小学英语《My favourite food》优秀教案设计

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，如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，如，What’s your favourite food? I like…

知识目标：认读单词：tomato， potato，pork， mutton， tofu， eggplant，  fish，green 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）

①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时,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,说 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,和Green一词.教师引导学生用cabbage来造句,如: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时,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"菜".

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

1、8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.

III．Consolidation

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。