- 冀教2011课标版一年级起点_五年级下册(2014年12月第1版)_小学英语_Unit 1 Li Ming Goes to Canada_Lesson 4 Making Dinner_ppt课件_(含教案+视频+音频+素材)_部级优课_(编号:f0205)
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Lesson 4 Making DinnerLesson 4 Making Dinner 石家庄市东风小学石家庄市东风小学 田靓田靓 Dinner ? (1)What time is it now? (2)Who is making dinner? (3)What is fis for dinner? A. B. A. B. Listen and circle. 听音,听音,圈出圈出 正确的选项。正确的选项。 A. B. (1)What time is it now? (2)Who is making dinner? (3)What is fis for dinner? (1)What time is it now? A. B. (3)What is for dinner? A. B. (2)Who is making dinner? A.B. key words key words 关键词关键词 Lets check. Write down other key words Write down other key words and ask a question.and ask a question.另写另写一个一个 你听到的关键词,并根据你听到的关键词,并根据 关键词向大家关键词向大家提问提问。 (1)What time is it now? (2)Who is making dinner? (3)What is for dinner? ChallengeChallenge 挑战挑战 Lets listen again. Read silently and circle . What What vegetables does she does she need?need? 默读第一部分,圈出答默读第一部分,圈出答 案。案。 tomatoeses potatoesescarrots eses Difference 不同点 potatotomato Can you find Can you find other foodsother foods? ? We can get more information We can get more information from the pictures. from the pictures. ( ( ( (我们能从图片中获得很多信我们能从图片中获得很多信我们能从图片中获得很多信我们能从图片中获得很多信 息。息。息。息。) ) ) ) Read again and underline. What do Li Ming and Jenny do?What do Li Ming and Jenny do? What can Jenny do to help her mother? Guess What can you do to help your mother? Talk in pairs. I can.I can. Read silently and underline. What do Mr. Smith and Li Ming do?What do Mr. Smith and Li Ming do? dirty What does Li Ming do? Read silently and underline. What can Jenny do to help after dinner? Guess What can youyou do to help after dinnerafter dinner? Talk in pairs. I can.I can. Read, match and write. Mrs. Smith is in the kitchen. She is going to _______ dinner. Her hands are _______. She is _______ing her hands. She is _______ing eggs in the kitchen. The dishes are _______ . Mr. Smith is _______ ing the dishes. Li Ming is drying the dishes. The dishes are _______now. They are having dinner. 5 123 456 789 Check in pairs. 请同桌之间请同桌之间核对答案核对答案。 123 456 789 Lets check. Mrs. Smith is in the kitchen. She is going to _______ dinner. Her hands are _______. She is _______ing her hands. She is _______ing eggs in the kitchen. The dishes are _______ . Mr. Smith is _______ ing the dishes. Li Ming is drying the dishes. The dishes are _______now. They are having dinner. make dirty wash wash cook dirty dry 5 2 8 1 7 9 3 6 5 4 2 8 1 7 9 3 6 Lets read. pronunciationpronunciation 语音语音 intonation. intonation. 语调语调 What do you learn from this class? 通过本节课的学习,你学会了什么?通过本节课的学习,你学会了什么? Watch a video. What does he do ?What does he do ? water flowers clean the table wash the socks air the rooms cut the vegetables wash the vegetables make the bed sweep the floor buy some fruit make cups of tea Please do what you can do to Please do what you can do to help. help. 请做一些力所能及的事情。请做一些力所能及的事情。 Homework 1. Please write about what you can do to help at 1. Please write about what you can do to help at home. home. 请写一写你在家能帮着做的事情请写一写你在家能帮着做的事情。 2. Read Lesson 4 after the tape.2. Read Lesson 4 after the tape. 听录音,跟读、模仿第四课。听录音,跟读、模仿第四课。Lesson 4 Making Dinner Name:___________ 1. Listen and circle. (1)What time is it now? A. B. (2)Who is making dinner? A. B. (3)Whats for dinner? A. B. 2. Read, match and write.1 1、教学目标教学目标 (1 1)能够借助语境、图片理解)能够借助语境、图片理解 dirtydirty,carrotcarrot,通过动作演示理解,通过动作演示理解 drydry 的不同含义,的不同含义, 并能在教师的示范下正确认读;能够在语境中运用并能在教师的示范下正确认读;能够在语境中运用. . can.can.句型描述自己能做的句型描述自己能做的 事情。事情。 (2 2)通过观察、对比,发现)通过观察、对比,发现 tomatotomato,potatopotato 的复数形式(的复数形式(-es-es)的特殊变形。)的特殊变形。 (3 3)运用寻读、跳读等阅读策略获取所需信息,准确理解文本。)运用寻读、跳读等阅读策略获取所需信息,准确理解文本。 (4 4)通过合理猜测)通过合理猜测 JennyJenny 晚饭前后能帮忙做的事情,发散学生思维,并与同桌晚饭前后能帮忙做的事情,发散学生思维,并与同桌 交流自己能帮忙做的事情,意识到在生活中应当做一些力所能及的事情。交流自己能帮忙做的事情,意识到在生活中应当做一些力所能及的事情。 2 2、教学重点和难点教学重点和难点 (1 1)教学重点:)教学重点: 在真实的情境中运用在真实的情境中运用.can.can.型进行表达。型进行表达。 (2 2)教学难点:)教学难点: 能够在教师的引导下,充分感受到应当做一个帮助别人的人,并能在真实的情能够在教师的引导下,充分感受到应当做一个帮助别人的人,并能在真实的情 境中运用境中运用.can.can.句型进行表达。句型进行表达。 3 3、教学辅助手段教学辅助手段 多媒体、卡片、板条、激光笔、实物:土豆、西红柿、胡萝卜、果汁、玻璃杯、多媒体、卡片、板条、激光笔、实物:土豆、西红柿、胡萝卜、果汁、玻璃杯、 刀、削皮器、盘子、盆、抹布刀、削皮器、盘子、盆、抹布 4 4、教学过程教学过程 I. Class opening Free talk: What time do you have dinner? Who makes dinner in your family?Who washes the dishes? 设计意图设计意图:以以dinnerdinner为切入点,为切入点,通过亲切自然的聊天,引出与本节课主题相关的通过亲切自然的聊天,引出与本节课主题相关的 情景,为之后听力做铺垫。情景,为之后听力做铺垫。 II. Presentation and practice. 1. Listen and circle. Then listen to it again. Let students find other key words and ask a question about it. 设计意图:听前设问,培养学生听的思维。听力练习,培养学生利用关键词获设计意图:听前设问,培养学生听的思维。听力练习,培养学生利用关键词获 取信息的能力。通过记录所听的其他的关键词并提问,检验学生对这一策略的取信息的能力。通过记录所听的其他的关键词并提问,检验学生对这一策略的 运用情况。运用情况。 2. Read part I silently and circle. What vegetables does Mrs.Smith need? Read the first part silently and circle the answers. 设计意图:鼓励学生运用寻读的阅读策略获取所需信息,准确理解文本。设计意图:鼓励学生运用寻读的阅读策略获取所需信息,准确理解文本。 3. Learn tomatoes, potatoes, carrots, and find the difference. 设计意图:巧妙追问,鼓励学生观察单词,发现特殊名词的复数变形的规律。设计意图:巧妙追问,鼓励学生观察单词,发现特殊名词的复数变形的规律。 4. Find out other foods on the paper . And ask students to pay attention to the pictures. 设计意图:鼓励学生观察图片,从图片上获取所需的信息。设计意图:鼓励学生观察图片,从图片上获取所需的信息。 5. Read part I again and underline the answers: What do Li Ming and Jenny do? 设计意图:再次阅读文本的第一部分,培养学生快速获取信息的能力。设计意图:再次阅读文本的第一部分,培养学生快速获取信息的能力。 6. Let students guess “What can Jenny do help her mother?” 设计意图:利用文本留白部分,引导学生结合生活,大胆、合理地猜测设计意图:利用文本留白部分,引导学生结合生活,大胆、合理地猜测 JennyJenny 如如 何在饭前帮忙。何在饭前帮忙。 7. Ask students “What can you do to help your mother before dinner?” Introduce the cards on their desks and talk in pairs. 设计意图:从文本内容过渡到学生自身的生活,以每组桌上的小卡片为依托,设计意图:从文本内容过渡到学生自身的生活,以每组桌上的小卡片为依托, 扩充知识,让学生能更好的交流与对话,并为之后的写作做铺垫。扩充知识,让学生能更好的交流与对话,并为之后的写作做铺垫。 8. Read Part II silently and underline the answers: What do Mr.Smith and Li Ming do? Then let a student to show us “dry”. 设计意图:通过观察图片、联系上下文,理解设计意图:通过观察图片、联系上下文,理解 dirtydirty 的含义。通过学生现场演示的含义。通过学生现场演示 擦干盘子这一动作,帮助学生理解擦干盘子这一动作,帮助学生理解 drydry 的两个不同的含义。的两个不同的含义。 9. Let students guess “What can Jenny do help her mother after dinner? 设计意图:利用文本留白部分,引导学生结合生活,大胆、合理地猜测设计意图:利用文本留白部分,引导学生结合生活,大胆、合理地猜测 JennyJenny 如如 何在饭后帮忙。何在饭后帮忙。 10. Talk in pairs about “What can you do to help your mother after dinner?” 设计意图:让学生谈谈自己是如何在饭后帮忙的,为之后的写作做铺垫。设计意图:让学生谈谈自己是如何在饭后帮忙的,为之后的写作做铺垫。 11. Read the story silently again , match the pictures and write. Then check the answers. 设计意图:检验学生对于文本理解的情况,让学生先在小组内核对答案,发现设计意图:检验学生对于文本理解的情况,让学生先在小组内核对答案,发现 问题,再逐个核对答案,解决学生出现的问题。问题,再逐个核对答案,解决学生出现的问题。 12. Read the whole story after the video. Let students pay attention to the pronunciation and the intonation. 设计意图:整体阅读文本,并进行指导朗读。设计意图:整体阅读文本,并进行指导朗读。 13. Write about dinner on the paper and show. 设计意图:学生在写的过程中,可以借助板书、小卡片进行真实的表达。鼓励设计意图:学生在写的过程中,可以借助板书、小卡片进行真实的表达。鼓励 学生上台展示学生上台展示 paperpaper 内容,并让其他同学说说对他的看法,进行情感的升华。内容,并让其他同学说说对他的看法,进行情感的升华。 III. Class closing 1. Summary. Ask students “What do you learn from the class?” 设计意图:鼓励学生自主总结本课内容,谈谈所学的知识点和情感上的认知。设计意图:鼓励学生自主总结本课内容,谈谈所学的知识点和情感上的认知。 2. Watch a video and think “What does he do at home?” 设计意图:通过观看学生视频,让学生意识到在家里还能帮忙做很多力所能及设计意图:通过观看学生视频,让学生意识到在家里还能帮忙做很多力所能及 的事情,并为课后作业的写作做铺垫。的事情,并为课后作业的写作做铺垫。 IV. Homework 1. Please write about what can you do to help at home. 2. Read Lesson 4 after the tape. 设计意图:本课布置了两项作业,第一项作业贴合生活实际,引导学生更多的设计意图:本课布置了两项作业,第一项作业贴合生活实际,引导学生更多的 发现生活中能帮助做的事情;第二项作业鼓励学生听音、模仿,用准确的语音、发现生活中能帮助做的事情;第二项作业鼓励学生听音、模仿,用准确的语音、 语调表达文本意义。语调表达文本意义。 五、五、板书设计:板书设计: 设计意图设计意图:以晚饭前后做时间轴,能直观的体现以晚饭前后做时间轴,能直观的体现JennyJenny一家人和李明一起帮忙做一家人和李明一起帮忙做 的事情,最终升华出的事情,最终升华出BeBe helpfulhelpful at at homehome的情感。的情感。 六、评价方案:师生评价与生生评价相结合六、评价方案:师生评价与生生评价相结合 设计意图设计意图:多元化评价方式,体现学生的主体性。多元化评价方式,体现学生的主体性。
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