1、Module3Unit2Module3Unit2 SamSam ateate fourfour hamburgers.hamburgers.教学设计教学设计 一、教材分析一、教材分析 本课教材为外研社英语 （新标准） （三年级起点）五年级下册第三模块第二单元的内 容，本节课是一节巩固课。本单元主要围绕 English Food 这一主题开展。本单元的课文情境 是：Amy 写给 Daming 的一封信。Amy 告诉 Daming，今天 Sam 在学校吃了四个汉堡包。 Lingling 吃了一个三明治，因为她不喜欢吃汉堡包。她把自己的汉堡包给了 Sam。Amy 很想 念中国菜，Ms Smart 今
2、天晚上会给他们做中国菜。 本模块继续巩固一般过去时的运用， 同样也对食物名称进行归纳总结。学习重点是引导 学生进一步归纳总结动词过去时的形式。 二、学情分析二、学情分析 本单元授课对象是小学五年级学生。 学生之前已经学过如何谈论过去的事情， 但多限于 对话式。虽然五年级上学期已经开始接触语篇，但学生的阅读能力较低，还有部分学生不懂 得找关键信息理解文本。 针对孩子的年龄特点和已有知识经验， 我将充分利用图片及课件等 直观教具进行教学。 本单元重点在继续巩固过去时的基础上， 来询问和回答一日三餐的情况， 通过指导性语言引导孩子学会寻找关键信息，促进学生综合语言运用能力和心智的发展。 三、教学目标
3、三、教学目标 1、语言技能、语言技能 全体学生能听懂：Sam ate four hamburgers. 全体学生能说：Sam ate four hamburgers. 全体学生能认读：very much,gave,tonight. 全体学生能按要求完成语句书写。 2、语言知识、语言知识 全体学生能运用语句：Sam ate four hamburgers. 描述一日三餐。 全体学生能理解词汇：very much, gave, tonight. 全体学生能运用词汇：gave. 部分学生能运用词汇：very much, tonight. 能感知字母读音。 3、情感态度、情感态度 乐于接触外国文化，增
4、强祖国意识。 4、学习策略学习策略 对所学内容能主动复习和归纳。 5、文化意识、文化意识 知道英语国家中典型的食品的名称。 四、教学重、难点四、教学重、难点 1、重点、重点 全体学生能运用“Sam ate four hamburgers.”这类语句描述一日三餐，并能在情景中自然加 以运用。 2、难点、难点 Describing eating habits 五、教学准备五、教学准备 多媒体展台，点读笔，单词卡片，PPT，拼图，书写磁条，黑板粘贴等 六、教学过程六、教学过程 （一）复习导入（一）复习导入 Revision and lead -in（5 分钟）分钟） 1.Greetings. 2.S
5、ay a chant 3.Free talk T: I had eggs for breakfast yesterday. What about you?What did you have for breakfast /lunch /dinner yesterday? S: I had . 【设计意图】通过复习第一单元的内容，使学生很快地进入课堂的英语学习气氛，为课文的 学习做好铺垫。 】 3. Lead-in, then learn Activity 1. (1)Talk about the picture . To show the picture in Activity 1 with P
6、PT. Look at the cat. What did the cat eat? Lets watch the CD-ROM. (2)Watch the CD-ROM What did the cat eat? 学生尝试回答。老师追问：Has the cat got food now? (3) Lets listen and repeat! Please open your English books and remember to point when you read. (4)Lets do the role play. Who wants to play? Boys are No.1
7、 and girls are No.2. Lets begin. 【设计意图】通过学生与教师的交流，导入到课本中的活动一，并结合课文情境揭示课题， 导入新课。 （二）任务呈现（二）任务呈现 Task Presentation（1 分钟）分钟） To show the task of this lesson.(PPT) T: Last class, we knew about Linglings three meals in England. And this class, well continue to learn how to introduce our meals a day .Afte
8、r learning,well make a survey in our whole class and well choose the star of a healthy diet. First lets look at the title M3U2 Sam ate four hamburgers. (read twice) (PPT show the task.) 我们将在班级做一个调查，各组要向全班介绍组内“健康饮食小达人”的三餐情况，共同选 出班级“健康饮食之星” 【设计意图】【设计意图】用 PPT 直观呈现任务，简单直观，让学生一目了然，直接激活学生学习新语 言的参与兴趣。 （三）课
9、文学习（三）课文学习 Textlearning（18 分钟）分钟） 1.look at the picture and introduce the situation. Here is a picture. Who are they? （Lingling ，Amy and Sam ）.Whats this?（a letter） 2. Watch the CD about the text. Q: Daming got a letter from his friend. Do you want to know who wrote this letter?Lets watch. 【设计意图【设计意
10、图】谈论课文图片，帮助学生了解课文背景，让学生带着问题整体感知课文，给学 生明确了观看动画的目的，熟悉语言学习的情境。 3.Read the text and find the answers. T:I have some questions. Look! Lets listen again and underline the answers . Try to find the answers ，then talk about them in your group. Who ate four hamburger? Who had a sandwich? DoesAmy miss Chinese
11、 food? What is Ms Smart going to cook tonight? 4.Answer the questions: Sam ate four hamburger. （Learn the new word: very much ） 追问 Why? Because he likes hamburgers very much. Look at the basketball player. He likes basketball very much. I like writing very much. What about you? Lingling had a sandwi
12、ch. （Learn the new word: gavePractise the new word.） Look ,I gave the card to XX. Please give it to XXX. Yes, she does. Ms Smart is going to cook Chinese food tonight. （Learn the new word: tonight） 【设计意图【设计意图】 围绕课文主题提出细节问题， 提炼功能语句。 通过图片和动作等帮助学生理解， 同时加强对功能语句说和运用的训练.把提取的关键信息直观、形象地呈现在黑板上，帮助 学生理解语篇，掌握重点
13、语言,也为后面的复述课文做好铺垫。 5. Sum up the grammar of this lesson, practice in your groups.(PPT) 【设计意图】【设计意图】语法梳理,学生能够通过图片与所学内容相结合. 6.Lets listen and repeat! 7. Please read by yourselves and later do the role play in your groups. And dont forget to give yourself a value.PPT 呈现朗读评价 Who can read?(find one or two
14、). 【设计意图【设计意图】 跟读模仿和分角色朗读训练让学生对本课知识再次感知， 同时在模仿中体会英 语的语音语调。基于课堂上真实的学习发展情况进行师生、生生、及自我评价。 （四）训练巩固（四）训练巩固 Practice（5 分钟）分钟） 1.Try to retell the text. 【设计意图】引导学生学会根据关键词复述课文，加深对课文的理解。 2.LearnAct.4: Listen and say. Then chant. T:Are you tired,? Lets relax and watch and you can also dance with your free sty
15、le. Please listen and follow(twice) Please stand up and sing with your actions. 【设计意图【设计意图】教师运用 TPR 教授韵诗，调动学生积极性，同时通过在 ppt 中对歌词的圈画， 让孩子们在轻松而富有节奏的氛围中复习含有食物句子， 并为下面的调查做好词汇与句子方 面的准备。 3.Act.6:Do and say. Pick a card and tell a story. For example 【设计意图】把活动 6 的内容放入此环节。挑选任意卡片，根据所给的图片提示造句子，既 复习了单词又锻炼了学生运用词语
16、的能力。 （五）（五）任务完成任务完成 Task completion（6 分钟）分钟） 1.Make a survey about your friends three meals a day and write down a composition. (1).Make a survey about your friends had three meals a day yesterday in your groups. Then complete this table. NameBreakfastLunchDinner Write down a composition. Well choos
17、e the star of a healthy diet. _ is a good boy/girl. He/She had _ for breakfast. He/She had _ for lunch. He/She had _ for dinner. All the food is good for our health We should learn from him/her. 【设计意图】通过全班一日三餐的调查，巩固和掌握了本课的句型。通过健康之星的评选， 让学生了解健康饮食， 并知道健康饮食的重要性。 同样培养学生能够根据提示介绍自己的一 日三餐的口语表达能力和写作能力。 2.Wa
18、tch a video. Ok ! you get a chance to see how to keep healthy. People always gets ill by mouth. So I think keeping a healthy diet is the first important thing. If you want to stay healthy ,you need to eat more vegetables , fruit, bean and some other green food. 【设计意图【设计意图】通过自己观看微课，体会健康的重要性，从而呼吁学生合理膳
19、食，达到了情感 的升华。 （六）小结与布置作业（六）小结与布置作业 Summary and homework（2 分钟）分钟） 1. Summary: What did you learn today? words? How about sentences? What else did you learn? 【设计意图】 通过学生对本课句型结构及语言功能的总结， 再一次明确本课任务并能够根据 自己的目标达成情况进行自我总结，课后及时进行归纳和巩固。 2. Homework The whole class: a、Listen and read the text three times. b、Te
20、ll your parents about the star of a healthy diet. c、Write the new words and the sentences five times Most of the class: Write down the composition. 【设计意图】达成本课的学习目标；分层布置作业，尊重学生个体差异，有利于学生个性发 展。 （七）板书设计（七）板书设计 Module3 Unit2 Sam ate four hamburgers. Sam ate four hamburgers.very much Lingling had a sandwich.gave She gave her hamburgers to Sam.
