广州市版小学英语新编教材四年级下册.doc

2006年四年级英语新课程教学设计广州市版小学英语新编教材四年级下册Module 5 Food And DrinksUnit 13 The Food and Drinks We Like广州市萝岗区玉树小学 刘凤珍 82075522一、 教材分析Unit 13 The food and drinks we like 是Module 5的第一篇课文，本节课是Unit 13的第一课时，主要是讲怎样招呼客人和询问别人的早餐吃些什么。虽然这节课的单词比较多，但是学生在一、二年级学过大部分有关食物和饮料的单词，只是这些单词的拼写还没有掌握，所以，主要是单词的拼写的记忆。对于本节课的主要句型：Would you like some? Yes, please. / No, thanks.在情景中是很容易理解的，主要是学生能在情景中熟练运用。另一个句型What do you usually have for ? I usually have在四年级上学期已经初步学习过了，在本节课中主要是巩固运用。二、 教学对象分析 四年级学生经过三年的英语学习，已经积累了一定的学习基础，他们精力旺盛，自信心强，对贴近生活的学习内容有强烈的兴趣。特别是有关食物的话题，但同时四年级学生已开始两极分化，存在一定比例的后进生。所以在教学时，分层次教学，以学生为主体，让不同层次的学生都有所收获。四年级下学期的学生，积累了一定的词汇，掌握了一定的学习基础，学习逐步由对单词和句型的掌握过度到对语言的实际运用和提高阅读能力和提高阅读水平上来。三、 教学目标分析（一）语言知识目标1.会听、说、读、写新单词：food, drink, coke, toast, best, coffee, porridge, noodles, rice noodles, bun2.能正确运用下列句型：(1)A:Would you like some? B;Yes, please. / No, thanks.(2) I likebest.(3)What do you usually have for ? I usually have（二）语言技能目标1. 能听、说、读、写本课的新单词。2. 能学以至用，能用所学的句子来谈论有关早餐的话题，能够招待客人。（三）情感态度目标1、通过开展与学生生活密切相关的学习活动，进一步培养学生的学习兴趣。2、通过各种积极的评价调动学生的积极性，培养大胆开口、勇于实践的学习习惯。3、通过运用情景、媒体和活动等教学方式让学生主动获取信息4.形成良好的饮食习惯，不偏食，不挑食（四）文化意识目标 初步认识到中西方饮食文化的不同四、教学策略 1、发展学生进行积极的思考、观察、想象及与人合作的能力。 2、教会学生积极运用本课所学的句型进行表达和交流，能较好地运用到实践生活中。3、运用活泼多样的学习形式，让学生在学中玩，玩中学五、教学重难点分析1 重点：学会用Would you like some? 等句子来招呼客人及进行有关饮食话题的交谈。2 难点：对句子What do you usually have for ?及其回答的掌握。 I likebest的理解和运用。六、 教学媒体：图片，食物及饮料，录音，课件。七、教学步骤1. Free talk: T: Hello, boys and girls. How are you? P: Hello, Miss Liu! I am super(创设轻松的气氛)2. Organization: T: Do you want to be the winners? P: Yes, I do. T: Lets see who will be the winners. Are you ready?（激起兴趣）3. RevisionT: Do you like chicken?(课件出示图片) P: Yes, I do.(课件出示chant,) T: Lets chant.（进一不调动学生的情绪，进入英语学习。）Lets chant (配乐) Chicken, chicken, chickenI like chicken.Yummy, yummy, yummy.Cookie, cookie, cookie.I like cookies.Delicious, delicious, delicious.Rice ,rice, rice.I like rice.Nice, nice, nice.4.Leading in(1) T: Boys and girls? P: Yes? T: Do you like chicken/cookies/orange jiuce（课件出示chicken orange juice and cookies和更多的食物分成food an drinks） T: Wow, there are so many food and drinks. Today we are going to learn Unit 13 The food and drinks we like（课件出示课题，再将课题贴在黑板上，读一次，明确本节课的学习目标） (2)T: Today is my birthday. I have many food in my house. Do you want to eat? Do you want to go to my home and have a party? P: Yes, I do. (3)T: Now, Lets go! （学生列队去教师家里，配音乐）Here we are. Come in and sit down.（创设情景有意义的情景，自然进入课文的学习）5.Pre-task (1) Learn “Would you like some? Yes, please.” T：（拿出准备好的食物cookie先吃一个）good! (然后问全部的学生)Would you like some cookies? P: (引导学生说出)Yes, please. (分别再问5个学生) （将东西分给5个学生帮老师发给本组的同学,每个学生先说一次再各自去发食物）T: Anvy can you help me ?（用真实的情景学习句型，让学习感知，理解，运用，逐步分层学习，符合小学生的认知规律）(2) Learn “No, thanks and coffee and coke” T: Thank you.Look I have some coffee. And coke.Would you like some coffee(两次)? P: Yes, please. T:(倒一杯咖啡给Helen)Please.(Helen觉得苦) T:（对全班学生）Would you like some coffee? P: No, thanks. (分别问3个学生) T: Would you like some coke(两次，问全班一次，再分别问3个学生)？（先肯定回答，再学否定回答，再在句型中学单词，学饮料，逐步推进）(3) Learn the words: “toast, bun ,porridge, noodles, rice noodles” T: I also have many food and drinks here. Look, toast , toast. Who can help me to send the toast?(请一位学生来帮忙，先说一，两次，如不会就请另一个学生，形成竞争的气氛) 用同样的方法教其他5个单词 6人各自帮老师派食物。(4) T: I know you take many food and drink. Would you like to share together?(学生用自带的食物操练)(5) Play a guessing game T: Are you happy ? Are you full? Now, lets have a rest and play a guessing game. Ok?(出示单词及图片cake) look, whats this? Ps:Cake.(师将图片贴到food类下) (出orange juice,读完后将它贴到drinks类下面) 出示一系列的新单词卡片学生读出来 Now, I want 8 pupils to come here to play the game.who want to try?(叫8个学生，然后每人发一张单词卡片) Lets guess what would they like. Wendy ,would you like some cakes?(出示句型would you like some?贴在黑板上) Wendy: No, thanks (贴出答句) T: Who knows?( 叫学生问，直到猜对为止，出示Yes, please.叫Wendy 把单词卡贴到相应的一类下面) (叫学生继续猜)（游戏调动学生的积极性，把单词分类，形成体系，有助于学生记忆）(6) Learn “I likebest” (游戏结束后，回到讲台) T: When we hungry, we eat（师生一起说出各类食物）when we thirsty, we drink（师生一起说出各种饮料名称。） There are so many food and drinks . I like orange juice very very much. I like orange juice best.(出示best.读2次) T: What do you like best?(叫4个学生回答)(7) Learn “What do you usually have for breakfast/lunch/dinner? I usually havefor breakfast/lunch/dinner.” T: I like porridge, I usually have porridge for breakfast. What do you usually have for breakfast/lunch/dinner?(出示句型各叫2个学生回答) （课件，电话响起，）T: Hello! Miss zhong: Happy birthday! T: Thank you! Miss zhong: Tomorrow I ,Mr Yang and Mr chen are going to visit you. T: Ok! Miss zhong: Bye. T: Bye. Miss zhong and Mr chen will come tomorrow. I must prepare some food and drinks. But I dont know what do they usually have for breakfast, lunch and dinner. Lets call them and ask them. Ok?(课件先后出现2个教师的相片跟学生进行对话) T&P: Hello.Miss zhong! Miss zhong: Hello, boys and girls! T: What do you usually have for breakfast? Miss zhong: I usually have porridge for breakfast.T&P: Bye. Miss zhong: Bye.(学生轮流问，课件中一答玩就出现相应的食物和饮料的图片跟三餐对应)（跟学生熟悉的教师对话，大大提高了学生的积极性，很好地调动学生的情绪，而且学生是带着老师给的任务，这一有意义的任务，是任务型教学的体现）6.While-task(1)T: Thank you very much! Boys and girls, do you like cartoon? Ps: Yes, I do. T: Now, lets watch a cartoon. But you must think the questions over and write down the answers. can you? lets read the questions first.(出示问题，一起读问题每个人一份) Now, lets watch it. ( 一起看课文的对话) T: Do you like the cartoon? Ps: Yes. T: Who can answer question one? Does Jiaming like orange juice? P1:No, he doesnt.(叫学生回答其余的2个问题Does Jiming like coffee? What does Jiamin like?) Read the dialogue(2)T: Boys and girls. Can you tell me what you know today? (当学生说用Would you like some?招呼朋友吃东西时)T: Good, What other situation we can use “Would you like some? P1: Shopping, T: What else? P2: In the restaurant（学生可用中文答，一答完就用课件出示shopping and in the restaurant 这两个场景）Thats right, can you mak