【unit】Unit 5 What would you like?案例Part A Let’s learn

【jiaoan.jxxyjl.com--小学四年级英语教案】

教学目标：1.能听、说、认读单词rice, fish, beef, soup, noodles, vegetables.
  2.能听懂、会说what would you like? i’d like some…
教学重、难点
重点：能够听、说、认读六个单词。
难点：能够正确读单词vegetable及句子 what would you like? i’d like…
课前准备：cai课件、单词卡片、食物图片、信封、自制big book和small book
教学步骤：
pre-reading
1. warm-up
t: good morning. boys and girls. say hello to the teachers.
ss: …
t: i’m so happy. let’s chant. ok?
ss: ok.
(chant and clap hands)
dinner time
  chicken and fries, chicken and fries.
  what a surprise. chicken and fries.
  smell the chicken. taste the fries.
  dinner’s ready. open your eyes.
2. review
t: oh. it’s 12 o’clock now(t 做看表动作). it’s time for dinner. what would you like for dinner? mmm… i’d like some chicken and hamburger. what would you like?
s1: hot dog.
s2: french fries.
…
(评析：复习已学的食物单词，且让学生初步感受句子what would you like? 及其回答i’d like some…，但此处不要求学生说出。)
3. presentation
（1）t: ok. now let’s go to have a buffet dinner. let’s go.
(利用cai, 将学生带到一间自助餐厅)
cai: welcome. what would you like? soup, fish, rice, beef, noodles, vegetable. help yourself.
(逐一呈现食物和食物单词，全部介绍完后消失。)
 t: so many foods. what are they?
s1: beef.
t: good. look (呈现食物图片)
ss: beef.
t: ee? (呈现食物单词卡)
ss: | i:|
t：|b| |i:|
ss: |bi:|
t: f 
ss: |f|
t: beef.
ss: beef.
t: beef ,beef (升降调)
ss: beef ,beef
(单词呈现后用phonics来教学，其他单词同上。)
2. (全部食物单词卡板书后)
t: hmm. they look yummy. i’d like some soup and rice. what would you like?
s1: i like some chicken.
t: i’d like some chicken. (要及时给学生纠正)
s1: i’d like some chicken.
t: good. what would you like?
s2: …
(评析：新授单词和重点句子的融合。在这里，学生必须说出句子，学生说错了的教师要及时给予纠正)
while-reading
t: look. this is my friend, little bear (附录图1). what’s wrong with him?
s1: he is hungry.
t: may be.
s2: he is full.
s3: 他肚子痛。
t: maybe. do you want to know what happen?
ss: yes.
1. first-reading
(1) t: look. this is the little bear’s family. (展示big book) how many people are there in the family?
ss: 4.
t: who are they?
ss: they are father, mother, grandpa and little bear.
(2) 教师开始讲故事，并配以动作
---oh. mama. i’m hungry.
---what would you like, my baby.
---i’d like some rice and fish.
---here you are.
---oh. papa. i’m hungry.
---what would you like, my boy?
(在此处停下，让学生猜测)
t: can you guess what would he like?
s1: rice/soup/vegetable…
t: let’s go on.
---i’d like some soup and beef.(奖励猜对的学生)
---here you are.
---oh. grandpa. i’m hungry.
---what would you like, my honey?12
(再次停下，让学生猜测)
s1：hot dog/ ice-cream…
t: ok. let’s see.
---i’d like some noodles and vegetables. (奖励猜对的学生)
---here you are.
---oh…
2. second-reading
t: do you like the story?
ss: yes.
t: now let’s read it together. ok?
ss: ok.
(师生一起一句一句读故事，当学生跟不上时，教师进行必需的帮助，这是榜学生解决句子的环节)
3. third-reading (角色扮演t/ss)
(1) t: now i’m little bear. you’re mama, papa and grandpa. understand?
ss: yes.
(2) t: let’s change. you’re little bear. i’m mama,, papa and grandpa. ok?
ss: ok.
   (评析：这是教师与学生间的角色扮演。不同的角色及教师的参与能更大的激起了学生讲故事的热情，在讲的过程中鼓励学生用不同的语调并配上夸张的动作，并给讲得好的小组加红旗。)
4. forth-reading
t: so great. now which group want to be little bear? group 2, please. what about mama?…
(按照座位将全班分成4组，每组扮演一角色，选出最好的表演小组)
post-reading
1. words game
t: let’s play a game. you read the story together, if i say “rice, rice”. you should raise up the word card. ok?
ss: ok.
(在阅读中解决认读单词的任务)
2. puzzle game
t：quite good. now, let’s do a puzzle game. (show the envelope and the small book) while i am telling the story, you should find out the picture and put it in the right order, understand? four people are in a group. which group want to try here?
(评析：这是一个听力与认记相结合的环节，以小组形式进行能培养学生的合作精神；活动中，学生听听、找找、贴贴，兴趣甚高。另外，让一组学生在投影仪下进行，其他各组即可与之竞赛，也可为下面的检查学生成果作铺垫。)
t: finish? let’s check it together.
3. sentence game
t: let’s put the sentences under the right picture.
(看图找出正确的句子，贴在其下面，使小故事图文并茂)
4. acting
when the groups finish the story, let them act it out, then ask 4 groups to show in front of the class.
(给学生自我展示的空间)
5. the whole class read the story once again and circle out the food word: rice, fish, soup, beef, vegetable, noodles.
6. making ending of the story
t: the story is not ended. what’ll happen at last?
ss: …
t: ok. this is the homework. you think about it, and if you have any ideas, draw it out and add it to the small book.
(评析：发挥学生得想象力，给故事编结局，也为本课留下悬念，是本课一亮点。)
7. t: good. the homework, first, tell the story to your parent; second, make an ending for the story. who is the winner today?
ongratulation.
goodbye.
教学反思: 本课时在学习单词bread, fish,soup,rice, noodles ,beef 和vegetable拼写的同时，要求学生能听懂会说：what would you like ?i’d like …… 本课时教师先处理let’s learn部分的内容，学生通过看图完成对话进入单词的拼写学习，然后学生模仿let’s play部分的内容表演对话，加深了对单词的印象。学生在趣味操练环节的活动中进一步巩固了所学的表示食物的单词和相关句型。整堂课下来，教学目标得到了较好的实现。12

本文来源：https://jiaoan.jxxyjl.com/xiaoxuesinianjiyingyujiaoan/94806.html