1、Module 4 Unit1 Do you want some rice?教 学 设 计朝阳市龙城区召都巴镇烧锅小学 李宝玉.Topic: Do you want some rice?（新标准英语四年级上）. Teaching materialsDo you want some? Yes, please./ No, thank you.What do you want? , please.The analysis of the textbook 本模块的主题是Food. 主要语言功能是谈论有关食物的话题。它是在已经学习了一些食物单词如meat, rice, noodle等的基础上，继续学习一些
2、表示食物的单词并展开话题进行谈论，如Do you want? Yes, please./ No, thank you. What do you want? 及答语 ， please.等。从对食物的谈论中让学生体会到中西方饮食文化的一些差异。题材非常生活化，学生能够对学习充满兴趣，并学以致用。. Analysis of the situation四年级的学生此时已具备了初步的英语感知能力，学习能力，能体会到课上收获的喜悦，同时产生强大的成就感，所以他们对英语有着浓厚的兴趣，在课堂上渴望得到更多展示自我的机会，渴望运用所学的英语知识做更多的事情。因此，课堂上要根据教学实际，采用孩子喜闻乐见的游戏、
3、律动及语言交流等手段展开教学，既能充分调动学生积极性，活跃课堂气氛，又培养了学生良好的学习方法和学习习惯。V. Teaching aims and demands1. Competence objectives(1）全体能听懂本节课学习的主要句型。(2）大部分学生能正确运用所学的新知识点餐。2Knowledge Objectives(1）掌握四会单词：juice, ice, also, , make, tomato, egg, potato三会单词Chinese fast food(2）全体学生能理解并初步运用句型:Do you want some? Yes, please./ No, tha
4、nk you.Here are. What do you want? ,please.3. Emotion Objectives1）尝试归纳已学的食物词汇，建立食物的相关词汇图。2）进一步了解典型的食品和饮料的名称，体会中西方饮食文化的差异。Important points1)New vocabularies: juice, ice, also, , make, tomato, egg, potato,Chinese fast food2)New drills: Do you want some? Yes, please./ No, thank youWhat do you want? ,pl
5、ease.Difficult points正确使用本课的新句子；_with _的用法；用Here are and 介绍食物 Teaching methodsTPR, Situational teaching method, Task-based teaching method.Teaching tools: PPT、食物图片、实物、餐盘等。VI. Teaching processStep1.Warming-up Greeting and chant .( Noodles and rice are very very nice. Mmm, Mmm,Mmm very very nice.)【设计意
6、图】齐说学过的chant，既活跃了课堂气氛，又复习了本课将要用到的食物单词，为学习新知识做好铺垫。Step2 .Presentation and practice.1师画简笔画，与学生交谈。Guess! whos he ?(画厨师的头像) /Is he a teacher? /Is he a driver? Is he drawing?/Is he dancing? /whats the cook doing ?T:He is taking out a cookbook . Guess whats in it ? (根据回答板书)【设计意图】简笔画为学生创设真实的语言交际环境，既复习了旧知识，
7、又引入本课的新话题。2出示实物学习tomato .(1) 简笔画并板书tomato.学生spell and write . (2)与学生交谈Do you like tomatoes?/ Does your mother like tomatoes? /your father ?(3)引出新句子Do you want some?T: I like tomatoes .I want some . Do you want some tomatoes？（ 板书）引导学生回答：Yes ,please ./No ,thank you. （ 板书）（4）操练3.出示实物学习egg .(1)My father
8、 doesnt like tomatoes.But how about eggs ? (2)简笔画并板书egg (3)How to prounce “e-g-g”?答后小结e,e /e/.gg/g/. Then read and write（4）操练 【设计意图】让学生自己猜出单词发音，是对学生单词拼读规则的渗透。4. 出示实物学习potato.(1)Here are some potatoes .Can you spell? _ o_ a _o .(2)师板书并简笔画。read and write potato然后写(3)Do you want a potato？（4）T: They are
9、nt nice . I think potato with meat is nice . 范读potato with meat(PPT出示图片)，学生模仿跟读。Do you want some potato with meat ?【设计意图】并利用已学过的食物单词让学生更好的理解with的用法，并为课文中知识点noodles with tomato and egg , noodles with meat and potato做准备。5 学习juice，ice（1）做喝水的动作T: I am thirsty.I am drinking .Water is a kind of drink . He
10、re is a kind of drink , too (画juice，ice并板书)Can you read the word ? （先指读rice再试读）然后书写。【设计意图】从rice 的读音出发，引导学生自己猜出juice，ice的发音，不仅给学生一种学习方法的引领，实现了温故而知新。（2）juice with ice(PPT)Here is juice with ice.(出示实物) How cool!Do you want some ?（3）为所学的新单词编chant (Clap and chant) Tomatoes and eggs are very very nice. Mm
11、m, Mmm,Mmm very very nice. Juice with ice is also very nice.Mmm, Mmm,Mmm also very nice.【设计意图】chant既是对新语言的整体操练又是对with的用法的巩固。小结（教师引导学生总结）：So many words .They are food（板food ）.They are fruit .They are drink . They are Chinese food. Here are Chinese fast food andWesternfood(PPT)【设计意图】让学生通过图片观察中、西方的食物，然
12、后教师引导学生比较西式快餐和中式快餐，从中体会到中西饮食文化的差异。同时总结出本节课的教学重点和难点。6.Listen to the tape and answer the questionsT: Amy likes Chinese fast food .What does Amy want ? Liten to the tape(带着以下任务听录音) .（1）Listen and circle the words about food.(PPT展示 noodles with tomato and egg, noodles with meat and potato)(2)Listen and
13、answer What is the man doing ? What does Amy want?Step3、Consolidation and extensionRole play.(情景展示动物餐馆点餐的情境)【设计意图】这是一个放松的环节，在这个真实的情景中，学生自由交际，体现在做中学，学以致用。Step4Class closing.A chant .(clap and chant )Tomatoes and rice are very very nice.Juice with ice is also very nice.Do you want some ?Yes ,yes ,plea
14、se .No,no,thank you.Delicious for us !for us!yeah!Step5.Homework1、Listen to the tape and read the text.2、Draw some pictures about food and write their names.3、Make a task about your family dinner.Blackboard design:教学反思本堂课重点是学习表示食物的单词及谈论食物。首先我以一首chant作为课前的热身活动，活跃了课堂气氛，调动了学生的学习积极性。并在上课初始将全班同学分为男女生两个小组
15、，通过小组竞赛，调动学生学习英语的积极性，培养学生竞争和团队意识。这样既让学生在轻松愉悦的状态下投入到新课的学习，又为本课学习新知做了良好铺垫。新课导入我边画简笔画边与学生用所学过的句型谈论，Whos he ? Whatshe doing? Is he -ing ? He is taking out a cookbook .Guess whats in thecookbook? 根据学生回答我板书单词。这一设计，帮助学生再现以前学过的表示食物的单词，引导学生积极思维，大量输出语言，又自然引入本课新知识的学习。 在学习新单词的环节，我分别用实物呈现tomato ；简笔画并板书“egg”让学生猜它
16、的发音；PPT展示土豆及_o_a_o,我读单词让学生填字母；读了“rice”后让学生猜测ice及juice的读音。多种方式呈现单词，避免了枯燥做作，学生求知欲望强烈，情绪高涨。这样设计教学符合课标“根据单词的音、义、形学习词汇”的教学理念。最后我们把黑板上的所有食物单词归类。They are food . They are fruit. They are drink . They are Chinese food .然后用PPT展示Chinese fast food ,Western food ，使得教学紧凑又条理清晰，让学生自然体会到中西饮食文化方面的差异。操练Do you want som
17、e ?时,通过 hit the word game，让学生体会到在学习中合作与竞争的意义及乐趣；同时巧妙地巩固本课新语言，真正体现了寓教于乐，学生在玩中学，玩中用。在巩固延伸这一环节，我设计了动物餐厅点餐的情境，让学生编演对话，做到了学以致用。整个教学过程围绕教学目标兼顾听、说、读、写，规定时间内完成了教学任务。本节课的教学对象是双塔区燕都小学四年级的学生，由于初次与这些学生一起学习，对学生间的差异较大情况了解不足，致使关注学生个体差异不够，亲合力不大，部分学生在参与操练时声音较小，说句子不够流畅。尤其在hit the word game 这一环节，用的时间较短，少部分同学未能成为游戏主角。在表演对话时，受时间和大班型约束，课上参与展演汇报的学生数较少。
