Unit 2 Sam ate four hamburgers.教学设计及课堂实录

龙泉驿区实验小学“多元课堂”单元备课表

2015-2016学年度 第 2学期 五年级

英语

学科 教师：

教材册次

五年级下册

单元章节

知 识 点

Module 3 要 求

识记

理解

√

运用

1.识别本课中的单词：egg , email ,sandwich, √

教

学

目

标

双

向

细

目

表

traditional, delicious

2.听懂目标语句What did she have for lunch?口头

运用She had sandwiches.这类语句回答有关询问。

3.朗读课文正确，语音语调准确.流利.有感情。

√

√

√

√

4. Function:掌握向别人询问昨天一日三餐吃过什√

么的具体表达方法。

5.理解课文故事内容。

√

√

√

6. Sentence ：

What did you eat/drink last night?

I ate/drank…

7.通过两个不同时间的单词(last night, tonight)的比

较，使学生根据不同时间选择不同的时态，同时注意动词适当形式的变化。

√

教

材

分

学

课标

培养学生的听读能力和口语对话能力。

要求

1.听懂目标语句What did she have for lunch? 前后

2.口头运用She had sandwiches.这类语句回答有关询问。

联系

单元主题内容特点

学生

1 1.让学生在有趣的活动中体会课堂教学的乐趣，并了解英国的饮食习惯。

2.本模块的内容特点就是对过去时一般疑问句的复习和巩固练习，让学生在真实的情景中学习，课文内容贴合生活实际，学生比较容易接受。

案

设

计

亮

点

多元将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造活动

句，哪组有一名学生先站起来，就算哪组先抢达到。抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。

多元练习

引导学生通音标拼读来识记单词，要求学生在学习之前一定要先在课文中圈出单词。

本单元的评价可以进行分层评价：教师对学生进行小组评价，男女生评价。学生相互之间可以进行互评。

多元评价

多元让学生了解中西方饮食的差异，并表达好自己的喜好，提高与其他同学的拓展交流。培养学生在日常生活中英语交际的运用。

（文本与生活）

教

法

建

议

1.出示卡片学习新单词：

egg email sandwich traditional delicious 另补充学习：breakfast, lunch . dinner, chip 2.熟读课文。（跟教师读，分组读，小组合作读，自由读）

2

龙泉驿区实验小学“多元课堂”学科课时备课表

课题： Module 3 Unit 1 She had eggs and sausages.

1.掌握单词delicious sandwich egg email traditional并能正确使用句学习目标

学情分析

教法与学法

板书设计

型What did you/he/she have for breakfast/lunch/dinner? 2.掌握不规则动词的过去式had. 3.提高学生的口语和听力水平。

4.初步了解英语国家的饮食习惯及中西方饮食文化的不同。

Unit 1中，通过Daming收到的一封电子邮学习重点

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…

真实任务教学法.情景教学法.游戏教学法

学习难点

Aim 3.4

Aim1.2.3

学习准备

多媒体课件.录音机.单词卡片

Module 3 Unit 1 She had eggs and sausages. egg you breakfast delicious What did he for lunch ? sandwich she dinner traditional I He had…

She 学案过程

Step 1 Warm-up (自主先学) 1.Say a chant 设计意图

（任务呈现与课文导入

多元建议

T:Hello,boys and girls.Let’s say a chant. （出示多

媒体课件，学生可以看着韵诗自由表演） Noodles and

3

rice, are very very nice.Mm,mm,mm, very very

nice.Ginger and spils,are not very nice.No,no,no, not

very nice.（师生边做动作边唱）教师评价全体学生：Good

job.Perform very well. 2.复习一般过去式

(1）Ask and answer. T:What did you do yesterday?S:…

T:What did you do last Sunday? S:…

T:What did you do at the weekend? S:…

T:What did he\she do at the weekend? （教师指向该同

学）S:…

T:What did you eat yesterday? S:…

(2）T:Is it delicious?（引出生词delicious，板书）

教师出示单词卡片，同时问：What’s meaning?卡片背面

展示汉语意思，齐读.分组读.个人读。

3.举行食品汇总比赛

(1）教师出示食物图片。

T:Look!I have lots of delicious food.Now,let’s play

a game.You are Breakfast Team.You are Dinner Team.I

give you fifteen seconds every team.Please say the

food as much as you can. T：You did very well.

(2）Do you know what’s this?教师出示三明治单词卡片：

sandwich,板书并展示汉语意思，齐读.分组读.个人读。

多种方式熟(3）T:Look at the blackboard.(复习delicious和读课文。（跟sandwich) Step 2 New sentences（合作探究）

1.Lead-in：

老师读，小组读，个别接力读）

T:I like sandwich.But I didn’t eat it.Yesterday I had

eggs and noodles.(简单教学egg) T:What did you have for breakfast? S:I had…

T:What did you have for lunch? S:I had…

4

T:What did you have for dinner? S:I had…

2.Practice with your deskmate .(小组内练习)

3.教师提问：What did you have for breakfast? S:I

had…

教师指向该同学向全班提问：What did he\she have

for breakfast? S: He\She had…用同样方法教学What

did he\she have forlunch? S: He\She had…

What did he\she have for dinner? S: He\She had…

4.Look at the pictures,practice with your

deskmate5.Perform (至少展示两组) Step 3 Practice (展示交流）

Do you know what’s this? (多媒体课件出示邮箱地址，

学生能够更好的理解email的意思。)It’s my email.(板

书) Lingling sent an email to Daming,she told Daming

what she had yesterday.This class,we’ll learn Module 先让学生总3 Unit 1 She had eggs and sausages. 1.Listen to the tape and answer these questions. Q1:What’s it about? Q2: What did Lingling have for breakfast? Q3: What did she have for lunch? 结一下本节课学到了什么，老师对总结不完整的部分加以补Q4: What did she have for dinner?（多媒体课件出示问充。

题的正确答案）

学生回答问题的同时补充fish and chips 的相关知识和解决生词traditional. 2.Listen and repeat ,circle the food. 3.Repeat again. 4.Read by themselves. 5.Perform.(至少两组) Step 4 Expansion(拓展延伸）

Make a survey(做一个调查）

What did you have for breakfast?（你早餐吃了什么？）

I had... for breakfast.

5

作业导航：

请同学们通过查找资料.请教专家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如下健康饮食表：

HEALTHY MENU Breakfast Lunch Dinner

参考文献：

新课程标准

教师参考书

网络资料

多元反思：

6

龙泉驿区实验小学“多元课堂”学科课时备课表

课题: Unit2 Sam ate four hamburgers.

1.基础知识目标： 学习目标

教法与学法

板书设计

(1) .Learn new words；email sandwich traditional delicious hamburger egg (2) Learn these sentences :What did you have for breakfast yesterday? 2.Talk about eating habits and favourite food

通过两个不同时间的单词(last night, 学习重点

学情分析

tonight)的比较，使学生根据不同时间选择不同的时态，时注意动词适当形式的变化。

学习难点

Cooperation ,

discussing

Aim1.2

Aim 2

学习准备

Pictures ,

cards

a record

Unit2 Sam ate four hamburgers. What did you eat/drink last nigh?

I ate/drank…

What are you going to eat/drink tonight?

I am going to eat/drink…

学案过程

Step 1. Warm up (自主先学）

(1).Greetings: T: Good morming, boys and girs. How are you! 设计意图

（任务呈现与课文导入）

多元建议

Ss: I am fine, thank you, And you ? T: I am fine ,too

(2) Say a chant: I like coffee,I like tea. I like sandwiches, and they like me. 7

I like coffee, I like tea.

I don’t like hamburgers ,and they don’t like me.

(3) Revise: T: What did you have for breakfast this

morning? Ss: I had…

多种方式熟读课文。（跟T: What did she/he have for breakfast/lunch/dinner 老师读，小yesterday? Ss: She/He had …. T: What’s your favourite food? Ss: My favourite food is…

Step 2 Presentation (合作探究）

(1）lead in 组读，个别接力读）

Take out a picture of hamburger and ask the students

“What’s this?”

“ What are they?”

“How many hamburgers can you see? Students answer the questions.

Look at pictures and answer What can you see in the

picture? Can you tell me some words about food you

know?

Ss: fish sandwich, noodles , cakes , rice, milk

(2）learn words and sentences Look at pictures and say hamburger ----- eat

hamburger milk ---- drink milk apple --- give me an 先让学生总apple 结一下本节(3) T: I am full , because I had so much food last 课学到了什night What did you eat/drink last night? (4) Learn words ( eat---ate : drink –drank ) eat –ate –late drink – drank—thank--bank (5) Activity and practice 8

么，老师对总结不完整的部分加以补充。

What did you eat/drink last night? I ate/drank …

What did she/he eat/drink last night? I ate/drank… 让学生分组训练本课的重点句式，

（6) Make a dialogue Do you like Chinese food. Yes, I like Chinese food, too. Mum is going to cook Chinese food tonight. Teach words: tonight , last night, today , tonight T: Are you hungry ? What are you going to eat/drind tonight. Ss: I am going to eat/drink….. （7) Student work in pair （8) Chant I like rice and I like milk, last night, last night. I eat fish and I drank milk, I like chip and I like juice. Tonight ,tonight. I am going to eat chips I am going to drink juice. They are all very nice. Step 3 Text learning(展示交流）

1. Listen and say: A. Tell the Ss that you are going to read out the letter B. The Ss have to follow the text in their books and call out the word that you said incorrectly. C.Listen to the letter and answer the questions: （1）Who ate six hamburgers? （2）Does Sam like hamburger very much? （3) What did Lingling have? （4) Does Lingling like hamburgers very much? （5) What is Mum going to cook tonight? （6) Who wrote this letter to Daming? 2.Listen and repeat: 9

Step 4 Do some exercises.（拓展延伸） 1.Sam 吃了四个汉堡。 Sam ______ four _________. 2.他非常喜欢三明治。 He likes ______very much. 3.我们把我们的鸡蛋给了Sam。We____our eggs to Sam. 4.今晚我将喝牛奶。 ______I’m going to _____milk. 5.昨晚我喝了果汁。 I _______juice last night. 2.Make a survey Questions you like to eat/drink? you eat/drink last night? you going to eat/drink tonight? Sam

Lily 作业导航：

1. Introduce English food to your parents 2. Write to your friends or parents letter

多元反思：

参考文献：

新课程标准

教师参考书

网络资料

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