M3 Unit2 Sam ate four hamburgers教学设计-外研版英语(三起)五年级下

M3U2 Sam ate four hamburgers
教学设计
Teaching aims：
1. Knowledge aim:
Words：ate hamburger gave tonight
Sentences：① What did you have last night?
I had…
② What are you going to have tonight?
I am going to have…
2.Ability aim:
How to ask others ① What did they have for breakfast/ lunch/dinner??
② What are they going to have tonight?”
3. Emotional aim:
① know something about Chinese and Western food cultures
② form good eating habits
Important and difficult points
1.key words and sentences
2.how to use the sentence structure correctly
Teaching procedures
Ⅰ. Warming up
1. Greetings.
2．look at some pictures
What’s this ? (复习食物单词，学习一日三餐和hamburger sandwich）
3. Three questions and pictures to lead in our topic
① Do you like eating Chinese food/English food?
② Do you like hamburgers/ sandwiches/chips?
③ Have you been to Dicos/KFC?
(衔接语：our friend Sam likes hamburgers very much.So Sam ate four hamburgers.引出标题）
Ⅱ. Presentation
1. Listen and read out the past form of the verbs loudly( ate, had gave)
2.Watch the video and answer some questions (lead in new words: hamburger，sandwich, tonight)
3. Explain the key Sentences:
What did you have last night?
I had…
What are you going to have tonight?
I am going to have…
Ⅲ. Practice
Pair work 1: make a dialogue by a game（准备一些食物的照片，先跟学生一起练习对话做示范。

然后小组比赛：两人上前抢老师手中的图片，谁先抢到谁来练习对话，正确会有奖励）
Pair work 2: Make a survey
What did you have for breakfast/ lunch/dinner?
I had ...
Ⅳ. Summary
Fill in the blank ( students make a summary by themselves)
Today Sam _____ four __________at school. He_____ hamburgers very much.Ling ling had a ________ because she __________ hamburgers. She _____ her hamburgers ___ Sam.
Amy ______ Chinese food. Tonight Mum is going to cook____________ ____ us.
Ⅴ. Homework
1. read and recite this passage
2.Write a letter to your friend, you can send by QQ or email
Blackboard design
M3U2 Sam ate four hamburgers.
What did you have for breakfast/ lunch/dinner? ?
I had…
M3U2 She had eggs and sausages教学反思
五年级学生具备了一定的自主学习能力，本课遵循了课前预习、课内探究、课后延伸三个步骤，课堂学习中中有四个环节：自主学习、合作探究、精讲点拨、巩固检测。

采用了小组合作学习法与评价法结合起来，激发了学生的学习兴趣，唤醒了他们沉睡的学习潜能，实行小组捆绑评价，让他们体验到了一种集体荣誉感。

为克服学习上的难题，自觉挑战任务，增强了学习的自信心，对自学能力的提高也起到了一定作用。

整堂课中教师是指导者，学生才是学习的主体，自主学习和小组合作是本课的主流，最终目的是人人都得以提高。

小老师教学、小组合作是本课的亮点之一。

教师教的目的是为了学生更高的学，所以整堂课我大胆放开，让他们正真成为学习的主人。

本课教学目标是让学生用What did she have for breakfast/lunch/dinner? She had….学习对一日三餐吃什么进行提问并作出回答，通过教学发现自己的成功之处：本课采用了任务型教学法，在活动中完成任务，在用中学，学中用，真正达到了学以致用的目的，把语言与生活结合起来，做到了用英语做事情。

教学环节简洁、清晰，课堂中充分发挥学生的主体地位，让学生真正成为学习的主人。

小老师纠错在本课中发挥了积极作用，很多同学都争先恐后争做小老师帮祝其他同学，小老师这种特权对所有学生都是一种激励，为了争当小老师，他们会在课下下许多功夫，争取表现的更好。

小组合作学习法在本课中得到了尝试，实践证明效果还是不错的，尤其是小组合作与捆绑评价相结合，更增强了同学间的集体荣誉感。

不足之处：如何更有效的实施小组合作学习？调动每一个学生的积极性参与学习活动使我们应当考虑的。

有个别差生由于自卑心理害怕说错，把机会让给别人，勇于开口回答问题对它们来说就是一种进步。

因此针对不同的学生采取不同的评价，对我们教学又提出了更高的要求，这是今后的教学中我应当着重考虑的。

另外对于本节课可以对英国食物进行更多拓展，由于考虑到学生的实际差异，没有进行大胆尝试，导学单的设计还应再完善再符合实际一些，以后会在教学中尝试大胆改进课堂教学。