四年級(jí)下冊(cè)英語教案Unit 9 Lesson 2 What‘s your favorite food 北師大版

1、.Unit 9 Hot SoupLesson 2 What's your favorite food教案教學(xué)目的(1) Two skills for sentences: What do you nave for lunch today? I have eggplant-and can talk with each other.(2) Good to know.教學(xué)重點(diǎn)1 Three skills for sentences: What do you nave for lunch today? I have eggplant- Can talk with each other use

2、sentences have learned.2 Lets try.教學(xué)難點(diǎn) Three skills for sentences: What do you nave for lunch today? I have eggplant-教學(xué)用具Pictures, cards, tape.教學(xué)方法1. Warm-upa. Lets chant.b. Free talk.T: What would you like for lunch?c. Preview: What would you like for lunch? Means “你中午想吃什么？But how to say“你吃了什么？List

3、en to a song: What do you have for lunch?After the song, do you know how to say“你吃了什么？Yes, thats “what do you have for lunch?Lets try.2. Presentation Lets talk.a. Read by students first, and answer the questions.T: What does Mike have for lunch today? what about Sarah?Ss: Mike ha eggplant and tomato

4、es, and Sarah has onions and green beans.b. Show the sentences: What do you have for lunch today? Ss read and practise the new sentence.c. Practise the sentences in pairs: use the picture.T-Ss, Ss-Ss, Ss-S1, one ask and the other answer.d. Play a game: One choose a card and the other Ss ask, the one

5、 choose card answer using words and sentences have learnt.e. Read the text after the tape. T-Ss, Ss-SsGood to know.Tell Ss the traditional Chinese food, and the festivals. 3. Practice: Talk and match.Ask your paterner: What do you have for lunch today?Talk and match the food. T: what does your pater

6、ner have for lunch today? Ss: She/ he has4. Fruit shop1,T:What can you see?S1:I can see four mangoes.課件中次環(huán)節(jié)有5張桌子，分別放了不同數(shù)量的水果，另外分別是five bananas,eight pears,some apples,seven oranges.T:What can you see?S:I can see five bananas.T: What do you like?S:I like bananas.設(shè)計(jì)意圖：本部分我首先以去水果店買禮物的情景圖展示使學(xué)生對(duì)此課的復(fù)習(xí)內(nèi)容有個(gè)

7、整體理解，讓學(xué)生用完好的句子“I can see“I like說說已學(xué)過的一些水果類單詞，為下面新句型的教授作鋪墊，培養(yǎng)了同學(xué)們對(duì)所學(xué)語言的表達(dá)才能，同時(shí)也培養(yǎng)了同學(xué)們的觀察才能。2, T:What do you like?S:I like pearsT:I like pears,too.Id like a pear.“我國古代的讀書人,從上學(xué)之日起,就日誦不輟,一般在幾年內(nèi)就能識(shí)記幾千個(gè)漢字,熟記幾百篇文章,寫出的詩文也是字斟句酌,瑯瑯上口,成為滿腹經(jīng)綸的文人。為什么在現(xiàn)代化教學(xué)的今天,我們念了十幾年書的高中畢業(yè)生甚至大學(xué)生,竟提起作文就頭疼,寫不出像樣的文章呢?呂叔湘先生早在1978年就鋒

8、利地提出:“中小學(xué)語文教學(xué)效果差,中學(xué)語文畢業(yè)生語文程度低,十幾年上課總時(shí)數(shù)是9160課時(shí),語文是2749課時(shí),恰好是30%,十年的時(shí)間,二千七百多課時(shí),用來學(xué)本國語文,卻是大多數(shù)不過關(guān),豈非咄咄怪事!尋根究底,其主要原因就是腹中無物。特別是寫議論文,初中程度以上的學(xué)生都知道議論文的“三要素是論點(diǎn)、論據(jù)、論證,也通曉議論文的根本構(gòu)造:提出問題分析問題解決問題,但真正動(dòng)起筆來就犯難了。知道“是這樣,就是講不出“為什么。根本原因還是無“米下“鍋。于是便翻開作文集錦之類的書大段抄起來,抄人家的名言警句,抄人家的事例,不參考作文書就很難寫出像樣的文章。所以,詞匯貧乏、內(nèi)容空洞、千篇一律便成了中學(xué)生作文

9、的通病。要解決這個(gè)問題,不能單在布局謀篇等寫作技方面下功夫,必須認(rèn)識(shí)到“死記硬背的重要性,讓學(xué)生積累足夠的“米。教授新句型：Id like aan 根據(jù)水果類單詞，運(yùn)用新句型造句。老師范讀的是閱讀教學(xué)中不可缺少的部分，我常采用范讀，讓幼兒學(xué)習(xí)、模擬。如領(lǐng)讀，我讀一句，讓幼兒讀一句，邊讀邊記；第二通讀，我大聲讀，我大聲讀，幼兒小聲讀，邊學(xué)邊仿；第三賞讀，我借用錄好配朗讀磁帶，一邊放錄音，一邊幼兒反復(fù)傾聽，在反復(fù)傾聽中體驗(yàn)、品味。設(shè)計(jì)意圖:通過學(xué)過的句型“I like很自然地過渡到了新句型“Id like aan ，學(xué)生較容易掌握新知識(shí)，逐漸意識(shí)到購物的樂趣。宋以后，京師所設(shè)小學(xué)館和武學(xué)堂中的老師稱謂皆稱之為“教諭。至元明清之縣學(xué)一律循之不變。明朝入選翰林院的進(jìn)士之師稱“教習(xí)。到清末，學(xué)堂興起，各科老師仍沿用“教習(xí)一稱。其實(shí)“教諭在明清時(shí)還有學(xué)官一意，即主管縣一級(jí)的教育生員。而相應(yīng)府和州掌管教育生員者那么謂“教授和“學(xué)正。“教授“學(xué)正和“教諭的副手一律稱“訓(xùn)導(dǎo)。于民間，特別是漢