课堂实录sam ate six hamburgers. 李琴

Book6 Module3 Unit 2 Sam ate six hamburgers.教学实录

临朐外国语学校李琴

Ⅰ教材分析

本单元在学生已经学习了很多表示食物的英语单词的基础上，文章通过Amy给Daming 写的一封书信，让我们继续讨论了用餐习惯和爱好，并学习用过去时What did you eat/ drink last night? 来询问昨天晚上吃了什么，喝了什么,并作出回答I ate/ drank…。同时用前面已经学过的一般将来来询问What are you going to eat/ drink tonight? 及回答I am going to eat/ drink…。让学生了解什么时候应该用过去时，什么时候应该用一般时。侧重于过去时的学习和应用。

Ⅱ学情分析

1.关于饮食文化的话题，同学们非常乐于谈论，既贴近生活，又深受孩子们的喜爱。一些常见的食物、水果，也是学生耳熟能详的词汇，这些都为学习本单元的教学打下了一定的基础。

2．本单元的知识点具有趣味性、生活化的特点，更利于全方位的调动学生的积极性。在教学中多设置真实情景，分角色对话等，帮助学生轻松掌握教学重难点，营造轻松地学习环境。

Ⅲ教学目标

知识目标: 能够听说读写四会单词和重点句型。

掌握不规则动词eat, give, drink的过去式形式ate,gave, drank.

能力目标：能够谈论饮食及喜欢的食物。

情感目标：积极运用所学英语知识谈论英国人的饮食及喜欢的食物。

掌握英语国家中最常见的饮料和食物名称。

Ⅳ教学重点和难点

教学重点：不规则动词的过去式形式eat-ate, give-gave, drink-drank

句型What did you eat/ drink last night? I ate/ drank…

教学难点：灵活运用动词的变化形式。

Ⅴ.教学方法：PPT课件，以画帮学，任务教学，游戏教学

Ⅵ.教具准备：磁带，教学卡片，彩笔；

Ⅶ.教学过程

Step 1. Warm-up

1.师生相互问候

T: Good morning, boys and girls!

Ss: Good morning, Ms Li.

T: How are you?

Ss: I?m fine. Thank you! And how are you?

T: I?m very wel l. Thank you!

[设计意图] 通过师生间的相互问候，拉近与学生的距离，使学生更乐于参与课堂

2. 头脑风暴，复习旧知

T：I am so glad to have a class with you. At the begin of the class, let?s play a game---Brain storm.

I?ll give you one word. When you see the word, please say something about it as quickly as you can. The first one is “food”. Let?s begin from Group1.（采取小组竞赛的形式，每小组每次说一个单词，说对了得一分，说错了或者说慢了，不得分）

Ss(Say a word every group)

T: I prepared some words about food for you. Please read together（多媒体出示配有单词的食物图片）：Fish, meat, rice, noodles, cake, vegetables, biscuit, egg, bread, chips, cheese, sausage, sandwich.

T：The second one is “drinks”. Let?s begin from group9.

Ss(Say a word every group)

T：Please read the words about drinks: milk, coffee, tea, water, juice, soup, soybean milk. （多媒体出示配有单词的饮料类图片）

[设计理念] 以游戏的方式复习学过的食物类和饮料类的单词，为本课教学做好铺垫。

Step2. Presentation

(1)呈现一般过去时重点句型

T: We have reviewed so many words about food and drinks. Now would you like to tell me what you have last night? 板书last night.

Ss: I had…

T：All of you had a big dinner last night. I also had a big dinner. Do you want to know what I had last night? Y ou can ask me: What did you eat last night? （板书句型）

Ss(Read together)

T: I should answer: I ate…（板书单词）

Ss(Read together)

T: （出示数字8）What?s this?

Ss: It …s No.8.

T: The pronuciation of “ate” and “eight” is same.

(学生问，老师答，共同操练句型What did you eat last night? I ate…)

T：Y ou also can ask me: What did you drink last night?

I should answer : I drank…（板书drink, drank）

指出drink 和drank的变化，i变 a.

(学生问，老师答，操练句型What did you drink last night? I drank…)

在此过程中，学生问，老师回答并根据回答画简笔画，如下：

T：(多媒体呈现牛奶图片) Oh, what?s this?

Ss: It?s a box of milk.

T: I don?t like milk. But my daughter likes it. So I gave it to her. 利用单词卡学习gave. 操练give, gave. gave… to…(引导学生用give, gave造句子)

[设计理念]通过自由交谈，自然地呈现本课的重点单词和句型，易于学生理解。用简笔画清晰明了的呈现教师的晚餐，易于激发学生的真情实感。

（2）呈现一般将来时的重点句型

T: We have talk about …last night”. Let?s talk about tonight. 板书tonight.（利用单词卡片，并用音节法教授，to-night）

T：Tonight I am going to eat some rice. I am going to drinnk water. What about you? What are you going to eat/ drink tonight?（板书重点句型）

Ss：I am going to…

[设计理念] 比较学习“last night”和“tonight”两种时态,加深学生对动词两种变化形式的

理解。

Step3. Practice

We have learned the sentences about last “night” and “tonight”. But last night is more important. So let?s practise.

Game1: Cross puzzle (开火车）

St1: What did you eat last night?

St2: I had …

What did you drink last night?

St3: I had…

What did you eat last night?

St4: I had…

What did you drink last night?

St1: I had…

game2: I can say more

分别出示一下四组单词，并附有例句，鼓励学生自己造句子。

have---had eg. I have an English book.

I had eggs for breakfast yesterday.

eat---ate eg. He eats ice cream in summer.

I want to eat an apple.

Tom ate some noodles yeaterday.

drink---drank eg. I am going to drink some water.

She drank some juice for dinner last Monday.

give---gave eg. My mother gives food to me.

I gave a book to Amy.

[设计意图] 通过游戏来巩固学生对重点句型和单词的掌握，激发学生的学习兴趣，调动学生的积极性，学生参与面广，同时有利于提高学生思维的敏捷性。

Step4. Text-teaching

T：(多媒体呈现图片)What?s this?

Ss: It?s a hamburger.

T: Do you like hamburgers?

Ss: Y es, I do.

T: How many hamburgers can you have at one time?

Ss: One/ Two/Four

T: How many hamburgers can Sam have?

Let?s listen to the tape.

Ss(Listen and point)

T: Listen again and do the exercises---true or false.

1.Daming wrote a letter to Amy. ( )

2.Lingling likes hamburgers. ( )

3.They were at school. ( )

4.Lingling and Amy gave hamburgers to Sam. ( )

5.Sam ate seven hamburgers. ( )

6.Amy misses Chinese food. ( )

Ss(answer)

T: Listen and repeat.

Read the text by yourselves and answer the questions.

1.who ate six hamburgers?

2. Does Sam like hamburgers very much?

3.What did Lingling have?

[设计意图] 分层次，有目标的学习课文，培养学生做事情要有明确目标的精神，同时帮助学生更细致的理解并掌握课文。

Step5. Consolidation

1. Write a letter to your best friend.

Dear_____,

Last night I ate_____ and drank_____. I like_____.

But I don?t like______. I gave the _____to my_____.

Tonight I am going to eat______and drink______.

How about you?

Y ours love ______

T:Read in your letter in your group.

Ss(Work in groups)

T: Who wants to show?

St1(Read his/ her letter)

[设计理念]书信的设计使学生在任务型的驱动下，进一步培养其合作交流能力，使课堂得到了更好的发展、延伸，并达到学以致用的目的。

2. Chant.

T: All of you did a good job. Now let?s have a chant.

I like rice and I like milk.

Last night, last night

I ate fish and I drank milk.

I like chips and I like juice.

Tonight, tonight

I am going to eat chips.

I am going to drink juice.

Mmm, mmm, mmm

They are all very nice.

[设计理念]利用多媒体播放，与本单元话题紧密相连，既扩充了学生的词汇量，又活跃了氛围，有利于学生学习英语的兴趣。

Step 6. Homework

1.Introduce English food to your parents.

2.Try to retell the text.

[设计意图] 合理灵活地运用家庭资源，激发学生的学习动机，使学生掌握得更扎实。

Ⅷ板书设计

Ⅸ教学反思

在本节课的教学中，我主要抓好了以下几个环节：

1、设计新颖、高效的导入，在极短的时间内吸引学生的注意力，激发学生的思维，调动学生的学习积极性。在课的开始，我采用了头脑风暴的游戏，复习已经学过的表示食物和饮料类单词。这样的活动设计吸引了学生的注意力，调动了他们的学习积极性，为导出新课做好了铺垫。

2、假设真实的情景，扩大了学生的参与面。在本节课的教学中，我通过直观生动的体态语，以及鲜明、直观的多媒体课件，激发了学生参与课堂活动的兴趣，让学生在快乐的“我问师答”的活动中轻松掌握所学的知识。丰富多样的活动，设计巧妙，层层递进，让学生倍感真实与亲切，使不同层面的学生都产生了说英语的欲望。

3、教学组织紧凑，操练密度大。从头脑风暴、自交交谈，到游戏操练、课文解读，再到知识拓展环节，无一不是在引导学生去表达，把课堂完完全全的给了学生，真正体现了学生的主体地位。

附：教材内容

Module 3 Unit 2 Sam ate six hamburgers.

Dear Daming,

Today Sam ate six hamburgers at school! He likes hamburgers very much. Lingling had a sandwich because she doesn?t like hamburgers. We gave our hamburgers to Sam.

But I miss Chinese food. Tonight Mum is going to cook Chinese food for Lingling.

With love,

Amy.

liqin-1986@https://www.wendangku.net/doc/7b13064953.html,

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