Unit 2 Sam ate four hamburgers.教案设计范例

Module3 Unit2 Sam ate four hamburgers.教学设计

星台中心小学

张俊琪

Module3 Unit2 Sam ate four hamburgers.教学设计

普兰店市星台中心小学

张俊琪

一、教材分析

本课教材为外研社《英语》（新标准）（三年级起点）五年级下册Module3 Unit2 Sam ate four hamburgers.本单元的话题是介绍三餐。本单元的课文情境是Amy写给Daming的一封信。Amy告诉Daming,今天Sam在学校吃了四个汉堡包。Lingling吃了一个三明治，因为她不喜欢吃汉堡包。她把自己的汉堡包给了Sam。Amy很想念中国菜，Ms Smart今天晚上会给他们做中国菜。本单元共1课时完成。

二、学情分析

本模块的学习重点是学习和运用本课所学的重点语句，询问和回答一日三餐。这一内容难度不大，教师可同时引导学生巩固一般过去式的运用。

三、教学目标

1、语言技能

⑴

全体学生能听懂：Sam ate four hamburgers. ⑵

全体学生能说：Sam ate four hamburgers. ⑶

全体学生能认读:gave very much tonight

⑷

全体学生能按要求完成语句书写。

2、语言知识

⑴全体学生能运用语句: Sam ate four hamburgers. ⑵

全体学生能够理解词汇: gave very much tonight 全体学生能运用词汇：gave

部分学生能够运用词汇：very much tonight

⑶

能感知单词重音和句子重读。

3、情感态度

乐于接触外国文化，增强祖国意识。

敢于开口，表达中不怕出错。

4、学习策略

积极运用所学英语进行表达和交流。

对所学内容能主动复习和归纳。

5、文化意识

知道英国国家中典型的食品的名称。

四、教学重、难点

1、重点

学习和运用本课所学的重点语句，询问和回答一日三餐。

2、难点

运用过去式来表达一日三餐吃了什么。

五、教学准备

单词卡片、CD-ROM、课件

六、教学过程

（一）复习导入Warm-up and lead-in 1. Greetings. T：Class begins. Hello, children. Ss: Hello, Miss Zhang.

2.

Watch and say the words .

T：Look at the pictures and say the words quickly. 3.Free talk T: What did you have for breakfast? S:...

4.Lead-in

T:Show the picture and question:What did the cat eat?

直接导入

Let students watch the CD-ROM then answer. Listen and repeat. （二）任务呈现Task presentation This class, we’ll continue to learn how to introduce our three meals a day. And we’ll make a survey in our whole class and we’ll choose the star of a healthy diet.

T:First let’s learn M3U2 Sam ate four hamburgers. 【设计意图】通过任务呈现，使学生明确学习目标以及学习之后要完成的任务。

Before the text learning, I’ll divide you into two groups: hamburger group and sandwich group

Which group can get more awards, which group is the winner. （三）课文学习Text learning

注意评价与反馈

1.Introduce the situation of Activity2 and watch the CD-ROM of Activity 2 with one question

T:Look! Who are in the picture? Ss:Amy Lingling and Sam T:What can you see in the picture?

Ss:Hamburgers. T: How many hamburgers? Ss: Four hamburgers. T:Did they all eat hamburgers at school today?

T:Watch the CD-ROM and answer the question: Did they all eat hamburgers at school today? Ss: No,they didn’t.

【设计意图】视觉感知语篇背景，预测课文基本信息，启发思维，初步感知其语意，为下一步课文学习奠定基础。

2.T: Read and answer T:And what did they eat today? For example,Name-who, food, Reason means why.

Read the text silently and find the answers. Then talk about in groups. Name

Sam

Food

Reason

Lingling

Amy

①What did Sam eat? And why? S: Sam ate four hamburgers.

He likes hamburgers very much.(讲解very much)板书粘上

Sam ate too much today. Is it healthy for him?

Ss: No. T: So don’t eat too much a meal. It isn’t healthy for us. T: Sam likes hamburgers very much. And I like rice (换个词，对自己喜欢的事物显得真实些)very much. What about you? ②What about Lingling? Lingling had a sandwich. Because she doesn’t like hamburgers. She gave her hamburgers to Sam.(出示单词gave,basic form:give)(板书跟上) gave.. to… I gave my meat to Mum.because I don’t like meat.Who can make a sentence like this?

③What about Amy? Amy misses Chinese food.

T:Do you like Chinese food? What is Chinese food?

S:…

T:Can Amy eat Chinese food today? S:Yes,she can.

T:How do you know? S:Ms Smart is going to cook Chinese food tonight. PPT shows two pictures (day and night), Then show (today and tonight).讲解tonight粘图片

【设计意图】通过视听感知，带领学生整体感知课文大意，为学生建构整体思维框架，同时为引导和帮助学生理解课文和解决问题，做好语境和思维上的铺垫。

T:And what did they eat today? Why?(把这个问题再重复一遍，让学生看着表格一起回答一遍，目的是巩固语篇内容，也为后面的复述做铺垫。）

3.Sum up grammar T:Look at the blackboard, Read together. (学生再读一遍黑板上的句子强化重点，学生读，老师画出结构来，引导学生归纳总结）

T:What tense? How to make it? S:...... 总结时态，详见PPT 4.Listen and imitate then read. （四）训练巩固

Practice 1.Practice reading the text. T:You can read the text very well. 2.Retell the text. T: Let’s try to retell the text together.

Practice retelling in groups. 3.Finish Part3. 【设计意图】按照开课时所建构的思维模式，对本课主要信息的回顾，同时，再一次巩固核心语句。

4. Activity5 Chant T:Are you tired? Let’s have a relax. 着重说一下toast and jam. Try again. I like bread very much. Look the word bread (引出Activity4) 5. Do the activity4（按照PPT的顺序）

【设计意图】感知语音

6.Choose one and tell a story. （五）任务完成

Task completion 1.Make a survey and write

Complete the table .

Name

Breakfast

Lunch

Dinner

T: Boys and girls, we knew about Sam and Lingling’s food yesterday. What did you have for breakfast yesterday? Let’s make a survey. Who can try? What did you have for breakfast? S:…

Finish it in groups. Then show it.(find two groups) 2.Writing: According to the table, choose the star of a healthy diet.

______ is a good boy/girl. He/She had _____________ for breakfast. He/She had _____________ for lunch. He/She had _____________ for dinner. All the food is good for our healthy. We should learn from him/her. (Find two students to show it) 最后对比junk food 和

healthy food then give

advice for students:make our body healthy and strong.

keep a good eating habit, 【设计意图】拓展本节课的学习知识点。训练在实际中的运用，使大多数学生完成本课的任务。

（总结两队的成果）Choose the winner. （六）小结与布置作业

Summary and homework 1. T” What did you learn today? 让学生自己总结自己发挥。

【设计意图】通过学生对本课句型结构及语言功能的总结，再一次明确本课任务并能够根据自己的目标和技能达成情况进行自我总结，课后及时进行归纳和巩固。

2. Homework. 1.Listen and read the dialogue twice.

2.Read and copy the words and sentences three times. 3.Tell your parents about the star of a healthy diet. 4.Write down the composition.

（七）板书设计

Module3 Unit2

Sam ate four hamburgers.

Sam(贴头像)

ate

four

hamburger(贴汉堡包)s

卡片very much

Lingling(t贴头像)

had

sandwich(贴三明治)

卡片gave … to…

give

Amy(贴头像)

misses

Chinese food

Ms Smart(贴头像) is going to cook

卡片tonight

最后侧是分组情况

【设计意图】使课文大意一目了然，并且能够让学生在retell环节有着很好的思路提示。