精选优秀教案.doc

精选优秀教案教材内容：人民教育出版社PEP小学英语三年级起点五年级上册第三单元中的Part B Lets talk教学内容。内容简析本课是人民教育出版社PEP小学英语三年级起始五年级上册第三单元中的Part B Lets talk，主要教学内容是讨论大家最喜欢的食物及其原因的表述。本节课紧扣生活实际，学生喜闻乐见并且易于表达。单元教学内容分析本单元教学的内容是之前学过关于食物的相关知识的拓展和延伸，在经过前面有关食物的学习后，我们可以看出学生对这一教学内容非常感兴趣。这单元学生将学习更多的关于食物及形容食物的词汇和句型，并能在一定的情境中进行运用。学情分析:学生来自五年级，已经有两年多学习英语的经验积累，学生有了一定的词汇量基础，有了一定的学习热情，掌握一定的学习方法。在本单元A部分的学习中，学生掌握了相关食物、蔬菜的单词: cabbage, tofu, mutton, green beans, eggplant形容食物的词汇:sweet, salty, sour, healthy，tasty。相关句型:What do you have for lunch on Mondays? I have What would you like for lunch on Mondays? Id like一、教学目标：知识目标：1. 能听懂、会说：Whats your favourite food? I like .I dont .2. 表达喜欢或者不喜欢某种食物及其原因。3. 复习强化单词：favourite.理解其含义并灵活运用。技能目标：1. 能够听懂会说本单元的句型，能灵活运用功能句谈论喜欢的食物。2. 能为学校制作食谱，提出有关饮食的合理化建议。情感目标：A通过任务活动，学生与人交往的能力和小组合作学习的能力得以提高。B通过本节课的学习学生形成健康饮食观，逐步学会在生活中健康饮食；C学生在英语学习中有一定的成就感，在积极参与教学活动中体会学习的快乐，并保持英语学习的持续兴趣。（情感目标的描述由以教师为主语，改以学生为主语，体现学生的主体地位。）运用目标：运用本单元功能句Whats your favourite food? 进行调查并制作午餐食谱。二、教学重、难点分析教学重点：1重点掌握句型：Whats your favourite food?及其回答， 以及表达自己喜欢或者不喜欢某种食物及原因。 I like. Its/theyre. I dont like.Its /Theyre.教学难点：1 把握favourite的特征，能说明为什么是favourite。2. 学生在表达最喜欢的食物原因时对于句型： Its 与Theyre的使用容易混淆，学生对于可数名词、不可数名词，单数、复数的熟练运用有一定难度。三、课前准备1准备第四课时的六张单词卡及其他已学食物的单词卡片。2准备调查表及相关材料。3准备课件和相关CD。四、教学过程1. Warm-up and previewGood morning, boys and girls. Im your new teacher, You can call me Ms Zhang. Ss:T: Good morning, boys and girls.Ss: Good morning Ms Zhang.T: Nice to meet you.Ss: Nice to meet you, too.(与学生握手问候，缓解彼此之间的陌生感，为本节课的开展做好铺垫。)T: First, lets play a game- “Magic Eyes”. Look at the screen , say the words as quickly as you can. Are you ready?Ss: Ready.T: Lets go.【设计意图】大屏幕中依次闪出几组食物的图片，学生看到图片后快速说出英文单词，最后在大屏幕中出现一个以大苹果为背景的 “school menu”大部分都是以图片的形式呈现，其中两个用图形盖住单词，只露出第一个字母，让学生猜是什么单词。让学生通过游戏的环节快速在脑海中复现已经积累的有关本节课所需要的食物词汇，既能激发学生的兴趣，提高注意力，也为本课的学习做好词汇上的铺垫。T: Please look , the word that begins with the letter “t”. Whats this? Can you guess? t- tea; tomato; tofuT: This food that begins with the letter “c”Ss: coffee Coke; cake; cucumber, chickenT: Ok, now we can see our school menu. Look at the food on Monday. Do you like the food on Mondays? S1: Yes, I do.T: Why?S1: Because I like hamburgers.T: What about you?S2: No, I dont.T: Why?S2【设计意图】与学生讨论学校school menu中的食谱，询问学生是否喜欢，并寻求原因。通过这个活动了解学生对于学校食谱的真实感受，为本节课的任务“设计制作学校食谱”做好铺垫。同时操练本节课的骨干句型： I like . I dont like . T: Some students dont like the menu. Boys and girls, today lets make the lunch menu for our school. Ok?【设计意图】本环节开门见山的引入本节课的任务，并引导学生带着任务去学习、去思考，体现了任务型教学法的运用。【修改意图】任务型的课堂教学中教师在教的过程中要做的首要环节就是呈现任务，让学生在任务的驱动下学习语言知识和进行技能训练。这样的学习过程是任务驱动的过程，它有利于提高学生的学习兴趣和增强学生的学习动力，同时也有利于体现任务的真实性。2. Presentation and practiceT: To make a menu , we should know our favourite food . T: How to ask your friends favourite food? Lets watch the video about Chen Jie and Sarah. (将Chen Jie and Sarah的头像贴于黑板上) Lets listen and answer : How does Chen Jie ask Sarah.(教师板书出人物对话的图形，在Chen Jie对话的图形中打一个问号。)Watch the video.T: How does Chen Jie ask Sarah? Who can find it out?S1: Whats your favourite food?T Show a card of “favourite” 跟电脑录音读几遍，通过折叠的方式在整体跟读之后教师带领学生以音节为单位分开读一读。fa-vou-rite板书Fish is the cats favourite. Carrot is the rabbits favourite. Chicken is my favourite. I like it very very much. So do you know favourite? Whats the meaning of the word.Ss: 最喜欢的。T : Read the word one by one.（教师在以往教学中常常喜欢将一个音节割裂开进行教学，例如fa喜欢拆分成f-a-fa的方式，就像汉语拼音的方式进行拼读。通过这次学习，我明白了单词要以音节为单位进行拼读，不要将一个音节拆开。）T: How does Chen Jie ask Sarah? Ss: Whats your favourite food?Teacher writes the sentence on the board.The students read the sentence.T: Whats Sarahs favourite food？And whats Chen Jies favourite food? Lets listen again then circle the answers. Lets begin.(T and Ss share the video)T: Whats Sarahs favourite food？S: Fish and grapes.学生有可能会出现两种答案，如果学生回答 Fish and grapes.教师予以及时纠正： Grapes are fruits . They are not food. So whats Sarahs favourite food.（教师板书 Fish）T: Whats Chen Jies favourite food ?S: FishT: Why?S: Because its tasty.(板书)T: Does Chen Jie like grapes？Ss: No, she doesnt.T: Why?Ss: Because they are sour. （板书 Theyre .）快速进入课文中的情景，通过问题的问答，使学生整体感知和了解文本的意思。T: Do you have any other questions？S: No.T: Ok, lets read and imitate. Pay attention to your pronunciation and intonation.注意训练学生标准的语音、语调。根据学生的跟读情况进行朗读的指导。【设计意图】通过板书贴出两个人物的头像和头像的对话框，让学生一目了然的感受出这篇文本是Chen Jie and Sarah的对话。之后通过五个问题层层递进加深学生对于对话文本的理解。问题一 -How does Chen Jie ask Sarah ?通过第一个问题的回答，让学生了解 Whats your favourite food ? 这句话应该是在一种怎样的语境中运用。不图离开语境教授句子，这样做的好处就是让学生学会了这句话的同时也学会了运用的场合和情景。能让孩子张开嘴用英语表达，而不是背英语句子。问题二：- Whats Sarahs favourite ? Why？通过这个问题的回答，学生进一步了解课文，加深对语言的运用。同时渗透grapes are fruits . They are not food的知识。问题三- Whats Chen Jies favourite food ? Why？通过创设这个问题，让学生进一步增加对课文的理解，同时在表达上，也使得语言表达更加丰富，不仅能说出最喜欢的食物，并能引导学生说出喜欢的原因。在这里值得一提的是，以往处理教学时我更加关注的是talk的本身，而忽略了同一课时中的lets try ; lets practice; pair work 等部分的学习，仔细浏览教材，在talk下面的 pair work 中出现了because的运用。所以，在这个问题上我又将知识挖深一步，加入了: Because its的表达。问题四- Does Chen Jie like grapes?通过这个问题的解决，让学生在刚才的基础上又进一步，提炼出Because theyre 的句型。其中Its /theyre的运用也是本节课的一个难点。在这里让学生感知两者的区分。问题五- Do you have any questions?通过这个问题，查漏补缺，看看孩子是否还有不理解的内容。同时也极大的尊重了孩子的英语学习。五个问题的设计体现着由易到难，由浅入深的思想。学生可以充分的理解这篇talk，为后面的语言输出打好基础。3Consolidation and extensionT: We know how to ask the favourite food. Look! Here are some delicious things in the canteen of our school. Look at the first level. What are they?Ss: Hamburger, chicken, fish, rice课件中呈现货架第一层。教师与学生依次说出食物架第一层的食物，T: I like fish, its tasty, but I dont like tofu. What about you? S1: I like,I dont likeT: Talk about the food with the sentence: I like,I dont like with your partner. Lets go.学生Pair work之后进行展示。Pair work:I like , I dont like. T: Who can show us.Ss: Show the dialogue.教师总结： Theyre food.课件将第一层食物消失，出现单词food这个单词.依次类推将四层夹子总结成food , fruits, vegetables and drink. T: If we want to know the favourite fruit. How to ask?引入Ss：Whats your favourite fruit?课件中由单词fruits变成 Whats your favourite fruit?T: Who can say?S1.T: What about the vegetables?S2: What are your favourite vegetables? S3, S4.几个学生重复。(课件中由单词vegetables变成 Whats your favourite vegetable?)T: Whats your favourite drink?(课件中由单词drink变成 Whats your favourite drink?)T: What is our favourite food/ vegetable/ fruit /drink? Choose the information you want to know.T: Lets make a survey. Who is the leader in group 1?Ss: The leader in group 1 stands up. T: Whats your favourite information? Food, vegetables, fruits or drink?Ss: Choose one.其他三个小组依次类推，选出自己最喜欢调查的信息。You can ask the questions. Other students stick your picture on the chart. Tell your leader the food and the reason. You have 1 minute. Lets go.The leaders make a report and put the information card on the board.(将四个组的调查结果贴到黑板上。)教师根据调查结果自然的进行健康饮食的教育：Many students like hamburgers and French fries. They are unhealthy. Dont eat more. Some students like fruits and vegetables. They are healthy. You can eat them more .What about Coke? Is it healthy or unhealthy? Ss: They are unhealthy?T: Dont drink more. But you can drink some tea, milk and water everyday.T: We know what is healthy and unhealthy. Lets begin to make our healthy school menu. Lets make it in our group. Whichday do you want to choose? Show time Step 4: SummaryEncourage Ss to tell us what