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    小学英语《My favourite food》优秀教案设计

    本文所属专题栏目是【】

    本文小学英语《My favourite food》优秀教案设计由小学名师教学网HBteachers.CN收集整理,感谢原作者。更新时间:2010-7-25 9:38:01

     

     

     

     

     

     

     

     

     

     

    序号

    8

    任教教师

    包蕾敏

    学校

    宁波江东中心小学

    话题

    My favourite food

    教学内容

    Let's learn:

    (New words) tomato potato pork mutton tofu eggplant  fish  green beans cabbage

    Let's play:

            Waitress:  Good evening , ladies, What would you like for dinner?

            Miss White:  I'd like some crabs and  fish. What about you?

            Miss Green:  I don't like these.

            Waitress: Oh. What's your favourite food?

            Miss Green:  I like...very much.

            Waitress: Sorry , no ...  What about ...

            Miss Green: All right.

     

    教学目标

    能力目标能够提问并回答晚餐所吃的食物What would you like for dinner? I'd like some ...

              能够提问并回答最喜欢吃的食物是什么What’s your favourite food? I like…

    知识目标:认读单词:tomato potatopork mutton tofu eggplant  fishgreen beans cabbage

    情感目标了解中国的美食开拓学生的视野。

              培养学生的合作精神和创新意识,引导学生通过以旧带新的方式自主学习。 

    教学重难点

    重点是本课时词汇量教大,要让学生能在课堂上较好掌握这写单词,教师需要巧教,趣教,努力调动学生的积极性.

    课前准备

    ?教师自制课件。

    ?教师和学生准备单词卡片和图片,厨师帽和奖牌.

    教学步骤

    热身/复习Warm-up/Revision

    教师播放菜肴课件:要求学生Look carefully.            

    教师问: what can you see? 学生回答:I can see...

    ②T: Do you like ...?

    新课导入 Presentation

       当有学生说到I can see potatoes. I like potatoes,教师说Can you spell the word "potato"? 此时课件中出示单词potato和图片.教师带读,(并把单词任意贴在教室里的墙上.)

     

    呈现/操练Presentation/Practice

    1.教师点击课件在单词potato上方出现另一个单词tomato.教师问:Can you read it?

    What is tomato? 点击后出现西红柿图片,教师问:What colour is it? Red, and the tomato is round.教师带读Tomato, tomato, red and round.(把单词任意贴在教室里的墙上.)

    2.教师出示卷心菜的背面图片, Look, it's round, too. But it's not red. Can you guess? 学生猜不出时教师可以说,Oh, it's a cabbage.此时课件中出现单词和图片,Green一词.教师引导学生用cabbage来造句,:this is a cabbage...等句式.(把单词任意贴在教室里的墙上.)

    3.教师问:Which vegetable is green too?(cucumber) 引出--green beans.教师出示实物,问学生What's in it? Oh, many many beans.教师带读单词.(把单词任意贴在教室里的墙上.)

    4.教师:The tomato is red. The cabbage and the green beans are green .What is purple? 引出新单词--茄子.课件出现egg,再出现plant.教师带读.(把单词任意贴在教室里的墙上.)

    5.练习:教师说单词,学生指向贴在墙上的那个单词.

    6.Let's play ---Good Luck.

    把同学们分成四组.课件画面出现以上五样食物,教师问What would you like?每组选一样.此时,课件出现五样不停闪动的食物,教师点击鼠标,画面停留在什么食物,猜对的组就加分.

    7.当画面落在eggplant,教师问:Do like to eat? Who likes to eat,stand up.教师点击后出现一道菜肴---- 肉末茄子.This is for you .Look carefully.What is in it? 引出新单词---pork. 教师发出指令:Smell the pork.Taste the pork .Cut the pork...

    8.画面出现羊肉,教师问Is this pork? No,it's mutton.

    9.Let's chant.<Pork And Mutton>

    Pork and mutton, pork and mutton.

    What a surprise! Pork and mutton.

    Smell the pork, taste the mutton.

    Dinner is ready, open your eyes.

    10.Dinner is ready ,What's for dinner ?Guess! 课件画面出现8道菜,都用盖子盖着,猜一猜,是什么.教师用英语提示.答案揭示后,教师引导说:Here's no soup. Would you like some soup? 此时,画面出现一碗汤What's in it?------tofu.

    11.教师与学生交流:T: What would you like?S1:I'd like some...and ....教师把学生喜欢的菜的卡片贴在黑板上,T: What's your favourite?在最喜欢的食物的图片边,画上三个"笑脸".跟读"favourite"

    12.Do pairwork. What's your favourite food?学生用卡片,来选自己喜欢吃的"".

    点评

    本堂课通过设计形式多样的英语情境,让孩子们接触更多的英语空间。课件设计的很好,尤其是音乐设计更妙。本节课的评价方式落实了新课程标准的理念,注重对学生进行形成性评价和终结性评价。

    本堂课有两个亮点:

    1、为了使英语教学更贴近学生的生活实际,包老师设计了一个评选校园特色菜的活动,为学生搭建了一个使用英语的平台,也实现了英语教学的最终目的——用英语进行交际。

    2、包老师的课除了对学生进行听说读写这四种英语基本能力的培养外,还注重对学生多种能力的培养。如让学生在最短时间内记忆刚刚出现的菜有哪些,培养了学生的记忆能力和观察能力;让学生猜食物则培养了学生的逻辑思维能力。

    本节课采用任务型途径,倡导体验参与,把新课程理念落实到了实处。

     

     

     

    序号

    9

    任教教师

    祝海燕

    学校

    江山市城南小学

    话题

    Adventure (历险、奇遇)

    教学内容

    课题名称:The little Indian boy

    The little Indian boy wakes up. He washes his face. He has breakfast. He says to his mummy, ‘Oooooooooo! I’m going to play.’

    He walks down the garden path, Walk, whistle, walk, whistle, walk, whistle. He opens and closes the green gate. Dang!

    There’s a twisty road. He walks down the twisty road, walk, whistle, walk, ,whistle.

    There’s a dark wood, He goes into the dark wood, quietly. Sh! Sh! Sh! Sh! Sh! He walks through the dark wood , tip, toe, tip, toe., tip, toe.

    There’s a deep river! He swims across the deep river. Swim, swim, swim, swim, swim, swim.

    There’s a steep hill. He climbs the steep hill.  Hei hu, hei hu, hei hu.

    There’s a cave! It’s a very dark cave! He looks into the dark cave, peep, peep, peep, peep, peep, peep. He listens.

    Nothing. He goes into the dark cave. Creep, creep, creep, creep, creep, creep. Deeper and deeper and deeper, and deeper and deeper and deeper, into the dark cave….Ah ah, ah ah, ah ah…! A lion.

    设计思路

    目前一些小学英语教材中都引入了故事教学,但在实际教学中,他往往被忽视,教师的教学方式比较简单、粗略,如:放录音,请学生听几次,然后教师带读。其实所有孩子都爱听故事,听讲故事对儿童语言学习具有不可低估的教学效果。本节课试着把故事这种趣味性很强的活动引入课堂教学之中。

    本教案适合与10-13岁的学生。故事教学对学生的要求并不是由故事语言复杂程度决定的,而是取决与我们期望学生在活动中做些什么。同一个故事,对一般学生可以只要求他们听懂故事,能根据故事内容判断句子正误。对接受能力较强的学生则可以要求他们在理解的基础上,讲述并表演故事,鼓励他们运用故事中的新语言。

    教学目标

    基本目标

    1.       能认读Breakfast, garden path, green gate, twisty road, dark wood, deep river, steep hill, dark cave,以及在实际生活中运用下列动词  wake up, wash, walk, open, close, swim, climb, go into, looks into.

    2.       通过图片说明、教师讲演,学生能听懂故事。

    3.       能在教师的引导下,使用英语表达自己的观点。

    拓展目标:

    学生在听的过程中,能积极参与其中,激发学生英语学习的兴趣和内在动机培养学生敢于开口的信心和勇气。

    教学重难点

    教学重点

    让学生通过听听画画,听听说说、听听看看、听听动动、听听议议、听听猜猜等活动,在游戏中、娱乐中学英语、用英语,促进语言交际技能的培养。

    难点

    听说读 walk down, go through, walk through, swim across, go into, look into.等词组,并在实际情景中运用。

    课前准备

    18幅图片:an Indian boy ,garden path ,green gate ,twisty road ,dark wood, deep river, steep hill, dark cave.

    2、一个的头饰Indian boy 的头饰。

    3、每组一张调查表格。

    教学步骤

    I  warm-up

    1.       本课是讲一个印地安男孩的故事,所以老师用一首歌导入新课sing a song: The little Indian boys.

    电脑出示图片Picture: English is action.

    English is fun.

                            English is action

                                   I want to learn.

    2.       TPR: 老师说学生做 shake your body three times. Swim like a frog. Climb like a monkey. Show me your pocket. Look into your pocket.

    3.       看图片说单词Make up  wash face  have breakfast  open the door. Close the door. Look into swim across. Walk through  whistle新单词用大画面显示。

    4.       The little Indian boy can whistle 引出-> story

    II presentation

    1.       Picture; garden, park, green gate. Deep river, steep hill, dark cave.

    2.       练习说句子Sentences: There is a green garden.  There is a steep hill. There is a dark cave.

    3.       Which place do you like?

    S: I like dark cave. I want to know what’s in the cave.

    What does Indian boy like? Like cave.

    4.       Tell the story….Do you know what’s in the big cave?

    5.       学生根据老师的问题充分发挥想象S: Maybe there is a snake. What would you do?….

    6.       老师再设置问题,如果有---你怎么办?S: Miss snake. You are so beautiful. I’m not delicious. please. let me go.

    T: Treasure. What would you do? S:….

    7.       Follow the teacher. Finish the story with words, with action.

       Group work

    Read the words.

    IIIConsolidation

    Make a story with some of the words in your group.

    Tell the story.

    点评

    1.       学生词汇量大,表现突出。

    2.       故事处理巧妙,不出示结果,让学生猜测。

    3.       讲故事的时候面可以再广一点。

    锻炼发散性思维,学生时常有灵感迸发。

     

     

    序号

    10

    任教教师

    杨玲

    学校

    绍兴市鲁迅小学

    话题

    Describe Your Friends

    教学内容

    课题名称:My new friend

    A: Hi, Mum. I have a new friend today.

    B: Boy or girl?

    A: Boy.

    B: What’s his name?

    A: His name is Jianjian

    B: What’s he like?

    A: He’s strong and short. He has short black hair and big eyes.

    B: Is he hard-working?

    A: Yes, he is.

    B: Cool.

    设计思路

    本课以话题:“Describe your friends”为主线,逐步引导学生运用英语完成一个个有实际意义的语言任务。整堂课围绕着描述展开:课始用简单的词汇描述“Funny friend”,既消除了紧张的课堂气氛,又活跃了学生思维,而且非常自然地过渡到下一环节。课中用描述人物的句型编chant,做游戏,改变了机械的操练方式,让学生在唱唱、玩玩中习得语言。课终又以“Make up a new friend and describe your new friend ”为任务,让学生在真实的场景中自然、灵活地进行交际运用。

    教学目标

    1.       复习巩固有关已学的词汇和句型。Lazy, hard-working

    2.       能听说认读描述人物个性特征的新词汇:

    3.       能熟练地询问或描述人物外貌、个性特征,能初步读懂短文和书写短语。

    对学生进行朋友间要相互帮助、学习上要努力勤奋的思想感情。

    教学重难点

    教学重点

    询问或描述人物外貌、个性特征的句型。

    教学难点

    表示人物个性特征的单词。

    课前准备

    教师准备有关教学课件,及相应教具。

    教学步骤

    I Warm-up

    1.       sing a song

    II Presentation

    1.电脑出示,半个画面是钟摆的指针,指针晃动选择人物特征如: big black eyes, small…

    另外半面把这些特征用图画表现出来Draw a funny friend

    What’s he like?

    S: He Is….

    He has…

    Let’s chant: What’s he like? He is thin and short. What’s he like? He has big black eyes.

    Make a new chant.

    2.       出示图片樱桃小丸子Picture: Is she quiet? Noshe isn’t. Is she smart? Yes, she is .

    funny, kind, active, strict.

    Ask: Is she funny? Yes, she is.

    Is she strict? No, she isn’t.

    Piggy: quiet, strict ,smart, lazy.

    Practice  Is he… Yes/no…

    Lazy->Don’t lazy. You should be hardworking->hardworking

    T: Who is hardworking? Ann has a new friend. She is hardworking.

    3.       Listen to the tape:  1.What’s his name? 2. What’s he like? 能够出示问题后再听,训练学生的听力。

    4.       read.

    III Consolidation.

    1.       Make friends with the teachers.

    2.       Teacher discribes the new friend. Ask the students to discribe the new friend.

    3.       课件演示Jiangshan theatre.

        Read the messages , then guess who will act for us.

    a.       No1.He is a man, He is from china What’s he like? He is strong and short. He has big nose and big mouth…..His name is …..

    b.      

    4.       拓展练习,招聘活动。If you are a boss. You want an actress.

    学生自己展开活动并记录 Name

    Age

    Appearance

    Character

    5.Sing a song: friends.

    点评

    1.       体现与学生互动游戏深受学生喜爱。

    2.       卡通漫画形象生动,如猪八戒,小丸子投学生所好。

    3.       学生有效习得语言的过程非常得体,不急噪,不随意打断学生。

    4.       听录音的时候让学生带着问题听。

    任务教学是主流,有层次,机械交流习得。

     

    序号

    11

    任教教师

    郭美阳

    学校

    湖州师范附属实验小学

    话题

    Food

    教学内容

    课题名称:What’s your favourite food?

    本教学内容综合PEP教材中有关询问所喜欢的食物以及原因的词汇和句型。

    教学内容设计如下:A: What’s your favourite food?

                      B: My favourite food is …. / I like …and …

                      A: Why

                      BIt’s/They’re …

    设计思路

    本课的话题为Food。结合学生学习材料的学生的生活背景,教学设计将核心任务确定为学生能询问及回答最喜欢的食物,即学生能运用新语言点“What’s your favourite food ? My favourite food is …/ I like … and …”与人交流信息;并能滚动运用旧语言点“It’s / They’re tasty/…”较全面地说明喜爱的原因,从而逐步养成连贯思维与说短段的能力。

    教学目标

    1.能听懂,会说:What’s your favourite food? My favourite food is …/ I like … and …并能在情景中熟练运用。

            2.能表达自己对各种食物的喜好,并能用句型“It’s / They’re …”表述喜欢的原因。

            3.引导学生正确区分健康食物与有碍健康的食物,逐步形成正确的饮食观。

    教学重难点

    教学重点:

    本课时需要重点掌握询问和回答最爱吃什么食物的句型:What’s your favourite food ? My favourite food is …/ I like …and …

    能在学校餐厅就餐的具体情景中熟练运用重点句型,并能对食物进行简单的评价。

    教学难点:

    单词favourite的发音。正确运用My favourite food is … I like …and …两种句型表达自己最爱吃的食物。

    课前准备

    教师准备有关教学课件;苹果模型、餐厅用具、空白菜单等。

    教学步骤

    I.课前准备

    1.       Dialogue

    2.       Let’s chant: School days

    II. Warm-up

    1.       板书Food

    2.       sing a song: An apple a day keep the doctor away 随着节奏唱歌

    III. Presentation

    1.       T: show the apple.

    S: apples are fresh , tasty, yummy, sweet…

    T: another question for you. (CAI)

      Which food is not healthy?

      …is not healthy. …is not healthy.

    2.       调查make a menu

    a.       Group work. Discuss

    b.       汇报  tomato   potato   cabbage   mutton  tofu….

    3.       引:T: Which food do you like best?

    S: We like tofu best

    T: so tofu is our favourite food.  àfavourite

    a.轮读跟读并组词

    b.My favourite food is …(his\ your\ her)

    4.       学习句型My favourite food is….

    a.       answer “What’s your favourite food? My favourite food is …”

        b.生生问答并说出原因

    c.师生问答,强调感情What’s your favourite food ?学生问老师后老师在学生的耳边轻声说出。

    d.全班学生再问Miss Guo. What’s your favourite food?  I like___and___.(板书)

    e.鼓励说出三样I  like___,____and____.

    fAct like a dog.( pig,cat…)

    操练对话Do you know what my favourite food is?

    You favourite food is fish….

    IV Consolidation

    1.       Go to Miss Guo’s  canteen. Menu(CAI)

    Who’s hungry? Teacher act the waiter.

    T: Good afternoon.

    S1: What’s your favourite food?

    S2: My favourite food is beet, chicken. What’s your favourite food?

    S3: My favourite food is eggplant.

    Students have no money and run away from the canteen.\

    2.       Act.

    评出super waiter/ waitress.

    点评

    教师心理素质很好,有大将风采,能够临危不乱,合理处理突发事件。语言功底扎实。

     

    序号

    12

    任教教师

    陈聪聪

    学校

    温州市实验小学

    话题

    A beer can

    教学内容

    课题名称: A beer can

    本课话题以PEP教材五年级上册第五单元Story time部分的内容为基础改建而成。教学内容设计如下:

    AI’m a beer can. I’m old. I want to go home.

    B: Look! What’s that?

    C: It’s a beer can. Let’s put it into the recycle bin.

    A: I’m home now. Thank you.

    设计思路

    本课话题以PEP教材五年级上册第五单元story部分的内容为基础改编而成。教师在处理该教学内容时,对教材进行了重组,以对话课教学的方式处理该教学内容。在trash bin ,Where is the…?的基础上加以拓展,是对前一部分知识块Let’s learn Let’s talk 语言知识的补充和丰富。它亦是学生运用课本知识到实际生活的重要基础。这堂课的教学设计紧密联系学生生活实际,富有童趣,学生十分喜欢,如表演各种虚拟的任务和物品,他们创新的点子和生动的表演让整个课堂鲜活了起来,充满了生气。在完成任务的过程中,学生得到充分的体验,通过一个个活动的展开,整个任务水到渠成。

    教学目标

    学生能听,,认读can, recycle, bin及句型I want to …Let’s put it into…并能在此基础上进行适当扩充.学生通过充分挖掘生活经验,丰富生活知识,增强环保意识.

    教学重难点

    教学重点:

    能听、说、认读单词can recycle bin ;能够运用句型I want to … Let’s put … into ….

    教学难点:

    理解故事的内涵,在真实的环境中能表达运用。

    课前准备

    教师准备有关教学课件,垃圾桶、各类易拉罐、图片等。

    教学步骤

    I .Warm-up

    1.       Sing a song: If you’re happy.

    2.       Draw: Who’s she? She’s Xixi

    II. Presentation

    1.       Close eyes and listen: Baby is crying. Why is baby crying? Maybe…

    I want to …S: I’m a baby. I want to…

    2.       CAI :Where is the baby? In the kitchen. Why could you say he’s in the kitchen. What can you see?

    3.       I’m home now. I want to have….àcan

    Milk ->no milk-> can, apple -> can

    4.       What’s in the can? Guess->beer

    Open the can. It’s a small can beer.

    Who likes beer? Can we throw it out of the window?

    No we should throw it in the trash-bin?--->recycle bin

    Practice. Don’t throw all the things into the recycle bin

    5.       任务教学,给垃圾分类放入垃圾筒

    汇报投入recycle bin 如果对了  I’m home now .Thank you如错误立即返回。

    Discuss: what else can throw into the recycle bin?--->non-recycle bin并在垃圾箱上画上标志

    6.故事呈现。

    图画展现Where’s the recycle bin? In the park.

             I’m a beer can. I’m old. I want to go home.

             Look what’s that? It’s a beer can.

    Let’s put it into the recycle bin

    I’m home now. Thank you.

    小组排练并演出

    III Consolidation

    1.       Group work

    2.       学生汇报.

    3.       We throw … in the recycle bin. Why?

    Because we want to use them again.

    渗透: 提供环保的网址,让学生课后去看。

    点评

    1.       生活的课,让学生在课堂中学到知识。

    2.       体现不会到会的过程,实际的课。

    3.       成长的课,体验性教学,探索中前进。

    4、课堂节奏控制不够,激情不够,应变能力很重要。

     

    序号

    13

    任教教师

    吴绯霞

    学校

    上海市福山外国语小学

    话题

    Ability

    教学内容

    课题名称: Ability  (I can sit on the floor/wash my arms/touch my nose/play football/clean the windows/clap my hands/... )

    教学目标

    I can …运用到实践之中,学会使用以前的动词表达能力。衍生到说:You can… \I can … like this.\Can you…?

    教学步骤

    I Warm-up

    1.       Game: hang man

    Guess the teacher’s name.

    Rachel

    10 cards. 5 cards are yellow.5 cards are red.

    两组卡片各有分值,难度递增,学生可以自由选择答题。

    II presentation

    1.       Game: Rachel, Rachel, sit on the floor. I can sit on the floor

            … open your mouth. ……

      wave your arms, touch your nose.  I can, can touch your nose.->can

    2.       Show some cards.

    Look at the picture and do. I can, I can play football.( clean the windows, clap my hands, touch my head, jump rope, play basketball)

    由个别到集体进行操练。

    3.       You can

    T: I can close the window. S: You can close the window.( jump high, play computer….)

    Game: do the action, another students guess.

    S: you can do morning exercise….

    4.       do pair work. I can… You can…->run

    I can run fast, I can run very …. I can run like this…

    Look and do and make the sentences: I am a duck .I can run like this. (Horse, car grandma)

    5.->I can run, jump, but I can’t fly.-> fly

       Who can fly? (…)

       戴上头饰TWind, blow and blow. Who can fly?

                  You’re an elephant, The wind can’t blow it fly. Show the magic stick!

    III Consolidation

    1.       Which one is missing?老师抽出一张单词,学生读剩下的找出少了什么。

    2.       do action.

    3.       根据老师描述给图编号排序

    一起讲故事

    点评

    1.       新知识让学生加以理解,教师创造条件让学生对渠道进行交流与交际。

    2.       热身让学生把现有知识进行疏通与整理。

    3.       调动儿童视觉听觉心灵感情的体验,提高结合所学内容进行编儿歌,编故事的能力。

    单词放入句子和情景中选择I CAN的句型来操练,交际与合作的能力体现在竞争中。

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