C教案和课堂实录

Unit 5 Let’s eat

C

教学目标

语言知识

1.能听懂、会说句型：I’m hungry. Have some…Can I have some/a/an…please ? I’d like some…Here you are.理解故事内容。

2. 能听、说、认读单词：bread,juice,egg,milk…. ⒈

能够在图片、食物或情境的帮助下运用句型I’d like some…表达想吃的食物语言技能

以及用Here you are. Have some…为别人提供食物或请别人吃东西。

⒉

能够在情境中表演故事。

情感态度、1.

能够了解到健康饮食的重要性。

文化意识、2.

能够建立单词音、义、形之间的联系，整体学习单词。

学习策略

教学重点

教学难点

教学设计思路

能听懂、会说句型What would you like? I’d like…并能在表演故事中正确运用。

句型What would you like? I’d like…的读音和用法，以及和Have some…的区分。

这节课的主要内容是学习一个英语小故事，以及重点句型What would you like? I’d like…的问答。我首先把教材内容进行了充分的分析，深挖语言点，找出文中能够让学生自由发挥的内容和学生关注的兴趣点，并结合以往的教学经验和对学生学习知识现状的了解，我把这节课的重点放在：以各种教学活动、丰富的句型和大量的语言浸入相结合进行听说训练。为了激发学生的好奇心和求知欲，我首先运用歌谣给孩子们热身，自然导入新课。之后，通过设计问题，来引出本节课的故事内容，从中学习生词。他们会带着问题进入学习状态，很自然的找到问题的答案，转入新课的学习。接着，我通过听读训练来深挖故事内容，操练本节课重点句型，层层递进地教授新知。为了避免单一重复的练习方式，我又设计了多种教学游戏和课堂比赛，其中课件游戏和活动游戏穿插进行，学生会在有趣的游戏和激烈的比赛中不知不觉复习所学知识，同时又能培养了学生的竞争意识。最后，为了培养学生的合作的意识和表演才能，让学生结合故事进行表演，升华主题，并自然的渗透情感态度——健康饮食。

情景创设

《英语新课程标准》中指出：英语教学要面向全体，注重素质教育。从学生的学习兴趣、生活经验和认知水平出发。为了落实这一教学理念，本节课我准备在课堂一开始采用歌谣、表演教学法进行导课

。“学习兴趣是最好的老师”。学生喜欢新鲜有趣的事物，通过情境创设切入教学，激起学生学习兴趣，为新课的导入做铺垫并引出教授内容，学生一下就进入学习的情景，他们仿佛身临其景，从而不知不觉的进入了学习状态，用这种方法导入新课可充分调动学生的学习积极性，使每位学生兴趣昂然的投入到学习中。接着，我运用了大量的实物、图片、课件结合游戏、比赛来复习巩固。最后进行表演，再次展现故事内容，达到活学活用，表演升华。

教具准备

图片、多媒体课件、单词句型卡片、实物教具

教学过程

Steps

Teacher’s Activity

1. Greet each other. 2.Say a chant. look at the cat.

Eat a fish. Eat a fish. Look at the monkey. Eat a banana. Eat a banana. Look at the elephant. Drink some water. Drink some water. Look at the bear. Haha It’s on the pear.

3.Lead-in T: It’s on the pear. mm, pear, I like it. it’s so yummy.

Do you like it? (T shows some food.) T:What would you like ? T:My good friend Mike is hungry, too. Let’s have a look.

Qs: Who are they? What are they doing?

T:What would Mike like? Let’s watch the cartoon.

1. Watch a cartoon and teach the new words. Qs: What would he like ? He would like some juice and bread. New words: juice

bread 2.Look at the pictures and teach other new words.

T:What else are on the table?

Students’ Activity

Purpose 通过交谈和歌谣激活学生之前所学的知识，渗透新课内容,并自然导入新课。

用生动的体态语言创设真实的情境，自然引入本课主题。

1.Warm-up& Lead-in

Ss say the chant after teacher with actions.

Ss :I’d like…

Ss look at the picture and answer.

Ss: They are Mike and his Mum. They are having breakfast.

2. Presentation &Practice (Ss listen carefully.)

Ss: He would like some 观看动画将本课故事完juice and bread. 整呈现,学生通过回答问

题认真思考、理解故事内

容。

Ss: egg and bread.

New words: egg milk

3.

Listen and read. Teach the main sentence pattern.

Mike：Mum，I’m hungry.

Mum: What would you like ? Mike：I’d like some juice ，please. Mum: here you are. Mike：Thank you ,mum.

T: Please read after tape. Pay attention to your pronunciation and intonation. (Put the sentences on the board.)

What would you like?

I’d like some/a/an…

Have some…

(T uses some pictures to practice it.)

4.

Play a game

T: Would you like to play a game? Let’s play a game! (T tells Ss how to play.) Now! please do it in four.

Ss listen and read the whole dialogue. Practice pronunciation.

Ss read in groups. And read together.

Ss: Yes. S1: What would you like? S2: I’d like some bread. S3:I’d like some bread and juice. S4: I’d like some bread, juice and milk.

通过听音仿读等方式，让学生正确掌握本课时的教学内容，同时，在此处教授本课重难点句型，在情境中进行操练。

在小组合作中锻炼学生的合作能力和表达能力，学以致用。

1.Act the dialogue. 3.Production

T: Let’s act it out! Who wants to be Mike? Who wants to be Mum?

2.Answer the questions.

3.Make a new dialogue and act. T: Let’s make a new dialogue! You can use these words below. (mind map)

4.Moral:

Enjoy healthy food. Never eat too much at a time. T: Wow! All of you did a very good job today. You can get all the food. Have some bread. Have some milk. Have some juice. Have some eggs. Oh! You are full! If you eat too much food at a time. Your stomach will be hurting. Never eat too much at a time. Please enjoy healthy food. 4. Homework 1.Listen, read and act the dialogue. 2. Make a mind map about food. T and Ss act this dialogue.

Ss try to finish it.

Practice in pairs.

Ss answer T’s questions. And do some actions. 用表演的方式让学生重现情境，在情境中理解语言的语用功能。

通过回答问题来检测学生对学习内容的掌握情况，为后面的创编对话做铺垫。

通过整个课堂的评价，让学生获得所有食物，并自然引出不能一次吃太多食物，升华本课主题。

Blackboard Design

(picture)Unit 5 Let’s eat

What would you like?

I’d like some/a/an…please.

Here you are.

Can I have some/a/an…please ? 评价方式

本节课我采用了多种评价方式，激发学生的学习兴趣，有效地提高了课堂效率。

⒈口头表扬。当学生表现出色，会给予及时的表扬，如：Very good! Excellent! Well done! 等等，当学生克服困难，再次表现出色时，老师也适时地给予鼓励和表扬。

⒉物质激励。在学生个人回答问题出色时，及时地利用手中的sticker进行评价，有效地调动学生的表现欲望，营造了浓厚的学习氛围。

⒊小组评价。为了开展好小组评价，在上课前我把全班学生分成了两组,最后根据评比结果表扬获胜组，激励全班同学。