Unit Three What’s your favorite food?

教學(xué)內(nèi)容

Let’s start   Main scene   Let’s chant   A Let’s learn Group work

課時

 1

教學(xué)目標(biāo)

1  Ss can listen say read and write the words tomato tofu green beans fish potato eggplant .Can read the words cabbage mutton pork and sentences What would you like for lunch? I’d like…

2         Ss can use word cards to finish teamwork game, practice the new words.

3         Ss can sing the song.

教學(xué)重難點(diǎn)

1         New words tomato tofu green beans fish potato pork. Students are required to grasp these words and can use interrogative sentence What would you like for lunch? to practice the new words.

2         Make the lesson easier.

教具

1  Hanging picture of Let’s chant 

2  Word cards 

3  Radio and tape

教學(xué)過程

1 Warm up

(1)    Show the picture about food then ask the students: What’s this? … Do you like it? … What would you like for lunch? …

(2)    Recite the words about food. Help the student to recall the food words they had learn.

2 Preview

(1)    Put the hanging picture of Let’s start on the blackboard. Play a gassing game with students. Tell them like this: I’m yummy to eat. I’m yellow and long. I grow on tree My name begins with the letter as “bee”. What am I?

(2)    Ask the students to give the riddle an answer in Let’s start. Prepare to learn the new word tomato.

3 Presentation   Let’s learn.

(1)    Learn new words in Let’s start.

(2)    Game.  Say a fruit word then ask the student to give out it’s color quickly.

(3)    Listen to the tape of Let’s learn, read the new words after the radio.

(4)    Team work   Spell the six new words, compete between groups

Let’s chant

   Learn the derry: What would you like for lunch?

Group work

   Practice the new words by sentence: What would you like for lunch?

                                 I like…

4 Consolidation and extension

(1)    To compile some riddles about food and fruits.

(2)    Require the student to do some investigation with their partner about the three meals in a day.

Blackboard writing:

Unit 3 What’s your  favourite  food?

Pork tofu mutton potato cabbage tomato green beans fish tomato

教學(xué)后記

本課時要學(xué)的單詞較多,cabbage  eggplant mutton的單詞沒有較好的掌握.學(xué)生的運(yùn)用舊句型what would you like for lunch?  I’d like some tomatoes and mutton.來進(jìn)行單詞的訓(xùn)練學(xué)習(xí).

Unit Three What’s you favorite food?

教學(xué)內(nèi)容

A Let’ try Let’s talk .Talk and match C Good to know

課時

 2

教學(xué)目標(biāo)

1         Ss can understand and say: What do you have for lunch today? I have eggplant. Besides can use this sentence in true scene

2         Ss can understand the hint words in Let’s try, tick or cross the picture in accordance with the massage form the tape.

3         Ss can get some massage about Chinese culture in which the Chinese traditional food contained.

教學(xué)重難點(diǎn)

1         What do you have for lunch today? And it’s answer I have…

2         Difference use between sentence What would you like for lunch? What do you have for lunch today?

3         According to the background culture of this lesson, teacher is required to introduce the Chinese food which have special meaning in the festival.

教具

1          Hanging picture or hand-draw picture of Good to know.

2         Word cards (Nine new words and some old food words)

3   Radio and tape

3        

1 Warm-up

(1)    Sing the song “What do you have for lunch?”

(2)    Ss make dialogues like:

S1: What would you like for lunch /…? S2: I’d like …

2 Preview

(1)    Teacher show the self-make investigation tables, “What do you have for lunch / breakfast / dinner…?

(2)    Let’s try      Listen to the tape then ask Ss to give out their answer

3 Presentation

Let’s talk

(1)    Teacher use the answer of Let’s try to lead out sentence What do you have for lunch…?

(2)    Compare the two sentences: What would you like for lunch? What do you have for lunch today? Get Ss to know the new sentence. T and Ss use it to make dialogues together.

(3)    T asks one S to show out the food-word-cards, ask ”What do you have for lunch today?” “I have… what about you?”. Then change.

(4)    Listen the tape Let’s talk

Talk and match

Ss finish Talk and match with their partner.

Good to know

T show out the hanging, introduce Chinese and other countries fare culture for Ss

4         Consolidation and extension

(1)    Ask Ss to make a meal menu, communicate with their friends

(2)    Ask Ss to do A Let’s talk Activity Book

(3) Ask Ss to listen the tape part Let’s talk then read it out for their parents or friends.

Blackboard writing:

Unit 3 What’s your favourite food?

I’m hungry.

What do you have for lunch today?

I have eggplant and tomatoes. What about you?

I have onions and green beans.

教學(xué)后記

Unit Three What’s you favorite food?

教學(xué)內(nèi)容

A Read and write   Group work   Let’s sing

課時

3

教學(xué)目標(biāo)

(1)    Ss can listen say read and write the emphasis sentence: What do you have for lunch on Mondays? We have tomatoes, tofu and fish. And use the sentence to finish Group work

(2)    Ss can comprehend the dialogue, and finish the exercises

(3)    Ss can understand and can sing the song What do you have for lunch?

教學(xué)重難點(diǎn)

What do you have for lunch on Mondays? We have… That sounds good

教具

Hanging picture of this lesson  Radio and tape  A piece of School Menu

教學(xué)過程

1 Warm-up

(1) Let’s sing

Sing the song What do you have for lunch? Review and consolidation the maid sentences in part A

(2) Daily oral English:

A: What day is today?

B: It’s Monday.

A: What do you have for lunch?

B: I have… What about you?

A: I have…

2 Preview

Broadcast the derry in Recycle 1grade 4 book 2(PEP). Ss sing after the radio 

3 presentation

 Read and write

(1)    According to the derry, Ss answer T’s question: What day is it today? What do you have on…? What do you have for lunch on…? T show out the menu: Let’s see together, guide them to give out right answers.

(2)    Let the Ss to communicate their menu with their group members, then ask tow or more Ss to summarize their group member’s menu in dialogue. After Ss summary, T says: That sounds good. Say it with gesture and expression, make Ss understand it’s meaning.

(3)    Listen the tape Read and write. Finish the exercise below the text. Let them write the important sentences on their exercise book

(4)    Ask Ss to replace the maid words in the text ,practice new sentences.

Group work

   Ss use the new sentences in this lesson to finish it.

4. Consolidation and extension

(1)    Ask Ss to make a dialogue imitate the text after class

(2)    Ask Ss to do part A Read and write in Activity Book

(3)    Listen to the tape then read it out to their parents or friends.  

教學(xué)后記

學(xué)生做小記者來鞏固要求四會的單詞和句型,表現(xiàn)積極.在小組的學(xué)習(xí)中加強(qiáng)同學(xué)間的合作精神.   

Unit 3 What’s Your Favorite Food?

教學(xué)內(nèi)容

B Let’s learn   Let’s chant   C Story time

課時

 4

教學(xué)目標(biāo)

(1)    Ss can listen, say, read and write the words: tasty, salty, sweet, sour, fresh, can recognize and read: healthy.

(2)    Ss can understand and read the derry

(3)    Ss understand the story’s maid idea.

教學(xué)重難點(diǎn)

1.The words tasty salty sweet sour fresh

2. Pronunciation of healthy

教具

1. Six pieces of new words card

2. Some salt sugar and vinegar, an apple.

3. Radio and tape

教學(xué)過程

1. Warm-up

(1)    Sing the song “What do you have for lunch?”

(2)    Dialogue

What do you have for lunch on Mon.?

I/we have…

2. Preview

  Listen the song “An apple a day” (Unite4 Book2 Grade 3)

3. Presentation

  Let’s learn

(1)    T shows the apple: Look, I have an apple. It’s big and red. Where is it from? Let’s see. Oh, it’s from Zoom and Zip, they are picking apples. It’s very fresh. Read after me please, T: Fresh. Ss: Fresh. T can use the proverb “An apple a day keeps doctors away” to explain “healthy”. Pay attention to pronounce “th”. Then guide the Ss to think about what kinds of food, fruit is good for healthy. When Ss say out the food or fruit, T says: It’s tasty. 

     T shows salt sugar vinegar to Ss, pretend to taste them, shows different expression, asks Ss to guess what is it

(2)    Activity T preparing several cups of salt sugar vinegar liquid, asks one or more to taste them, show the wrong expression, the others guess what is it. 

(3)    Listen to the tape “Let’s learn”, Ss read the words tasty salty sweet sour fresh healthy.

(4)    T shows the new word cards. Give several minute for Ss to bear them in mind, then spell them.

Competition between groups.

4. Consolidation and extension

(1)    Guess taste (with group members)

(2)    Tell story (story time)

(3)    Do B Let’s learn activity book

(4)    Listen to the tape of this lesson 

Blackboard writing:

Unit 3 What’s your favourite food?

Tasty salty sweet sour fresh healthy

教學(xué)后記

本課時,通過實(shí)物來讓學(xué)生嘗試到各種食物的不同味道.這節(jié)課的單詞發(fā)音較難掌握如fresh healthy.

Unit 3 What’s your Favorite food?

教學(xué)內(nèi)容

B Let’ s try   Let’s talk   Pair work   C Task time

課時

 5

教學(xué)目標(biāo)

1.       Ss can understand and say What’s you favorite food?

I / We like…  

Ss can use them in true scene.

2. Ss can do Let’s try, number the four pictures

3.Ss can make an adv. according to the example in Task time.

教學(xué)重難點(diǎn)

The focal point is Ss must grasp sentences “What’s your favorite food? I’d like…” and difficult point is the pronounce of “favorite”

教具

 Food-word-cards  

An investigation table

 Radio and tape   

 Color pen

教學(xué)過程

1. Warm-up

(1)    Sing the song “What would you like?” follow the tape.(book2 grade 4)

(2)    Dialogue

A: Do you like…?

B: Yes, they’re sweet…/ No, they’re sour…   

2. Preview

(1)    Listen to the tape Let’s chant, then Ss read after it.

(2)    Ss do Let’s try

3. Presentation

  Let’s talk

(1)    T shows three pieces of word-cards, says to Ss: I like chicken, ( draws a smile face beside it) I like beef better.(draw two smile face) I like fish best(draw three smile face), so fish is my favorite food. Shows the card favorite

(2)    Dialogues

A: What’s your favorite food/drink/fruit?

B: My favorite food is… 

(3)    Listen to the tape Let’s talk, read after it. Replace the main words in the dialogue.

Pair Work Discuss What’s your favorite food/fruit?

After the discussion, tell others as: I like… Mike like… We like…

4. Consolidation and extension

(1)    Sing the song

(2)    Do B Let’s talk Activity Book

(3)    Listen to the tape Read the text to their parents or friends.

教學(xué)后記

本節(jié)課學(xué)習(xí)如何詢問別人最喜歡的食物，回答時并說出為什么喜歡，學(xué)生都能聽懂，會說主要句型，并能在情景中熟練運(yùn)用。在進(jìn)行拼寫單詞比賽過程中，學(xué)生對單詞記憶得都比較熟練。

Unit 3 What’s Your favorite Food?

教學(xué)內(nèi)容

B Read and write Group work C pronunciation Let’s check

課時

6

教學(xué)目標(biāo)

1. Ss can listen say read write sentences: What’s your favorite fruit? I like apples. They’re sweet. I don’t like grapes. They’re sour.

2. Ss can finish the exercise blow the text.

3. Ss can finish Let’s check without help. 

教學(xué)重難點(diǎn)

The sentences in red. The word favorite.

教具

Hanging picture of this lesion, hanging picture of foods. Radio and tape.

教學(xué)過程

1. Warm-up

(1)    Sing the song “What do you have for lunch?”

(2)    Dialogue

A: What’s your favorite food?

B: I like…. They’re…. What about you?

2. Presentation

  Read and write

(1)    T shows the fruit Adv. Ss ask: What’s your favorite fruit? T answers: I like apples, they’re sweet, I don’t like grapes, they’re sour  

(2)    T shows the hanging picture of this lesson: Look! What’s Zoom’s favorite food? Can he have it? Why? Let’s listen to the tape.

(3)    Finish the exercise below the text.

(4)    Write the sentences in red.

Group work

Finish the investigation, then find out what’s the most favorite food in group.

  Pronunciation

    ow  window yellow snow grow       oa  coat float boat goat

   . crow flow slow show willow          road coach

fl   flag flat flower floor fly          fr  free from front fruit fresh

    flow flame flesh                    frog frost fry

  Let’s check

4         Consolidation and extension

(1)    Copy the sentences in red.

(2)    Read Pronunciation to their partner

(3)    Do B Read and write Activity Book

教學(xué)后記

本課時要求四會的單詞和句型較多,通過游戲讓學(xué)生在比賽的過程中把要掌握的內(nèi)容記透來.