四年級下冊英語教案Unit 3《Lesson 1 I want to eat noodles》∣魯科版（五四制）（三起）

1、.魯科版小學英語第四冊我國古代的讀書人,從上學之日起,就日誦不輟,一般在幾年內就能識記幾千個漢字,熟記幾百篇文章,寫出的詩文也是字斟句酌,瑯瑯上口,成為滿腹經綸的文人。為什么在現(xiàn)代化教學的今天,我們念了十幾年書的高中畢業(yè)生甚至大學生,竟提起作文就頭疼,寫不出像樣的文章呢?呂叔湘先生早在1978年就鋒利地提出:“中小學語文教學效果差,中學語文畢業(yè)生語文程度低,十幾年上課總時數是9160課時,語文是2749課時,恰好是30%,十年的時間,二千七百多課時,用來學本國語文,卻是大多數不過關,豈非咄咄怪事!尋根究底,其主要原因就是腹中無物。特別是寫議論文,初中程度以上的學生都知道議論文的“三要素是論點、

2、論據、論證,也通曉議論文的根本構造:提出問題分析問題解決問題,但真正動起筆來就犯難了。知道“是這樣,就是講不出“為什么。根本原因還是無“米下“鍋。于是便翻開作文集錦之類的書大段抄起來,抄人家的名言警句,抄人家的事例,不參考作文書就很難寫出像樣的文章。所以,詞匯貧乏、內容空洞、千篇一律便成了中學生作文的通病。要解決這個問題,不能單在布局謀篇等寫作技方面下功夫,必須認識到“死記硬背的重要性,讓學生積累足夠的“米。 Unit 3 Lesson 1: I want to eat noodles.死記硬背是一種傳統(tǒng)的教學方式,在我國有悠久的歷史。但隨著素質教育的開展,死記硬背被作為一種僵化的、阻礙學生才

3、能開展的教學方式,漸漸為人們所摒棄;而另一方面,老師們又為進步學生的語文素養(yǎng)煞費苦心。其實,只要應用得當,“死記硬背與進步學生素質并不矛盾。相反,它恰是進步學生語文程度的重要前提和根底。 教學目的：要練說，得練看。看與說是統(tǒng)一的，看不準就難以說得好。練看，就是訓練幼兒的觀察才能，擴大幼兒的認知范圍，讓幼兒在觀察事物、觀察生活、觀察自然的活動中，積累詞匯、理解詞義、開展語言。在運用觀察法組織活動時，我著眼觀察于觀察對象的選擇，著力于觀察過程的指導，著重于幼兒觀察才能和語言表達才能的進步。 1、知識目的：可以聽說、認讀want ,dumplings兩個新單詞，可以聽說、認讀、會寫eat, nood

4、les兩個單詞，并能運用主句型“-What do you want to eat? -I want to eat 詢問別人的飲食愛好。2、才能目的：能聽懂、會說并在實際生活中運用句型“-What do you want to eat? -I want to eat ，并能做交換練習3、情感、策略目的：培養(yǎng)學生合理膳食、保持安康的理念。同時培養(yǎng)學生積極運用英語進展日常表達、交流。教學重難點：掌握noodles, dumplings, want, eat 四個單詞，并能用主句型“What do you want to eat? I want to eat 進展日常生活中詢問飲食愛好的交換練習教學準

5、備：課件、錄音機、磁帶、效勞員端盤子圖片2張、食物卡片假設干、盤子實物6組、單詞卡等。教學步驟：Step1: Warm up熱身1, Greeting:Teacher T: Good morning, boys and girls. Nice to meet you. Students Ss: Nice to meet you, too.T: Today Im glad to have this class with you.First, I want to know something about you, OK? S: OK.2, Free talk: T: This boy, whats

6、 your name, please? S1: My name is T: Nice to meet you.S1: Nice to meet you, too.T: And this beautiful girl, may I have your name?S2: My name is T: Nice to meet you.S2: Nice to meet you, too.T: Do you like fish?S2: Yes, I like fish very much.T: Great! I like fish, too.T: And this boy, let me know yo

7、u, OK?S3: My name is T: Oh, youre cool. And do you like chicken?S3: Yes, I like chicken.T：Oh, I know.【設計意圖】通過與學生打招呼，進展簡單日常交流，詢問他們是否喜歡魚或雞腿之類的食物，順勢自然過渡到食物上來，從而引入美食街，進入主情境Step 2: Presentation學習新知:1, Enjoy the gourmet streets pictures:T: Now, boys and girls. I know you like yummy food. And I like delici

8、ous food, too. And several days ago, I went to a gourmet street and take some photos about the delicious food. Now lets enjoy them, OK?Ss: OK.Show the pictures with a beautiful song.【設計意圖】欣賞美食街圖片，從而激發(fā)學生學習新詞、運用新句的興趣。2，Divide the students into two groups:T：So much for you, and here are two plates for

9、you. And Ill divide you into two groups. One plate is for one group. If you have done well, Ill give you some food. Try your best!【設計意圖】運用盤子給學生分成兩大組，使用食物卡片進展獎勵，符合主情境的設計，讓學生形成一種競爭意識，同時又為后來的小組運用活動提供展示臺。3, Learn and use: I want to eat T: On the screen, there are some delicious foods, lets say their nam

10、es, OK?S：OK.Show the pictures and review the words about food they have learned.T: Oh, so many delicious food. And I want to eat fish. 領讀并板書I want to eat What about you? What do you want to eat?S: I want to eat 學生說出，老師發(fā)給學生食物卡片以示鼓勵。問四組左右。【設計意圖】復習舊單詞，引出新句型，教讀、板書并引導學生運用。4，Watch the cartoon of the text

11、for the first time, learn new word: noodlesT: Now, you have got what you want to eat. And what does Jack want to eat? A. rice B. noodles Lets watch the cartoon carefully and choose the right answer.Watch the cartoon.Choose the answer. 及時給予鼓勵性語言評價及評價臺實物卡獎勵評價。Pay attention to the pronunciation: look,

12、book, noodles;zoo, room, noodles.領讀詞卡并板書noodles.【設計意圖】通過看動畫讓學生選擇正確答案，同時注重錄音純粹發(fā)音的語言輸入。結合已經學過的“oo字母組合發(fā)音規(guī)律，引導學生在原有認知根底上總結歸類發(fā)音規(guī)那么，培養(yǎng)英語語感5, Lead in the sentence: What do you want to eat?T: You know, Jack wants to eat noodles. And how do you know the answer. From picture 1, picture 2, or picture 3?Ss answ

13、er. 鼓勵性語言評價及評價臺獎勵食物卡片。Show the sentence: What do you want to eat? 跟錄音讀、領讀并板書。 【設計意圖】引導學生閱讀文本，從而導入問句，進展語言輸入與學習。6，Ask and answer in pairs.Use the drills: What do you want to eat? I want to eat Show. 展示三組左右，給予鼓勵性語言評價及評價太食物卡片評價?！驹O計意圖】學習主句型后，接著進展同桌的機械操練，強化對新學句型的操練。7，A game : Lucky customerT: OK, boys and

14、 girls, you have done well. And now Ill give you a surprise. Heres a game for you : Try to be a lucky customer. And rules for you, please read it by yourself.Teacher shows and draws.Ss ask, answer and draw. 進展三組左右的游戲，給予個人語言獎勵、實物卡獎勵，并給予評價臺實物卡獎勵。【設計意圖】設計此游戲是為了在增加興趣性的根底上進一步運用主句型。8，Watch the cartoon aga

15、in and learn new word: dumplings.上一環(huán)節(jié)的游戲，最后一組抽獎時，放入John 的頭像，讓學生抽出來后，老師說：Oh, whos that? Thats John. And what does John want to eat?Lets watch the cartoon again and choose the right answer.Watch the cartoon.Check the answer.給予語言評價及評價臺上實物卡獎勵。Learn the new word: dumplings.領讀詞卡屏幕上出示水餃圖片并引導說：These are dum

16、plings.接著出示不同餡的水餃，并引導學生說：fish dumplings, chicken dumplings, vegetable dumplings.然后出示句子：I want to eat 讓學生選擇自己喜歡吃的水餃進展表達，同時老師也可以附和：I like fish dumplings, too.或者：You want to eat vegetable dumplings. Thats good for your health.語言鼓勵與評價臺食物卡獎勵?！驹O計意圖】由上一項抽獎游戲，抽出人物John。然后問他想吃什么，再次回到文本動畫，進展語言輸入，學習新詞dumplings。

17、接著結合以前學過的fish, chicken, vegetable 進展詞匯的融會貫穿，由詞擴詞，由詞擴句：I want to eat dumplings.9，Listen and say:Listen to the tape and repeat.Good to know. 就Chinese food 進展一個知識補充，理解中西食品。Read the text by themselves.Act it out. 展示表演讀對話，及時給予鼓勵性語言評價及評價臺獎勵?！驹O計意圖】翻開課本，跟讀錄音，強化純粹發(fā)音，同時浸透一點關于中西食品的小知識，并重點教讀一下非主句型的略微有點難度的句子：I c

18、ant cook Chinese food，掃除學生讀課文的障礙。接下來自由練讀，展示表演讀，讓學生對所學進展展示，檢查知識掌握的同時增強學生學習英語的成就感。Step 3: Pretend 拓展延伸Count the foods they have got in their plates and go to the gourmet street:結合評價臺上兩組同學所獲得食物的數量進展表揚與鼓勵。接著說：Now lets go to the gourmet street.黑板上貼上gourmet street的橫幅，課件展示Go to the gourmet street走進美食街老師請三位同學扮演顧客，老師扮演效勞員運用黑板評價臺上盤子內的食物詢問顧客：What do you want to eat? 顧客答復：I want to eat 效勞員便從盤子里取出食物送上，說： for you.接著問下一位顧客。老師示范完后，讓同學們六人小組內運用事先準備好的食物卡片盤子進展表演運用。請兩組同學上臺運用黑板評價臺上盤子內的實物卡片進展表演運用。給予鼓勵性語言評價。【設計意圖】新知識掌握了以后，就應該創(chuàng)設真實的情境進展輸出運用了。所以我運用一開場上課就用的食物評價臺創(chuàng)設了走進美食街