四年级下册英语教案Unit 9 Lesson 2 What‘s your favorite food 北师大版

1、.Unit 9 Hot SoupLesson 2 What's your favorite food教案教学目的(1) Two skills for sentences: What do you nave for lunch today? I have eggplant-and can talk with each other.(2) Good to know.教学重点1 Three skills for sentences: What do you nave for lunch today? I have eggplant- Can talk with each other use

2、sentences have learned.2 Lets try.教学难点 Three skills for sentences: What do you nave for lunch today? I have eggplant-教学用具Pictures, cards, tape.教学方法1. Warm-upa. Lets chant.b. Free talk.T: What would you like for lunch?c. Preview: What would you like for lunch? Means “你中午想吃什么？But how to say“你吃了什么？List

3、en to a song: What do you have for lunch?After the song, do you know how to say“你吃了什么？Yes, thats “what do you have for lunch?Lets try.2. Presentation Lets talk.a. Read by students first, and answer the questions.T: What does Mike have for lunch today? what about Sarah?Ss: Mike ha eggplant and tomato

4、es, and Sarah has onions and green beans.b. Show the sentences: What do you have for lunch today? Ss read and practise the new sentence.c. Practise the sentences in pairs: use the picture.T-Ss, Ss-Ss, Ss-S1, one ask and the other answer.d. Play a game: One choose a card and the other Ss ask, the one

5、 choose card answer using words and sentences have learnt.e. Read the text after the tape. T-Ss, Ss-SsGood to know.Tell Ss the traditional Chinese food, and the festivals. 3. Practice: Talk and match.Ask your paterner: What do you have for lunch today?Talk and match the food. T: what does your pater

6、ner have for lunch today? Ss: She/ he has4. Fruit shop1,T:What can you see?S1:I can see four mangoes.课件中次环节有5张桌子，分别放了不同数量的水果，另外分别是five bananas,eight pears,some apples,seven oranges.T:What can you see?S:I can see five bananas.T: What do you like?S:I like bananas.设计意图：本部分我首先以去水果店买礼物的情景图展示使学生对此课的复习内容有个

7、整体理解，让学生用完好的句子“I can see“I like说说已学过的一些水果类单词，为下面新句型的教授作铺垫，培养了同学们对所学语言的表达才能，同时也培养了同学们的观察才能。2, T:What do you like?S:I like pearsT:I like pears,too.Id like a pear.“我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就锋

8、利地提出:“中小学语文教学效果差,中学语文毕业生语文程度低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!寻根究底,其主要原因就是腹中无物。特别是写议论文,初中程度以上的学生都知道议论文的“三要素是论点、论据、论证,也通晓议论文的根本构造:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样,就是讲不出“为什么。根本原因还是无“米下“锅。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文

9、的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背的重要性,让学生积累足够的“米。教授新句型：Id like aan 根据水果类单词，运用新句型造句。老师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模拟。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。设计意图:通过学过的句型“I like很自然地过渡到了新句型“Id like aan ，学生较容易掌握新知识，逐渐意识到购物的乐趣。宋以后，京师所设小学馆和武学堂中的老师称谓皆称之为“教谕。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习。到清末，学堂兴起，各科老师仍沿用“教习一称。其实“教谕在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者那么谓“教授和“学正。“教授“学正和“教谕的副手一律称“训导。于民间，特别是汉