1、Teaching Plan for “Unit 5 School Lunch” 一、一、学生分析学生分析 五年级的学生经过四年的英语学习， 积累了一定的词汇量和语法知识。大 部分学生对英语学习有浓厚兴趣， 能主动参与课堂的各种教学活动、 游戏和比赛， 并能比较恰当的运用英语表达自我和进行角色扮演。 二、教材二、教材分析分析 本节课是教学内容是广东人民出版社 Friends With English 第 5 册 Unit 5 School Lunch.第二课时。本课的话题贴近学生生活，符合五年级学生在做中学， 在玩中学的年龄特点，是学生最感兴趣的话题之一。第一课时主要学习词汇和句 型；本课时对上
2、节课的学习内容进行复习和巩固，并对所学知识进行实际语用和 拓展。 三、教学目标三、教学目标 （一）语言知识目标 1. 能熟读本单元词汇：rice, meat, fruit, vegetables, salt, sugar, tofu, juice 2. 能掌握重点句型： What do we have? We have some What do we need? We need some （二）语言技能目标 1. 能用英语简单介绍自己喜爱的食物。 2. 能用熟练运用一般疑问句和特殊疑问句对已有物品和所需物品进行提问。 （三）情感态度目标 1. 能使学生知道食物来之不易，要珍惜粮食和健康饮食。
3、2. 重视动手能力的培养，鼓励学生 DIY。 （四）学习策略目标 能通过自主学习、同伴协同探究等完成学习任务。能将本单元学习的知识与 生活实际相结合，恰当运用所学的语言知识与他人交流。 2 （五）文化意识目标 1. 了解不同地区饮食文化的不同。 四、教学重点、难点四、教学重点、难点 1. 教学重点：掌握 8 个食物的单词，并能运用句型进行实际运用。 2. 教学难点：正确区分可数名词和不可数名词，some 和 any 的用法。 五、教学策略五、教学策略 本课采用情景设置法、任务型教学法、游戏法，使学习活动丰富多彩，让学 生所学知识更加贴近生活。把语言知识的教学，学生的操练融为一体，达到了话 题、
4、语言、功能、结构、任务和评价的有机结合。通过多媒体、图片、视频和实 物展示等听觉、视觉材料创设生动的语言情景，使学生能从多个媒介接受信息， 使课堂教学效果更优化。 六、教学过程六、教学过程 .Warm.Warm up.up. 1. Greeting. (T：Hello, boys and girls. I am Miss Zhang. Nice to meet you.） 2. Show some pictures of Jiangmen. (T: I am your new teacher today. I am from Jiangmen. Do you know Jiangmen? It
5、s a beautiful city. The people there are friendly. There are many famous scenic spots in Jiangmen. There is lots of tasty food too. Do you like Jiangmen? If you have time, you can go there with your family.) （设计意图：通过播放介绍江门的旅游景点和美食，了解不同地区的饮食习惯， 培养学生的文化意识，为将要学习的内容铺垫。 ） 3. Play a cutting game. (T: Firs
6、t, lets play a cutting game to review some food and drink. Ill show the words quickly. If you know the words, say them out and do this action. But if there is a bomb, move your body and dodge it.) （设计意图：根据学生爱动、爱玩的天性，设计“切水果”游戏，让学生在玩中 学，在乐中学，帮助学生复习已学的有关食物和水果等单词。 ） 4. Free talk. 3 (T: Now, I want to kn
7、ow something about you. Whats your name? What is your favorite food/ drink?Who usually cooks at home? What does your father or mother usually cook? Can you cook? Do you have lunch at school or at home?) 5. Show some pictures of my school. (T: My students have their lunch in the school. Lets see what
8、 they have. What do you have for lunch?) （设计意图：通过师生间的问答，了解老师所在城市的情况，激发学生的学习兴 趣，拉近师生的距离。 ） .Revision.Revision. 1. Discuss: Before we cook, what should we do? (T: Youre so clever. I like cooking. But before we cook, what should we do? We should: (1) Think what we want to eat. (2) Check what we have in
9、 the fridge or at home. (3) If we dont have enough food, we should make a shopping list. ) 2. Think and talk: What do you want to eat for lunch today? (T: Today, Im going to cook for you. What do you want to eat for lunch? ) 3. Lets check: What do we have? (T: You want to eat so many kinds of food.
10、But first, lets check what we have here. Do you want to know? You can use “Do you have any?” to ask me. ) (1) What do we have? We have some (2) We have some, we dont have any （设计意图：在设计购物清单前，引导学生查看冰箱里的食物情况，在潜移默化 中培养学生良好的购物习惯，并复习句型 have/dont have为将要进行的学习搭 建知识支架。 ） 4. Make a shopping list. Use the pict
11、ure to ask and answer. “Do we have any? Do, we dont. We need some ” (1) We dont have any, we have some (2) What do we need? We need some （设计意图：通过让学生运用一般疑问句提问，及时了解学生对已学知识的掌握 情况。 ） PresentationPresentation andand practice.practice. 1. Lead in. (T: Today, some of my friends will come and help me to coo
12、k lunch. Do you know who they are? Ill give you some tips.) 4 (1) Guess Tony, Jenny and Gogo. （设计意图：通过生动的方式导出故事的三位主角，吸引学生的注意力，激发 学生的学习兴趣。 ） 2. Listen and answer. T: Now , Lets listen and answer: (1) Where is Gogo? (2) What are they going to do? Can you answer the questions: (1) Where is Gogo? Hes in
13、 the school with Tony and Jenny. You are in the school with your classmates and Miss Zhang. (2) What are they going to do? They are going to cook their own lunch. （设计意图：在观看视频前提出两个简单的问题，让学生带着问题观看视频， 初步了解故事内容。 ） 3. Read in detail. (P1) T: Because its 12 oclock. Its time for lunch. Tony is hungry. Jenn
14、y is hungry, too.Are you hungry? Yes. So you can say: “Im hungry.” Im hungry too. I can say “Me too.”We are hungry. Lets make our own lunch today. (1) own (ow-n) (2) Use pen, book, desk and chair to make example. (P2) T: Now, lets make our own lunch. Its for us. Just now, we know the things we have.
15、 What do we need? We need some rice and meat. (P3) T: Do we have any fruit? No, we dont. We need some vegetables. (P4) T: Point to the blackboard writing. OK. We need some rice, meat and fruit. Do we need any vegetables? Yes, we need some vegetables too. This is our shopping list. Is that all? Do we
16、 need any money? Yes, of course. (P5) T: We have a shopping list and some money. But we are in the school, where can we buy all the food? (P6) T: Dont worry. Gogo can do magic. Here! Come on! Lets go! Gogo can fly. Lets fly there. Wow! Cool! What does cool mean? It means “Great”! （设计意图：通过设疑和引导，帮助学生在
17、探究中深入学习故事的内容。 ） 4. Listen and repeat. (T: Do you understand the story? Wow! Cool! Lets listen and repeat together.) 5. Read together. (T: Good job! Now open your books at P56. Use your pointer, point and read together.) （设计意图：通过跟读和齐读，培养学生听和读的能力。 ） 5 6. Fill in the blanks. (T: Youre wonderful. This t
18、ime, look at the pictures and complete the sentences. If you know the answers, put up your hands. Lets see who is the quickest.) （设计意图：通过引导学生看图片和谈论图片内容，开阔学生的思维，检查学生 对所学内容的掌握程度。 ） 7. Role play. (1) G1/2, you are Tony. G3/4, you are Jenny, and I act Gogo. (2)Act in your group. （设计意图：学生通过小组合作扮演故事，加强小组之
19、间的协同学习，使所学的 知识得以巩固和升华。 ） . . Extension.Extension. 1. Show some pictures, set up different scenarios and talk. (1) New school term, we are getting ready the things for school. (2)At the market. (3) Make a card. (4) Dads birthday. （设计意图：通过创设各种情景，让学生将学到的内容学以致用，提高了语言的 实用性及学生的综合运用能力。) 2. Group work. Make
20、 your own story. T: Excellent! Now, its your turn. First, take out the paper, add something, and make your old story. （设计意图：从老师的导，到学生的主动学习，把课堂的学习主动权交给学生， 让学生成为课堂的主人。) . . Summary.Summary. T: Today, we learnt a story of Tony, Jenny and Gogo. They want to cook their own lunch. If you want to cook lunc
21、h, you can try to do it yourself. But you should be careful. Dont play with fire. We should save food and eat healthily, too. （设计意图：对学生进行情感教育，使学生知道食物来之不易，鼓励学生自己动 手学习烹调，并且要珍惜粮食和健康饮食。 ） I.I. AssignAssign homework.homework. 1. Share the story with your friends. 2. Make a shopping list with your parents. 6 板书设计 U5 School Lunch Things we haveThings we need What? Where? juicesalt sugartofu vegetablesfruit meatrice
