1、Shehadeggsandsausages教案 2She had eggs and sausages教学设计一教学目标1、知识目标:(1)识别本课中的单词:egg , email ,sandwich, traditional,delicious 。书写fish egg2)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。2技能目标:朗读课文正确,语音语调准确、流利、有感情。3、情感目标: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。三、 教学重点:认读新词;理解、运用新句型;朗读发音正确,语音
2、语调准确、流利、有感情。四、 教学难点:单词的识读sandwich delicious traditional六、教具:食物图片、单词卡片、短语卡片、录音机七、 教学过程设计及简述:Step1Good morning boys and girlsT:Whatsyour favourite food?T:My favourite food is noodls .And you ?可以以图片提醒学生回答。Step2T:I had noodls this morning .What did you have forbreakfast?S:I . hadT: 转述She had.T:rice nood
3、les dumplings are all Chinese food .Doyou know any English food?T:学生自由表达,老师出示相应图片。T:We will learn Module 3 English food Unit 1She hadeggs and sausages.学生齐读课题Step3T:玲玲从英国给大明发了一封电子邮件,( email)她向大明讲了英国的饮食习惯,现在我们就来听听玲玲都介绍了英国的哪些食物。Listen the tapeT:What food did lingling have in England?S:.(根据学生的回答,呈现三幅食物挂
4、图)egg and sausages sandwichesfish and chips并领读。T:Now lets learn the new words逐一呈现单词图文卡片识读email T:Whats an email?S:. T:Its acomputer message You send it from one computer toanother师示范读,领读、生分别读.最后由慢到快连续读这个单词。egg T:Whats this ? Its an egg.师示范读,领读、生分别读T:Whatarethese ?They are eggs.(两副数量不同的图片比较让学生分清名词单复数
5、。)sandwichsandwiches学习同eggTraditionalTraditional化多为少教。师示范读,领读、生分别读T:Spring festival isatraditionalChinese festival.dumplings isatraditionalChinese food. fish and chips is a traditionalEnglish dinner.(图片再次利用)DeliciousDelicious化多为少教。师师范读,领读、生分别读T:eggand sausagessandwiches fish and chips is delicious (
6、分别出示图片,教师咂嘴) T:whatisdelicious? S:.Game(看口型猜单词)到前面五个同学,每人拿一个单词卡片,老师小声分别说这五个新单词,下面坐的同学和上来的五名同学要注意教师的口型大声说出和举起老师说的单词。比比谁反应快。Read the phrases.(卡片出示)Listen the tape and follow it.Boys read Daming .girls read FangfangPracticewith your neighberT: What did lingling have for breakfast?S : Shehad.What did sh
7、e have for lunch? S:.What didshe have for dinner? S:.根椐学生的回答板书。看黑板训练重点句型师生互问EggsandfishCan you write them ?use “egg. fish” to make sentence.Step4Game“街头访问”具体做法:四人一组,选一名同学做记者,其余同学做被访者,记者分别问三个问题Whatdidyou have for breakfast?What did you have for lunch? What didyou havefor dinner? 被访者要以I.做出相应的回答。教师做记者示
8、范。Practice in the groupsAct it out在每一组表演后,教师有所指向面向全体或其他不参与表演的同学提问:What did she havefor lunch/breakfast /dinner?S:.一轮以后,可以让学生发问。(既让学生有趣味中练习了本课的重点句型,使学生在情境中使用人称转换,激发学生注意倾听,又发散了学生的思维,让学生复习大量的有关食物的单词。)T:Do you like English food?S:Why ? 引导学生说出They are delicious.T: Whatsyour favouriteEnglish food?引导学生说出更多
9、的英国食物。T:I like English food,but I like Chinese foodbest.Lots ofEnglish like Chinese food .Step5Homework: 做一个健康饮食的小调查Module 3 Unit 1 She had eggs and sausages说课稿田寺小学 郭丽芳尊敬的各位领导、同仁们大家好,我是长皋中心校的英语老师李林林。今天有幸在此与大家分享我的说课。下面我将从教材分析、学情分析、教学目标、教法学法、教学准备和教学过程这六方面向各位领导 和老师做以汇报。一、教材分析今天我说课的内容是外研社新标准英语三年级起点第六册Mo
10、dule3 Unit1 She had eggs and sausages.在承接已经学习过三餐的基础上,继续展开话题,谈论What did she/he have for breakfast/lunch/dinner yesterday?从英国食品谈到中西方饮食文化的一些差异,题材非常生活化,是学生感兴趣的话题之一,易于学生学以致用。本课地位至关重要,承上启下,不仅要对以前所学的知识进行复习,还使学生对新的学习充满兴趣。二、学情分析本课的教学对象是五年级学生,他们已有一定的英语基础,具备了较强的表演能力,所以要采用多种教学手段交替使用,创设情景,尽量利用实物、图片及课件等直观教具进行教学,激
11、发学生求知欲望。学生求胜心理较强,小组活动中,为取得好成绩,部分小组长会安排学困生完成简单的活动,而剥夺他们开口讲、动手写的机会,教师要及时加以指导或言语鼓励、或对学困生担当重要角色的小组给以较高的评价等,引导学生真正做到互帮互助,共同进步。三、教学目标依据本课的教学内容和本校学生的学情,我制定了如下的教学目标。知识目标:使学生能听懂、会说句子“What did she have for breakfast/lunch/dinner?”“She had”,识别单词email、sandwich(es)、traditional、delicious和书写单词fish、egg。能力目标:使学生运用所学
12、句型进行对话表演和口语交际。激发学生学习英语的兴趣,培养学生的英语学习能力。情感目标:了解中西方的饮食习惯有所不同; 教育学生养成良好的饮食习惯。教学重点:是使学生充分了解并掌握下列句子What did/he she have for.yesterday? She/he had教学难点:是用一般过去时来谈论别人的饮食习惯。四、教法学法为了突出重点,突破难点,使整堂课能围绕“学生为主体,教师为主导”的教学理念进行实施。我使用了情境教学法、多媒体教学法、任务型教学法、交际法、游戏法等教学方法。为了让学生成为课堂的主人,我采用了自主学习和合作学习相结合的学法。五、教学准备为了更好地达成本课的教学目标
13、,我准备了PPT, CAI, pictures, word cards, blackboard, tape recorder.六、教学过程针对本节课的教学目标,教学重难点和学生的实际,我将教学过程设计成以下六个环节:Step 1 Warming up and lead in1. Greetings2. Say a chant Noodles and rice, are very very nice. Mm, mm, mm, very very nice. Ginger and spice, are not very nice. No, no, no, not very nice.(师生边做动作
14、边唱)然后教师评价全体学生:Good job. Perform very well. 这样做的目的是调动学生的学习的兴趣和积极性,为学习新词delicious做了铺垫。3. Stand up and say. Speak out the words as quickly as you can. (课件出示图片 noodles, rice, bread, cakes, bananas, oranges, fish, dumplings.)看图片后快速说出英文单词,通过这个环节,以最短的时间调动起学生脑海中有关食物词汇的知识储备,提高注意力,为本课的学习做好词汇上的铺垫。4. 我利用单词卡片和情境
15、法教授新单词。首先出示图片,展示玲玲发来电子邮件,介绍英国饮食习惯,学习email这个词。再出示sandwiches, sausages and eggs的图片。介绍Sandwiches and sausages are traditional English dinner. Eggs are traditional Chinese food. I like them very much. They are delicious. 来学习sandwiches, traditional, eggs, delicious这四个单词。在学习单词的过程我采用了多种方法练习。例如:Follow me. /
16、 Read together. / Read one by one./Read two by two. /I speak Chinese, you speak English. I speak English, you speak Chinese./Spell the word. etc.Step 2 Presentation1. 播放第一遍课文录音,学生感知语境,熟悉语言。提出问题“What did she have for breakfast/lunch/dinner yesterday?”(教师拿出一些食物卡片,奖励给答对的学生食物卡片)2. 播放第二遍录音,学生逐句跟读句子,模仿语音语
17、调。3. 师领读4. Read by yourself ( 个人读 )5. Role play ( 分角色读 )分组读:学生自己在小组内分角色表演课本剧.几组同学分别表演课文对话(并奖励食物图片),其他同学认真听,对听出发音错误并给予纠正的同学奖励食物图片。这样设计的目的是捕捉有效信息,找出课文中最关键的语言点,加强对课文的理解和运用。Step 3 PracticeLets talk(Pair work)出示一些图片,让学生根据图片提问回答,一方面可以巩固本节课新学的词汇,另一方面可以运用所学句型。A: What did she /he have for breakfast/lunch/din
18、ner?B: She/He had Step 4 ConsolidationMake a survey. (小调查)请用句型A: What did you have for breakfast/lunch/dinner yesterday? B: I had调查你周围的同学(2-3名)昨天的三餐都吃了那些食物,调查完之后用:She/He had 上台汇报。Report(报告):Hello, this is my friend Yesterday she/he had for breakfast/lunch/dinner.NameBreakfastLunchDinner 这样设计的目的是将学生所
19、学运用于真实的情景,以提高学生的综合语言的运用能力。Step 5 Homework1. Read the text in roles with your partner, then change the roles.2. 同学们试着给好朋友发送一封电子邮件,介绍一下自己昨天三餐都吃了那些食物。这样设计的目的是让基础一般的学生掌握基础重点知识,同时给基础好能力强的学生一个提升发展的空间。Step 6 Summary最后送给学生一句格言:Suggestion: To eat a hearty breakfast, have a filling lunch, and a simple light dinner. 早餐吃好,午餐吃饱,晚餐吃少。
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