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1、鲁科版小学英语Book3Moudle 5 Unit 1 Do you want some rice ?精品教案课型：新授(一)教学目标:1. 知识目标：（1）要求学生三会掌握词汇：Chinese, fast, food, want,some,make,nice, chopsticks, difficult；（2）句型：Do you want some ? Yes, please. / No, thank you.2. 技能目标：（1）能听懂、理解课文大意并回答出相关问题；（2）能自如地运用所学重点句式开展“点餐”活动，并能根据所给信息或实际情况做出应答；（3）能根据图片或实际情况认读食品的词汇
2、及点餐、应答的句式并熟练朗读课文对话。3. 情感目标：激发学生对英语学习的积极性和自主性，培养他们乐于竞争、乐于交流、乐于合作、乐于助人的品质。4. 学习策略：能积极与他人合作，共同完成学习任务；能积极运用所学的知识进行表达和交流；能在学习新知中锻炼自我的探究能力。5. 文化意识：中西方饮食文化的差异（二）教学重点： 1. 学习新词并能自如地运用重点句型“Do you want some ? Yes, please. / No, thank you.”； 2. 能听懂、理解课文大意并回答出相关问题。（三）教学难点：1. 如何在真实任务或情景中运用所学句式和词汇；2. “chopsticks”
3、和“difficult” 的读音。（四）教学过程：Step 1 热身复习(1) Greetings:(2) listen to an English song apple tree .T：Do you like cakes ? (Yes, I do . /No, I dont.) T：Do you like apples? (Yes, I do. ./No, I dont.)T：Apples and cakes are nice. Right? Yes. (投影出示词1.rice2.nice3.nine4.five) T：Look , which one is nice? No.1 or No
4、.2?T：follow me . nice. / nice , nice. (高低声调读单词) nice, nice. “I” pronounce “ai”. Who can read the words?(3) T：Look , There are lots of nice food.(分类食物图片投影) T：They are: （学生答：meat , rice, noodles, dumplings ;hamburgers, chips, sanwitch and cakes.同时出示相应单词）T：（教师指） And these are Western fast food. and tho
5、se are Chinese food（出示词卡“Chinese”并带读词组“fast food”）（设计意图：通过食物的分类，培养学生的探究能力并自然引入本课词组“Chinese fast food”的学习，同时在学习过程中，渗透语音教学，培养学生单词认读能力。）(4) T: Rice and noodles are Chinese fast food.Usually, We eat Chinese fast food with chopsticks.（出示词卡“chopsticks”并带读、操练-实物展示筷子。）Step 2 任务呈现This class, well talk about
6、“food” and learn how to order food. Step 3 课文教学1、理解课文 Our friends Amy and Daming are hungry . They want to eat something. Lets look .1)Open your English book and turn to p18.T：Here are eight pictures. Look and think: Does Amy want noodles? （投影“want”并带读。） Are chopsticks difficult? （“I” pronounce “ai”
7、, “u” is silent.）T: For example, Its easy. And its difficult.(用左右手分别夹东西,在对比中让学生理解difficult的含义。)（出示词卡“difficult”并带读）（设计意图：通过好朋友Daming 和Amy的经历整体呈现课文，并通过设置语言学习的信息沟，让学生带着问题观看课本图片信息，给学生思考的空间。与此同时，借助词卡和TPR动作演示，引入“want”和“difficult”的学习。）(2) Watch the CD-ROM:Look at the screen. Listen carefully and answer th
8、e questions.T:Now, who can answer?)(指投影上的问题并重复)（1. Does Amy want noodles? 2. Are chopsticks difficult?）(设计意图：通过动态画面，让学生在情境中更好的理解课文，并回答课文问题。)2. practice (1)T:Look at Picture2. Daming wants to help Amy order food? So he says ? (引导学生回答：Do you want some rice? )T: Good! He says “Do you want ?” to order f
9、ood. （出示句型贴黑板上）T: And if you want, you can answer “Yes, please.”. If not, you can say “No, thank you.” (出示句卡“Yes, please.”与 “No, thank you.”并粘于黑板上。实物操练Do you want an orange/sweets/a chocolate?)(设计意图：教师出示桔子、巧克力等实物引导学生在真实的语境中学习、理解并掌握本课的重点句式。)3. Listen, point and say.Lets listen again, point and say. P
10、ay attention to your pronounciation. OK?(设计意图：通过听音、模仿、指读，训练学生用正确的语音语调朗读课文，并进一步增强学生的认读能力。)4Listen and point.（将课文完整听一遍，重点听前面听的过程中有困难的部分，同时全面理解把握课文大意）5T: Look at the pictures . Listen and fill in the blanks.(投影课文八幅图片，单句听并补全对话。) (设计意图：以听力练习的形式进一步巩固课文内容，同时有重点的选择需要学生补充的内容。此活动可激发学生积极性。)Step4 轻松一刻Say and ma
11、ke a new chant: Say the chant:Do you want some noodles? Do you want some noodles?Yes, please. Yes, please.Yes, please.Do you want some rice?Do you want some rice?No, thank you. No, thank you.No, thank you. Make a new chant in groups: Show the new chant:（设计意图：以chant的形式加强学生对词汇、句式的记忆，并在小组合作创编、展示的过程中为学生
12、提供拓展思维，融会贯通的机会，进一步培养了他们合作、创新的意识。）Step 5 :任务完成(评选最佳招待)1、Now, Its time to order food. Lets see who will be the best waiter or waitress. First, Ill be the waitress.( T: Can I help ? S1:Yes. T: Do you want some coffe? S1: Yes, please. T: Do you want some dumplings? S1: Yes, please. T: Do you want some m
13、eat ? S1: No, thank you. Thats all. T: Ok.)2、T: Are you clear? Now take out your menu and lets begin.3、T: Now, lets see how many students you have helped.(Count)T: Can you show? T: You are the best waiter / waitress. （奖励勇于上台展示自己并表演最棒的同学）（设计意图：让学生在大量习得语言的基础上，通过任务驱动学得语言。同时，真实、有趣的调查活动充分体现了学生的主体性，引导学生积极
14、主动地参与语言实践，学以致用。）Step 6 课堂总结与作业布置：1. T: Today, we learn how to use “Do you want some? Yes, please. / No, thank you.” to order food and choose the best waiter / waitress. You did an excellent job. 2. 谚语：An apple a day keeps doctor way.（投影，多吃水果有助于身体健康，引导孩子健康饮食）3. 英国人的就餐礼仪（投影，了解并对比中西方饮食文化的差异）4. Homework
15、:(1) Listen and read the text for five times;(2)Get more information about fast food.（五）板书设计：Module 5Unit 1 Do you want some rice?Do you want some?Yes, please. No, thank you.教学反思：本课以一首学生喜欢的中文儿歌apple tree中提到的apple与cake引入谈论话题“食物”，通过学习及对比中西方食物为课堂教学作了一定铺垫。在课文教学环节，我主要分四步进行课文处理：首先，通过观察课本图片来整体古籍课文；其次，带着两个问题观看CDROM寻找两个问题答案；再次，在进行完跟读练习后，再次回归课本并结合第二幅图片引出本课重点句式“DO you want some rice?”进行操练；最后，将课本内容完整听一遍，以便学生更好的把握课文内容。在后面的操练中，我降低学生学习难度，首先以“配音小演员”的活动，让学生结合第一幅图片对课文进行模仿。并在此基础上，创设情景设计了活动“评选最佳招待”，充分调动学生的参预积极性。最后一个环节则通过谚语“一天一苹果，医生远离我”，对孩子进行健康饮食引导。同时，通过屏幕投影让孩子们了解西文的餐桌礼仪文化，培养孩子们的跨文化意识。
