Unit 3Restaurant.docx

1、Unit 3 RestaurantUnit 3 Restaurant 单元备课 一、教学内容：Unit 3 Restaurant主要谈论饮食并表达自己和他人的喜好。Lesson 1 I want to eat noodles.Lesson 2 What would you like?Lesson 3 Would you like something to drink?Lesson 4 Again, please!十一个四会单词，五个三会单词,六个字母O o , P p, Q q, R r, S s, T t。二、教材地位：本单元是本册的第三单元，在学生原有的基础上谈论饮食并表达自己和他人的喜好

2、。以及用学过的知识谈论中西方国家的饮食习惯和饮食文化。三、教学目标：（一）知识目标 1能听懂、会说、认读、规范书写单词：want, eat, noodles, potato, soup, tomato, wait, minute, cake, fruit, banana 能听懂、会说、认读单词和词组：dumpling, out, pizza, something, pear 等。2能够听懂、会说、认读句型：“What do you want to eat ？” “I want to eat dumplings.”“What would you like?” “Id like rice and

3、potatoes.” “Would you like something to drink?” “Yes, Id like some pear juice.”等,并能对问题作出准确的回答。（二）能力目标：1在实际生活中能熟练运用所学语言谈论饮食并表达自己和他人的喜好。2初步学习与了解字母c ,o在单词中的发音规律。（三）情感目标：1、通过学习学会关心他人，关注他人的喜好。2、通过学习了解中西方文化的差异。 四、教学重难点：（一）教学重点：能听懂、会说、认读并运用句型：“What do you want to eat ？” “I want to eat dumplings.”“What woul

4、d you like?” “Id like rice and potatoes.” “Would you like something to drink?” “Yes, Id like some pear juice.”（二）教学难点：在实际生活中能熟练运用所学语言谈论饮食并表达自己和他人的喜好。五：教学用具: 单词卡片、录音机、多媒体课件 .六：教学方法: .直观教学法、游戏法、听说法、情景表演法。七：学情分析：本单元的学习主体是小学四年级的学生，他们已经初步掌握了一些基本的食物的单词。能根据教师的简单指令做游戏、做动作，能唱简单的英文歌曲。能交流简单的个人信息，表达简单的情感和感觉。但是往

5、往掌握的不牢固。需要通过各种教学方式反复地练习, 不断地强化才能巩固所学知识。八：教学措施： 1、采用灵活多样的教学方法，激发和培养学生学习英语的兴趣。 2、通过听、说、读、写、唱、玩等形式，设计丰富多彩的课堂教学活动，从而保证英语学习的可持续性。 、将直观教具和电教手段，多媒体课件相结合，培养学生良好的朗读习惯。 、钻研教材，抓紧课堂教学，做到当堂内容当堂掌握。 5、 运用各种不同的肢体语言来辅助教学。 在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语，在生活中学习英语。 九、教学时间安排：Lesson 1 I want to eat noodles. 1课时Lesson 2 Wha

6、t would you like? 1课时Lesson 3 Would you like something to drink? 1课时Lesson 4 Again, please! 1课时十、基本功训练点： 1.读一读，连一连：What do you want to eat ？ Id like rice and potatoes.What would you like? Yes, Id like some pear juice. Would you like something I want to eat dumplings.to drink?2. 连词成句：“do ，want ，What

7、，to， eat ，you？” “dumplings ，want， to， I， eat.”“you， would ，What， like?”“you ，something ，like， drink ，Would， to?” _Lesson 1 I want to eat noodles.一、教材分析本单元的主题是 Unit 3 Restaurant, Lesson 1 I want to eat noodles.语言功能是谈论饮食并表达自己和他人的喜好。学习任务为What do you want to eat? 并作出回答I want to eat dumplings. 二、学情分析本课的教

8、学对象是四年级学生，通过一年半的英语学习，他们已经具备初步的听说读写能力，并且在三年级下学期已经学过一些食物单词，会简单的表达自己喜欢吃的食物，对本课的学习有了一定的知识储备。因此，教师在课堂上要把学习的主动权还给学生，要多创造机会让学生生通过小组合作，自主发现等多种方法去获得知识，使学生能在真实的语言环境中用英语进行交流，提高学生口语表达能力。三、教学目标 （一）知识目标：1学习句型：What do you want to eat? I want to eat noodles./I want to eat dumplings.2.学习单词：want, eat, dumpling, noodl

9、e, out （二）能力目标：1.能用What do you want to eat? I want to eat询问并回答喜好的食物。2.能听懂、会说、认读下列单词：want, eat, dumpling, noodle, out，并规范书写单词“want ,eat ,noodle”。（三）情感目标：1学生学会生活中最简单的饮食倾向的表达，简单了解中西饮食情况，倡导健康的饮食习惯。2.在学习过程中培养学生善于倾听，敢于交流，乐于合作的意识。四、教学重点分析学生能用What do you want to eat? I want to eat询问并回答喜好的食物。五、教学准备白板课件，单词卡（w

10、ant, eat, noodles, dumplings, eat），动物头饰(老虎，猴子，熊)和Tom一家三口的头饰。六Teaching methods：listen，read，say and write七Teaching class:New八、教学过程Step 1 Warming up1、教师组织学生演唱第二册第5页的Chant：Fish and rice,Are very nice.Juice and milk,Are very nice.Eggs and bread,Are very nice.Yummy, yummy, yummy.Lunch is nice!【设计意图】和学生一起欢

11、乐的chant，不仅活跃了课堂气氛，营造良好的学习氛围,同时使学生迅速进入到英语学习的状态，为接下来的学习奠定了基础。T: There are some food and drink in the chant. Do you know any other food and fruit?【设计意图】这一问题的提出能充分地挖掘学生脑海中已有的知识储备，启发学生说出一些其他的食物和水果的单词，此环节学生参与热情高，课堂气氛活跃，在轻松愉悦的氛围中不知不觉复习巩固了旧知识。T：Look here, please. There are some food and fruit. Lets read tog

12、ether.【设计意图】课件展示教师搜集的食物单词和图片，利用探照灯，让学生从形和意上再一遍进行巩固，为新课的学习做好充分的准备，同时在复习过程中引出本节课的新单词noodles，以旧带新引出新知。Step 2 PresentationT：Of all the food, I like noodles. 课件出示面条的图片和单词，在学生读单词的过程中纠正字母组合oo的发音。T:I like noodles. I want to eat noodles for lunch. 从而导入新课，把单词noodles板书在黑板上，让学生伸出手指，跟着老师一起书写。学习单词want eat(重点拓展单词e

13、at,字母组合ea I i : I, tea, teacher, meat ,leave ),并利用上面的食物图片练习I want to eat 这个句型)T：I want to eat dumplings. 在此学习单词dumplings. 关注发音，及时纠正。注意/的发音。注意单复数的形式变化。Dumplings ere very delicious . At spring festival, we often eat dumplings. So they are called “国食”课件出示中国的“国食”。【设计意图】在真实的语境中呈现新词，并借用多媒体呈现单词图片进行教学，直观形象，

14、激发了学生兴趣，充分调动学生学习英语的积极性。2 Text:T: Noodles and dumplings are traditional Chinese food. They are delicious. I like Chinese food. And our friend Tom and his father also wants to eat some Chinese food. What happened? Lets listen and look together. Please open your books and turn to page 24. (1)Lets liste

15、n and answer the questions. 播放教学光盘，让学生边听录音边观看教学光盘并完成老师准备的问题：Tom wants to eat _Jack wants to eat_Can Toms mother cook Chinese food?(听完录音之后，让学生先小组讨论再完成问题)S: No, she cant. T: So they eat out. 学习单词out【设计意图】让学生带着任务听教材配套的CD-ROM，使信息的输入立体化，调动了学生多种感官的参与，问题帮助学生初步整体感知和理解课文。(2) Listen again and read.在这一环节，跟读课文并

16、重点处理“What do you want to eat? ” “I want to eat oranges/ some bread” 小组同学完整练习句型“What do you want to eat? I want to eat”【设计意图】听音模仿跟读课文，充分利用教材提供的情景引导学生听说，帮助学生形成正确的语音语调。在这一环节，重点练习了本课的重点句，“What do you want to eat? I want to eat”引导学生自己感悟，通过I want to eat noodles, What about you ? What do you want to eat ?引

17、导学生在语言操练中潜移默化地领悟和消化新知。(2)Say a chant.Eat, eat ,what do you want to eat?Noodles, noodles, I want to eat noodles.Eat,eat ,what do you want to eat?Dumplings, dumplings, I want to eat dumplings.【设计意图】利用“chant”这种学生喜闻乐见的形式来进行机械性操练，巩固what do you want to eat? I want to eat noodles.句式，强化学生的记忆。(3)Read and act

18、 the dialogue.【设计意图】通过角色表演，不仅为学生提供语言运用的机会，达到熟练掌握知识的目的，为各层次的学生提供展示自己的平台，还能在小组准备中培养学生的合作精神。(4) fill in the blanks according to the words.(dumplings, out, hungry, Chinese food, eat)Its time for lunch, Tom is _.He wants to _noodles. His father, Jack, wants to eat _.But his mother cant cook _.So they eat

19、 _.【设计意图】通过设计短文填空，把本课对话中的知识点整合成一个完整的故事情节，引导学生运用归纳的方法理顺语言知识，培养学生灵活运用语言的能力。Step 3 Practice1、组织学生小组活动，分角色演练对话，并可利用相应的菜单或食物词汇卡片上台表演。2、请学生阅读教材Lets talk部分插图，选两名学生进行示范练习。如：What do you want to eat?I want to eat dumplings.3、组织全班学生两两分组，进行问答练习。【设计意图】充分考虑学生心理特点，把小动物拟人化，学生非常感兴趣，很快进入角色。学生在活动中快乐地获取英语知识，轻松地提高学习能力和英

20、语素质。Step 4 Production语言运用活动：我是小小志愿者。The Third Asian Beach Game will be held in Haiyang. This is our pride. Many foreign friends will come to our hometown. What can we do? I think we can be a volunteer. Pretending you are a waitress or a waiter in the restaurant, Please ask the foreign friends what t

21、hey want to eat .Please discuss in groups. S1：Hello, Nice to meet you . S2: Nice to meet you, too.S1: Welcome to Haiyang. Its time for lunch.What do you want to eat? S2: I want to eat_. S1: What do you want to drink? S2: I want to drink_.【设计意图】通过小小志愿者活动，将学过的知识整合，融会贯通，将学过的知识与学生的实际生活联系起来，学以致用，鼓励学生大胆地使

22、用英语，提高他们用英语解决实际问题的能力。完成配套练习。Step 5 SummaryIn this class, weve learned some sentences and some words, lets read together.Sentences :What do you want to eat? I want to eat noodles.dumplingsWords: eat want out dumpling noodle【设计意图】对本堂课的英语语言知识进行总结归纳，帮助学生形成明确的语言意识，强化学生对所学的知识进行巩固。T: Dumplings and noodles

23、are traditional Chinese food.课件出示Chinese food和 English food，学生简单了解东西方饮食中西饮食文化的差异：“西餐讲营养，中餐讲味道”，这是中西餐的最大差别之一。西餐是以肉蛋乳为主，以蔬菜水果和谷类为辅，西餐中的脂肪、蛋白质严重过剩，其弊端显而易见。而中餐则是以谷物、蔬菜为主，以肉蛋乳和水果为辅，营养全面。温馨提示：合理饮食，健康饮食。【设计意图】通过这个环节，让学生简单了解中西饮食文化的差异，不仅拓宽学生的文化视野，加深学生对本民族文化的理解，还激发学生自主探索中西文化的兴趣。板书设计：Unit 3 Lesson 1 What do yo

24、u want to eat? noodles.I want to eat dumplings. rice.Step 6 Homework supermarket（作业超市）1、 Listen and follow the tape .2、 Talk about with your friends what you want to eat for lunch.3、Collect some simple dining terms搜集简单的用餐用语。(多媒体举例展示简单用餐用语：cheers! What would you like ?Id like ，并引导学生预习下一课的知识。)【设计意图】考虑

25、学生的个体差异，为不同层次的学生设置不同等级的作业，给学生提供了充分的自主选择权。以此来培养学生课前有效预习，课内认真学习，课后积极探索拓展的学习习惯。使学生能够通过自己的努力感受成功，形成有效地学习策略，为其终身发展打下基础。教学反思：The students have the chance to express their abilities of doing housework.Most of them did a good job.They did quite well.They should use the language points in daily life.Lesson 2

26、 What would you like?一.Teaching contents:What would you like?二、教学目标：1. 能够听懂、会说、认读、规范书写单词 “potato, soup, tomato, wait, minute.2. 能听懂、会说、认读表达点餐的句型 “What would you like ? Id like some”3. 能运用所学句型进行点餐，表达自己对饮食的喜好，需要等。三、教学重点：能听懂、会说、认读并运用句型“What would you like ？Id like rice and potatoes.四、教学难点：1.在实际生活中会点餐及表

27、达饮食爱好。2.单词potato，minute 的发音。五、教学准备：CAI课件、单词卡片、菜单、调查表。六、Teaching methods:listen,read,say and write七Teaching class:New八教学过程一）Warming up1. Greetings.2.教师出示词汇卡片，带领学生逐一复习学过的关于食物的单词，如noodle, dumpling, apple, orange, hamburger, rice, fish等。然后进行问答练习：“What do you want to eat?”“I want to eat ”【设计意图】一方面复习旧知识，另

28、一方面增添上课趣味性，使学生快速进入英语学习状态。3. Look and say (出示课件，展现实物图片，学生快速说出单词) T: Im a waitress. This is our restaurant. Welcome to our restaurant. We have lots of good food for you.【设计意图】通过头脑风暴，唤起学生的英语记忆储存，为本课的学习做好知识的铺垫。二）Presentation(一) Lead in We have so much delicious food here. What do you want to eat?Would y

29、ou like some rice / fish? etc .顺势引出本课目标句，What would you like?并引导学生说出：“Id like1、教师播放录音或教学渔船，提示学生注意服务员礼貌地征求客人的点餐要求：“What would you like?”2、教师再次播放渔船，说出om一家人分别点的什么餐，可提前准备一些模拟菜单（图和单词在一起），请学生边听边标出听到的食品。教学新单词“potato”,“soup”和“tomato”，讲解“wait a minute”的发音及意思。3、教师再次播放录音或教学光盘，请学生阅读课文插图并模仿跟读，注意学生的语音语调。【设计意图】通过问

30、答，能够有效地与学生进行深层次地思维对话，通过对话，引出wait a minute, potato, potatoes, 并进行强化训练，帮助学生更好地理解和掌握所学句子和单词。三）Practice1、组织学生分组活动，分角色演练对话，然后选几组学生上台展示。2、请学生阅读教材Lets talk部分插图，选两名同学进行示范练习。如：What would you like？Id like rice and potatoes.3、组织全班同学两两分组，进行问答练习。【设计意图】根据创设情景，学生以小组为单位操练所学的句子，学生相互进行交流，真正做到学中用，用中学。四）Production1、完成L

31、ets do 部分。此活动是模拟餐馆里的点餐，目的是请学生们在情境中运用所学句型“What would you like?”“d like ”具体步骤如下：1）学生示范：在模拟的情境中，学生们正在午餐，小组内一名学生扮演餐馆服务员，问其他学生：“What would you like?”学生们分别说出自己想吃的食物，服务员进行记录。2）学生分小组进行练习。3）选几组学生上台表演，教师就语言和表演进行评价并给予激励。2、完成配套练习。板书设计：Unit 3 Lesson 2 What would you like? pear juice.Id like some orange juice. apple juice.五）Homework1、听课文录音，模仿