英语第四单元Food and Restaurants说课稿

2020-07-20说课稿

英语第四单元Food and Restaurants说课稿

  一、教材分析

  第30课位于本册书第四单元第六课,第四单元以“Food and Restaurants”展开学习,主要帮助学生掌握一日三餐的表达法,英语国家中最常见的饮料与食品的名称及数字11到20的读写法。通过学习让学生了解一些西方饮食习惯并能用简单的英语在就餐时进行交谈,学会表达“喜欢与不喜欢”,“谈论价格”等,在此基础上区分可数名词与不可数名词,了解行为动词的一般现在时态,逐步培养学生乐于接触异国文化的情趣。

  本课分三部分,第一部分要求掌握七种英语国家常见的食物名称;第二部分谈论价格,第三部分为一首英文歌曲,前两部分要求学生能根据一定的情景熟练自如的对话。后一部分利用歌曲欢快的节奏,培养学生英语学习的乐趣。

  二、教学目标

  语言目标:

  1.New words: fast, hamburger, hot dog, pizza, ice cream, sandwich, much, live

  2.Key sentences:

  ① What would you like? I’d like …

  ②. How much for…

  ③.I’ll take…, please.

  3. Make sure that students can make dialogues according to the two topics “having meals and prices”

  能力目标:

  1.To enable students to take part in the role activities.

  2.To train the ability of working in groups

  情感目标:

  According to the lively teaching, improve their interests in English, keep confident and dare to express in English.

  重点:

  1. Understanding the dialogue and grasp the language notes.

  2. Learning how to describe one’s real or imaginary pet.

  难点:

  Learning how to make dialogues in some situations

  三、说教法

  情景教学法: 曾经有人向老外请教,What’s the best way of learning English?(学英语的最佳方法是什么?)老外随口便说:“Go to the United States or marry an American.(到美国去或与一个美国人结婚)。这些话就告诉我们学语言离不开环境。但是我们的.学生在学校接触真实英语的机会非常有限,他们语言学习的主要环境就是课堂,所以我们绝不能吝啬口语训练的时间,不能认为教学任务完不成,而随意砍掉教材中提供的许多丰富的口语练习,要安排足够的时间让学生进行语言实践,充分利用教材的优势,组织并设计好Work in pairs, Read and say, Speak out, Group discussion和Interview等各种口语活动,创设一个近似自然的语言环境,用与日常生活相关的小对话,如起居、节假日、生日聚会、拜访、打电话、看病、购物、游泳、体育活动等使学生有身临其境的感觉,在乐趣中学习,在娱乐中获益。学生想在课堂上有好的表现,课前势必去积极准备。把生活引入课堂,再把课堂上所学到的知识延伸到生活中,这样学生无时无刻不在感受英语,锻炼英语,突破口语屏障。

  小组学习和任务教学法:美国教育家苏那丹戴克说:“告诉我,我会忘记;做做看,我会记住;让我参加,我就会完全理解”。我们以此可以知道课堂上让学生参与的是如此之重要。在英语课堂适当“留余地”给学生一些自由的英语空间,有助于能力的培养。教师在课堂上,不管是在revision, presentation, practice, consolidation等各个环节甚至是evaluation都应适当的“留余地”,让学生有自我体验的过程和感受英语的机会和时间,让学生参与课堂,体验英语。《英语课程标准》明确提出:教师应避免单纯、机械的语言教学模式,应根据课程的总体目标并结合教学内容与学生生活实际,设计能充分激发学生学习兴趣、贴近学生生活实际、培养学生英语综合运用能力;课程还倡导任务型的教学模式,让学生在教师的指导下,通过感知、体验、实践、参与和合作等方式,实现任务的目标,感受成功。在学习过程中进行情感和策略调整,以形成积极的学习态度,促进语言实际运用能力的提高。因此,唯有在课堂上给学生“留余地”,激发他们学习英语的兴趣,帮助他们建立学习的成就感和自信心,使他们在学习过程中发展综合语言运用能力,从而提高课堂的有效性,提高人文素养,增强实践能力,培养创新精神。

  四、教学程序

  新课程背景下英语课堂教学的有效性,关键是如何调控学生对课堂学习的注意力,激发学生对学习英语的兴趣。依据这一点,我的教学程序安排如下:

  CLASSING OPENING

  1. gteetings.

  2. Play a game

  1. What would you like?

  Step I: Presentation

  1. Teach new words by using pictures.

  2. Watch the FLASH, listen and say the words that they hear.

  3. Listen and fill in the blanks.

  Step II practice

  1. Read and act.

  2. Practice in pairs and act it out.

  2. How much for______

  Step I Presentation

  教师办成售货员,与一学生对话表演。

  Teacher: Can I help you?

  Student A: Yes, please.

  Teacher: What would you like?

  Student A: I’d like….

  Step II Practice

  Get students practice the dialogue above in two.

  Step III Show

  1.Watch the second FLASH, fill in the blanks.

  Play again. Lead them to pay attention “How much for…”、“I’ll take six.” If necessary, explain in Chinese.

  2.教师与一名学生对话,这次由学生提问,教师回答。

  Students C: Can I help you?

  Teacher: Yes, please. I’d like some hamburgers. How much for one hamburger?

  Student C: …yuan.

  Teacher: I’ll take .., please.

  Student C: Okay. Here you are.

  给出一份菜单,教师做顾客。

  Teacher: How much for one hot dog?

  Student B: Five yuan.

  Step II Practice

  Get students practice the dialogue above in two.

  Step III Listen, read and act

  1.Listen and answer:

  How much for one hot dog?

  How many hot dogs will Jenny take?

  2.Read and act.

  3.Get some students make dialoues using the pictures that the teacher brings to te class.

  3. Let’s sing a song.

  Step I Presention

  Teacher can choose one boy as the donut man and one girl as the hot dog girl.

  Teacher: Do you know the donut man?

  Teacher: Yes, I know the donut man, who lives across the lane.(解释)

  Step II Listen, sing and act.

  ClASS CLOSING

  1. 选词填空(略)

  2. Homework

  1) 两人一组,编对话。

  2)预习 Lesson 31

  5. Bb design:

  Lesson 30 Fast Food

  Can I help you? Yes, please.

  How much for…?

  I’ll take six, please.

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