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1、外研版小学英语四年级上册外研版小学英语四年级上册Module5Unit1Doyouwantsomerice?教学设计教学设计一、学科：一、学科：小学英语二、课例名称：二、课例名称：Module 5 Unit 1 Do you want some rice?五、课型：五、课型：新授课六、年级：六、年级：四年级七、教材版本：七、教材版本：英语（新标准）（三年级起点第三册）八、教学设计：八、教学设计：（一）教材分析：（一）教材分析：本模块是以通过谈论中西方食物学习如何点餐为题材展开的。第一单元包含了三个部分：第一部分“Listen and point”是新语言的呈现部分，描述的是 Daming 和
2、Amy 在公园里的快餐摊上吃快餐的故事；第二部分“Listen and say”为本单元的重要句型：“Do you want some ? Yes, please. / No, thank you.”；第三部分“Point, ask and answer”是把所学知识融会贯通，围绕“点餐”进行的拓展性操练。这三个部分环环相扣，层层递进，充分体现了语言学习“从习得到学得，从积累到运用”的发展过程，也自然渗透着“中西方饮食文化的差异”。( (二）学情分析：二）学情分析：四年级的学生主动积极，思维灵活，好胜心强，已初步养成了听音模仿、大声朗读英语、开口说英语的良好习惯，具备了一定的听、说、认读简单词
3、汇、句式的能力，自主探究、合作学习的能力都有较大提高。（三）教学目标：（三）教学目标：1.1. 知识目标：知识目标：（1）要求学生三会掌握词汇：Chinese, fast, food, want, chopsticks, difficult；（2）句型：Do you want some ?Yes, please. / No, thank you.2.2. 技能目标：技能目标：（1）能听懂、理解课文大意并回答出相关问题；（2）能自如地运用所学重点句式开展“点餐”活动，并能根据所给信息或实际情况做出应答；（3）能根据图片或实际情况认读食品的词汇及点餐、应答的句式并熟练朗读课文对话。3.3. 情感目
4、标：情感目标：激发学生对英语学习的积极性和自主性，培养他们乐于竞争、乐于交流、乐于合作、乐于助人的品质。4.4. 学习策略：学习策略：能积极与他人合作，共同完成学习任务；能积极运用所学的知识进行表达和交流；能在学习新知中锻炼自我的探究能力。5.5. 文化意识：文化意识：中西方饮食文化的差异（四）教学重点：（四）教学重点：1. 学习新词并能自如地运用重点句型“Do you want some ? Yes, please. / No, thank you.”；2. 能听懂、理解课文大意并回答出相关问题。（五）教学难点：（五）教学难点：1. 如何在真实任务或情景中运用所学句式和词汇；2. “chop
5、sticks” 和“difficult” 的读音。（六）课时安排：（六）课时安排：本单元由两个课时组成，本课为第一课时。（七）教学过程：（七）教学过程：StepStep 1 1 热身复习热身复习(1)(1) Greetings:Greetings:(2)(2) Chant:Chant: Noodles and Rice（设计意图：（设计意图：以活泼的儿歌吟唱营造良好的英语学习氛围。）StepStep 2 2 活动导入活动导入(1)(1) GuessingGuessing game:game:T: Noodles and rice are nice fast food. And here are
6、 some more fast food. Do you want some? You can use “Have you got?” to ask for them.S1: Have you got some jiaozi / ?T: Yes, I have. / No, I havent.（设计意图：（设计意图：通过“猜猜看”的游戏，不仅进一步活跃了课堂气氛，而且复习了“Have you got?”的句式和“jiaozi, fish and chips, hamburger, meat, cake”等食物词汇，为本课的教学和任务完成打下基础，还锻炼了学生的发散思维能力。）(2)(2) Cu
7、ltureCulture input:input: T: Good, they are nice fast food.（出示词卡“fast food”并带读、操练）Look, why I divided them into two groups?(noodles, rice, jiaozi, meat / hamburger, fish and chips, cake)S1: 中餐和西餐！T: Excellent! These are Chinese fast food and these are western fast food.（出示词卡“Chinese”并带读词组“Chinese fa
8、st food”）（设计意图：（设计意图：通过七种食物的分类，培养学生的探究能力并自然引入本课词组“Chinese fast food”的学习。） T: We eat Chinese fast food with chopsticks.（出示词卡“chopsticks”并带读、操练-实物展示）And we eat western fast food with knife and fork.（实物展示）（设计意图：（设计意图：在中西方饮食文化的渗透中，学习“chopsticks”这个生词。）StepStep 3 3 任务呈现任务呈现T: Good job! Today well go to a
9、fast food restaurant and learn how to order food. In the end, lets see who will be the best waiter or waitress.（设计意图：（设计意图：运用任务驱动的方式，让学生对这节课将要完成的事情有一个大致的了解，以激发他们的学习欲望，帮助他们在有意义的情境中开展认知活动，学习目的更明确，教学更有针对性。）StepStep 4 4 课文教学课文教学1.1. ListenListen andand answeranswer questions:questions:(1)(1) T: Look, ou
10、r good friends - Daming and Amy are ordering the food. Lets have a look and answer: What does Amy want? （出示词卡“want”并带读、操练） Are chopsticks difficult for Amy?T: For example, Its easy. And its difficult. (用左右手夹回形针来展示)（出示词卡“difficult”并带读） Have they got fast food inEngland?（设计意图：（设计意图：通过好朋友 Daming 和 Amy
11、的经历整体呈现课文，并通过设置语言学习的信息沟，让学生带着问题听录音，给学生思考的空间。与此同时，借助词卡和 TPR 动作演示，引入“want”和“difficult”的学习。）(2)(2) WatchWatch thethe CD-ROM:CD-ROM:(3)(3) CheckCheck thethe answers:answers: What does Amy want? She wants noodles. Are chopsticks difficult for Amy? Yes, chopsticks are difficult for Amy. Have they got fast
12、 food in England? Yes, they have.（设计意图：（设计意图：通过问题的回答帮助学生理解课文大意。）2.2. LearnLearn andand practicepractice thethe keykey drill:drill:(1)T: But how can Daming help Amy to order food? He ask ? Lets listen again and find out the key drill.(Watch the CD-ROM)S1: Do you want some?T: Good! He used “Do you wan
13、t some?” to order food.(出示句卡“Do you want some?”并粘于黑板上、操练)T: And if you want, you can answer “Yes, please.”. If not, you can say “No, thank you.”(出示句卡“Yes, please.”与 “No, thank you.”并粘于黑板上、操练)( (设计意图：设计意图：通过第二遍观看 CD-ROM，引导学生在真实的语境中学习本课的重点句式。)(2) Practice the key drill with cards: T ask and Ss answer:
14、 Ss ask and Ss answer:T: Now, lets look and say. These two groups ask, these two groups answer.For example, do you want some hamburgers? （引导 Group1 和 Group 2 一起问）Group 3 / Group 4: Yes, please.（根据图中的笑脸回答）（设计意图：（设计意图：利用单词卡片开展“ look and say”活动，不仅操练了本课的重点句型“Do you want some ? Yes, please. / No, thank y
15、ou.”，而且大组合作操练的形式也有助于帮助学生们增强自信。）3.3. CardCard game:game:T: Excellent! Now, lets play a card game. These are 7 kinds of fast food, and those are 7 kinds of drinks. (T/Ss 齐读饮料类词汇) I will give each of you 2 cards. And they are the food and drink you want to order, please keep them secret and use “Do you
16、 want some?” to guess what your partner want.Now, I will be the partner with .(Give Ss an example)（设计意图：（设计意图：在生动有趣的游戏中，引导学生进行重点句式的巩固和操练，同时词汇的呈现形式也从单纯的图片向图片与英文单词并存过渡，词汇的种类也由食物向饮料拓展。）4. Listen, point and read the text:T: I think most of you got the right food and drink. Are you happy?Ss: Yes.T: Daming and Amy are very happy too. They ate noodles and knew something about fast food. Lets open t
