1、Unit 2 Our Favourite Sports Lesson 1 教案教案 1 1 教学目标教学目标 1. 能听、说、认读有关食物和餐具的单词;掌握四会词 vegetable, noodles, chicken, rice, soup 等,并能结合句子使用。 2.能听懂,会说 What would you like for? Id likeDo you have? Yes, I do. Can you use? 并能在实际情景中运用。 3. 能听懂、会说日常用语:Only you. Excuse me. All right. OK, I see; 4. 初步渗透数量词如:a bowl
2、of rice, two cups of tea; 5. 能听懂使用传递与使用餐具的指令,如:Bring us six forks and three knives. Pass me a plate. Use the chopsticks.并作出动作反应; 6. 通过歌谣和歌曲,巩固新知,培养学生的语言节奏感; 7. 掌握辅音/k/, / g /,/ f /,/ v / 和元音/i/ , 能正确拼读单词; 8. 了解中西方饮食文化差异,培养学生跨文化交际意识。 2 学情分析学情分析 学生为五年级上册,有一定基础 3 重点难点重点难点 1. 能听说、认读本单元重点词汇, 掌握四会词。 2. 能熟
3、练掌握并使句型: What would you like for? Id likeDo you have? Yes, I do. Can you use? 并能在实际情景中运用。 4 教学过程教学过程 Step 1 Warm-up (5 mins) 1. Sing and act : An apple a day (学生听音,跟唱。) 2. Share the fruits (学生与教师交流,复习学过的水果单词。) T: Do you like apples? (出示水果拼盘)I have many fruits. What juice/fruit/food do you like? Ss:
4、I like (学生自由交流) T: Do you want to have some?(动作演示帮助学生理解) Ss: Can I have some apples/? T: Sure. Have some 设计意图:歌曲激发学生学习英语的兴趣,让学生有初步感受英语的氛围。 交流时间,进一步梳 理旧知为本单元相关知识的学习搭建桥梁。 Step 2 Presentation (15 mins) 1. Show three baskets that are full of different foods. Have Ss guess whats inside. If Ss reply is ri
5、ght. T will give him/her one picture, and then write the new word on the Bb. (学习新单词) (1)Basket1: Flashing pictures. They are potatoes, rice, fish, chicken and dumplings. .复习旧词,为新知呈现作铺垫。 (学生初步感知 Have some potatoes.) S: Are they potatoes?T: Yes, they are. T: Do you like them? Have some potatoes. 在猜一猜的
6、游戏中适时引出新词。 (学生进行猜一猜的游戏,学习新词 rice, fish, chicken, dumplings.进一步理解 Have someEat some) T: Is it potato? Ss: No, it isnt T: It is rice. ( 板书) 机械操练 学生跟读 T: Eat some rice. 用同样的方法分别图片呈现 fish, chicken and dumplings. ( 板书) (2)Basket 2 : 出示四菜一汤,汤用调羹和问号代替。 (生生活动在 I can see中学习新词 soup。) T: I like, fish, chicken
7、and I like S: soup(动作演示即可) T: I like soup. (板书) T: What can you see in the soup? Tell your partner. (3)Basket 3: Prepare some riddles. Let Ss guess what they are. (学生猜谜,学习 vegetables) T: They are very long and thin. Many people like eating them. What are they? Ss: They are noodles. T: Foreigners lik
8、e eating it.It has two pieces of bread. There is sausage between them. What is it? Ss: It is a hot dog. T: It is healthy. It covers tomatoes, carrots, beans and so on. Teach: vegetables. (板书)( Emphasis the pronunciation of “vegetable”) 学生操练时,教师适时说:Eat more vegetables. 引导学生理解 more 的意思。 2. Repeat the
9、new words after T. Then play a word game. (如猜口型游戏) T: Whats for breakfast? 教师做口型,学生猜,并大声说出。 (学句子看口型猜词,学习新句 型:Whats for breakfast?) (学生猜对后,手持该图片的学生将卡片贴在黑板上) 3. Whats for breakfast? (板书)(生生活动,互问互答。) 学生两个互相练习此对话。 设计意图:出示三个装满食物的篮子,通过不同的呈现方式学习新单词,并以食物类小卡片作 为奖励,为下个环节做准备。新单词出现遵循由易到难,由旧带新,词不离句的规律。欢快有趣 的猜谜游戏
10、营造出轻松的语境既复习旧知识,又学习新知识。 分解读音,突破 vegetable 发音难 点。竞争游戏让学生注意力高度集中,通过看口型,进一步巩固单词的认读,引出新句型。 Step 3 Practice (10 mins) 1. Exemplify the sentences. (学生连词造句,提高句子结构的熟练程度。) Whats for lunch/dinner? Have some ice cream. 每次派出与句子里单词数量相同的学生上来组单词成句,提高他们对句子结构的熟练程度。 2. Play the game:(小组活动,学生在游戏活动中练习所学的英语知识) T Now, its
11、 12:00. We are hungry. Ill take you to a new restaurant. Lets go! (1) Check the menu. (菜单上图片和单词搭配错误)、 (2)为自己和外国小朋友点菜。(谈论中西方饮食文化差异) 设计意图:结合实际情况进行整合,给学生布置更为生活化的交际任务,让小组学生在仿真的 交流空间自主运用所学知识去处理生活中的问题。 Step 4 Consolidation (5mins) 1. Listen to the tape and read the words and sentences.(听录音,跟读) 播放课文第三部分录音.请学生跟读; 2.情景表演。 设计意图:回归课本,巩固操练 Step 5 Assessment (3mins) 教师根据学生在课上的表现,对学生和小组进行奖励。 Step 6 Homework (2mins) 1. 听第三部分的录音,跟读; 2. 做六部份。 3.用英语询问家长晚餐吃什么,说一说晚餐食物的英语名称。
