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1、 小学英语教师招聘考试专业知识 第三篇教材教法与教案知识结构图第三讲英语经典教案示例一:In a Fast-food Restaurant.教学容In a Fast-food RestaurantWaiter: Hello, can I help you?Mum: Yes. What would you like, Dick?Dick: Id like a hamburger.Mum: Me, too.Waiter: Would you like something to drink?Mum: Oh, yes. Two glasses of orange juice, please.Dick:
2、 Mum, can I have an ice cream?Mum: Sure. Two hamburgers, two glasses of orange juice and an ice cream.Waiter: OK. Here you are. 38 yuan, please.Mum: Here the money.Waiter: Thanks.生词:fast-food restaurant hamburger句型:What would you like?Would you like something to eat/drink?.教学目标1. 能听、读、说fast-food,res
3、taurant,hamburger,并了解其含义。2.能灵活运用重点句型,并清楚其运用的场合和语气。(1) What would you like?(2) Would you like something to eatdrink?3.能模仿本文对话,并能在一定的语境中运用所学语言进行交际。4.培养学生的注意力和观察力,激发学生积极思维,挖掘学生运用语言的创造能力。.教学重难点1.重难点句型:(1)What would you like?(2)Id like .(3)Would you like something to eatdrink?(4).,please.2.掌握有关食物名称的词汇。.教
4、具准备食物图片:ice cream, hamburger, cake, bread, juice, milk, water, hot dog, French fries等。食物和饮料:hamburger,cake,bread,milk,orange juice,cock cola等。道具:服务员工作帽、围裙、托盘,多媒体课件一套。.教学过程Step 1.Warm-up(1)Do it! (学生按教师的指令做动作)T:Stand up!Sit down!Sit down!Stand up! (教师辅以手势)T:Walk!Stop!Jump 5 times!Stop!Push!Stop!Run!S
5、top!(教师和学生一起做,每个动作持续一段时间后,教师突然说:“Stop!”要求学生立刻停下来。)(2)Do as I do!(教师做动作并表达,引导学生边做边说:“Me,too.”)教师做睡觉状,并用低缓语调说:“Im tired.”引导学生说:“Me,too.”教师做笑脸状,并用欢快语调说:“Im happy.”引导学生说:“Me,too.”教师做干渴状,并说:“Im thirsty.”引导学生说:“Me,too.”教师手摸肚子,并说:“Im hungry. ”引导学生说:“Me,too.”(3)Listen and act!(学生按教师的指令做动作。)教师说:“Lets eat!”(做
6、吃东西状)学生跟着做动作。指令依次为:Eat slowly!Eat fast!Lets drink!Drink slowly!Drink fast!(通过此活动,操练对话中的有关单词,例如:eat,drink,fast。)Step 2.Revision and presentation(1)教师问:“What would you like to eat?”让学生根据自己的喜好,用已学句型“Idlike”回答。(2)教师出示卡片hamburger,并问:“Would you like a hamburger?”(3)学生学说hamburger一词,教师板书单词,并抽查一组学生,学生快速读词。(4
7、)出示有关食物的卡片(hamburger,cake,ice cream,juice,milk.),让学生认读。(5)做游戏:“Whats missing?”(教师从卡片中任意抽掉一,再让学生看卡片读单词,然后让学生说出拿掉的是哪一卡片。)Step 3. Patter drills and dialogue teaching(1)选取单词卡片45,同时出示给学生,并提问:“What would you like?”引导学生回答:“Id like.”教师把该卡片送给说出正确答案的学生。(2)教师把手中卡片送完后摊开双手说:“No food left! But dont worry,lets go
8、to the restaurant.You can choose whatever you like.”(3)屏幕上出现单词RESTAURANT及三幅食物图片:noodles,fish,rice(noodles20 yuan,fishfree,rice10 yuan)。教师提问:“What would you like?”让学生用“Id like.”回答。当学生选中一种食物时,教师点击该图,出现该食物的价格。教师对该生做手势并说:“2010 yuan,please.”引导学生说:“Heres the money.”当屏幕上显示的是免费食物时,教师则带领全班学生对该学生说:“Congratula
9、tions!”(4)屏幕上出现单词BAR和三幅图片:cola,coffee,juice (cola20 yuan,coffee30 yuan,juicefree),教师请一学生提问并操作(练习方式同上)。(5)教师指着juice说:“Id like juice very much.I even drink juice on my birthday.”屏幕上出现“Happy Birthday to you!”和一只蛋糕。教师说:“Suppose today was your birthday,what would you like?”引导学生用“Id like”句型表达自己的愿望。(6)屏幕上出
10、现一叠钱的画面。教师问:“If you had lots of money,what would you like?”让学生继续用“Id like.”句型回答。教师引导学生说:“A car? A computer?”等,拓展学生的思维。(7)教师说:“If I had lots of money,Id like to open a big fast-food restaurant.”自然引出对话主题。教师出示快餐店图片,并介绍说:“Look,this is a fast-food restaurant.A big nice fast-food restaurant! We have hot d
11、ogs,hamburger,salad,French fries” (出示食物图片)(8)让学生模仿跟读单词:fast-food,restaurant,并选两组学生朗读,教师板书该词。(9)教师系上围裙,拿起装有食物(cake,hamburger,bread,juice,milk,water,ice-cream)的托盘,扮演服务员,并说:“Are you hungry? Would you like something to eat? What would you like?”让学生回答,回答正确的学生可以得到该食物。(10)当食物分完后,教师解下围裙,做出疲倦状,并说:“Oh,Im tire
12、d and hungry.”引导学生说:“Would you like something to eat? What would you like?”教师收回学生所选的食物后说:“Im full.Im not hungry.But Im thirsty now.”教师继续引导学生说:“Woul d you like something to drink? What would you like?”(11)教师说:“Im not hungry and thirsty now.Thank you,boys and girls.Youve done a very good job today.”St
13、ep 4. Communicative practice(1)屏幕上出现招聘服务员的海报,教师扮成快餐店经理,并说:“Our fast-foodrestaurant needs a waiter or a waitress.Whod like to have a try?”(2)邀请几位学生上来,给他们戴上服务员的帽子,并让他们站成一排。然后,教师(扮演经理)对“应聘者”发指令:“Line up!Turn left!Turn right!Smile and say:Welcome! Can I help you? What would you like? Would you like some
14、thing to eat?”每做几个动作,就请不合要求的“应聘者”回去,最后剩下两位“应聘者”。(3)教师对全班学生说:“Whos the best one?Please discuss in pairs.”引导学生两人一组讨论,以确定最后的“被录用者”。经典教案示例二:Is This Your Skirt?一、教学目标(一)语言知识目标1.五个颜色单词red,yellow,green, blue, white 的掌握和运用。2.能对所属衣物进行提问及回答:Is this your T-shirt? No,its not.3.能在图文和场景下进行简单的交流和表演。4.正确地在四线三格中书写单词
15、和句子。【设计意图】由于本课时是综合训练课,学生不仅要能听、说、读、写,还要会运用。(二)情感态度目标通过本课的学习使学生达到初步运用英语交际的能力,培养学生的合作精神和良好的书写习惯。【设计意图】根据新课程标准的总体目标和具体要求,以及本人对教材的理解,并结合学生的实际情况来设计。二、教学重难点(一)颜色单词及句型在交际中的运用。(二)五个单词及句子在四线三格中的正确书写。【设计意图】学生在Lets learn 和Lets talk 部分已掌握了有关的服装词组,并能用这些词组,完成简单的句子,因此把本课的教学重难点设置为这两点。三、教学准备服装、贴画、英语书写纸、工作证、卡片、录音机、磁带和课件。【设计意图】在这一节课中教师准备了服装、奖励学生的贴画、进行书写比赛的英语书写纸、工作证和卡片,教具的合理运用有助于突出重点、突破难点,使教学活动更容易操作。四、教学方法在教学活动中,教师通过各种生动、形象、有趣的手段激发学生的兴趣,根据对以上教材的分析,结合教学重难点,在这一课时中采用:(一)实物直观法【设计意图】形象直观的实物使语言形象化和具体化,有助于学生直接理解所学的英语。(二)情景法【设计