小学英语外研版三起五年级下册Module3+unit+2教学设计.docx

1、小学英语外研版三起五年级下册Module3+unit+2教学设计小学英语外研版（三起）五年级下册 Module3 Unit 2 Sam ate six hamburgers.教学设计一 教材分析本单元在学生已经学习了很多表示食物的英语单词的基础上，文章通过Amy给Daming写的一封书信，让我们继续讨论了用餐习惯和爱好，并学习用过去时What did you eat/ drink last night? 来询问昨天晚上吃了什么，喝了什么,并作出回答I ate/ drank。同时用前面已经学过的一般将来来询问What are you going to eat/ drink tonight? 及回

2、答I am going to eat/ drink 。让学生了解什么时候应该用过去时，什么时候应该用一般时。侧重于过去时的学习和应用。二 学情分析1.关于饮食文化的话题，同学们非常乐于谈论，既贴近生活，又深受孩子们的喜爱。一些常见的食物、水果，也是学生耳熟能详的词汇，这些都为学习本单元的教学打下了一定的基础。2本单元的知识点具有趣味性、生活化的特点，更利于全方位的调动学生的积极性。在教学中多设置真实情景，分角色对话等，帮助学生轻松掌握教学重难点，营造轻松地学习环境。三 教学目标知识目标: 能够听说读写四会单词和重点句型。 掌握不规则动词eat, give, drink的过去式形式ate,gav

3、e, drank.能力目标： 能够谈论饮食及喜欢的食物。情感目标： 积极运用所学英语知识谈论英国人的饮食及喜欢的食物。 掌握英语国家中最常见的饮料和食物名称。四教学重点和难点教学重点：不规则动词的过去式形式eat-ate, give-gave, drink-drank 句型What did you eat/ drink last night? I ate/ drank教学难点：灵活运用动词的变化形式。五教学方法：PPT课件，以画帮学，任务教学，游戏教学六 教具准备：磁带，教学卡片，彩笔；七. 教学过程Step 1. 课前展示，热身激趣1.师生相互问候T: Good morning, boys

4、and girls!Ss: Good morning, Ms Li.T: How are you? Ss: Im fine. Thank you! And how are you?T: Im very well. Thank you!设计意图 通过师生间的相互问候，拉近与学生的距离，使学生更乐于参与课堂2. 头脑风暴，复习旧知T：I am so glad to have a class with you. At the begin of the class, lets play a game-Brain storm.Ill give you one word. When you see the

5、 word, please say something about it as quickly as you can. The first one is “food”. Lets begin from Group1.（采取小组竞赛的形式，每小组每次说一个单词，说对了得一分，说错了或者说慢了，不得分）Ss(Say a word every group)T: I prepared some words about food for you. Please read together（多媒体出示配有单词的食物图片）：Fish, meat, rice, noodles, cake, vegetable

6、s, biscuit, egg, bread, chips, cheese, sausage, sandwich.T：The second one is “drinks”. Lets begin from group9.Ss(Say a word every group)T：Please read the words about drinks: milk, coffee, tea, water, juice, soup, soybean milk. （多媒体出示配有单词的饮料类图片） 设计理念 以游戏的方式复习学过的食物类和饮料类的单词，为本课教学做好铺垫。Step2. 导入新知，呈现任务(1

7、)呈现一般过去时重点句型T: We have reviewed so many words about food and drinks. Now would you like to tell me what you have last night? 板书last night.Ss: I hadT：All of you had a big dinner last night. I also had a big dinner. Do you want to know what I had last night? You can ask me: What did you eat last night

8、? （板书句型）Ss(Read together)T: I should answer: I ate（板书单词）Ss(Read together)T: （出示数字8）Whats this?Ss: It s No.8. T: The pronuciation of “ate” and “eight” is same. (学生问，老师答，共同操练句型What did you eat last night? I ate)T：You also can ask me: What did you drink last night?I should answer : I drank （板书drink, dr

9、ank）指出drink 和drank的变化，i变 a.(学生问，老师答，操练句型What did you drink last night? I drank)在此过程中，学生问，老师回答并根据回答画简笔画，如下：T：(多媒体呈现牛奶图片) Oh, whats this? Ss: Its a box of milk. T: I dont like milk. But my daughter likes it. So I gave it to her. 利用单词卡学习gave. 操练give, gave. gave to (引导学生用give, gave造句子)设计理念通过自由交谈，自然地呈现本课

10、的重点单词和句型，易于学生理解。用简笔画清晰明了的呈现教师的晚餐，易于激发学生的真情实感。（2）呈现一般将来时的重点句型T: We have talk about last night”. Lets talk about tonight. 板书tonight.（利用单词卡片，并用音节法教授，to-night） T：Tonight I am going to eat some rice. I am going to drinnk water. What about you? What are you going to eat/ drink tonight?（板书重点句型）Ss：I am goin

11、g to设计理念 比较学习 “last night”和 “tonight”两种时态,加深学生对动词两种变化形式的理解。Step3. 课堂活动，操练新知We have learned the sentences about last “night” and “tonight”. But last night is more important. So lets practise.Game1: Cross puzzle (开火车）St1: What did you eat last night?St2: I had What did you drink last night?St3: I hadW

12、hat did you eat last night?St4: I hadWhat did you drink last night?St1: I hadgame2: I can say more分别出示一下四组单词，并附有例句，鼓励学生自己造句子。have-had eg. I have an English book. I had eggs for breakfast yesterday. eat-ate eg. He eats ice cream in summer. I want to eat an apple. Tom ate some noodles yeaterday.drink-

13、drank eg. I am going to drink some water. She drank some juice for dinner last Monday.give-gave eg. My mother gives food to me. I gave a book to Amy. 设计意图 通过游戏来巩固学生对重点句型和单词的掌握，激发学生的学习兴趣，调动学生的积极性，学生参与面广，同时有利于提高学生思维的敏捷性。T：(多媒体呈现图片)Whats this? Ss: Its a hamburger. T: Do you like hamburgers? Ss: Yes, I

14、do. T: How many hamburgers can you have at one time?Ss: One/ Two/FourT: How many hamburgers can Sam have? Lets listen to the tape.Ss(Listen and point)T: Listen again and do the exercises-true or false.1.Daming wrote a letter to Amy. ( )2.Lingling likes hamburgers. ( )3.They were at school. ( )4.Ling

15、ling and Amy gave hamburgers to Sam. ( )5.Sam ate seven hamburgers. ( )6.Amy misses Chinese food. ( )Ss(answer)T: Listen and repeat.Read the text by yourselves and answer the questions.1.who ate six hamburgers?2. Does Sam like hamburgers very much?3.What did Lingling have?设计意图 分层次，有目标的学习课文，培养学生做事情要有

16、明确目标的精神，同时帮助学生更细致的理解并掌握课文。Step4. 巩固练习，拓展提高Make an interview.Step5. 反馈展示，提升能力1. Write a letter to your best friend.Dear_,Last night I ate_ and drank_. I like_. But I dont like_. I gave the _to my_.Tonight I am going to eat_and drink_.How about you?Yours love _ T:Read in your letter in your group.Ss(W

17、ork in groups)T: Who wants to show?St1(Read his/ her letter)设计理念书信的设计使学生在任务型的驱动下，进一步培养其合作交流能力，使课堂得到了更好的发展、延伸，并达到学以致用的目的。2. Chant.T: All of you did a good job. Now lets have a chant.I like rice and I like milk.Last night, last nightI ate fish and I drank milk.I like chips and I like juice.Tonight, to

18、nightI am going to eat chips.I am going to drink juice.Mmm, mmm, mmmThey are all very nice.设计理念利用多媒体播放，与本单元话题紧密相连，既扩充了学生的词汇量，又活跃了氛围，有利于学生学习英语的兴趣。Step 6. 总结点评，激励进步1. What did you learn today?2. Which group is the winner?Step 7. 作业布置，课后延伸1.Introduce English food to your parents.2.Try to retell the text.设计意图 合理灵活地运用家庭资源，激发学生的学习动机，使学生掌握得更扎实。 板书设计