Unit 2 Sam ate four hamburgers.优秀课堂实录

教学设计

教材分析：

本课是五年级上册第三模块第一单元的内容。本模块主要是围绕英国的用餐习惯展开，让我们初步接触和了解英国的饮食文化。

在Unit 1中，通过Daming收到的一封电子邮件，提出了英国人的用餐习惯，以及向别人询问昨天一日三餐吃过什么的具体表达方法。如：What did she/he have for breakfast/lunch/dinner yesterday? She/He had…

教学目标：

1、掌握单词delicious sandwich egg email traditional，并能正确使用句型：What did you/he/she have for breakfast/lunch/dinner? I had…

He/she had…

2、听录音，从跟读逐步到听读，以提高学生的口语和听力水平为目的。

3、初步了解英语国家的饮食习惯及中西方饮食文化的不同。

教学重难点：

单词：delicious sandwich egg email traditional

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

教具准备：

多媒体课件、课文动画、音频、单词卡片

教学过程：

课前准备：Show some pictures of the food.(PPT出示一些食物的图片)Let Ss say them.(在出示图片时，有意将中国食物放在一起，西方食物放在一起)。T: Do you want to eat ?

Ss:En.Yes. T:先咽下你们的口水，马上进入今天的课堂，让我们看看还有哪些美味的食物在等着大家。下课后，就能品尝了。OK？

Ss: OK.

Step1:Greetings.(问候)

Step2:Warm-up（预热）

1、Say a chant

T: Hello, boys and girls. Let’s say a chant. （出示多媒体课件，学生看着视频跟着chant）.（师生边拍手边唱）教师评价全体学生：Good job. Perform very well.

2、PPT出示图片。

T: Look, children. What are they?

S1:Noodles，rice，eggs，dumplings. S2: …

T: Do you like noodles? S3: … S4:

…

T: I had noodles this morning. What did you have for breakfast?

S5: I had …

S6: I had …

T: Are noodles delicious? (指着PPT上的图片，加上动作和声音)

Ss: Yes.

T: Who can tell me what’s the Chinese meaning of this word? Ss:美味的。

T: Yes. Noodles are traditional Chinese food.(教新词) What are they?(出示图片)

Ss：Dumplings, rice…

T: They are traditional Chinese food.

T: What are they? (出示图片) Ss: Bread, cake, sausage…

T: They are traditional English food. (教新词)

T: Now,Team1 and Team2 are a group. You can get traditional Chinese food.

Team3 and Team4 are a group. You can get traditional English food.

Step3:Game.

T: Now, let’s play a game. (出示图片)Look! I have lots of delicious food .If you know it, please hands up and tell me it’s name. Who is fast ,who can get stiker.

T: Are you ready? Ss: Yes. T: One, two, begin. T: Stop. S1: …

Step4:Sentence Structure.

1、T:I like dumplings. But I didn’t eat it. Yesterday I had noodles. What did you have for breakfast?

S1:I had…

T: What did she have…? S2:…

T: What did you have for lunch?

S3:I had…

T: What did he have…? S2:…

T: What did you have for dinner?

S3:I had…

T: What did he have…? S2:…

2、Read the sentences together. 3、Little reporter. 1）Work in group. Four Ss are a group. Let’s a survey in group and complete the table.

Little reporter: Hello, what’ your name? (课件出示) S1:Hi,my name is…

Little reporter:What did you have for…? S1: I had…

2）Act out.(在小组展示时，老师为了检验学生是否认真听了，随时向其他同学进行提问) Step5:Text.

1、出示视频。T: Only listen.

2、Listen again. And read after the record.

3、Listen once more. Explain some words.(出示PPT)

4、Listen and read. Then answer these questions.

Q1: What did Lingling have for breakfast?

Q2: What did she have for lunch?

Q3: What did she have for dinner?

5、Read the text in role.

Step6:情感教育

出示好句，和学生分享。

Step7: Homework.

请同学们通过查找资料等途径了解最有益身体健康、最科学的饮食结构，根据得到的信息完成健康饮食表。