四年级下册英语教案Unit 3《Lesson 1 I want to eat noodles》∣鲁科版（五四制）（三起）

1、.鲁科版小学英语第四册我国古代的读书人,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年就锋利地提出:“中小学语文教学效果差,中学语文毕业生语文程度低,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,初中程度以上的学生都知道议论文的“三要素是论点、

2、论据、论证,也通晓议论文的根本构造: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。 Unit 3 Lesson 1: I want to eat noodles.死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生才

3、能开展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为进步学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背与进步学生素质并不矛盾。相反,它恰是进步学生语文程度的重要前提和根底。 教学目的：要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察才能，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、开展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察才能和语言表达才能的进步。 1、知识目的：可以听说、认读want ,dumplings两个新单词，可以听说、认读、会写eat, nood

4、les两个单词，并能运用主句型“-What do you want to eat? -I want to eat 询问别人的饮食爱好。2、才能目的：能听懂、会说并在实际生活中运用句型“-What do you want to eat? -I want to eat ，并能做交换练习3、情感、策略目的：培养学生合理膳食、保持安康的理念。同时培养学生积极运用英语进展日常表达、交流。教学重难点：掌握noodles, dumplings, want, eat 四个单词，并能用主句型“What do you want to eat? I want to eat 进展日常生活中询问饮食爱好的交换练习教学准

5、备：课件、录音机、磁带、效劳员端盘子图片2张、食物卡片假设干、盘子实物6组、单词卡等。教学步骤：Step1: Warm up热身1, Greeting:Teacher T: Good morning, boys and girls. Nice to meet you. Students Ss: Nice to meet you, too.T: Today Im glad to have this class with you.First, I want to know something about you, OK? S: OK.2, Free talk: T: This boy, whats

6、 your name, please? S1: My name is T: Nice to meet you.S1: Nice to meet you, too.T: And this beautiful girl, may I have your name?S2: My name is T: Nice to meet you.S2: Nice to meet you, too.T: Do you like fish?S2: Yes, I like fish very much.T: Great! I like fish, too.T: And this boy, let me know yo

7、u, OK?S3: My name is T: Oh, youre cool. And do you like chicken?S3: Yes, I like chicken.T：Oh, I know.【设计意图】通过与学生打招呼，进展简单日常交流，询问他们是否喜欢鱼或鸡腿之类的食物，顺势自然过渡到食物上来，从而引入美食街，进入主情境Step 2: Presentation学习新知:1, Enjoy the gourmet streets pictures:T: Now, boys and girls. I know you like yummy food. And I like delici

8、ous food, too. And several days ago, I went to a gourmet street and take some photos about the delicious food. Now lets enjoy them, OK?Ss: OK.Show the pictures with a beautiful song.【设计意图】欣赏美食街图片，从而激发学生学习新词、运用新句的兴趣。2，Divide the students into two groups:T：So much for you, and here are two plates for

9、you. And Ill divide you into two groups. One plate is for one group. If you have done well, Ill give you some food. Try your best!【设计意图】运用盘子给学生分成两大组，使用食物卡片进展奖励，符合主情境的设计，让学生形成一种竞争意识，同时又为后来的小组运用活动提供展示台。3, Learn and use: I want to eat T: On the screen, there are some delicious foods, lets say their nam

10、es, OK?S：OK.Show the pictures and review the words about food they have learned.T: Oh, so many delicious food. And I want to eat fish. 领读并板书I want to eat What about you? What do you want to eat?S: I want to eat 学生说出，老师发给学生食物卡片以示鼓励。问四组左右。【设计意图】复习旧单词，引出新句型，教读、板书并引导学生运用。4，Watch the cartoon of the text

11、for the first time, learn new word: noodlesT: Now, you have got what you want to eat. And what does Jack want to eat? A. rice B. noodles Lets watch the cartoon carefully and choose the right answer.Watch the cartoon.Choose the answer. 及时给予鼓励性语言评价及评价台实物卡奖励评价。Pay attention to the pronunciation: look,

12、book, noodles;zoo, room, noodles.领读词卡并板书noodles.【设计意图】通过看动画让学生选择正确答案，同时注重录音纯粹发音的语言输入。结合已经学过的“oo字母组合发音规律，引导学生在原有认知根底上总结归类发音规那么，培养英语语感5, Lead in the sentence: What do you want to eat?T: You know, Jack wants to eat noodles. And how do you know the answer. From picture 1, picture 2, or picture 3?Ss answ

13、er. 鼓励性语言评价及评价台奖励食物卡片。Show the sentence: What do you want to eat? 跟录音读、领读并板书。 【设计意图】引导学生阅读文本，从而导入问句，进展语言输入与学习。6，Ask and answer in pairs.Use the drills: What do you want to eat? I want to eat Show. 展示三组左右，给予鼓励性语言评价及评价太食物卡片评价。【设计意图】学习主句型后，接着进展同桌的机械操练，强化对新学句型的操练。7，A game : Lucky customerT: OK, boys and

14、 girls, you have done well. And now Ill give you a surprise. Heres a game for you : Try to be a lucky customer. And rules for you, please read it by yourself.Teacher shows and draws.Ss ask, answer and draw. 进展三组左右的游戏，给予个人语言奖励、实物卡奖励，并给予评价台实物卡奖励。【设计意图】设计此游戏是为了在增加兴趣性的根底上进一步运用主句型。8，Watch the cartoon aga

15、in and learn new word: dumplings.上一环节的游戏，最后一组抽奖时，放入John 的头像，让学生抽出来后，老师说：Oh, whos that? Thats John. And what does John want to eat?Lets watch the cartoon again and choose the right answer.Watch the cartoon.Check the answer.给予语言评价及评价台上实物卡奖励。Learn the new word: dumplings.领读词卡屏幕上出示水饺图片并引导说：These are dum

16、plings.接着出示不同馅的水饺，并引导学生说：fish dumplings, chicken dumplings, vegetable dumplings.然后出示句子：I want to eat 让学生选择自己喜欢吃的水饺进展表达，同时老师也可以附和：I like fish dumplings, too.或者：You want to eat vegetable dumplings. Thats good for your health.语言鼓励与评价台食物卡奖励。【设计意图】由上一项抽奖游戏，抽出人物John。然后问他想吃什么，再次回到文本动画，进展语言输入，学习新词dumplings。

17、接着结合以前学过的fish, chicken, vegetable 进展词汇的融会贯穿，由词扩词，由词扩句：I want to eat dumplings.9，Listen and say:Listen to the tape and repeat.Good to know. 就Chinese food 进展一个知识补充，理解中西食品。Read the text by themselves.Act it out. 展示表演读对话，及时给予鼓励性语言评价及评价台奖励。【设计意图】翻开课本，跟读录音，强化纯粹发音，同时浸透一点关于中西食品的小知识，并重点教读一下非主句型的略微有点难度的句子：I c

18、ant cook Chinese food，扫除学生读课文的障碍。接下来自由练读，展示表演读，让学生对所学进展展示，检查知识掌握的同时增强学生学习英语的成就感。Step 3: Pretend 拓展延伸Count the foods they have got in their plates and go to the gourmet street:结合评价台上两组同学所获得食物的数量进展表扬与鼓励。接着说：Now lets go to the gourmet street.黑板上贴上gourmet street的横幅，课件展示Go to the gourmet street走进美食街老师请三位同学扮演顾客，老师扮演效劳员运用黑板评价台上盘子内的食物询问顾客：What do you want to eat? 顾客答复：I want to eat 效劳员便从盘子里取出食物送上，说： for you.接着问下一位顾客。老师示范完后，让同学们六人小组内运用事先准备好的食物卡片盘子进展表演运用。请两组同学上台运用黑板评价台上盘子内的实物卡片进展表演运用。给予鼓励性语言评价。【设计意图】新知识掌握了以后，就应该创设真实的情境进展输出运用了。所以我运用一开场上课就用的食物评价台创设了走进美食街