Lesson26教学设计ItemsSpecificcontentsSupplement教学设计思路SummaryofTeachingDesign教师和学生先借助图片或挂图进行问答练习帮助学生进入英语学习的氛围，同时复习前面的知识。新课呈现过程中，教师在轻松的氛围中展开，通过对话、情景表演、小演讲等形式进行，帮助学生保持较高的学习兴趣和热情。教学目标TeachingAim1.知识目标：(1)单词:bowlcupglassplatespoon数字16—20。(2)句子：Iwouldlike____.(3)学习有关用英文点餐的会话。2.能力目标：(1)听懂会说单词bowlcupglassplatespoon数字16—20。(2)听懂会用句子：Iwouldlike____.(3)能够听懂会说本课会话，并能借助食物价目表进行点餐的英文小对话，做到学以致用。3.情感目标：培养学生尊敬、体贴父母的意识，并在家帮助父母力所能及的家务活。教学重难点KeyPointsandSpecialDifficulties1.KeyPoints(1)听懂会说单词bowlcupglassplatespoon数字16—20(2)听懂会用句子：Iwouldlikea____.2.SpecialDifficulties(1)听懂会说单词bowlcupglassplatespoon(2)听懂会说Iwouldlikea____.有关的句型。教学媒体TeachingMediaradioandtaperecorder,projector,picturesrelatingwiththetext,computeranddisk教学过程TeachingCourse1.LeadinStepone:Greetings.Steptwo:教师把男女学生分成两大组，男学生一组，女学生一组。教师手中拿着数字图片向学生提问,学生进行抢答，用英文说出卡片上的单词。哪一组最先给出正确答案，就会获得加分，进行完一轮比赛后，最后积分较高的小组获胜。Stepthree:教师继续向学生提问：Whocantellmehowmanyboys/girlsinourclass?学生回答。2.StartnewlessonStepone:(1)教师首先让学生闭上眼睛，听录音。(2)教师向学生提问：Whatdoyougetfromthetext?(3)教师让学生尝试着读单词：bowlcupglassplatespoonSteptwo:(1)教师借助图片和挂图，先让学生熟悉这些单词。(2)师生间进行问答练习。S1:Plates.T:Look,whatarethese?Ss:Bowls.T:Yes,Theyarebowls.T:Howmanybowlsarethere?Ss:Sixteenbowls.T:Yes,sixteenbowls.领读几遍T:Whatarethose?(指plates)T:Yes,plates.Howmanyplatesarethere?S1:Seventeenplates.T:Yes,thereareseventeenplates.领读几遍。T:Whatarethese?(指glasses)S2:Glasses.T:Yes,glasses.Howmanyglassesarethere?S2:Eighteen.T:Yes,thereareeighteenglasses.领读几遍。T:Whatarethose?(指spoons)S3:Spoons.T:Yes,spoons.Howmanyspoonsarethere?S3:Nineteen.T:Yes,therearenineteenspoons.(领读几遍)T:Whatarethese?(指cup)S4:Cups.T:Twenty.T:Yes,twentycups.TherearetwentycupsStepthree:Practice教师与学生进行问答练习时，教师注音音调的高低起伏，教师领读单词时注意节奏和读音的清晰。教师指定一排或一列学生，教师让学生两人一组，分别进行问答练习。同学二人之间对话练习。S1:Howmanybowlsarethere?S2:Therearesixteenbowls.S3:Howmanyplatesarethere?S4:Thereareseventeenplates.S5:Howmanyglassesarethere?S6:Thereareeighteenglasses.S7:Howmanyspoonsarethere?S8:Therearenineteenspoons.S9:Howmanycupsarethere?S10:Therearetwentycups.Stepfour:读教师边单词边在黑板上进行板书Bowl,abowlofrice,Plate,aplateoffish,Glass,aglassofwater/juice,Cup,acupoftea.Stepfive:师生进行小短剧表演(1)教师扮演饭店服务员与学生对话：T:Areyoureadytoorder?S1:Yes,please.Iwouldlikeabowlofrice,aplateoffish,aglassofjuice.T:Areyoureadytoorder?S2:Yes,please.Iwouldlikeabowlofnoodles,acupoftea.(2)教师选出几名学生，一名学生扮演饭店服务员，其他几名学生扮演顾客。模仿上述对话进行表演。Stepsix:RolePlay教师让学生们借助第三部分的食物价格表，来进行点餐的对话练习。Stepseven：Listentothetaperecorder教师边写板书，边用说ropper的形式读单词。教师让学生介绍所学知识时，可以让学生用小演讲的形式来呈现（教师选3-4名学生，每个学生一分钟左右的时间）其余的同学共同选出表现最出色的学生。教师让学生生，合上课本听录音。Stepeight：summary教师让学生通过介绍本课学到的知识的方式，回顾本课所学知识。3.Interestinggames(1)Awaiter/waitressintherestaurant教师跟学生根据课本第二部分的内容，进行小情景剧表演。可以采用下面两种形式：师生进行对话表演。生生进行对话表演。教师根据各小组的表现，评出最佳剧情奖并给与小奖励。(2)Giveaspeech教师让学生通过小演讲的形式，来陈述本课所学知识。教师给学生有关演讲仪态方面需要注意的问题。课堂评价AssessmentinClass1.Theteachchecksthestudents’usageoflanguagebylettingthemplayinterestinglittlegames.2.Theteacherletstudentstakepartinassessmentbyputtingtheirjudgmentintoaccountandletthemcommentoneachother.3.Theteacherletsthestudentsdoexercisetochecktheirmasteryoflanguage.
