新外研版四年级英语上册Module5 《FOOD》第二课时Unit 2教案
Module5 Unit2 Period2 (教案及素材)-外研社(三起)-四年级英语上册
Module5 Unit2 Period2 （教案及素材）-外研社（三起）-四年级英语上册教学目标1.学会使用描述水果的单词和句子2.学会使用正确的数量词来表达数量3.能够听懂和使用描述水果的常用短语和句子4.提高学生的口语表达和听力能力教学准备1.我的口袋里有一个水果篮子2.一些水果图片3.学生英语课本教学步骤步骤一：引入教师拿出一个水果篮子和几个水果图片，让学生猜猜篮子里有哪些水果，引导学生使用已学单词和短语进行描述。
步骤二：学习新单词通过观看幻灯片或板书，介绍新的单词：apple, banana, orange, pear。
让学生跟随老师读单词，再重复跟读。
可采用图片+单词、拼写单词等形式进行教学。
步骤三：学习新短语通过幻灯片或板书，介绍新的短语：How manyapples/bananas/oranges/pears do you have? 和 I have __apples/bananas/oranges/pears.。
让学生重复跟读，巩固短语的发音及表达方式。
步骤四：独立练习老师拿出几个水果图片，让学生自己使用已学短语描述自己手中的水果，例如：“I have three apples.”和“How many bananas do you have? I have five bananas.”等。
步骤五：合作练习让学生分成小组，相互进行提问和回答，巩固短语和单词的使用。
步骤六：总结老师带领学生总结本节课所学的内容，复习已掌握的水果单词和短语，并与学生们一起回顾提高口语表达和听力能力的方法。
教学素材1. 单词图片•apple•banana•orange•pear2. 短语图片•How many apples/bananas/oranges/pears do you have?•I have __ apples/bananas/oranges/pears.3. 句子练习•How many __ do you have? I have __.•I like ___. How about you?•Could you give me a/an ___?•How much is/are they?总结本节课是四年级英语上册的第五模块第二单元第二课时，主要是学习水果单词和数量词的使用方法，并通过交流、练习等方式提高学生的口语表达和听力能力，通过本课的学习，学生们能够更加准确地描述水果，并且使用正确的英语短语表达数目，同时也为后续学习打下基础。
Module 2 (教案)外研版(一起)英语四年级上册
Module 2 (教案)外研版（一起）英语四年级上册教学目标
1.能够听懂、会说、认读about, elephant, forest, giraffe, grass, lion, monkey, snake, bird, tree等单词。
2.能够表达What are they doing? They’re eating leaves/fruit. What
is it doing? It’s climbing the tree/ swinging on the branch.等句子。
3.能够运用所学句型，描述森林中的动物及其活动。
4.能够较为流利地朗读和理解课文，并用自己的话表述课文内容。
教学重点
1.学习并掌握about, elephant, forest, giraffe, grass, lion, monkey, snake, bird, tree等单词。
2.能够运用所学知识，描述森林中的动物及其活动。
教学难点
1.能够独立理解课文内容并运用所学知识进行交流。
2.能够较为流利地用所掌握的句型描述森林中的动物及其活动。
教学准备
1.PPT课件。
2.教学素材：课本、多媒体资源。
教学过程
导入
1.导入课文内容，让学生用简单的语言描述课文故事。
学习
1.词汇学习:
–介绍单词about, elephant, forest, giraffe, grass, lion, monkey, snake, bird, tree的意思和发音。
–学生跟读单词并找出词汇在课文中的位置。
2.句型学习:
–练习口语表达。
四年级英语上册Module 5 Food Unit 2 I’m making dumplings 优秀教案
四年级英语上册Module 5 Food Unit 2 I’m making dumplings 优秀教案公开课教学设计一、教学内容Module 5 Food Unit 2 I’m making dumplings.二、教材分析和学情分析1、教材分析：本单元是第五模块第一单元的复习和巩固，继续学习现在进行时和有关食物的知识。
2、学情分析:学生在上个模块已经学过“what are you doing? I’m ….”以及“Do you want some? Yes, Please!/No ,thank you.. ”的句型。
三、教学目标1、知识和技能能认读love, vegetable, dumplings, cook..这几个单词，掌握“what are you doing? I’m ….”以及“Do you want some? Yes, Please!/No ,thank you.. ”这两个句型。
2、过程与方法先用歌曲、游戏来热身巩固“what are you doing? I’m ….”的句型，再通过复习食物的单词，提问对话来复习巩固“Do you want some? Yes, Please!/No ,thank you.. ”进入课文，在听课文的过程中教授新单词，最后通过自己编对话来练习本课重点句型。
3、情感、态度、价值了解中西方的食物、饮食，培养学生的礼貌用语，加强同学间的交流合作精神。
四、教学重点、难点1、教学重点能认读love, vegetable, dumplings, cook..这几个单词，掌握“what are you doing? I’m ….”以及“Do you want some? Yes, Please!/No ,thank you.. ”这两个句型。
2、教学难点能灵活熟练地运用“what are you doing? I’m ….”以及“Do you want some? Yes, Please!/No ,thank you.. ”这两个句型进行简单的口语交际。
外研社四年级上册Module5 Unit2教学设计
外研社四年级上册Module5 Unit2教学设计一、教学目标本节课教学目标：1.能够听懂并理解日常生活话题的对话，如询问天气、人物及物品的颜色等。
2.能够练习英语基本的听、说、读、写能力。
3.能够使用英语进行简单的交流。
二、教学重难点1.学生能够正确辨别英语语音，提高口语交际能力。
2.学生能够使用正确的语音、语调及语音语调的节奏。
三、教学准备1.电脑2.外研社四年级上册教材和教师用书3.上课用的PPT4.数字音频文件四、教学流程本节课的教学流程安排为：1. Class Opening•教师进行自我介绍，并对上节课的内容进行复习。
2. New Teaching•双方问题的对话实现•显示相关图片或物品，教授英文名称•教学时，引导学生模仿，重复读去习惯相应单词的口语语调并将头部动作与语调相结合。
•通过与学生互动，并掌握他们的理解程度来进行教学。
3. Practice•学生通过练习来熟悉本节所学的内容。
•学生先听录音，在听的过程中逐步提高对词汇的理解和辨别能力。
•完成配对任务，再以小组为单位开展合作探究活动。
•教师引导学生讲述简单故事或小文章，并提醒他们注意相应的语调。
4. Class Closing•教师收集学生的反馈，进行教学总结和小结。
五、教学评估•学生的听力和语言表达能力有所提高•学生能够辨别英语语音，提高口语交际能力。
•学生在学习过程中能够使用正确的语音、语调及语音语调的节奏。
六、拓展本单元的教学设计重点是让学生熟悉英语口语，并加强对新词汇的理解能力，同时时刻检验学生的口语交际能力，让他们在多个场景下训练英语表达能力，最终达到流利口语交流的目的。
在平日的训练中，教师可以鼓励学生多说英语，锻炼升华口语交际能力。
外研社(三起)四年级英语上册教案：Module 2 Unit 2 What are you doin
外研社（三起）四年级英语上册教案：Module 2 Unit 2 Whatare you doing Period 1一、教学目标1.学会用英语表述现在进行时；2.能够参与日常生活场景对话；3.通过观看图片和动作，理解词汇和句型的含义。
二、教学内容1.词汇：doing、playing、reading、jumping、running、swimming、drawing；2.句型：What are you doing? I’m playing basketball.三、教学重点1.用英语正确地表述现在进行时；2.能够听、说、读、写词汇和句型。
四、教学难点1.理解词汇和句型的含义；2.学生能够正确运用句型回答问题。
五、教学方法1.合作学习法；2.情景模拟法；3.游戏教学法。
六、教学过程1. 热身活动教师先说出自己正在做的事情，然后让学生说出自己正在做的事情，操练句型What are you doing?2. 引入新知老师出示图片，让学生用新句型 What are you doing? 回答图片里人正在做的事情。
3. 合作学习学生分为小组，通过组内合作，进行同步练习。
老师可以在这段时间内走动，进行巡视督促，关注学生的学习进度。
4. 小组演示每个小组派出一位代表，用英语表述本组正在做的事情，其他同学进行鼓掌评价和投票评选。
5. 情景模拟老师将教室模拟为超市、公园等，让学生扮演不同的角色，在场景模拟中进行口语对话。
6. 游戏教学老师通过游戏方式激发学生学习兴趣，例如将学生分成两组，一个组读单数、另一个组读双数，当老师说出一个数字时，学生们迅速跳到相应的数字上。
七、教学反思本节课通过运用热身活动、引入新知、合作学习、小组演示、情景模拟和游戏教学等多种教学方法，激发学生的学习兴趣，培养学生良好的英语口语和写作能力。
尤其是情景模拟和游戏教学方法更能贴近学生的生活实际，引发学生的学习热情，提高教学效果。
(外研版 三起)四年级英语上册Module5 《FOOD》第一课时Unit 1教案
Module 5 FOODUnit 1 Do you want some rice?一、教学目的1.情感目标：培养学生学习英语的兴趣。
2.知识目标：学习句型Do you want…… ? Yes,please./No,thank you. Have you got ……? Yes,we have./No,we haven't.3.能力目标：谈论中国和西方的食物。
二、教学重难点1 .学习句型Do you want…… ? Yes,please./No,thank you. Have you got ……? Yes,we have./No,we haven't.2. 掌握单词及词组：Chinese fast food/make noodles/nice/chopsticks/difficult3.运用句型Do you want…… ? Yes,please./No,thank you. Have you got ……? Yes,we have./No,we haven't.三、教学准备辅助资源：课件、卡片四、教学过程:1. Warming up演唱歌曲：row you boat2. Revision1.用单词卡片复习学过的食物单词。
2.复习“Have you got……?”句型。
把食物单词卡片分发给学生，然后提问，学生根据手里的卡片用“Yes, I have.或No, I haven't.回答。
3. PresentationT : Do you want some apples?↗(师手持食物卡片，提问学生)S1: Yes.T: Yes,please.(师引导学生完整回答，并操练)T: Do you want some noodles?↗S2: No .T: No,thank you.(同样引导学生完整回答，并操练)教师将所问的食物单词卡片贴入句型：Do you want some rice？教师现场书写出：Yes,please.和No,thank you.引导全班学生齐读问句和答句。
外研社四年级上册Module5 Unit2教案
外研社四年级上册Module5 Unit2教案教学目标：1. 内容与情境：学习与用户进行通信、回答有关产品的问题，在店家方面了解一些产品的功能及使用方法，在消费者方面学会正确定位自己所需的产品，而不是随意挑选。
情境：在商店中购物。
2. 技能目标：使用简单的语句询问有关产品的问题，以及回答这些问题。
掌握一些有关产品的词汇与表达方式。
3. 情感目标：在交际中流畅自如，充满自信。
教学重点：掌握一些有关商品的词汇与表达方式。
教学难点：了解用户询问问题时的表达方式，并进行回答的能力。
教学准备：课件，图片，录音设备，单词卡片，产品列表。
教学过程：Step 1 Warm up:1. Greeting and checking the attendance.2. Let the students tell the teacher about the things they have at home or in their schoolbags.3. Ask the students to start describing the things on their list one by one, using the target language. For instance, “I have a blue pen” or “This is my red book”.4. Ask one student to describe one of her/histhings without naming what it is. The other students will then have to guess what that thing is.Step 2 Presentation:1. Use the pictures on the PowerPoint presentationto present new product-related words to the students.2. Introduce the phrases “Can I help you?”, “What can I do for you?” or “What do you need today?”. Demonstrate how to ask questions and help students to practice these phrases by asking and answering questions.3. Use the slide on the PowerPoint presentation to show students some of the basic rules for buying productsin a store.4. Use appropriate language to demonstrate how to ask for items in a store. Demonstrate how to ask for colors, sizes and other details.Step 3 Practice:1. Divide the class into two groups: sellers and buyers. Each group will receive a list of products for this exercise. The students in the Buyer group will be given a fixed amount of money to buy as many items from the seller group as they can. The seller group will explain thefeatures of each product. Make sure that the buyers ask questions about the items they are interested in before undertaking a purchase.2. Distribute a set of vocabulary cards to each student. The students must then speak to others in pairs, making sure to use their cards during the dialogue.3. Distribute a set of pictures to each student. These pictures will be shown to the class one by one. Students can then practice asking questions and giving replies about the product pictured.Step 4 Extension:1. In this step, students will continue to work in groups. Give each group a prepared language list, which they can use to structure a role-play based on a typical shopping setting.2. Ask students to work on other related activities such as making a chart comparing product features or creating a series of role-plays based on different settings.3. Present feedback to the class.Step 5 Consolidation:1. Provide opportunities for students to describe their shopping experiences and the kind of products they purchased.2. Have a class discussion about some of the main things the students learned about shopping during the lesson.3. Recap the target vocabulary with the students, asking them to try to use some of the words or phrases from the session whenever they have the opportunity to speak English during the school day.Homework:Ask students to make a shopping list on their own over the weekend.教学反思:通过利用交际情境，对学生的口语能力代入教学，使学生快速运用所学知识，达到更好的学习效果。
外研版英语四上《Module 5 Food》(unit1)教案
Module 5 FoodUnit1 Do you want some rice?I. Warmer1.Write the name of some foodson the board but miss out one letter.ri__e no__dles hamburg__rpi__za hot d__g chic__en2.Now tell the ss that you are going to call out the names of the foods and the ss have to tell you what lette r is missing.3.Continue like this.It will give the ss lots of exposure to the food vocabulary and help them with the spelling a nd with the letters.4.After a while,you can get the ss to do the exercise in pairs.II. Listen and point.1.Tell the ss to close their books.2.Tell the ss that they are going to listen to the tap e,and they have to write down all the foods they hear.3.Play the tape again.4.Ask the ss to tell you all the foods they heard and write them down on the board.5.Now tell the ss to open their books and play the sto ry again.This time get them to follow in their books.III. Point ,ask and answer.e the pictures to do some extra work on vocabulary.2.Tell the ss that you are going to call out the names of the foods and they have to point at them in their bo oks.3.After a while you can get the ss to do the same in pairs.One calls out a food and the other points at it.VI. Teaching tip.Tell the ss to draw a picture of a food they like. It can be a simple picture but they must know the word in English.Now call out two names or point to two ss.The ss stand up and hold up their pictures.Student A says what S tudent B is holding and s B says what sA is holding,The t wo ss sit down and the teacher calls out another two names .。
四年级英语上册 Module5Unit2 Can Sam play football 教学设计 外研
四年级英语上册 Module5Unit2 Can Sam play football 教学设计外研版三起一、教学目标本课时以Can Sam play football为核心，通过学习和练习，使学生掌握以下技能：1.学会用英语表达自己的兴趣爱好，并了解小伙伴们的兴趣爱好2.学会用简单的英语对自己和朋友的能力进行描述，并增加词汇量和语言表达能力3.提高学生对英语学习的兴趣和自信心二、教学重点1.Can的用法2.“Play…”的用法3.对自己和朋友的能力描述4.句型“What can you do?”三、教学难点1.Can’t表示某人不能做某事的用法2.“play”后加球类名词表示运动的做法3.对其他人的能力进行描述四、教学过程1. Warm-up1.教师向学生介绍自己的一项兴趣爱好（如唱歌，跳舞，画画等），并用英语进行简单的介绍“我喜欢唱歌，我会唱歌”。
2.学生自由讨论自己感兴趣的事情，并在班级内选择一两位同学进行介绍，使用Can和play的句式。
2. Presentation1.展示单词卡片，教授Can和play的用法。
2.以Sam为例，教授Can Sam play football？Yes, he can. / No, he can’t. 。
3.将其他球类名词加入到play后，让学生练习句型，如：Can Tom play basketball? No, he can’t. / Can Lucy play volleyball? Yes, she can.3. Practice1.使用小组活动，在学生之间练习这些简单的句子，让学生互相提问能力和兴趣爱好。
2.播放视频，视频中使用Can和play的句式描述了一些具体的生活场景，让学生更好地理解。
4. Extension1.通过引导学生讨论，了解宠物喜欢的运动，例如，狗喜欢追球，猫喜欢抓老鼠等。
2.将宠物运动与运动员的运动进行对比，例如，狗和足球运动员都可以追球，猫和篮球运动员都需要跳高，让学生加深对运动游戏的理解。
外研版四年级英语上册Module5 《FOOD》第二课时Unit 2教案
Module5 《FOOD》第二课时Unit 2教案一．教学内容Students' book Module5 Unit2 I'm making dumplings.二．学习任务What are you doing ? I'm making dumplings/ I'm cooking vegetable.Do you want some ? Yes , please . / No , thank you .三．教学准备饺子，蔬菜，勺子，围裙，卡片，磁带，CD-ROM ，录音机四．教学过程1. GreetingsTeacher: Hello, boys and girls. How are you?Students: I'm fine, thank you. And you?Teacher: I'm fine, too. Thank you.2. Revision(1) Chant and do the actions: Make a cake.(2) Teacher does the actions, get the students to say the phrases.Teacher: (Mimes rowing a boat)Students: Row a boat.( Then “watch TV” “play football” “play basketball” “sing” “read a book” “take a picture” “swimming” “skipping rope” “write a letter” “drink soybean milk” “do taijiquan”)Teacher: OK. You're very good.3. Learn to say(1) Teacher pretends to run and says “run”. Repeat it for several times. Then get the students to listen and say “run”.(2) Then teacher runs fast and says “run fast”. Have the students listen and repeat. Teacher says, have the students do the actions.(Write “run fast” on the blackboard.)(3) Teach “jump far” “jump high” “ride fast” as the same way.(4) Point to the words and teach to read.4. Practice(1) Teacher does the actions, get the students to say the phrases.(2) Teacher says the phrases, have the students do the actions.(3) Teacher points, students say.(4) Invite four students to the front. Teacher says whisper, the other students say loudly. See who is the best. ( Ask two or three groups.)5. Teach the new sentence structure(1) Have the students look and listen. Teacher runs fast and says, “I can run fast.” Repeat, then ask the students to do the actions and say, “I can …”(2) Teach “I can't ….” as the same way. Have the students practice. Ma ke sure the students can understand the meaning of “can” and “can't”.(3) Teacher runs fast and says “I can run fast.” Then ask, “Can you run fast?” Repeat and have the students listen. Make sure they understand the meaning. Then teacher nods head, smiles and says, “Yes, I can.”( Write it on the blackboard.)(4) Teacher asks, “Can you …?” Get the students to answer, “Yes, I can.”(5) Have the students ask the teacher, “Can you jump far?” Teacher shakes head, shows a sad face and answers, “No, I can't.” (Write it on the blackboard.)(6) Teach to read. Girls ask, boys answer. Then change.(7) Have the students find their good friend and ask, “Can you …?”(8) Make a competition: Get the girls to stand in a line, and boys stand in a line, too. Then ask and answer one by one.6. Listen, point and sayHave the students listen and point to the pictures. Then listen again and repeat.7. Activities(1) Have a student wear a headgear of an animal. The other students ask, “Can you …?” The student answe rs, “Yes, I can.” Or “No, I can't.”. They can use the phrases we have learnt before.(2) Have the students ask from one to another, then ask the teachers or their parents.(3) Sing an English song “Can you run fast?” with the melody of “Two tigers”.8. HomeworkBe a reporter. Have the students ask their family members, “Can you …?” and write down the result. Report it in the next class.。
外研版英语四上《Module 5 Food》(unit1)word教案
Module 5 FoodUnit1 Do you want some rice?I. Warmer1.Write the name of some foodson the board but miss out one letter.ri__e no__dles hamburg__rpi__za hot d__g chic__en2.Now tell the ss that you are going to call out the names of the foods and the ss have to tell you what lette r is missing.3.Continue like this.It will give the ss lots of exposure to the food vocabulary and help them with the spelling a nd with the letters.4.After a while,you can get the ss to do the exercise in pairs.II. Listen and point.1.Tell the ss to close their books.2.Tell the ss that they are going to listen to the tap e,and they have to write down all the foods they hear.3.Play the tape again.4.Ask the ss to tell you all the foods they heard and write them down on the board.5.Now tell the ss to open their books and play the sto ry again.This time get them to follow in their books.III. Point ,ask and answer.e the pictures to do some extra work on vocabulary.2.Tell the ss that you are going to call out the names of the foods and they have to point at them in their bo oks.3.After a while you can get the ss to do the same in pairs.One calls out a food and the other points at it.VI. Teaching tip.Tell the ss to draw a picture of a food they like. It can be a simple picture but they must know the word in English.Now call out two names or point to two ss.The ss stand up and hold up their pictures.Student A says what S tudent B is holding and s B says what sA is holding,The t wo ss sit down and the teacher calls out another two names .。
2019-2020年四年级英语上册 Module 5 Unit 2(2)教案 外研版
2019-2020年四年级英语上册 Module 5 Unit 2(2)教案外研版一、准备阶段:Ⅰ教学目标:情感目标：了解中西文化的不同。
知识目标：掌握句型Do you want some…?Yes, please. No, thank you. I’ m making dumplings. 能力目标：能询问别人想要的食物。
询问告诉对方正在做什么。
Ⅱ 教学重点:1 学习句型：Do you want some…? Yes, please. No, thank you. I’ m making dumplings.2 掌握单词及词组：cook/ vegetable/ loveⅢ 教学难点:学说句子：I love vegetable。
Ⅳ 辅助资源：挂图、录音机、磁带、图片二、教学过程:I. Warming up师生问好后说以前学过的chant。
II. Revision:做Bingo游戏复习食品的单词。
III. Presentation:1．教师说：Last lesson we learned some words of food. My favorite food is vegetables.出示vegetable的图片教学生认读单词。
2．教师接着说：”I love vegetables. What do you love?” 学生回答: I love….3．教师说:”Do you love dumplings?” 学生回答: Yes. /No. 教师问：Do you wantsome？学生回答。
接着问: Can you make dumplings? 学生回答: Yes. /No. 板书词组make dumplings,学生学说。
4．教师说：I can’t make dumplings. But our friend Daming is making dumplings.Let’s look at our text.5．呈现课文。
外研版英语四上《Module 5 Food》(unit1)word教案
Module 5 FoodUnit1 Do you want some rice?I. Warmer1.Write the name of some foodson the board but miss out one letter.ri__e no__dles hamburg__rpi__za hot d__g chic__en2.Now tell the ss that you are going to call out the names of the foods and the ss have to tell you what lette r is missing.3.Continue like this.It will give the ss lots of exposure to the food vocabulary and help them with the spelling a nd with the letters.4.After a while,you can get the ss to do the exercise in pairs.II. Listen and point.1.Tell the ss to close their books.2.Tell the ss that they are going to listen to the tap e,and they have to write down all the foods they hear.3.Play the tape again.4.Ask the ss to tell you all the foods they heard and write them down on the board.5.Now tell the ss to open their books and play the sto ry again.This time get them to follow in their books.III. Point ,ask and answer.e the pictures to do some extra work on vocabulary.2.Tell the ss that you are going to call out the names of the foods and they have to point at them in their bo oks.3.After a while you can get the ss to do the same in pairs.One calls out a food and the other points at it.VI. Teaching tip.Tell the ss to draw a picture of a food they like. It can be a simple picture but they must know the word in English.Now call out two names or point to two ss.The ss stand up and hold up their pictures.Student A says what S tudent B is holding and s B says what sA is holding,The t wo ss sit down and the teacher calls out another two names .。
最新外研版英语四年级上册《module 5 food》unit2教案.doc
Module 5 FoodUnit1 Do you want some rice?Unit 2 I'm making dumplings.I. Warmer1.Extension Activity 1Tell the ss that you are going to call out some a ctions and they have to mime they.ExamplesT:I am eating.Ss:(mime eating)T:I am cooking.Ss:(mime cooking)Continue like this,using the worbs from vacabulary exte nsion list.They are all connected with food.II. Act it out.1.Get the ss to think of different answers to the ques tion "What are you doing?I am making some cakes.I am cooking noodles.I am eating rice.I am eating vegetables.2.Write the possible answers on the board and get the ss to work in pairs,practising the sentances and giving dif ferent answers each time.ExamplesS1:What are you doing?S2:I am cooking noodles.Do you want some?S1:Yes,please.S2:What are you doing?S1:I am cooking vegetables.Do you want some?S2:No, thank you!Teaching tipTeach the phrase "No, thank you!"as some of the ss mig ht like to say "No."when they don't want something.III.Game.Extention Activity2.1.Before starting the game,get the ss to think of all the different foods they know and write them on the board.2.Put the ss into groups of 4 or 5 and explain the g ame.3.if a s can't remember the list as it gets longer and longer ,then the group has to started again.。
小学四年级英语 Module5 Food Unit2 I’m making dumplings教案
教学内容：I’m making dumplings.教学目标：1、理解、认读句型:What are you doing ?I’m making dumplings.掌握下列单词：make (making), vegetables, cook (cooking), dumplings.2、能运用核心内容比较中西方饮食方面差异，并用英语向外国朋友介绍一些中国的食物。
教学重点：掌握主要语言结构：What are you doing ? I’m…教学难点：What are you doing ?和Do you want some?两种不同句式的综合运用。
教具准备：单词卡片、橡皮泥、照片教学过程：Ⅰ、Warming up1、 Greetings2、 Unit1 课文表演Ⅱ、Revision1、出示卡片，并且提问”what are they doing ?”,引导学生复习现在进行时。
2、让学生拿出自己的照片，找几个同学的，向其他人提问：what is he/she doing？3、教师对部分学生提问：”what are you doing ?”引导学生回答”I’m doing…”Ⅲ、Presentation1、老师出示自己包饺子的图片，并说：I’m making dumplings .学习新短语。
教师拿出用橡皮泥捏好的饺子，并向学生提问：Do you want some ?引导学生作出正确回答。
让学生拿出准备好的橡皮泥捏饺子，并相互提问练习。
2、教师做炒菜动作，引导学生用what are you doing ?提问。
教师回答I’m cookingvegetables.Ⅳ、New teaching今天sam和amy去大明家做客，我们来看看他妈妈给他们准备了什么好吃的1、listen and circle the words about food.2、Listen and finish exercise1.3、Listen and repeat.Ⅴ、Practice1、完成学生用书活动2。
外研社小学英语四年级第三册module 5 food优秀教学设计及反思
外研社小学英语四年级第三册module 5 food优秀教学设计及反思教材分析1．课标中对本节内容的要求：对英语有好奇心，喜欢听他人说英语。
能根据教师的简单指令做游戏、做动作、做事情（如涂颜色、连线）。
能做简单的角色扮演。
能唱简单的英文歌曲，说简单的英语歌谣。
能在图片的帮助下听懂和读懂简单的小故事。
能交流简单的个人信息，表达简单的情感和感觉。
能书写字母和单词。
对英语学习中接触的外国文化习俗感兴趣。
本课内容是运英语简单对食物进行交流。
孩子的生活中多是关注食物。
而相关与食物有关的语境是他们所关注的。
课程的前一年级也学过了许多果类等食物。
这一课中的表达就更进一深层了。
了解中西方的食物是学习英语必要的。
本课选自新英语标准三年级起点的第三册，Module5 本模块的主题是Food. 主要语言功能是要求学生通过学习谈论有关食物的话题。
它承接第二册已经学习过三餐的基础上，继续展开话题，谈论Do you want ……? 主要学习Do you want some rice? Yes, please. No, thank you. Have you got chopsticks in English? 等几个句子。
从食物谈到中西方食文化的一些差异。
题材非常生活化，是学生感兴趣的话题之一，使学生能学以致用。
学情分析生源多是来自农村的天生桥水库移民的孩子，少部份是小镇上的孩子。
学生大多不理解英语的重要性，只是跟教师学习。
在这计算机普及的时代，上电脑，许多学生会不自觉地运用英语或近似的谐音。
平常也会用英语打招呼。
但无语感。
就网络和闭路电视号提供的音像资料，没有兴趣与切入接口（家长不允许用）。
所以大多是不主动去学习语言。
教学目标1、语言知识目标学会听、说、读fast food rice noodles chopstick 2、语言技能目标能运用句型：Do you want some … ?Yes please./ No thank you .来询问他人进行日常的交流。
(外研版 三起)四年级英语上册Module5 《FOOD》第一课时Unit 1说课稿
外研版三起四年级英语上册 Module5 《FOOD》第一课时 Unit1 说课稿一、教学内容本课时是《FOOD》模块的第一课时，重点教授“Apple”、“Banana”和“How many”的表达。
本课程主要包含以下三个部分：1.单词：Apple，banana。
2.句型：How many apples/bananas do you have?3.学习数字1到10的表示方法。
二、教学目标1.学生能听懂、理解、认读并背诵单词“apple”和“banana”；2.通过实际练习，学生能掌握句型“How many apples/bananas do you have?”；3.学生能够流利地说出数字1到10并用数字表达食物的数量；4.通过本课学习，培养学生对水果的兴趣，并掌握良好的口语表达能力。
三、教学重点1.单词的理解和记忆；2.句型的掌握和运用；3.数字的表达和记忆。
四、教学难点1.学生能够准确地理解和运用句型；2.学生能够正确地理解和记忆数字。
五、教学过程1. Warming up教师引导学生通过展示苹果和香蕉，进入本课时的话题，让学生通过观察图片来认识苹果和香蕉，并与学生一起唱“Apple，banana”这首歌，来帮助学生记忆这两个单词。
2. Presentation教师将两种水果展示给学生，然后通过质询来引导学生回答句型“How many apples/bananas do you have?”。
在这个过程中，教师需要强调数字的表示方法，如1为“One”、2为“Two”等，帮助学生快速掌握这些数字的表达。
3. Practicing教师可以带着学生模拟购买水果的场景，让学生运用句型并使用数字表达自己需要的水果数量。
同时，教师也可以通过在黑板上写出苹果和香蕉的数量，让学生进行计算、比较和不同构图的练习。
4. Consolidation在课堂结束时，教师可以与学生一起做个小游戏，让学生运用所学知识来描述自己的食物数量，以巩固所学内容。
外研版四年级上册英语教案
外研版四年级上册英语教案课程概述本教案是针对外研版四年级上册英语课程的一节教学内容进行设计的。
通过本节课的学习，学生将能够学会如何用英语描述食物的味道，掌握相关的词汇和句型，并能够运用所学内容进行简单的口头表达。
教学目标•学会用英语描述食物的味道•掌握与食物味道相关的词汇和句型•学会运用所学内容进行简单的口头表达教学重点•掌握与食物味道相关的词汇和句型•学会用英语描述食物的味道教学准备•外研版四年级上册课本•食物图片或模型•板书、白板或PPT教学过程导入（5分钟）1.老师可以展示一些食物图片或模型，让学生先猜一猜这些食物的味道是什么。
2.老师可以问学生一些关于食物味道的问题，例如：What does icecream taste like?（冰淇淋的味道是什么？）呈现（10分钟）1.老师引导学生一起朗读课本上与食物味道相关的词汇和句型，并帮助学生理解词汇的意思。
2.老师可以用图片或实物示范词汇的意思，例如：用一个苹果模型示范sweet（甜的）的意思。
讲解（15分钟）1.老师通过板书或PPT讲解与食物味道相关的句型，例如：–This pizza is delicious.（这个比萨很好吃。
）–The soup is salty.（这碗汤很咸。
）–The lemonade is sour.（这杯柠檬汽水很酸。
）2.老师可以举一些例子让学生理解句型，然后进行口头练习。
练习（20分钟）1.老师可以让学生分组进行角色扮演，模拟在餐厅点菜的场景，学生可以用所学句型进行对话。
2.老师可以准备一些图片或食物样品，让学生根据图片或样品的味道用英语进行描述。
3.老师可以设计一些问题，让学生用所学句型回答，例如：What doesyour favorite food taste like?（你最喜欢的食物的味道是什么？）总结（10分钟）1.老师可以与学生一起回顾今天学到的词汇和句型，确保学生的理解和掌握程度。
2.老师可以让学生进行小结，并要求他们用所学内容写一段话，描述他们最喜欢的食物的味道。
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Module5 《FOOD》第二课时Unit 2教案
一．教学内容Students' book Module5 Unit2 I'm making dumplings.
二．学习任务What are you doing ? I'm making dumplings/ I'm cooking vegetable.
Do you want some ? Yes , please . / No , thank you .
三．教学准备
饺子，蔬菜，勺子，围裙，卡片，磁带，CD-ROM ，录音机
四．教学过程
1. Greetings
Teacher: Hello, boys and girls. How are you?
Students: I'm fine, thank you. And you?
Teacher: I'm fine, too. Thank you.
2. Revision
(1) Chant and do the actions: Make a cake.
(2) Teacher does the actions, get the students to say the phrases.
Teacher: (Mimes rowing a boat)
Students: Row a boat.
( Then “watch TV” “play football” “play basketball” “sing” “read a book” “take a picture” “swimming” “skipping rope” “write a letter” “drink soybean milk” “do taijiquan”)
Teacher: OK. You're very good.
3. Learn to say
(1) Teacher pretends to run and says “run”. Repeat it for several times. Then get the students to listen and say “run”.
(2) Then teacher runs fast and says “run fast”. Have the students listen and repeat. Teacher says, have the students do the actions.
(Write “run fast” on the blackboard.)
(3) Teach “jump far” “jump high” “ride fast” as the same way.
(4) Point to the words and teach to read.
4. Practice
(1) Teacher does the actions, get the students to say the phrases.
(2) Teacher says the phrases, have the students do the actions.
(3) Teacher points, students say.
(4) Invite four students to the front. Teacher says whisper, the other students say loudly. See who is the best. ( Ask two or three groups.)
5. Teach the new sentence structure
(1) Have the students look and listen. Teacher runs fast and says, “I can run fast.” Repeat, then ask the students to do the actions and say, “I can …”
(2) Teach “I can't ….” as the same way. Have the students practice. Make sur e the students can understand the meaning of “can” and “can't”.
(3) Teacher runs fast and says “I can run fast.” Then ask, “Can you run fast?” Repeat and have the students listen. Make sure they understand the meaning. Then teacher nods head, smiles and says, “Yes, I can.”( Write it on the blackboard.)
(4) Teacher asks, “Can you …?” Get the students to answer, “Yes, I can.”
(5) Have the students ask the teacher, “Can you jump far?” Teacher shakes head, shows a sad face and answers, “No, I can't.” (Write it on the blackboard.)
(6) Teach to read. Girls ask, boys answer. Then change.
(7) Have the students find their good friend and ask, “Can you …?”
(8) Make a competition: Get the girls to stand in a line, and boys stand in
a line, too. Then ask and answer one by one.
6. Listen, point and say
Have the students listen and point to the pictures. Then listen again and repeat.
7. Activities
(1) Have a student wear a headgear of an animal. The other students ask, “Can you …?” The student answers, “Yes, I can.” Or “No, I can't.”. They can use the phrases we have learnt before.
(2) Have the students ask from one to another, then ask the teachers or their parents.
(3) Sing an English song “Can you run fast?” with the melody of “Two tigers”.
8. Homework
Be a reporter. Have the students ask their family members, “Can you …?” and write down the result. Report it in the next class.。