Lesson 15 What’s Your Favourite Food?教学设计案例

Book 2 Unit 3

Lesson 15 What’s Your Favourite Food? 课堂实录

石家庄市红星小学

王璞

一、教材分析：

第三单元以食物、一日三餐以及表达对食物的喜好为主要内容。Lesson 15 What’s Your Favourite Food? 这一课本单元的第三课，这一课主要让学生学会如何用英语表达自己喜欢，不喜欢的食物以及最喜欢的食物。本课所学食物及表达与学生日常生活紧密相连，比较容易理解和运用。

二、学情分析：

通过本单元前两课的学习，学生已经学习了几种食物单词，这节课我们继续学习四种食物单词，并在此基础上用句型表达对某种食物的喜好程度。所学内容与学生日常生活密切相关，因此能很好地根据自己实际情况，利用所学的单词和句子进行表达和交流。

三、教学目标：

☆知识与能力目标：

1.能听懂、会说、认读、书写下列单词：fish, chicken, fruit, vegetables 2.学生能理解并能用下列句子口头表达：

I don’t like

.

I like

.

☆学习策略目标：

1. 听说教学法：以听说、模仿，培养口语能力为主，以重点句型为

is okay.

My favourite food is

.

中心反复操练。

2. 情境教学法：教师创设真实、生动的生活场景，以便学生愿意用所学的内容积极、创造性地进行表达和交流。

☆情感态度与价值观目标：

通过本课的学习，让学生体会到用英语口语表达的乐趣，并养成良好的饮食习惯，享受他们最喜欢的食物的同时，又不偏食、挑食。

四、教学重难点：

☆教学重点：

1.能听懂、会说、认读、书写下列单词：fish, chicken, fruit, vegetables 2.学生能理解并能用下列句子口头表达：

I don’t like

.

I like

.

☆教学难点：

根据实际情况用下列句子表达：

I don’t like

.

I like

.

is okay.

My favourite food is

.

is okay.

My favourite food is

. 五、教学准备：PPT、食物卡片、词条、彩笔、小黑板

六、预习作业：搜集分类吃、喝的食物单词

七、板书设计：

Teaching and Learning Procedures Step I Warming up 1.

Greeting:

Sing a song--- “Good morning!”

T: Good morning, class! Ss: Good morning, Miss Wang! T: How are you today? Ss: I’m fine, thanks. And you? T: I’m fine, too. How do you feel? Ss: I feel happy. And you? T: Me too. So I want to sing a song. Do you want to sing a song with me? “ Let’s eat and drink.” Please sing loudly and do the actions. （设计意图：歌曲问候、导入吸引学生的注意力，很好地激发学生学习英语的兴趣。）

2.

Review the food words T: I have some kinds of food here. Let’s put some food on the table. (There is a picture of a table on the other small blackboard.)

Ss: noodles, dumplings, rice…

water, milk, tea…

(The students read the words and then I stick them on the table.) （设计意图：分类复习食物单词，既能很自然地过渡学习新词，又为句子表达做铺垫。）

Step II New Teaching

1.

(New words: fish, chicken)

T: See! Some more food. What’s this? Ss: Fish. T: That’s right. Which letter is pronounced 〔i〕？

Ss: The letter “i”. T: Yes. Let’s spell it.

（And I write the word on the card.）

T: Look! Is it fish? Ss: No, it’s chicken. T: Yeah. Chicken and fish. They have the same sound. Ss: 〔i〕

T: Right. Let’s write with me on the card.

Ok, class! Which one do you like, fish or chicken? S1: I like chicken. T: Ok. Here you are. Would you like some fish? S2: Yes, please. （设计意图：巩固复习上节课的句型：Would you like

? Yes, please./ No, thanks.）

2.

(New words: fruit, vegetables) T: Some more food on the screen. Look! What are they? Ss: apples, pears, bananas…

T: So we can call them “fruit”. Listen to the model and read the word one by one. Which letter is pronounced 〔u:〕?

Ss: The letters “ui”. T: Try this one.

fruit---juice (And then write the word on the card.) （设计意图：自然拼读的渗透，让学生慢慢体会拼读规则，进而体会单词的读音与字母的联系。）

T: Look. What are they? Ss: tomatoes, potatoes, carrots, beans…

T: So we call them “vegetables” and we can hear the pronunciation of “vegetables” at the same time. Read this word one by one.

Ok, class！

What can you find in this word? S1: Table. T: Clever. Spell the word “table” with me. And there is a word “vege” in front of the word. A lot of vegetables. Don’t forget the letter “s” at the end. (设计意图：vegetable是个拼写起来比较长的单词，将vege+table，很好地帮助学生记忆。) Ss: Fish, chicken, fruit, vegetables. Put the cards on the “table”. T: Ok, class. The food is ready. Are you hungry or thirsty? What do you like? S1: I’m hungry. I like some dumplings. S2: I’m thirsty. I like some juice.

…

(The students answers and pick the food cards from the “table”.) （设计意图：将食物卡片放在圆桌上，创设了情境，营造了气氛，学

生积极表达，以得到自己喜欢的食物。）

3.

New sentence pattern: I like

. I don’t like

. T: Maybe you like fruit. I like some vegetables. What about our friend, Jenny? What do you like Jenny? Let’s listen first. And then let’s repeat.

If you were Jenny, what do you like? Look at my happy face. S1: I like chicken. S2: I like fruit. (Put the cards “chicken” “fruit” in the right place. And I write “I like

.”) T: Ok, boys and girls. What do you dislike, Jenny? Show a sad face. S1: I don’t like fish. S2: I don’t like vegetables.

(Put the cards “chicken” “fruit” in the right place. And I write “I don’t like

.”)

T: Look at the screen. In a word, we can say that. Together: I like chicken and fruit.

I don’t like fish or vegetables. (Look at the cards on the blackboard. Say it again.) （设计意图：喜欢或不喜欢的……可能有好几种，肯定句可以用I like

and

. 否定句用I don’t like

or

.）

T: What about you, class? S1: I like meat. I don’t like vegetables. S2: I like fruit. I don’t like fish.

…

(The students answers and pick the food cards that they like from the “table”.) 4.

New sentence pattern: My favourite food is

. T: What do you like, Li Ming? Here is a short video. Let’s watch.

Before watching it, I have two questions. a. Does Li Ming like meat?

b. What does Li Ming like? S1. No. S2. Dumplings. T: Great. And “What is your favourite food, Li Ming?” Let’s repeat. T: “favourite” What does it mean? Let’s have a look.

(Put the word “favourite” and

on the blackboard.) Questions: What’s your favourite colour?

What’s your favourite animal?

Who’s your favourite teacher? T: What’s your favourite food? ( Stick this question on the blackboard.) S1：My favourite food is noodles.

S2:

My favourite food is dumplings. (Ask and answer in turns. I write “My favourite food is

. ”on the blackboard. And I give the food cards to the students.) （设计意图：避免单调、机械地读新词“favourite”，在不同地表达中，练习了新词的读音且能灵活运用，一举两得。）

5.

New sentence pattern:

is okay. T: Let’s read a book. Look at Li Ming’s face in these four pictures.

( Read with different emotions and ask several students to read.)

T: So my favourite food is noodles.

I like dumplings. Dumplings are good.

Rice is okay. ( Write it on the blackboard.)

I don’t like meat.

( Turn these four cards over and we can see the answers.) T: Try again from the bottom to the top.

I don’t like meat. Rice is okay. I like dumplings. Dumplings are good.

My favourite food is noodles. （设计意图：让学生同Li Ming一起注意面部表情的变化，可以很生动地帮助学生改变语气、语调和理解表达的意思。）

Step III Consolidation 1.

Exercise T: My favourite food is fish. I like chicken. Fruit is okay.

I don’t like vegetables.

(Turn these four cards over again in order to show the new words.) T: What about you? Please choose and write it down on this small piece of paper.

（设计意图：把内容写出来，提高了学生书写的能力，注意第二句开

头字母的大写形式。）

2.

Show time. Each student puts the pictures into the blanks and express yourself.

（设计意图：利用PPT的“拖拽”功能，很直观、形象地帮助学生选择并表达自己的喜好情况。）

Who doesn’t like vegetables? Show me. 3.

Tips: Don’t only eat your favourite food. You’d better eat more healthy vegetables, meat or fruit. It can make you stronger and taller. （设计意图：通过调查发现，大部分学生不爱吃蔬菜。小贴士提醒大家：要营养均衡，不要挑食、偏食，只吃自己最喜欢的食物。）

Step IV Share a picture book. T: Everyone did a good job. So I want to share a picture book with all of you. Do you want to enjoy?http://www.playstudy.com/ffood.htm

T: How many animals can you see? What are their favourite food?

Step V Homework （设计意图：课外延伸，在网上读一个绘本故事，既巩固复习本节课的重点内容，又能帮助学生扩充一些动物和食物单词。）

课后反思：

本节课我用“餐桌”上的食物卡片贯穿始终，让学生不断地模仿好朋友Jenny、Li Ming的语气、表情的变化，很有效地学会表达出自己不喜欢的、还不错、喜欢和最喜欢的食物。新授时:1.将食物卡片送到学生面前，让他们选择，既营造了相对真实的语言情境，又用“The food is ready. Are you hungry or thirsty? Would you like ? What do you like?...”问答，大大提高了学生的口语表达能力。2.巩固练习时，通过PPT的“拖拽”辅助，帮助学生很直观地表达自己的情况，深受学生的喜欢。3.作为奖励让学生在网上看一

个绘本故事，课上引导学生对故事初步感知，又是一项课外延伸作业，既巩固复习本节课的重点内容，又能帮助学生扩充一些动物和食物单词，效果很好。需改进的地方：要有小组练习形式，同伴互帮互学。比如：四人一组来表演课文第三部分，Li Ming的四种表情，对比效果会更好。

评课：王璞老师的这节课是一节十分扎实的英语课。首先，从教学目标的制定与达成上看，教师对教材的把握很细致，教学的重、难点练习得很充分，学生对重点词汇和句型能够熟练掌握和应用。这节课的脉络十分清晰、环环相扣，是一节有趣且高效的课。教师从两首歌曲开课，一下子就调动了学生的学习热情，然后通过往“圆桌”上贴食物单词卡片既快速复习所学过的食物单词，又为新授内容做准备，课堂节奏欢快、轻松。王老师通过自然拼读教学，很好地讲授了新单词“fish, chicken, fruit, vegetables”，通过“fish-chicken”和“fruit-juice”的对比读音，以及“vege+table”拼写上的分解，用红色彩笔将重点字母及字母组合突出，帮助学生通过音、形、意巧妙地理解单词。在新授句型环节，教师以“What do you like? What’s your favourite food? ”的提问，让学生自选食物，很受学生喜爱。最后写出自己喜欢的食物，并通过PPT“拖拽”功能，让学生到前面展示，大大提升了口语表达能力，提高了学习英语的兴趣。