Unit 2 Sam ate four hamburgers.精品学案

Module 3 Unit2 Sam ate four hamburgers. 濮阳市第三小学 李波

教学目标: 1. 知识目标: 学生能听、说、认、读以下生词：very much ,tonight, gave …to 2. 技能目标: ①

能熟练掌握所学单词，并灵活运用。

②

学会在提供图片和视频文件的具体情境下，了解和运用语篇内容并流利地读背课文。

③

运用英语讨论故事情节和渐渐学会表达自己的所学所感。

3. 情感态度目标: ① 培养学生自主学习的好习惯。孩子们既可以是学生，也可以当课堂上的小老师，我们互帮互助，同舟共济，共同进步！

② 通过鱼骨刺思维导图让孩子们慢慢，分层次地让孩子们联系整个第三模块，综合了解中西方饮食文化差异，在对比学习中增强爱祖国、爱祖国文化，爱祖国的一切的情感。

3. 通过“我行我秀”环节让孩子们展现他们的英语风采，增强他们的自信心和成就感，提高其学习英语的积极性，深入感知在收获知识和能力时的乐趣。

文化意识目标：

通过观察和总结中西方传统三餐饮食文化的差别，体验中西方文化的差异，通过体会课本外国人物Sam，Amy以及 Lingling对中餐的喜爱和怀念，让我们共同体验心中对中餐和中国的热爱。

学习策略：“授人以鱼不如授人以渔”对学生进行学法指导，教孩子们渐渐学会用鱼骨刺思维导图总结所学，让孩子的思维可视化、多层次化、系统化。

教学策略 :设计“小老师”环节、讨论总结收获环节, 解决学习中碰到的困难,教师利用图片、英文歌曲、动画视频和语言本身加以指导和帮助。并设计练习加以巩固。

学习策略：1.通过观察和讨论，让学生通过图片、视频等资料感知文本故事内容，学会捕捉文本中重要的的信息。

2. 通过多种方式让孩子们感受和运用英语，形成正确的交际策略，提高英语做事的能力，让英语不只是纸上谈兵。

教学重难点：

重点：新词汇和新句型的教学和运用。

难点：1.如何让孩子们在课堂上学会运用一般过去时态的句型

2.能用英语描述图片和复述故事。

3.建立英语思维，把英语课本当成绘本故事来学，学习英语问答，学习英语文化，学习英语思维。

教学方法：

1. TPR 2.3P teaching method 3.Games teaching method 4. Task-based teaching method 5.Situational teaching method

教学过程设计: Step 1 Warming-up: 1.

Greetings

T: Hello everyone! I’m very glad to meet you! Now boys and girls,let’s play the game: I do ,and you guess, ok? 2.

Play the game:I do the actions,and you guess Do the actions: sandwich ,hamburger, fish, chips,rice,noodles I had milk and eggs for breakfast. I had fish and rice for lunch. I had noodles for dinner. What did you have for breakfast/lunch/dinner? 3.

Free talk : What did you have for breakfast/lunch/dinner? 【设计意图】：游戏动作导入上节课学习的相关食物类单词以及问句What did you have for breakfast/lunch/dinner?孩子们参与度很高，注意力也能很快地集中，有针对性的英语自由练习即给了孩子们跟多练习英语口语的机会，也是对第一单元的回顾复习。

Step 2 Lead in T: Our good friend Sam ,what did he have? Do you want to know? Now, let’s Look at the picture. You will know, what did Sam do,and what happened to Sam. Step 3 Presentation 1.

Show and talk the picture on the ppt 4

T: Firstly, look at the picture carefully, then talk about it. After half a minute, please describe it. T: Who is he? S1：He is Sam. T: What are they? S2: They are hamburgers. T: How many hamburgers are there? S3: One,two,three,four…There are four hamburgers. T: So,we can say…. Ss: Sam ate four hamburgers at school. 2.

Three little teacher lead the others to read. 3.

Ss read the sentence and do the actions for three times. 4.

The little teachers praised the best students for their outperformances. (Use the same way to study the text sentence by sentence. When they meet the new words ---very much, gave, tonight, I will let the children to watch the pictures on the ppt, and teach them by the pictures/the real situations / the timeline ,then they will use them freely and fluently.)

Step 4 Practice

1. Listen the whole cartoon of the textbook , and check if you can understand the story.

2. Watch the whole cartoon of the textbook, then listen the text carefully and ask some questions. 3. Fill in the blank of the text together. 4. Talk the following questions:

① What did Sam have at school? ② How many hamburgers did Sam eat? ③ Who gave the hamburgers to Sam? ④ What did Lingling have? ⑤ Who likes the Chinese food? Why?

⑥ Who wrote the letter? 5.

Look at the pictures and do the actions and retell the text. 【设计意图】: 课文分五大步骤学习：1.看图英文讨论2.通看课本动画3.文本填空4.讨论课本六个问题5.看图加动作表演复述文本。学习层层深入，由表及里。其中问题环节：既要有故事细节的发问，也有为学生发散思维的发展而设计的开放性问题，谁喜欢中国食物，为什么？答案是文中四人均喜欢，这是通过观察和感知人物说话的口气和表情得出的。而为什么喜欢代表中国人的我们和外国人的Amy，Sam原因是不同的。他们仅因为美味，我们是因为挚爱。虽然学习和讨论环节容易出些问题，但在耐心思考分析后，在辩论和重新选择的过程中良好又有个性的英文思维品质会慢慢形成。)

Step 5 Production Do the task: I can ,I show . Give a cool actual stage for them, let’s the students to show their English happily,and at that time,they will feel themselves like the superstars.

【设计意图】: 通过“我行我秀”环节让孩子们像明星一样站在舞台上展现他们的英语风采，让为数过半的孩子上台张嘴说英语，这样不仅增强了他们的自信心和成就感，提高其学习英语的积极性，同时也感知到收获知识和能力以及勇气时的乐趣。

Step 6 Summary: 1.

Let’s talk

Group work：Talk about‘ What have you learnt today ?’ 2.

Finish the fishbone diagram on the blackboard. ① Learnt the following new words: ate=had, very much, gave…to …, tonight

② Learnt the culture between England and China . S1,2,3: In the UK, they had eggs and sausages and milk for breakfast, they are the same with us. They had

sandwiches and hamburgers for lunch, and they had fish and chips for dinner. We are different. T: Traditional English food and traditional Chinese food are all delicious, which do you like? Which one do you love? Ss: Of course, Chinese food. T: Why? Ss： We are Chinese people. We love China. We love everything about China! T: Good boys and good girls, me too. 3.

After studying module 3,unit 1,2,Let’s talk about the good ways how to study English well.(write it on the blackboard) (S2:We can listen English with our ears/can watch English cartoons with our eyes/can read/recite/talk English with our good friends),and we can teach English with our heart. 【设计意图】: 通过鱼骨刺思维导图慢慢，分层次地让孩子们联系整个第三模块所学内容，综合了解中西方饮食文化差异，在对比学习中增强爱祖国、爱祖国文化，爱祖国的一切的情感。

Step 7 The emotion sublimate : Enjoy a English song T:

Maybe during studying English , troubles will come, but please remember--- you raise me up ,and I raise you up ,we help each

other ,and love each other. I believe we can stand on the top of the knowledge mountains, and we can swim freely in the stormy knowledge seas. Now let’s listen the beautiful English song –You raise me up. You raise me up You raise me up So I can stand on mountains You raise me up To walk on stormy seas. I am strong When I am on your shoulders You raise me up To more than I can be

Step8: Homework

1. Draw your own fishbone diagram like me.(必做) 2. Try to talk the story of the text and your thinking map of the module3 Unit1.2 （选作）

【设计意图】: 作业的设置比较有特色，思维导图可大可小，灵活使用。收获多的就多写些，多谈些，其实除了单词栏，文化栏还可以添加故事栏、人物栏、情感栏，这样可以给孩子们创造一个使用英文的环境，也可以满足不同层次学生的要求，使好学生不感到枯燥无味，

差一点的学生又不会感压力过大。其次也是对孩子学法的一种指导，因为“授之以鱼不如授之以渔”，他们相互鼓励帮助，相互讨论磨合，我相信长期坚持一定受用终生。

Blackboard Design: