：1. 能力目标会使用用餐时的基本用语，如：What would you like for ? Help yourself. I like Chinese food I can use chopsticks.等2. 知识目标(1). 能听、说、认读Let me show you. I like Chinese food. Help yourself. We had a good time.等。(2). 能够吟唱B部分 Lets chant3. 情感态度培养学生学习英语的积极性，使学生乐于参与，勇于进行交际实践。教学策略：本节课借助实物和多媒体，运用整体、情景、直观、游戏等方法，用“导”“引”的方式来调动学生的积极性，通过小组合作、自主探究学习，使学生在宽松愉悦的氛围中达到学习目标。教学过程：Warm-up:1. Lets sing “What would you like?” (课件呈现) 2. Lets do “Give me a spoon. Pass me a fork.” (课件呈现)（通过Lets sing和Lets do,让学生愉快地进入学习状态。）Preview学生集体吟唱 “Dinner Time”（课件呈现）T: What a big dinner.(课件出现肯德基快餐) What would like for dinner?S: Id like some chicken/ hamburger/.(由“Dinner Time”引出What a big dinner. 复习句型What would like for dinner? Id like some自然有趣)Presentation / Practice承接上面What would like for dinner?T: Id like Chinese food Its yummy. (课件出现中餐) Do you like Chinese food? S: Yes. (教师带全班齐读 I like Chinese food. 这句是本课的一个重点。)1.创设情景，引入本课会话T: We all like Chinese food. John and Mike like Chinese food, too. Today is Wu Yifans birthday. He invited Mike and John to his home and have Chinese food. (CAI) Lets go and have a look. (课件出现Mike, John和Wu Yifan一起吃中餐。) (由情景引入本课会话，过渡自然，贴近学生的生活。)2. 学生带着以下问题：1. Can Mike use chopsticks? 2. Do Mike and John like Chinese food? 3. Did they have a good time?再看一次会话。(让学生带着问题观看会话内容，培养学生独立思考的能力。)3. 由 问题Can John use chopsticks?引出Let me show youT: Can John use chopsticks? S: Yes.T: John can use chopsticks. Mike tries to use chopsticks. But he cant. So Wu Yifan says: Let me show you. (板书该句) （教师演示使用筷子、勺子、刀和叉）T: Chopsticks, chopsticks. I can use chopsticks. Let me show youSpoon, spoon. I can use spoon. Let me show you.（实物演示）Fork and knife. I can use fork and knife. Let me show you. （通过实物连续演示，形象直观，学生容易理解。）T: Whats the meaning for this sentence? S: 教师带读Let me show you. ( 齐读-小组读 )Lets sing “ Let me show you” (改编歌曲“ How old are you” 歌词如下：) Let me show you. Let me show you. Use the chopsticks. Use the chopsticks. Let me show you. Let me show you.Fork and knife. Fork and knife. ( 师唱-齐唱-男女对唱)4. 由 问题Do Mike and John like Chinese food?引出Help yourself.T: Wu Yifan shows Mike how to use the chopsticks. They use chopsticks to have Chinese food together. Do Mike and John like Chinese food? S: Yes.T: I like Chinese food, too. And I also like bread and cakes. Look, I have some bread and cakes here. (教师出示装有面包和蛋糕的托盘，拿面包吃，作出吃得津津有味的样子) Yummy. Yummy. Help Yourself.（走向三、四位学生） S: Thank you.T: (板书Help Yourself.)Whats the meaning for this sentence？ S:.教师带读Help yourself. ( 齐读-拆分单词发音带读-学生个别读 )T: Now, lets play a game: Pass the picture and say “ Help yourself.”(1) Fish, fish. Help yourself. (2) Beef, beef. Help yourself. (3) Vegetable, vegetable. Help yourself. (4) Noodles, noodles. Help yourself. (分四行进行游戏，以one bye one的形式进行。)Lets chant,内容如下： Chicken and rice. Chicken and rice. What a surprise. Chicken and rice. Smell the chicken. Taste the rice. Dinner is ready. Help yourself.(教师吟唱学生集体吟唱)(歌谣的改编，学生读起来朗朗上口，活跃了课堂的气氛，也便于学生课后的记忆。)5. 由 问题Did they have a good time?引出We had a good timeT: Mike and John like Chinese food. Did they have a good time? S: Yes.T: Did you have a good time in this class? S: Yes.T: Yes. We had a good time. （教师带读该句）( 齐读读单词hadrow by row读 )Game: Rock, Paper Scissor. (Play in pair) The failure must say: We had a good time.（以游戏的方式让学生在玩中学，学生兴趣盎然。）T: Whats the meaning for this sentence? S:.T: We had a good time in this class. Mike and John had a good time at Wu Yifans home. Lets listen to the dialogue again. (学生听对话然后跟读)6. 学生打开课本齐读，然后自由朗读和背诵。T: Now please open your book at page 62, read the dialogue by yourself and try to recite it.（请个别学生背诵）7. 四人一组，分角色朗读对话。T: Group together in fours, read the dialogue in part. (请一组学生上台表演)Consolidation/Extension1. 四人一组，根据以下情景用重点句子（板书的句子）编小对话。情景：客人在你家用餐，你如何招待客人？情景：你去某地方玩得很开心，怎样向别人做介绍？情景：弟弟不会使用筷子和勺子，你怎样给他做演示？(请二至三组学生上台表演)（创设情景让学生遍小对话，使学生学以致用。）2. 吟唱B部分Lets chant3. Exercises: 根据情景，选择正确答案。（课件展示，学生上台操作）1.告诉别人你喜欢中国菜，你说：A. I like chicken. B. I like Chinese food.2.看到姑姑在打网球，你想试试，你说：A. Let me try. B. Me too.3.弟弟不会玩陀螺，你想做给他看，你说：A. Let me show you. B. See you.4.你在朋友家接受款待，临别时可以说：A. I had a good time. B. Lets go.5.告诉别人你会使用筷子，你说：A. I can use a computer. B. I can use chopsticks.6. 客人在你家吃饭，请客人随便吃，你说：A. Thank you. B. Help yourself.Summary: 评出The best group,（哪一小组所得红花最多）获胜小组得到鲜花和掌声。Homework1. 听录音或看，跟读对话，然后再读给家长听。2. 运用所学句子编对话。3. 谈一谈你喜欢什么。课后反思:本课是用餐会话的教学，一开始，我让学生”sing” and “do”,既复习了已学食物和餐具词汇，又让学生在轻松愉悦的氛围中进入学习状态。教学中，我注重整体教学，先利用电脑课件整体呈现对话内容，让学生形成一个整体印象，再让学生带着三个相关问题观看会话，让学生独立思考，然后以这三个问题引出本课时重点句子的学习和操练。最后再整体呈现会话，巩固和检查学生学习的情况，充分体现了整体教学法在教学中的运用。为了培养学生良好的语感，在新句型的操练中，我通过改编歌曲和歌谣让学生吟唱，学生读起来朗朗上口，既活跃了课堂的学习气氛，又便于学生课后的记忆。在教学We had a good time.时，通过玩Rock, Paper Scissor.的游戏，让学生在玩