四年级上册英语教案Module 4 Unit 1 Do you want some rice 外研社.doc

1、外研社新标准小学英语（三年级起）第三册Module 5 Unit1 Do you want some rice? 教学设计教学内容外研社版新标准小学英语三年级起点第三册Module 5 Unit1 Do you want some rice? Daming: Look, Amy. Chinese fast food!Amy: Okey.Daming: Look at the people in the park.Amy: What are they doing?Daming: Theyre doing taijiquan. Look at the people on the lake.Amy:

2、 What are they doing?Daming: Theyre rowing a dragon boat.Amy: Look at the men under the tree. What are they doing?Daming: Theyre playing chess.Amy: Look at these girls. What are they drinking?Daming: Theyre drinking soybean milk!Amy: Im hungry.Daming: Im hungry, too. Lets go!教材和学情分析教材分析：本节课的重点是教会学生如

3、何去描述他人正在做什么，特别是多人在一起做同一种活动时的表达方式， “What are they doing?”这一句型是本课重点，能够用此句型询问群体正在做什么，并能用They are doing 来回答。学情分析：小学四年级的学生已经学习了一年的英语，维持他们的学习兴趣是关键，利用TPR来激发学生的学习激情。学生在经过前一个模块的学习后已经会问What is he/she doing?并作出回答He/She is doing所以我在教新句型时会适当的穿插一些学生以前学过的知识，在学习新知识的同时回顾旧知识。教学设计理念本课根据四年级小学生活泼好动、爱玩游戏等特点，借助生活化的图片和交际性语

4、言精心创设有关询问的语境，组织游戏进行操练，把教学变得生动、形象、活泼、极具感染力，以引起和维持学生的有意注意，促进学生主动感知、理解和运用重点词汇及句子。教学目标知识与技能1.能够听懂和认读单词：Chinese fast food chopsticks difficult make nice2.能够运用句型并能做出回答： Do you want some? 并能做出回答Yes, please./ No, thank you.过程与方法根据语言习得规律和低年级小学生的心理特点和认知规律，本课首先通过复习上个模块的知识，以旧带新。以歌曲的形式激发学生学习的热情。再整体出示挂图让学生整体感受课文通

5、过看图来呈现重点句型“What are they doing?”.接着以图片和游戏巩固句型的同时引出新的单词，在情景中学单词，学句型最后进行游戏操练。情感、态度、价值1.培养学生学习英语的兴趣，积极参与。 2.培养学生的观察能力，关注周围事物。 3. 学会观察日常生活中的点滴。懂得描述一个群体正在干什么。教学重点、难点重点：(1)学习并掌握单词学词语 Chinese fast food chopsticks difficult (2)句型：Do you want some? 并能做出回答Yes, please./ No, thank you.教学方法TPR、情境创设法、分组练习法、听力练习法教

6、学准备录音机，磁带，挂图，单词卡片，食物卡片等教学过程Step 1: Warming up(热身活动)歌曲导入：I like apple复习食物单词T：I like apples and I like rice. Do you like apples? Do you like rice and noodles?T: Look, here is some food, please read them out as quickly as you can. (出示单词图片)Step 2: Presentation(呈现活动)1.呈现单词T：I like apples but my favorite

7、food are rice and noodles. They are fast food. (出示单词卡片)T：Rice and noodles are fast food, and they are Chinese fast food.( 出示Chinese)T: I like rice and I like noodles too. I want to eat some noodles. But I need chopsticks( 出示单词卡片) Look, these are chopsticks.(出示实物) emm noodles are nice.(假装弄丢筷子)T：Oh, m

8、y chopsticks, they are difficult.(出示单词卡片)2.呈现句子唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其

9、身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。T; you are so great. Now look at me guess what am I am doing?S宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在

10、“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。T; I am making noodles. ( 出示短语)我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百

11、多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。T: Look,

12、I have made lots of food, Guess what food do I have, you can ask me like that “Have you got some apples?” Clear? (教师拿着食物的盘子问)S: Have you got some rice?T: Yes, I have.S: Have you got some ?T: Yes, I have. /No, I havent.T: I have. Do you want some? (出示句子)Do you want some?S：Yes, please./No, thank you.

13、(引导学生说出)（把食物分发完后）T：Look, I have no food. I want to eat some food. I am hungry; give me some food, please?S: Do you want some? (引导学生说出句子)（尝试让学生去表演）Step3: Practice (操练活动)T：I am full now. You did a good job. Lets play a game. Now pass the rice from this student to the next student. We clap and say toge

14、ther “Do you want some rice?” when I say stop, you stop passing, lets ask the student with rice, “Do you want some rice?” Clear? Ok, lets go.下一个环节：Practice with your partner, one ask and the other answer.Step4: Learn the text(进入课文)T：I am full now, but Amy and Daming are hungry. Lets go and have a lo

15、ok, what food do they want to eat. Listen to the tape, the first time just listen. The second time listen to the tape and answer the questions:(1) Does Amy want some rice?(2) What food does Amy want to eat?(3) Are chopsticks difficult for Amy?T: This time read after the tape.板书设计Module 5 Unit1 Do you want some rice?Have you got ? Do you want some?Yes, we have. Yes, please.No, we havent. No, thank you.