Lesson 2优质课教案整理

Book5

Unit 5

School Lunch 江门市陈白沙小学

赵仲甜

一、教学目标

1．语言知识目标

Help Ss grasp the patterns : It’s time for lunch . Let’s make our own lunch today ! Where can we get all the food ?

2．语言技能目标

通过说唱歌谣，做游戏，做调查报告，表演等多个环节，使学生在观察、判断、合作、自学、表演、竞争、创造、评价等多方面的能力得到发展和提高。

3．情感态度目标

培养学生浓厚的英语学习兴趣，挖掘学生的表演才能和实际应用语言的能力，给学生一个自我展示的舞台。

4．文化意识目标

通过本课学习，让学生懂得We should help people in need ! We can not do bad things, when we need something . 我们应该帮助有需要的人！当我们需要时，也不能做坏事。

二、教学重点

Help Ss grasp the patterns . 三、教学难点

1.

Enable Ss to use the patterns fluently and correctly . 2. 通过活动体验，

增强学生语言交际能力和合作能力。

四、教具准备

pictures about food , objects about food , slide , computer , CAI and a dish 五、教材分析

本课选自人教版《开心学英语》五年级上册Unit5。本节课教学内容贴近学生日常生活School Lunch，新词也是学生很熟悉的食物类，学生很感兴趣。教学中通过设计真实情景以及设计生动CAI，使

学生易于理解，乐于开口说话。

六、学情分析

教学对象为五年级学生。高年级学生有一定口语水平，通过一些任务活动，使其在任务中掌握所学，并灵活应用，训练学生交际能力。学生也学过很多关于食物类的单词，所以，对本课内容已有了一些相关知识的储备。

七、教学环节与活动：

Step 1

A . 课前准备，师生共同表演

Chant together : What does he need ? T: Hello , boys and girls . What day is it today ?

S1: It’s Tuesday .

T: What’s the weather like today ?

S2: It’s sunny / cloudy …

T :

What do you have ? Ss : I have some ….

T : Do you have any fruit ? Ss : No , I don’t .

T : What do you need ?

Ss : I need some ….

T : What does he need ?

Ss : He needs ….

T : What does he need ?

Do you remember this chant ? Let’s chant

together . [评：课前的歌曲准备，目的是集中学生的注意力，把学生的情绪转移到英语学习上来。设计一些动作让学生边唱边表演，而且老师也十分投入地和学生一起演唱，用表情、动作、眼神和学生交流，使学生情绪兴奋，快速进入“角色”，沉浸在浓厚的英语氛围中，全身心地准备开始学习。] B. 游戏中，复习有关食物词。

Play a game : 1. T : Good job. Now please look at this bag . Do you know ? What’s this in it ? Let’s have a look ! Oh ,it’s a stuffed animal . Is it lovely ?

S: Yes , it is .

T : Now I throw it . Do you want to catch it ?

But when you catch it , you must say a sentence .

e. g.

I have some rice . / I need some rice . and so on .

2. T: Do you remember the words about food ? Now I give you tips . Let’s read together once .

3. Talk some words about food .

Step 2

A . 巧设真实情景，以趣导入任务

Lead in :

T : We have learn many words about food . Do you want to cook some food ? Let’s look at the dish . Mm , tasty ! Do you want to eat them ?

S: Yes .

T : Let’s make our own lunch today ! OK ?

S : OK ! T : When we make our own lunch .

What do we need ? [评：此环节是本课的一个亮点。从学生熟悉的生活情景出发，教师在上课前准备好一碟美味的佳肴，让学生试食，试食同时引出本节课目标

“今天我们将要准备一顿丰盛午餐，这节课我们首先准备好我们需要的食物，每组准备一到两样菜”任务活动。这样学生的兴趣很自然就被激发了起来，课堂气氛也随之活跃起来。]

B. 借助CAI，探究新知

Teaching the story : 1. Watch and listen to the story . T: Gogo , Jenny and Tony want to make their own lunch , too . The first , let’s have a look ! What do they need ?

T : Now let’s watch and listen to the story carefully.

2. Answer the questions according to the story ?

T : First , read the questions together . T : Please answer the questions .

a) Where are Gogo , Tony and Jenny ?

( They’re in the school . )

b) Is it time for lunch ?

( Yes , it is . )

T : Yes , it’s time for lunch .

( 出示投影

It’s time for lunch . )

T : It’s time for lunch . What’s meaning ?

T: Look at the time . What time is it ?

( It’s twelve o’clock . )

T ：

Yes，it’s twelve o’clock . It’s time for lunch .

Or you can also say : It’s time to have lunch .

( T : Read after me . It’s time for lunch . It’s time to have lunch . )

T : Then , what difference do they have ?

It’s time for “add nouns” .

It’s time to “add verb”.

So , it’s time for lunch . It’s time to have lunch .

e.g . It’s time for school .

It’s time to go to school . c) T: Let’s go on

Are they hungry ?

( Yes , they are . ) d) What do they want to do ?

( They want to make their own lunch .) T : own

What’s meaning ?

( 出示投影)

own

( Read after me .) T : e.g. Let’s make our own lunch .

I wash my own clothes .

( Read after me .) T : Can you say another sentence ? e) Do they have any rice , meat and fruit ? ( No, they don’t . )

f) What do they need ?

( They need some rice , meat , fruit and vegetables . ) g) Where can they get all the food ?

( Read after me . get , all the food )

( They can get the food in the shopping mall . ) [评：教师根据教材的内容和教学需要，应用了CAI创设情景：“Gogo , Jenny and Tony去超市买食物”辅助教学。化静为动，动静结合，使静态的知识动态化；能直观生动展示新知识，有效地激发学生探究新知识的兴趣，使教与学充满生机，使学生对知识的理解逐步加深。]

3. Play the tape, pausing after each sentence to have Ss repeat .

4.

Encourage Ss to use the same voice expression as the characters .

5. Read after the teacher and act out the story . 6. Have groups practice acting out the dialogs . 7. Ask some students to act out the dialogs . （学生分别戴上头饰扮演Gogo , Tony and Jenny . ）

8. Make a new dialogs . ( 把新旧内容串起来组成新对话

) 9. Ask some students to act out a new dialogs . 10. Write and retell the story with your partner . Gogo _____ in the school with Tony and Jenny . It’s time for _______ . They’re _______ . They want to ______ their own lunch .They need some ________, _______, ________ and _____________. They can _____all the food at the supermarket 11. The whole class retell the story together . [评：教师善于创设情景让学生分角色进行表演对话；同时，教

师还善于启发学生把新旧内容串起来组成新对话，让一些学习尖子脱颖而出。这样，不但让学生应用所学的语言，而且提高了学生的语言思维和表达能力，进一步激发学生深厚的学习兴趣。] Step 3. 实践操作，培养创新能力

Activity : 1.

Have groups finish the list . T: Look at this . Jenny , Tony and Gogo are going to cook dinner. Let’s have a look . What do they need ? They need some rice , meat , fruit and vegetables .

T : Now your turn.

Please talk about , what do you need and finish the list. We want to make our own _____ . We need some ____________ .

2.

Have the fast group show their dishes and say : They want to make their own ________ . They want some _________ . [评：重视学生创新意识和实践能力的培养。素质教育的核心是培养学生

的创新意识、创新能力和实践能力。本环节教师在课前安排学生收集有关于食物图片，并思考炒什么菜用什么材料；课中放手让学生合作探究，提高了他们的创新能力和实践能力；同时也提高了他们的语言的交际能力。] Step 4 总结梳理，首尾呼应

Summary : Show the blackboard design on the computer . Ss read together .

T : Today we have learned some words about food and the sentences “ What do we need ? We need _______ . Now let’s read together . OK ?

Ss : OK !

T : We have got ready to cook the dishes . When we cook the dishes , we must buy some food . Where can we buy food ?

Ss : Supermarket .

T :

Let’s go to the supermarket . OK ?

Ss: OK !

[评：这样的“结课”，首尾呼应，它好就好在通过一番简要的回忆和整理，不仅使学生知道所学的知识，而且使学生沟通了知识的前后联系。这个漂亮的“回马枪”，既闪现了教师的教学智慧，又折射出“为学而教”这一朴素的教学思想的光辉。]

Step 5 . 思想品德教育：

We should help people in need ! 我们应该帮助有需要的人！

We can not do bad things, when we need something . 当我们需要时，也不能做坏事。

Step 6. Homework : 1.

Read and retell the story . 2.

Copy the story .

总评：

1.整堂课利用了多媒体辅助教学，教师能根据教材的内容和教学需要，化静为动、动静结合，使静态的知识动态化：能直观生动展示每个教学环节，有效地激发学生探究新知识的兴趣，使教与学充满生机，使学生学得主动，加深对知识的理解。

2.

运用“任务型”教学，依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织学生积极参与。通过思考、讨论、交流和合作等方式，让学生学习和使用英语，完成学习任务。

3.本节课教学创意颇多，亮点耀眼，比较成功地诠释了新课标所倡导的教学理念。教师通过创设活动，激发学生的学习愿望和参与热情，鼓励学生自主探究，合作交流，让他们在动手、动口、动脑参与学习的过程中，体验成功的喜悦，并以十足的自信迎接下一次挑战，真正成为学习的主人。整堂课始终洋溢着民主、和谐的教学气氛。正是在教师平等、尊重、信任的关注下，学生智慧的潜能得到挖掘，精彩处处可见，师生情意共鸣，达到了气氛活跃融洽、师生互动无阻、创新思维涌现的最佳意境。