资源简介 课时教学设计首页授课时间:2025年 月 日课题 U4 Section A(1a-1d) & Pronunciation What do we like to eat 课型 新授课(听说) 课时 1 主备人审核人语篇研读 【What】本课有2个语篇,均为餐厅情境下的朋友对话,围绕“饮食”主题展开。对话中涉及了询问和回答点餐意向和日常饮食、提供点餐选择等语言结构,帮助学生掌握表达点餐意愿和一日三餐饮食的语言技能。在第一段对话中,Li Meng询问Jane想要吃哪种馅的饺子、喝什么饮品,并表明自己想要吃牛肉白菜面的意向;在第二段对话中,Li Meng就英国人的一日三餐情况向Jane做了解,Jane说她早餐吃面包、喝牛奶,有时吃鸡蛋和豆子;午餐在学校,有时吃鸡肉或牛肉,有时吃三明治,有时吃鱼肉薯条,喝果汁或酸奶;晚餐和家人一起吃比萨和沙拉,饭后甜点吃冰淇淋或曲奇饼干。【Why】本课时是单元的第一个课时。学生在教师的指导下,能通过浏览开篇页大问题明确学习目标,理解本单元的主要学习任务,以终为始,明确任务重难点。通过贴近日常生活的对话内容,学生可以在真实的语境中学习和掌握如何用英语谈论饮食意愿、询问食物偏好以及提供食物选择,从而加深对健康饮食重要性的认识。此外,通过对话中的互动和分享,学生还能学会尊重他人的饮食选择、理解不同食物带来的营养益处,并培养开放和包容的价值观。【How】本课采用对话的形式来呈现语篇内容,使得语言学习更加贴近生活和实用。在对话中,学生角色通过询问和回答,展示了如何在实际情境中运用语言来谈论饮食。对话中穿插了可数名词和不可数名词(如dumplings, noodles, bread, milk, juice等)的使用,使学生在具体情境中感知学习这些语法规则。同时,对话还通过询问和分享食物偏好(如beef or mutton, bread and milk, pizza and salad等),让学生了解了不同人的饮食习惯,并鼓励他们尝试多样化的食物。此外,对话还通过询问和提供饮料选择(如tea or juice, watermelon juice等),让学生思考并分享了自己的饮品喜好,同时也学习了如何在不同场合下提供合适的饮料选择。学情分析 K (Know) — 已知 W (Wonder) — 想知 L (Learn) — 能知已积累一定关于食物名称的基础词汇,对一般现在时的基本结构也有一定了解,为谈论食物偏好提供了词汇支撑和句型基础;在日常生活中对各类食物有直观认识,也有过点餐经历,对餐厅点餐话题较熟悉,能结合自身经验理解相关英语表达; 对英国一日三餐食物构成充满好奇,想了解英式早餐、午餐和晚餐典型食物,同时,也想知道英国人与中国人在饮食喜好、用餐习惯上的差异;对于如何在餐厅用英语准确点餐,以及如何用英语清晰表达对食物的喜好和看法,渴望掌握相关地道表达。 掌握一系列与食物相关的词汇和短语,并能学会运用“Which would you like, A or B ”“What would you like to drink ”“What do you usually eat for breakfast ”等核心句型来谈论饮食选择和喜好;听力理解能力得到提升,对于日常对话能较好地把握主旨和获取要点;在口语表达上,发音更加准确,语调更加自然;了解不同国家在饮食方面的文化差异。学习重点难点 重点:掌握食物、饮料相关词汇,学会一些餐厅场景常用表达,熟练运用 “Which would you like, A or B ” “What would you like to drink ”“What do you usually eat for breakfast ”等句式;听懂含重点词汇句型的内容,清晰、准确地就饮食意向、选择和喜好进行交流;难点:对于部分食物词汇的可数不可数问题混淆不清;would like to do结构的正确使用;语音语调的准确把握,根据场景恰当使用语言。学习目标 1.能够在真实的餐厅场景中,识别并掌握与食物、饮料相关的词汇和短语;根据例词,掌握字母o及字母组合oa, oo, ou, ow在单词中的发音规律;(学习理解)2.能够运用恰当的听力策略,获取对话中关于食物选择和偏好的关键信息,运用 “Which would you like, A or B ” “What would you like to drink ”“What do you usually eat for breakfast ”等句式与同伴进行角色扮演,分享食物喜好;(应用实践)3.能够以“合理饮食”为主题,创编一段对话,体现出对健康饮食的重视和理解。(迁移创新)当堂评价 能够正确认读、书写有关食物和饮料的目标词汇,在语境中理解其意义;能正确识别并读出字母o及字母组合oa, oo, ou, ow在单词中的发音;(检测学习目标1) 2. 能够从对话中准确提取出食物选择和偏好等关键信息;在角色扮演中,与同伴进行良好的互动和合作,语言流畅、自然,准确表达自己的想法和观点,在对话中主动提问和回答问题,展现自己的语言能力和思维活跃度;(检测学习目标2)3. 能够创编一段内容丰富、结构清晰的对话,对话中准确描述了多种食物种类,详细分享了饮食偏好,并深入讨论了某种食物或饮料的健康益处。语言表达清晰、准确,能够充分体现出对健康饮食的重视和理解。对话内容富有创意,能够吸引听众的注意力。(检测学习目标3)教学活动设计学习活动 教师导学 学习评价Step 1. Lead-in. Try to read and understand the aims of the unit.Look at the picture and share their answers.Sa: Fish, rice, orange, tea...Sb: Yes, they are.Sc: I often eat chicken. I like hamburgers best.Enjoy the video and try to chant.Make sure they can understand the tasks of this lesson. Observe the pictures and learn to read the words based on different kinds.Ss: Beef/mutton/ pork/ chicken/ shrimp/ fish. Put the “food” into the right “basket”.Write the foods in the box under the pictures. Then talk about the food(s) they like.Sa: I like watermelons, but I don’t like carrots. Show the goals of this unit and make sure Ss can understand them. Let Ss observe the picture and ask questions.T: What can you see in this photo What are they T: Do you think they are healthy T: Which food do you often eat Which food do you like the best Play a video about healthy food. Set the situation of becoming a good waiter. Show some pictures of food and guide Ss to read them.T: There are different kinds of fresh meat in the warehouse. T: They are different kinds of fresh vegetables. T: We also have some staple food. Guide Ss to classify the food into “healthy” and “unhealthy”.T: Healthy food makes you fit. Unhealthy food makes you fat.Let Ss finish activity 1a and check the answers. 师评。观察学生能否通过浏览单元标题和主题图,大致预测单元的基本内容,明确单元的主要内容。能否根据单元的主题图,用准确的语言回答问题,并在教师的指导下,能否积极踊跃地回答问题。师评。观察学生在观看视频和图片时,能否表现出专注和好奇,在听到问题后是否能够迅速进入思考状态,在餐厅情境下正确读出有关食物的词汇,并积极主动地与同伴合作交流,就自己对食物的健康与否进行准确分类与交流。自评、师评。观察学生能否清晰、具体地说出自己喜欢的食物,以及可能的理由或偏好背后的原因;能否在教材中迅速找到与图片相对应的食物名称,并准确匹配;是否能够在核对答案时积极参与讨论是否能够倾听并尊重他人的观点。【设计意图】通过呈现具有导向性的单元目标,以终为始,形成学习期待,提高学生的学习积极性。通过视频、图片等多媒体资源创设餐厅寻找合格服务员的学习情境,帮助学生在较真实的语境中初步感知本课所涉及的食物名称词汇及其分类,为下一步的听力环节做铺垫。Step 2. Listening. Observe the picture and make predictions.Sa: They’re at the school canteen.Sb: It’s 11 o’clock. Listen to the conversations. Tick what Li Meng and Jane would like for lunch. Then report their answers.Sa: Jane would like to have beef and carrot dumplings and watermelon juice.Listen to the second conversation. Classify the food into breakfast, lunch and dinner.Sa: Jane has eggs and beans for breakfast.Sb: Jane has beef for lunch. Show the picture of a school canteen.T: Where are they T: When is it T: What would they like to eat Before listening, make sure Ss can read and understand the food in 1b. Play the recording. Let Ss choose the food Jane and Li Meng would like.T: Now, they’re enjoying the food. What are they talking about while eating Play the recording and encourage Ss to talk about Jane’s meals. 自评、师评。观察学生能否从教师提供的线索中合理推断出听力材料可能涉及的主题,是否保持高度专注,准确捕捉到Jane和Li Meng所喜欢的食物,语言准确、流畅,用完整的句子表达自己的想法。自评、师评。观察学生能否准确捕捉录音中的关键信息,将食物按三餐分类;在听力播放过程中是否保持专注,能否有效理解并快速响应录音内容;在核对答案时,能否自我识别并纠正填写错误的单词。【设计意图】活动1b要求学生根据Li Meng和Jane在学校餐厅的对话勾选他们挑选的食物,引导学生关注对话的主要信息,并训练他们的听力理解和信息提取能力;活动1c让学生根据对话内容将呈现的食物分别归入Jane的早餐、午餐和晚餐食物类别中,主要训练学生获取细节信息、整理信息,并用单词首字母大写快速记录重要信息的能力。Step 3. Post-listening. Listen and imitate the pronunciation and intonation.Write what they eat for three meals. Then ask their group members about their meals.Sa: What do you usually have for breakfast / lunch / dinner Sb: I usually have porridge for ... Make a report.Sc: In our group, I like eating bread and eggs for breakfast, but I don’t like... Play the recording and let Ss repeat the conversation. Let Ss work in groups and get to know the food they have for breakfast, lunch and dinner. Three minutes later, invite some group leaders to give a report about their meals. Provide some sentence structures and the evaluation standards. 师评。观察学生能否准确模仿录音中的语音,识别并模仿听力原文中出现的升调、降调。自评、互评、师评。观察学生在创编对话过程中,能否关注老师给出的评价量规,注重语言的准确性、表达的清晰度和内容的合理性;观察学生在班级中进行展示时,能否做到自信流畅;在展示后,能否根据教师和同伴的反馈进行反思和总结,进一步完善自我。【设计意图】鼓励学生模仿语言示范进行对话,询问同学一日三餐的事物搭配情况,旨在让学生通过实际交流巩固所学的与食物和饮食习惯相关的词汇和句型,并提高他们的听力理解和口语表达能力。Step 4. Pronunciation. Listen to the recording and repeat the sounds and words. Add one more word to each group. Play the recording. Guide Ss to pronounce the letter “o” well.Guide Ss to have a conclusion about the rules. 自评、师评。观察学生能否在听力中准确跟读单词,并特别关注含有字母o及字母组合oa, oo, ou, ow的单词的发音,理解并应用字母及字母组合的发音规则,根据已学的发音规则,在表格中正确填写一个符合该发音规则的单词。【设计意图】通过听力跟读活动,使学生专注于字母o及字母组合oa, oo, ou, ow在单词中的发音,帮助学生建立起对这些元音音素的敏感度和识别能力。引导学生发现并总结发音规律,有助于其更准确地发音,同时也为其自主学习新词汇打下基础。Step 5. Conclusion. With T’s help, have a conclusion about what they’ve learned this lesson. Guide Ss to sum up the knowledge they’ve learned.T: Keep a balanced diet! 自评、师评。观察学生能否准确对本节课所学作出小结。【设计意图】引导学生进行课堂小结和学情反思,增强其饮食健康意识。课 时 达 标 检 测一、按要求写出正确的词组或句子。西瓜汁 把某物拿过来 炸鱼薯条 愿意,喜欢 在那之后 为了款待 你午餐吃什么? 二、根据汉语完成句子。1. __________ (西瓜) are a kind of popular fruit in summer.2.Would you like some __________ (卷心菜) noodles 3.—Why don’t you like __________(羊肉) —Because it tastes terrible.4.—Would you like some __________ (曲奇饼) —No, thanks. I’m not hungry.5.__________ (洋葱) are my favorite vegetables.ays computer games.三、根据汉语意思完成句子。1. 今天晚上在家看一部电影怎么样 a movie at home this evening 你吃中餐还是西餐 Do you eat Chinese food 这个男孩晚餐喜欢吃炸鱼薯条。The boy likes eating for dinner.-我和玲玲周末要去野餐。你想加入我们吗 -我很愿意。 -Lingling and I are going to have a picnic at the weekend. to join us -Yes, I'd love to.欢迎来到中国!如果你需要任何帮助,请给我打电话。 China! And if you need any help, please call me.课时教学设计尾页板书设计作业设计 必做 1.Summarize and recite the foods learned in this lesson.2. Make a survey about the foods your family like or usually eat for breakfast, lunch and dinner.选做 Based on the survey results, design a page about the three meals a day that your family like.教学反思 【优点】情境创设生动,通过模拟餐厅真实场景,让学生迅速融入点餐氛围,自然运用目标语言交流,激发学习兴趣,提升参与度;多媒体辅助有效,借助图片、视频展示丰富食物,播放地道听力材料,学生直观感受词汇用法,锻炼听力,视频中的情境对话,为口语表达提供示范,增强学生表达自信。【不足】个体关注不均,小组活动时,部分性格内向学生参与度低,教师忙于组织课堂,未充分关注引导,导致他们口语锻炼机会少,学习效果受影响;听力技巧指导欠缺,听力练习中,侧重答案核对,对听力技巧讲解不足,如如何抓关键词、预测内容,学生面对复杂听力材料,缺乏有效应对方法,理解困难。【改进】加强个体关注,小组活动前明确分工,确保每位学生有任务,活动中密切观察,及时鼓励引导内向学生,课后单独沟通,增强学习信心;强化听力技巧训练,听力前讲解技巧,如根据题目预测内容、圈画关键词,练习后结合材料分析,让学生掌握技巧。设置专项练习,提升学生运用技巧能力。 展开更多...... 收起↑ 资源预览