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視頻課題：Unit 5 Let's eat江油市江油外國語學校
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Unit 5 Let's eat江油市江油外國語學校
課題：Unit5 Let’s eat!
執教師：劉錦 執教班級：3年級4班
TeachingAims:
Students grasp the new words to express what they want by using the sentence pattern: I’d like some..., please.
Able to say and do the action.
Able to ask and answer in daily life by using the sentence patterns: Can I have some..., please?
Here you are.
Thank you.
You’re welcome.
Key Points:
Words: rice, cake, milk
I’d like some..., please.
Can I have some..., please?
Here you are.
Difficult Points:
I’d like some..., please.
Can I have some..., please?
Teaching Methods: Task-based teaching method, Communicative Approach, Talk, TPR teaching method, Situational teaching method, sing, ask and answer.
TeachingAids: PPT, food, video, flashcard.
Core Competence:
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Students can master the imperative sentence.
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Improve student’s ability of ordering food and communication .
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Improve student’s thinking ability so that students can combine English with other subjects.
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Students can know the importance of the food.
Teaching Procedure:
Step1: Warm-up
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Greet with each other
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Sing a song. <Who took the cookies from the cookie jar>
Each group plays a different role. At the end of the song, the group who plays kangaroo role gives other students some cookies.
Step 2: Lead-in
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Use the song to elicit the food.
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Let students guess the title: Let’s ______! after learning this lesson.
Step 3: Presentation 1. Teach the new words
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Taste and say. rice, cake, milk
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Touch and say milk
Choose some students write the words on the blackboard, and the others write the words in the air according to the sound..
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Use the words to elicit the sentence pattern: I’d like some..., please.
Invite students to choose the color and tell what’s behind it to practice the sentence pattern.
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Show four pictures to teach the action
Drink the water, eat some fish, eat some rice, cut the cake.
Game: I do you say.
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Teach the sentence patterns by watching to the video.
A: Can I have some..., please?
B: Here you are.
C: Thank you.
D: You’re welcome.
Boys and girls competition. Work in pairs.
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Game: Food monster is hungry.
T says: I’m a food monster. I’m hungry. Can I have..., please?/ I’d like some ..., please. And then invite a student to choose the corresponding food card from the blackboard and feed the monster by saying: Here you are.Then invite some students to be the food monster, and the same number students to feed the monster in order to practice the sentence patterns above.
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Group working: Guests preference survey.
Let students work in group and then choose students to report.
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Guess the title: Let’s _______!
Step 4: Practice
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Taste and say.
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Touch and say.
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Write the letter according to the sounds.
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Choose the color and tell what’s behind it to practice sentence pattern.
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I do you say.
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Boys and girls competition.
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Work in pairs.
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Game: Food monster is hungry.
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Work in groups.
Step 5: Drills
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Invite students to choose the color and tell what’s behind it to practice the sentence pattern: I’d like..., please.
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Choose six students from each group to come in the front and show the word cards to the others. And then let the others to give an order by using the sentence pattern: Drink some water./ Eat some fish./ Eat some rice./ Cut the cake. The four students should do the action.
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Choose a student to do the action, the other say: Drink some water./ Eat some fish./ Eat some rice./ Cut the cake.
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Game: Food monster is hungry.
T says: I’m a food monster. I’m hungry. Can I have..., please?/ I’d like some ..., please. And then invite a student to choose the corresponding food card and feed the monster by saying: Here you are.Then invite some students to be the food monster, and the same number students to feed the monster in order to practice the sentence patterns above.
5. Let students do the survey and then choose students to report
Step 6: Summary
Using content and language teaching approach to encourage students to recite poem named《Min nong》 to understand the importance of the food.
Step 7: Homework
Practice with your partner by using the sentence patterns we’ve learned.
Blackboard Design:
Unit5 Let’s _____
milk I’d like some_____, please. cake Can I have some_____, please? rice Here you are.
Thank you.
You’re welcome.
Teaching Reflection:
本節課是以詞匯和簡單句型的學習為基礎，由歌曲引出學習內容。即在在本節課的教學中主要讓學生學習點餐對話，并且能夠理解并熟練使用祈使句。本課主要是注重基礎，重點培養學生聽說能力，教育孩子如何在生活中用英語點餐和懂得珍惜糧食。本節課主要有以下特點：
1.歌曲<Who took the cookie from cookie jar>導入，每組學生扮演不同角色，最后偷吃cookies 的小袋鼠以拋灑的形式給大家分享cookies,活躍課堂氣氛，激發學生學習英語興趣,讓孩子放松心情，在快樂中學習，既活躍了課堂氣氛，又能合理引出本節課的主題--食物，為下面新知學習奠定基礎。故意設置懸念Unit5 Let’s ______!增加課堂神秘感，激起孩子的好奇心，進而提高他們的課堂專注度。
2.教學設計結構緊湊，過渡自然，層層遞進，環環相扣，場景設置貼合實際生活。以開派對為情景自然引入到本單元要談論“食物”這一話題，讓學生通過品嘗和觸摸食物加深對本節課新單詞的學習，不僅活躍了課堂氛圍，而且激發了學生的學習興趣。然后在新課呈現中，通過聽單詞，讓孩子們根據自然拼讀法來書寫單詞，達到會讀就會寫的目的。緊接來到做一做環節，通過我說你做的游戲讓孩子們能夠理解并合理使用祈使句。而后通過觀看視頻，即對學生聽力理解以及思維進行練習,從而引領學生自然而然的投入到本節課的關鍵句型學習中。通過小組討論熟練對話內容，進而使游戲環節更加流暢。
3.以學生為主體，大膽放手，讓他們看圖自主去說，去思考。本節課是一堂詞匯課和句型相結合的課，重點培養孩子聽說能力，所以在課堂上，首先通過設置貼合生活的情景，幾乎讓班上的每一位孩子都有機會去說能把英語用于日常生活中，通過顧客喜好調查，讓學生小組討論不僅發散了學生思維而且進一步加深食物單詞印象。派對中與食物怪獸對話練習，不僅提高孩子興趣，而且能培養孩子合作能
力和綜合運用語言的能力。通過以上的學習讓學生給出Let’s______!的謎底。最后設有跨學科（CLIL）板塊，學生背誦古詩朗誦《憫農》將英語與其他學科相結合，不僅能啟迪學生思維而且能讓學生更能深刻理解食物的重要性，懂得珍惜糧食。
改進措施：
1設計小老師環節，讓孩子來發現問題。
2最后環節可以讓學生思考并輸出與食物相對應的任何古詩詞。
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