Revision of Module 4

一、教材分析
本课是一节复习课，设计到的内容是小学三年级始用的《新标准英语》第三册的Module 4的教学内容。其中unit 1谈论有关Chinese fast food的话题，Unit 2谈论买东西的话题，文本都是以对话的形式呈现。 因此要让学生有更多的时间在合作学习活动中掌握语言、运用语言和拓展语言。
四年级的学生乐于游戏及表演，可以多采用合作小组活动的形式进行趣味性强的复习，调动他们参与活动的积极性，激发学生乐于学习和主动表达的愿望。
二、教学目标
知识目标：
1. Ss are able to listen, speak, read and write the words: want, some, food, egg, tomato, potato, juice, also, make，flower, dumpling,, help, buy, how much.
2. They can use the sentences in daily life: Do you want some rice/ noodles? Yes, please. / No, thank you. What is he doing? He’s making noodles.
How much is it? It’s ____ yuan.
能力目标：
After the lesson, the students are able to talk about the main drills: Do you want some rice/ noodles? Yes, please. / No, thank you. How much is it? It’s ______ yuan. And ask and answer in activities and daily life freely.
情感目标：
培养学习英语的积极态度，使学生乐于合作参与。激发学生的爱国主义热情，从喜爱中国食物，了解中国饮食文化，深化爱国主义精神，渗透交际中的礼貌。
学习策略目标：
依据本单元的学习目标，并结合教学内容设计贴近学生实际的教学活动，鼓励他们在学习中尝试自主学习和合作学习，组织学生积极参与，主动提出问题和解决问题，运用引导归纳法，培养学生自主梳理本模块重点知识的意识，从而培养他们的语言运用能力。
三、教学重点、难点
教学重点：
1. Ss are able to use these words: want, some, food, egg, tomato, potato, juice, also, make ，flower, dumpling,, help, buy, how much.
2. Ss are able to use the basic sentences: Do you want some rice/ noodles? Yes, please. / No, thank you. How much is it? It’s ____ yuan.
教学难点：
1. Students can spell the key words correctly.
2. They can use the main drills freely.
3. Try to make a new dialog and act it out.
四、教学准备
课件（教学PPT）、课文配套光盘、生词卡片、教学图片（rice, noodles, apples, milk …）学生准备的物品,头饰,学生自己收集的资料等等
五、教学过程
Step1： Warming-up
1.Say a chant：Noodles and rice./Make a cake.
【设计意图】：使用歌谣让学生边说边做动作, 通过节奏和韵律帮助学生掌握重点词汇,热身活动让学生进入学习状态.
2. Golden Eye: Say out the words quickly.
want, some, food, egg, tomato, potato, juice, also, make ，flower, dumpling,, help, buy, how much.
【设计意图】:通过快速反应活动，复习本模块的学过的重点单词。
Step2：Presentation
Dialog show:
1.The students act the dialogs of unit 4 at the front. Then they ask some questions about the dialogs.
Eg. Does Amy like rice/noodles? How much is the flower?
【设计意图】：学生们喜爱表演，乐于扮演剧中角色，课前小组的排练,就是一种合作学习的方式.通过对话表演，使学生在轻松快乐的气氛中重现Module 4中课文内容，进行复习加深印象。鼓励表演者提问题，引导学生进一步的理解文本，通过生生互动的提问和交流，提高运用语言的能力。
2.The other students try to find out “Who is the best actor or actress?”
【设计意图】：学生间的互动评价,起到了鼓励学生们 “认真听,仔细想,好好演,全面评”的作用,教师有意识的引导学生从语音,语调,表演,配合等方面评选最佳,同时加以指导。
3.Have you got any questions?
【设计意图】：鼓励学生提出重点句以外的问题，培养学生提问意识，对于优秀学生提高要求。
Step3：Consolidation
1.Making a new dialog in your group and act it out.
(at home) Lili: What are you doing, Mum ?
Mum: I am making________.
Lili: I like _______.
Mum: Can you go to buy some_____?
Lili: Of course.
(in a shop)Shop assistant: Can I help you?
Lili: I want some_______. How much is it?
Shop assistant: It’s _____ yuan .
Lili:______ yuan please.
Shop assistant : Here you are.
Lili:Thank you.
(at home again)Mum: _____ is ready.Do you want it?
A: Yes , please.
Mum: Here are some _______ with _______.
A: It’s very nice, thank you Mum.
【设计意图】：创设情境，通过小组合作活动，让学生在仿真的语言环境中交流，把本模块所学的知识巧妙地综合应用，让他们在情境中感知，在情境中实践，培养学生的语言运用能力，让复习课变得有趣味。根据小组人员的多少,可添加人物。
2. Write a passage:
Introduce your favorite Chinese food.
My favorite Chinese food is noodles. I usually have noodles for
lunch. I can cook noodles with tomato and meat . It is very nice. Do you like it? (draw a picture of your food.)
【设计意图】：运用范文,学生仿写短文练习,将本模块的知识要点进行梳理,形成小语篇。在语言表达复习之后的书写训练时很有必要的。学生根据自己的喜好和对Chinese food的认识，以小作文呈现，训练学生综合表达的能力。
Step4：Extension:
1. Read and judge:
Western food
American people like hamburgers.　They usually make the hamburger with meat and vegetables. In China we often eat hamburgers at KFC and MacDonald. People like spaghetti and pizza in Italy. Chinese children like pizza very much. Fish and chips is the favorite food for English people. Japanese people like sushi. And many Chinese people can make it by themselves. These fast foods are nice and popular all over the world.
1. English people like hamburgers. ( )
2. Chinese children like fish and chip very much. ( )
3. American people usually make hamburgers with meat and vegetables. ( )
4. Italian people can make sushi by themselves.( )
5. These fast food are famous and nice.( )
【设计意图】：通过课文短片对外国的食物进行简单了解，知道这些外国知名的快餐的说法和简单的文化背景，感受外国的饮食文化，对所学课文知识点的深化，补充和拓展。
2.Try to introduce other famous western food you know.
【设计意图】：通过学生课前收集资料，自主学习，将自己了解的外国食物介绍给大家，丰富学生的词汇积累，以小组的形式进行展示，介绍他们研究的外国食物。（可以与本节课后的作业相结合，选出自己或小组感兴趣的食物，进行进一步研究和介绍。）
Step 5: Summary
1.Let the students sum up what they have learnt in this module.
【设计意图】：通过小结提高学生的总结能力，并通过教师梳理帮助学生理顺思路，明确本课学习的重、难点。
2.食品卫生和安全意识的渗透。
讨论:怎样的饮食习惯才健康? 秋天我们应当多吃什么来增加营养?吃饭前我们应当注意什么?等等
【设计意图】：在活动中,激活学生的思维,将所学知识与日常生活紧密结合起来。学会在学习中渗透尝试，培养学生科学生活的意识和养成生活的好习惯。
Step 7: Homework:
1． Edit the dialog you like and act in groups .
2. Collect the information of western food .
【设计意图】：结合课堂拓展活动2，选出自己或小组感兴趣的食物，进行进一步研究和介绍。小组同学合理分工，根据组员的能力不同，分配合适的工作，完成任务。
Step 8: Blackboard Designing
Module 4 Unit 1 Do you want some rice?
What do you want? I want …
Do you want some …? Yes, please.
No, thank you.
How much is it? It’s ____ yuan.