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视频课题：Unit 5 Let's eat江油市江油外国语学校
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Unit 5 Let's eat江油市江油外国语学校
课题：Unit5 Let’s eat!
执教师：刘锦 执教班级：3年级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:
本节课是以词汇和简单句型的学习为基础，由歌曲引出学习内容。即在在本节课的教学中主要让学生学习点餐对话，并且能够理解并熟练使用祈使句。本课主要是注重基础，重点培养学生听说能力，教育孩子如何在生活中用英语点餐和懂得珍惜粮食。本节课主要有以下特点：
1.歌曲<Who took the cookie from cookie jar>导入，每组学生扮演不同角色，最后偷吃cookies 的小袋鼠以抛洒的形式给大家分享cookies,活跃课堂气氛，激发学生学习英语兴趣,让孩子放松心情，在快乐中学习，既活跃了课堂气氛，又能合理引出本节课的主题--食物，为下面新知学习奠定基础。故意设置悬念Unit5 Let’s ______!增加课堂神秘感，激起孩子的好奇心，进而提高他们的课堂专注度。
2.教学设计结构紧凑，过渡自然，层层递进，环环相扣，场景设置贴合实际生活。以开派对为情景自然引入到本单元要谈论“食物”这一话题，让学生通过品尝和触摸食物加深对本节课新单词的学习，不仅活跃了课堂氛围，而且激发了学生的学习兴趣。然后在新课呈现中，通过听单词，让孩子们根据自然拼读法来书写单词，达到会读就会写的目的。紧接来到做一做环节，通过我说你做的游戏让孩子们能够理解并合理使用祈使句。而后通过观看视频，即对学生听力理解以及思维进行练习,从而引领学生自然而然的投入到本节课的关键句型学习中。通过小组讨论熟练对话内容，进而使游戏环节更加流畅。
3.以学生为主体，大胆放手，让他们看图自主去说，去思考。本节课是一堂词汇课和句型相结合的课，重点培养孩子听说能力，所以在课堂上，首先通过设置贴合生活的情景，几乎让班上的每一位孩子都有机会去说能把英语用于日常生活中，通过顾客喜好调查，让学生小组讨论不仅发散了学生思维而且进一步加深食物单词印象。派对中与食物怪兽对话练习，不仅提高孩子兴趣，而且能培养孩子合作能
力和综合运用语言的能力。通过以上的学习让学生给出Let’s______!的谜底。最后设有跨学科（CLIL）板块，学生背诵古诗朗诵《悯农》将英语与其他学科相结合，不仅能启迪学生思维而且能让学生更能深刻理解食物的重要性，懂得珍惜粮食。
改进措施：
1设计小老师环节，让孩子来发现问题。
2最后环节可以让学生思考并输出与食物相对应的任何古诗词。
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