三年级下册英语教案Unit 4 Lesson21 In the Restaurant冀教版.docx
.Unit 4 Lesson21 In the Restaurant教案一、教学目的1、知识1听懂会说单词 数字1620。2听懂会用句子：What would you like ? Would you like some tea?I would like some _.2、才能1可以听懂会说本课会话，做到学以致用。2通过创设情境使学生感受并学会运用语言，进一步培养学生的口语表达才能。3、情感: 养成在家帮助父母做家务，饭后洗餐具的好习惯。二、教学重点难点1听懂会说单词16-202听懂会用句子：What would you like ?Would you like some tea?I would like some _.有关的句型。三、教具、学具1、教具有关本课餐具的挂图或实物,录音机。2、学具：学生准备五人一组一个餐具。四、教学过程1、复习数字120让全班每个学生数120，然后让他们一个接一个站起来，按正确顺序每人说出一个数字。2、新授1出示实物或挂图T: Look, what are these?Ss:tables.T: Yes, They are tables.T: How many tables are there?Ss: Sixteen tables.T: Yes, sixteen tables.领读几遍T: What are those? 指chairsS1:Chairs.T: Yes, chairs. How many chairs are there?S1:Seventeen chairs.T: Yes, there are seventeen chairs.领读几遍。T: What are these?指hot dogsS2: Hot dogs.T: Yes, hot dogs. How many hot dogs are there?S2: Eighteen.T: Yes, there are eighteen hot dogs.领读几遍。T: What are those?指hamburgersS3: Hamburgers.T: Yes, spoons. How many hamburgers are there?S3: Nineteen.T: Yes, there are nineteen hamburgers.领读几遍T: What are these?指donutsS4: Donuts.T: Twenty.T: Yes, twenty donuts. There are twenty donuts.2同学二人之间对话练习。S1: How many tables are there?S2: There are sixteen tables.S3: How many chairs are there?S4: There are seventeen chairs.S5: How many hot dogs are there?S6: There are eighteen hot dogs.S7: How many hamburgers are there?S8: There are nineteen hamburgers.S9: How many donuts are there?S10: There are twenty donuts.3老师边读单词边在黑板上进展板书4老师扮演饭店效劳员与学生对话：T: What would you like?S1: I would like some noodles.“教书先生恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生概念并非源于教书，最初出现的“先生一词也并非有传授知识那般的含义。?孟子?中的“先生何为出此言也？；?论语?中的“有酒食，先生馔；?国策?中的“先生坐，何至于此？等等，均指“先生为父兄或有学问、有德行的长辈。其实?国策?中本身就有“先生长者，有德之称的说法。可见“先生之原意非真正的“老师之意，倒是与当今“先生的称呼更接近。看来，“先生之根源含义在于礼貌和尊称，并非具学问者的专称。称“老师为“先生的记载，首见于?礼记?曲礼?，有“从于先生，不越礼而与人言，其中之“先生意为“年长、资深之传授知识者，与老师、老师之意根本一致。S2: I would like some chicken and rice, please.S1: What would you like?死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生才能开展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为进步学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背与进步学生素质并不矛盾。相反,它恰是进步学生语文程度的重要前提和根底。S4: I would like a bowl of rice, please.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。假如有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对进步学生的程度会大有裨益。如今,不少语文老师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果老师费力,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的为难场面的关键就是对文章读的不熟。常言道“书读百遍,其义自见,假如有目的、有方案地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然浸透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和开展。S5: Would you like some tea?S6: No, thanks.Id like some water. 5听录音学生看书跟读。*;第 4 页
