五年级下册英语教案Unit 4 Lesson 19 Eat more vegetables and fruit冀教版.docx

1、Unit 4 Lesson 19Eat more vegetables and fruit 教学目标【知识目标】学会以下内容：重的（heavy） 提、抬（lift） 卖（sell ）国家（country） 有时（sometimes） 短语：come on, over there句型：What a big supermarket!Let me help you.I cant lift it.You are helpful.语法：there be 句型，主+系+表结构【能力目标】通过对本课的学习，让学生懂得使用本课重点句式来能够描述超市内的商品及特征。【情感目标】培养学生健康饮食，少吃零食的习惯。

2、来源:学科网ZXXK 教学重难点【教学重点】一般将来时，将要发生的事。【教学难点】合理使用一般将来时。 课前准备1.课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等； 2.教具学具：光盘、大卡片等。 教学过程Part 1Step 1 Revision1. Greetings.Would you like to say “hello” to your friends?2. What food do you like?Step 2 Presentation1. Have a match between boys and girls, to see who can say out more

3、 fruits/drink/food words. Learn the new words and phrases.2. T takes an apple and ask: Do you want an apple? Help Ss answer the question in this way: Yes, please/ No, thank you.Ask Ss practice the dialogue with other things.来源:Step 3 Drills1. Listen to the tape.2. Read after the tape.3. Read out the

4、 words and sentences according to the computer.Check up the result.来源:Act the text.Step 4 Exercise1. Remember the words.2. Read Part A after class.Part 2Step 1 Revision1. Greetings.Good morning. /Afternoon everyone. / How are you? /Who is on duty today?2. Go over the words and sentences in part A an

5、d B.Step 2 Presentation1. Show some cards of food and fruits and ask Ss look and say out the words quickly.Make sentences according to the pictures giving. Can use the sentences learnt last class.来源:2. Learn to say the sentence pattern:-Do you want some salt?-Yes, please. / No, thank you.Step 3 Prac

6、tice1. Draw and make the cards.2. Play the cards game.3. Read out the words and sentences according to the computer.4. Check up the result.Step 4 Exercise1. Remember the words.2. Read Part A after class.Part 3Step 1 Greetings and RevisionT: Class begins.S: Stand up. Good morning/afternoon teacher.T:

7、 Good morning/afternoon. Sit down please.S: Thank you!Step 2 Presentation1. Learn Part D: ask Ss the text by themselves, find out the new words and sentences.2. Ask student to explain the meaning of the text.这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价

8、值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?3. Finish the exercises.Step 3 Drills1. Read Part D after the teacher.来源:ZXXK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

9、“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“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。2. Precise by themselves.3. Look at the pictures and finish part F.Step 4 Exercises1. Do the exercises books Part C and part D2. Try their best to recite A and B. 与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。教学反思无