Lesson22教学设计ItemsSpecificcontentsSupplement教学设计思路SummaryofTeachingDesign教师和学生通过问答练习复习前面学到的知识同时引入新课的学习。教学过程中教师引导学生认识并熟悉新知识，新知识的操练通过游戏及角色表演等方式进行，教学过程中，教师要有意识的调动学生的主动性和积极性。最后，教师和学生共同总结本课学到的新知识。教学目标TeachingAim1.知识目标：（1）认知词汇sandwich，carrot，beef，juice，dessert，cookies，icecream，cake，chocolate（2）四会单词juice回答问句What’sfor___?（3）字母h，w，r，u在单词中的发音。2.能力目标：（1）能够熟练运用本课的重点词汇。（2）能够理解并能在日常生活中运用句型What’sfor_____.（3）能理解会唱本课英文歌曲“It’stimeforlunch”。（4）能够掌握字母h，w，r，u在单词中的发音，并能在其他包含这些字母的单词中进行运用。3.情感目标：（1）提高学生的学习兴趣，调动学生学习的积极性。（2）培养学生的文化意识，扩展知识面。教学重难点KeyPointsandSpecialDifficulties1.KeyPointsandSpecialDifficulties理解认知本课词汇及句子，会唱本课英文歌曲。教学媒体TeachingMediaradioandtaperecorder,projector,picturesrelatingwiththetext,computeranddisk教学过程TeachingCourse1.LeadinStepone:GreetingHello,boysandgirls!Howareyoutoday?SinganEnglishsongyoulikebest.Steptwo:ReviewaskandanswerWouldyoulikesome____?Ilike\eat___forbreakfast.Whataboutyou？2.StartnewlessonStepone:Lunch-time①T:Igetupinthemorning.Inthemorning,Ieatbreakfast.What’sforbreakfast？Ilike___forbreakfast.ThenIgotoschool.Intheafternoon,Ieatlunch.Now,it’sLunch-time!Let’eatlunch！What’sforlunch?②Look,askandanswer“What’sthis？”.出示实物及图片，演示词汇sandwichmilkjuiceSteptwo:Listentotheradio.老师播放课本录音，教师播放两遍后，对于本课的重点词汇，教师播放录音，停顿，然后让学生跟读模仿。Stepthree:教师让学生通过高低声的方式来练习单词。Stepfour:教师让学生们自读课文，让后找出重点句子。教师把学生找出的重点句子写在黑板上并和学生一起熟悉重点句子。Stepfive:教师让学生分组进行角色表演。Stepsix:Askandanswerinpairs.What’sfordessert?\Whatwouldyoulikefordessert?Ilike___fordessert.Stepseven:Let’ssingasong.Listenandintroduce:It’stimeforlunch.参照interestinggame（1）参照interestinggame（2）Pointtoeachpictureasreadallthesentenceswiththesong.Singafterthetapeanddoactionstogether.Stepeight:展示活动小组创编对话Ilike___forbreakfast\lunch\supper\dessert.或唱(改编)本课歌曲It’stimeforlunch.Stepnine:Learnthepronunciationofletters:h,w,r,u3.Interestinggames(1)High-lowvoice教师把本课的重点单词写在黑板上，教师选定一列学生，让学生进行高低声练习。游戏进行如下，第一个学生低声读单词，第二个学生高声读单词，第三个学生低声读。。。。。。(2)Askandanswer教师选出几名学生，两两搭配，进行问答练习，内容如下：Askandanswerinpairs.What’sfordessert?\Whatwouldyoulikefordessert?Ilike___fordessert.课堂评价AssessmentinClass1.Theteachchecksthestudents’usageoflanguagebylettingthemplayinterestinglittlegames.2.Theteacherletstudentstakepartinassessmentbyputtingtheirjudgmentintoaccountandletthemcommentoneachother.3.Theteacherletsthestudentsdoexercisetochecktheirmasteryoflanguage.
