Unit5 School Lunch教案

Unit 5 School Lunch
Vocabulary教学设计
学情分析
五年级是小学高年级阶段，是为小学六年级和初中的学习打下良好基础的重要阶段。五年级的学生已经接触了四年英语，有一定的英语基础，小学高年级阶段的英语教学重点是在听、说、读、写的训练上，注重培养学生语言应用能力，激发和保持学生学习英语的兴趣，要培养良好的发音，正确的听说读写习惯和运用语言的习惯，引导学生端正学习态度，掌握良好的学习方法，从而帮助学生树立学习英语的信心，寓学于乐，为以后的学习打下良好的基础。
教学目标（Teaching objectives）
1. 知识目标（Knowledge objective）：
（1）Students are able to listen, speak, read and write the following words: juice, rice, salt, sugar, meat, fruit, vegetables, tofu.
（2）Students are able to ask and answer the following sentences:
①What do we have We have some…②Do we have any… No, we don’t. We need some…..
能力目标（Ability objectives）：Through learning, discussion and cooperation, students can know how to express what does he/she have or to ask others what do they have/need.
3. 情感态度目标（Emotional objectives）:
（1）Students can get more interest in learning English.
（2）Through the discussion and communication between teachers and students,
students are able to be cultivated the spirit of cooperation.
（3）Students are able to know some simple differences of food culture between Chinese and western.
三、教学重点、难点（Teaching key point and difficult point）
（1）Teaching key point：How to make students master the usage of the words: juice, rice, meat, fruit.
（2）Teaching difficult point：How to make students master the usage of the sentences: What do we have Do we have any… And know how to answer.
四、教学准备(Teaching aids): tapes, blackboard, chalk, PPT, pictures
教学过程（Teaching procedures）
Step1. Warm up
（1）Greeting.
（2）Play a game.（复习三年级学过的关于食物的单词）
【设计意图: 通过课前的热身活动，拉近师生间的情感距离，消除学生的紧张心理，愉悦心情，为投入本课的学习创造积极的心理状态。】
Step2. Lead in（以学生熟悉的话题切入，创设情境）
T：Boys and girls, this month,we can have lunch at school, right
Ss: Yes！
T：Do you want to know what’s for lunch today （设置疑问，引发学生猜想，激发学习兴趣，为下文的学习铺垫）
Ss: Of course！
T：OK，let’s go to the school canteen!（呈现学校食堂图，两位厨师的对话，整体呈现本课时的Vocabulary和Target）
Step3. Presentation
1. learn the new words：
（1）(flash: Open the fridge)T and S: Wow, we have apples, pears, juice, vegetables, meat …
（2） Teach “fruit”.
T: We have some fruit. (S: apples, pears, bananas, oranges, grapes…)
T: Yes, all these kinds of food, we can call them “fruit”. (“ui” /u:/)
【设计意图:利用实物教授新单词，形象生动，学生更容易理解和接受。】
（3）Teach: What do we have We have some fruit.
(Show them some fruit and ask)
（4）And we have some juice.(“ui” /u:/)
T: Would you like a cup of juice
（5）T: Do we have any meat ( Look at the fridge again. )
What meat do you like (S: beef, pork, chicken, mutton…)
（6）(Show them some pictures of vegetables.)
T: What do we have S: We have some vegetables.
T: Do you eat vegetables every day S: Yes ./No.
T: Eating vegetables is good for your health.
( tomatoes, potatoes, cucumbers, cabbage,..)
（7）T:We have vegetables , but do we have any tofu (Show the picture, tofu)
S: No, we don’t . We need some tofu. ( a piece of tofu)
（8） (Do an action)T: I like tofu. But it’s not tasty. I need some salt and sugar.
（9） T: We have fruit, juice… But do we have any rice
S: No, we don’t. We need some rice.
【设计意图: 在教师的帮助下，通过phonic学生尝试自己拼读单词。联系生活实际，拓展有关食物的单词，让学生掌握更多的语言知识。】
3. Listen to the tape and repeat.
4. Read the words by yourself.
5. Pair work：Loud voice and low voice. （One student say the words in a loud voice, the other should do it inversely.)
6.Group work：
(1) Faster eyes.(Look at the pictures and say out quickly)
(2) Play a game- Bingo
What do we have We have some ____.
【设计意图:通过游戏、比赛，既能强化学生对新知识的理解和运用，又有利于形成宽松活泼的课堂氛围，激发和提高学生英语学习的兴趣和信心。】
Step 4. Consolidation
Task：（1）Every group should recommend one student to play the role of waiters to entertain other students. Other students can choose the food what they like. They can use the sentences like “What do you have ” “Do you have any... ” （每组派一位同学扮演服务生招待同学，其他同学根据自己的喜好，向服务员要食物。注：教师事先准备好食物卡片）
Evaluate your own eating habits and know the healthy eating habits. （评价自己的饮食习惯，了解相关健康饮食的知识。）
【设计意图:以任务的形式让学会进一步巩固和发展所学的知识，并训练学生综合运用语言的能力。】
Step5. Extension.
（1）Draw the pictures of food and color them.
T: What food do you like
S：...
T: OK. Let’s draw it(them).
（2）Group work：ask and answer with your partner by using the sentences “What do you have I have...”
【设计意图:通过画图，不仅能保持学生的兴趣，而且能加深对词汇的记忆。其次，在小组的交流中，培养孩子合作意识和合作精神。】
Talk about some simple differences of food culture between Chinese and western.
【设计意图:通过了解中西方饮食差异，拓宽学生的文化视野。】
Step6. Homework
1. Copy the new words five times.
2. Tell parents what you have learned today. And Try to communicate with others by using the words and sentences.
【设计意图:使学生把所学知识真正运用到生活当中，把英语学习融入日常生活，并把学习英语的快乐带给身边的人，既是英语的学习者，又成为小小传播者，在体验成功的过程中不断进步。】
七、Blackboard design
Unit 5 School Lunch
--What do we have G1 G2 G3 G4
--We have some sugar. (juice/fruit /vegetables)【贴实物图片】
--Do we have any salt ( tofu/ meat /rice)
--No, we don’t. We need some salt.
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