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北师大版英语四下《Unit7 At the restaurant》教学设计

北师大版英语四下《Unit7  At the restaurant》教学设计
北师大版英语四下《Unit7  At the restaurant》教学设计

小学英语课题北师大版四年级下册

——Unit7 At the restaurant 教学设计

江西省信丰县陈毅希望学校李卫英

教学目标:

1、掌握句型“What do you like?”会问“Do you like……?”答“Yes, I do./ No, I don’t.”

2、拓展思维,创设真实情景,培养创新能力及运用语言的得体性,培养学生的团结协作精神。

3、培养学习兴趣,创设轻松愉快、生动活泼的课堂气氛。

教学重点:

1、能灵活运用“Do you like……?”并能回答。

2、发音正确、清晰,并能正确运用语音、语调。

教学难点:

1、询问别人喜欢什么食物并能就别人对自己的提问作相应的回答。

2、对本课对话进行拓展运用及自编对话。

时间安排:40分钟。

教具准备:食物的实物、多媒体课件、每人一份表格。

教学过程:

Step1 Warming up.

1、师生问候

Hello. Boys and girls .Nice to meet you ! How are you?……

(教师用自然亲切的语言与学生进行情感交流,拉近学生之间的距离,为以下的教学打好情感基础。)

2、L et’s ch ant 《I like coffee. I like tea》先听录音在拍手读。

I like coffee . I like tea.

I like cats . and they I like me.

I like coffee . I like tea.

I don’t like lions . and they don’t I like me.

(通过充满童趣、富有动感、节奏时快的chant,营造一种轻松愉快的教学氛围将孩子们带入英语王国。创设一种“课伊始,趣亦生”的效果.)

Step 2 Presentation

1、课件显示图片,借助图片复习下列单词。

food fruit vegetable chicken a restaurant

hot dog French fries fried rice noodles a corn

①Read the cards

②闪读

课件在个大转盘里出示图片,图片的速度很快,在学生眼前一闪,让学生马上说出单词,看谁的单词记得最熟,谁反应最快。

(这个游戏能让学生的注意力充分集中,而且可以训练学生反应的灵敏性,学生不是在死记硬背单词,而是在游戏的竞争与挑战中不知不觉地记住了单词)Step3. Let’s learn

1、课件出示进入餐馆场景

T: There are many delicious food .I like them very much. what do you like? fruit vegetable chicken……

S: I like……

拿出实物走向学生问,如:corn T: Do you like corn? Yes or No.引出本课新句型Do you like……?并提示学生yes or no.

欣赏课件,出示课文内容动画,然后师生间操练几次

①请两名学生与老师合作对话

T: Do you like……?

S:Yes, I do/No ,I don’t

②In groups

③Ok, Let’s talk 出示课件,放对话录音,学生跟读。

Step 4 Practice

1、Show me your food and work in pairs.

2、开火车,每组一种水果“Do you like……”“yes or no”

(主体性是小学英语课堂教学活动的核心,学生是知识的主体获取者,活动的主体,学生在这一活动中,交际有信息差,促使学生有说的渴望,不仅有利于学生理解“Do you like……”的使用场合,更重要是有利于激发学生内在的学习需要,通过活动自然地突破了教学重点。)

3、Act the dialogue

(利用多媒体创设情景,可调动学生的多种感觉,使学生形象地了解本课的内容,将语言与事实概念直接联系起来,达到了“学语言、用语言”的教学目的,放对话录音,旨在让学生模仿正确的语音语调,教师适时进行指导,使学生打好

使用正确语音语调的基础,突破了教学重点。)

Step5 课间放松L et’s sing . Sing the food train.

课件显示The food train.

Hot dog. Hot dog. Hot dog soup!

Apple pie. Apple pie. Apple pie soup!

French fries. French fries. French fries soup!

(在此设计课间放松,目的是调整好学生的情绪状态为以下操练积蓄能量。)Step 6 Guessing game

T: I’m hurry. Don’t worry. My favourite fruit is in this bay. What do I like? Who can guess?

S: Do you like……?

T: Look! I like bananas.

(学生怀着极大的好奇心不断地询问教师“Do you like……?”这正是教师所要达到的目的,巧妙地训练句型“Do you like……?”猜来猜去的竟是水果banana,这是学生万万没想到的,从而把学生的思维引入到下一节课中,对本节课的内容进行了拓展、延伸,我想学生一定会满怀期待的盼望下一节课的早点到来?)

Step 7 Home work

T: I’m full now(看表)O h, It’s too late. We must go home. When you are back home, please ask every one of your family or your friends.“What do you like?”or “Do you like……?”

课件显示,课外调查,(在空格里画“或”)

T:Bye-bye.

(学习语言的最终目的是交际,教师给学生提供一个使用目的语进行交际活

动的条件,让学生在“做事情”中学习语言,不需母语为中介,留给学生发挥想象的空间,学生可以选择喜欢的方式进行交流,促进了学生主动、自主能力的形成和发展,还有利于培养学生英语思维的能力,一举多得。)

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