Unit 2 Sam ate four hamburgers.ppt配套教案板书设计

Module3 Unit2 Sam ate four hamburgers.教学设计

一、教学内容（Teaching contents）

《英语》（新标准）（三年级起点）五年级下册

Module 3 Unit 2 Sam ate four hamburgers. 二、教学目标（Teaching aims）

1、语言知识目标(Knowledge objects)：

A）能听、说、读、写单词：gave\very much\tonight；

B）能听懂、会说句子：Today Sam ate four hamburgers at school.

Lingling had a sandwich. She gave her hamburgers to Sam. Tonight

Mum

is

going

to cook Chinese food for us. 2、语言技能目标(Ability objects)：

能够在具体的情境中，使用“What did you have for breakfast？I

had…”这类句子谈论饮食习惯,提高学生运用语言能力，达到学以致用的目的。

3、情感目标(Emotion objects)：

渗透健康饮食观念，教育学生养成良好的饮食习惯。

三、教学重点(Teaching important points)：

（1）能正确听说、认读词汇：

gave，tonight，very much。

（2）流利朗读本课英文信并能根据提示复述。

四、教学难点(Teaching difficult points): （1）能够正确掌握动词过去式：eat-ate

have-had

give-gave

（2）能运用“What did you have for breakfast？I had…”谈论饮食习惯及喜欢的食物。

五、教学方法（Teaching strategies）

主要采用情境教学法(Communicative teaching method)、任务型教学法(Task-based teaching method)、小组合作探究法(Group cooperative teaching method) 、多媒体辅助教学法(Multimedia teaching method)等，给学生创设真实的生活情境，引领学生积极参与多种活动，主动交流，在轻松愉悦的氛围中快乐学习，完成任务，提高语言交际能力。

六．课前准备（Teaching Aids）

多媒体课件、四线三格磁条、单词卡片、人物头像、调查问卷等。

七、教学过程：

Step1:Greeting.

T: Hello!boys and girls.How are you today? T: I’m fine too,thank you!What’s the weather like today?

T:It’s cloudy\sunny.It’s a fine day!

（设计意图：通过师生问好，融洽课堂气氛。）

Step2:Review.(guessing game) T:Today we will learn a new lesson.First,Let’s play a game.lookhere,what food is it?if you know,stand up and read it out,ok?（课件播放食物图片,分别是Chinese food和English food.播放方式为一闪而过，之后学生快速记忆，说出英文单词，会的站起来大声说出来，看谁的反应快。）

【设计意图：通过快速记忆游戏复习关于食物类的单词，既能巩固旧知，为新知做铺垫，又能活跃课堂气氛，激发学生的学习兴趣。】

Step3:learn new word(very much). T:so much food.It’s very delicious!I like hamburgers very much!

T:follow me:very much.(show the card”very much”)

T:I like hamburgers very much.what do you like?

T:very good!I like you very much! （设计意图：教学新单词时，创设真实的情境让学生理解单词的含义，并用单词造句，学生很自然地接受知识，而且印象深刻，锻炼了学生说的能力，提高了学生学习的信心。）

Step4:Leading in new lession. T:our friend Sam likes hambuegers very much too.Taday Sam ate four

hamburgers.(write in the blackboard).This is our new lesson.Let’s read together.(teach “ate”,eat--ate) （设计意图：教授新单词后，在造句中顺势导入新课，自然流畅。）

Step5:Ask and answer. T:this lesson is about a letter.what’s the letter about?Now let’s learn the letter With these questions.（课件出示问题。）

1.Who had a sandwich？

2.Does Amy miss Chinese food? 3.What’s Ms Smart going to cook tonight?

4.Who wrote this letter to Daming? T:Now, listen,then find out the answers.（学生带着问题观看课文动画.）

T:can you find out the answers? T:OK，this time ,take out your book.turn to page17.find out the answers. use your pen or pencil to underline the answers.ok?（学生自己看书，并用笔画出相关答案，培养学生养成良好的答题习惯。）

T:finish?where can you find the answers?

T:Q1:Who had a sandwich? Who can tell me? T:we can find out the answer from

here.,right?why did she had a sandwich? T:Because she doesn’t like hambuegers. She gave her hamburgers to sam.( teach“gave”)

T:ok,let’s go on. Q2:Does Amy miss Chinese food? T: we can find out the answer from

here. So

we should say:Yes,she does. T:next,What’s Ms Smart going to cook tonight?（teach “tonight”）

T: who wants to try? T:next, Who wrote this letter to Daming?who wants to try? （设计意图：通过观看课文动画视频整体理解课文，组织学生看书听音，思考问题，回答问题，激发学生开口欲。板书重点句，讲练结合，层层深入，进行有梯度的学习，突破本课教学重难点。）

Step6:Retell and follow. T:Now look here,let’s try to retell this letter.（教师示范：根据黑板上的重点句子和词汇复述课文内容。）

T:Now let’s follw the tape.

（设计意图：让学生根据板书上的重点句子，复述信件内容，加深学生对课文内容的理解，提高学生的表达能力。接着让学生跟读录音，纠正学生的发音，使学生熟读课文。）

Step7:Chant. T:Are you tired?Let’s have a chant to relax.OK?

T:Stand up and do the actions.（播放动画，边说边做动作。）

（设计意图：通过播放已学歌谣动画,复习相关单词和句型，边说边做动作，缓解学生疲劳，活跃课堂气氛，并为下个环节做好铺垫。）

Step8:Game. T:Yesterday,I had noodles for breakfast.what did you have for

Breakfast?(师生问答)

T：let’s play a game.who wants to play with me?come here. （设计意图：寓教于乐，通过幸运转盘游戏，谈论自己的饮食习惯，为下一个环节的调查活动做好充分的准备。）

Step9:Do a survey. T:let’s do a survey. What did your classmates have for breakfast yesterday? Work in your groups. then finish the form. T:who want

to

show

us? T:now,please write down the sentences. （设计意图：小组合作，互相调查早餐吃什么，创设情境培养学生的听说交流能力。）

Step10:Summary. T:guess,what did the boy have for breakfast? T：He had…… Do you like this?

T:Now ,let’s watch a video.

T: this kind of food is not healthy for us.we shouldn’t eat it.

The

most

important

meal

is

breakfast. We should

eat some healthy food.for example:(出示健康的食物图片) （设计意图：观看食品卫生食品，渗透健康饮食的思想教育，倡导学生杜绝垃圾食品，按时进餐，养成良好的生活饮食习惯。）

Step11:Homework. T：Today’s homework:Do a survey about your family and friends. What did they have for breakfast\lunch\dinner? 八、板书设计

Module 3 Unit 2 Sam ate four hamburgers. Sam(头像) ate four hamburgers at school.

Lingling（头像）

had a sandwich.

Mum（头像）is

going

to cook Chinese

food

for us.

eat—ate

have—had

give--gave