Unit 1 Li Ming Goes to Canada Lesson 4 Making Dinner 教学设计3.doc

Unit 1 Li Ming Goes to CanadaLesson 4 Making Dinner教学设计3一、教学目标1. 能听懂、会说、认读、书写并运用新词汇：dinner, dirty, lunch。2. 知道tomato，potato的复数形式（-es）并能在语境中运用。3. 能够听懂，读懂本课对话文本，并能在真实的语境中运用所学对话。二、教学重点和难点重点：1. 能够听、说、读、写并准确运用dinner, dirty, lunch。2. 听懂、读懂本课语篇，并在情境中加以运用。难点：能够运用help, cook, wash, dry, dirty等词，介绍自己晚饭时间如何帮家人做家务。三、教具准备多媒体，冰箱道具，（西红柿、土豆、胡萝卜）实物四、教学过程(一）教学步骤Step 1 Class-opening（3 minutes）1. Greeting 设计思路：师生互相问好，进行情感交流，将学生的注意力吸引到英语课堂上。2. Warming upWatch a video and say the words fast.设计思路：利用30秒快速出图调动学生积极性，同时复习食物单词，为下一步的free talk做铺垫。3. Free talkWhat did you have for breakfast?设计思路：以早饭为切入点，采用采访的形式互相问候，激励学生自由问答，促使他们在实际生活中运用所学知识。What did Jenny have for breakfast?(First, students try to remember Jennys breakfast in Lesson 3. Then teacher shows the picture of Jennys breakfast. )设计思路：话题的设计承上启下，由介绍自己的早饭过渡到回忆Jenny的早饭，以三餐为主线，为学习本课的晚饭做铺垫。Step 2 New concepts (25 minutes)1. Read and answer T：Class! I have more questions to ask you. (屏幕出示问题)(1) What time is it?(2) Whos cooking?(3) Whats for dinner?（Choose students from each team to read the questions.）（Students read the text and underline the answers.） （Check the answers in group.） （Choose students from each team to answer the questions.）教师同时将答案板书于黑板。设计思路：针对文本设计具有针对性问题，使学生通过回答问题理解文本。学生利用默读的方法进行寻读获得答案，掌握读的技能，体现了教师的“授渔”。小组内互助核对答案，培养学生自主学习的能力。2. Help Jennys mother make dinner T: Lets help Jennys mother make dinner. She needs some vegetables. Where are the vegetables? (屏幕出示问题) Please guess.S1: They are in the fridge. S2: They are . T: Class! Please look! Whats this? (教师出示冰箱道具) Whats in the fridge?(Students try to guess whats in the fridge.)(Students look inside the fridge and answer the question.) (接着屏幕出示西红柿在冰箱图片，同样方式出示胡萝卜土豆在桌子上图片) (Students look at the pictures and say.)学生说完以后屏幕出示句子。 (Students read and find the rules about potatoes and tomatoes.)学生试着发现以o结尾的名词复数的规律，在教师的提示下加以总结。T: Li Ming and Jenny like potatoes and tomatoes. Now dinners ready. I think its yummy. What do you want to say? What does Li Ming say?(屏幕出示语句并带音频)设计思路：使用冰箱的道具，让学生猜一猜蔬菜在哪里，冰箱里有什么，为课堂增添生活色彩。让学生真正体验、参与，发现，总结，从而形成有效学习策略。3. Listen, read and answerAfter dinner: (屏幕出示问题) (1) Who washes the dirty dishes?(2) What does Li Ming do?（Choose students from each team to read the questions.）读完第一个问题屏幕出示脏盘子图片。（Students listen, read and answer the questions.） （Check the answers in group.） （Choose students from each team to answer the questions.）教师同时将答案板书于黑板。设计思路：利用听读找答案的形式，理解文本第二部分，锻炼学生的听读能力。同时问题的设计对学生进行了爱劳动做家务的情感渗透。小组内互助核对答案，充分体现学生主体性，培养学生自主学习的能力。Step 3 Activity (6minutes)Group workTopic: Time for dinner. What do you do for dinner? Talk in the group and the