Unit 2 Sam ate four hamburgers.教案和课堂实录

Unit2. Sam

ate

four

hamburgers.教学设计

达川区永进乡中心学校

陈光远

教学目标：

1.认知目标

：

单词：ate

gave

drank

tonight 句型：What

did

you

eat/drank

last

night?

I

ate/drank

…

What

are

you

going

to eat/drank tonight?

I’m

going

to

eat/drank

…

2.能力目标：通过两个不同时间单词（last

night , tonight）的比较，使学生学会根据不同时间选择使用合理的时态，同时应注意动词的适当形式的变化。

3.情感目标：

（1）培养学生对所学的语句感兴趣，乐于与朋友交流。

（2）让学生了解中西方饮食文化的差异，并能表达自己喜好，提高与人交际的能力。

教学重点：

What did you/she/he have for dinner/lunch/breakfast……?

I/You/she/he had ……；

单词email, sandwich, traditional, delicious, hamburgers, ate, gave, drank 教学难点：

It’s about……;

She says……;

traditional, delicious, ate, gave, drank. 教学准备：

教具准备：课件，话筒等。

教学方法：

情景教学、小组合作学习、讲解法等

教学思路：

食物图片让学生对食物有直观的认识；并根据表自己描述三餐吃的什么，也可以多人练习。

三、教学过程

（一）.Warming-up Chant: Noodles and rice are very very nice.

（二）.Presentation 1.教师引导: What are we

going to learn today? T利用课件导入: What

can

you

see

in

the

pictures? (目的：课件中不停闪现多种食物类的单词，吸引学生的注意力，调动学生记忆单词的能力。) 2.复习动词短语：（Use

the

words : eat

drink

give）让同学们自由说出几个动词短语，分清楚三个动词的具体运用。

如:eat

hamburgers,

drink

milk,

give

one

apple to my

sister …

3.T展示课件引出：

教师反问学生：What

did

you

eat/drink

last

night?（

4、学习主要的动词过去时(eat—ate ；

have—had ;

drink —drank ) （教师板书重点单词）

(目的：注意在讲新单词时对音素的分析与学习,鼓励学生自己根据读音规则读出单词) 4.活动Activity 1：

课件展示图片，重点练习主要句型：What did you eat/drink last night?先是老师和同学进行情景问答。然后是同学和同学，最后是同桌或小组进行对话交际，What

did

you

eat/drink

last

night?

在活动中注意互相评价,老师要及时给予奖励。

(目的：训练听力及分析判断的能力，落实新知。培养学生间的语言交际能力，合作精神及互评意识。) 5.Practise

教师让学生以两人小组的形式练习主要句型：What did you eat/drink last night? I ate/drank ….同时要鼓励学生用：What did she/he eat last night?

She/he…ate/drank … 进行练习。

6.Presentation 1）由学生的对话表演引出，T：Do

you

like

Chinese

food?

Yes, I

like

Chinese

food, too.

Tonight my mum is going to cook Chinese food. 2)Teach:

tonight

last night—night

today —to day

tonight 3) T: Are you hungry?

What are you going to eat/drink tonight? 引导学生回答：

I’m

going

to

eat/drink

…

7.让学生同桌之间或小组之间进行两个主要句型的重点练习。鼓励学生相互评价，注重动词的正确时态运用。然后可以让个别学生或小组起来问答表演，教师及时评价与鼓励。

（三）呈现对话内容: 课件以一封信的形式展示句子:

a．Daming

wrote

a

letter

to

Amy.(

) b．Lingling

likes

hamburgers.(

) c.They

were

at

school. (

) d.Lingling

and

Amy

gave

hamburgers

to

Sam. (

) e.Sam

ate

seven

hamburgers.(

) f.Amy

misses

Chinese

food. (

) g.Ms

Smart

is

going

to

cook

Chinese

food

tonight.

(

) 3).Listen

to

the

tape and

think

about

it. 4) listen to the tape again and read after it. 5)Check

it

out

and

read

the

letter

together

6)课件出示几个问答，让学生继续带问题读对话,小组讨论解决问题。

A:Who ate six hamburgers?

B: Does Sam like hamburgers very much?

C: What did Lingling have?

D: Does Lingling like hamburgers very much?

E: What is Mum going to cook for Lingling tonight?

7)Listen to the tape and read after it ，talk about the questions with their deskmate.check the answer. （目的：问题由简单的判断题到较复杂的问答题，由易到难，提高学生对段落的理解和分析能力）

9). Activity 4：Fill the blanks 课件出示信的内容：

Dear

, Last night I ate_________and drank________. I like _________ very much.

But I don’t like _________. I gave the ________ to my _______.

Tonight I am going to eat_________and drink________.How about you?

love_______ 四. Homework(家庭作业) 1.Introduce English food to your parents.(向爸爸、妈妈介绍英国饮食) 2.仿照课文给自己的好朋友或同学写一封信. 五、板书设计

Module 3 Unit 2

Sam

ate

six

hamburgers.

eat

have ate

had drink drank