Module 4 Unit 1 Do you want some rice?


一、教材分析
本教案设计的课文内容是小学三年级始用的《新标准英语》第三册的Module 4 Unit 1的教学内容。这是一篇有关谈论Chinese fast food的话题，是学生感兴趣的话题之一，易于学生学以致用。但本课新的单词和句型较多，难度相对较大，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。
四年级的学生活泼好动，乐于参与活动、游戏及表演，所以要采用多种教学手段交替使用，创设情境，尽量利用实物、图片及课件等直观教具进行教学，激发学生求知欲望。四年级的学生求胜心理较强，因此可以通过合作小组活动，组际间的竞争等，让学生互相学习、互相帮助，共同参与学习活动；还有的学生已经能够根据自主学习的内容课堂上做好“小老师”。
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.
2. They are able to listen, speak and read the words: fast food, ice.
3. 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.
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. 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，勇于进行交际实践；通过学生之间的相互评价，引导学生相互欣赏和相互学习。
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，运用互动的活动方式和评价方式吸引、组织学生积极参与，主动提出问题和解决问题，从而培养他们的语言运用能力、自主学习能力和合作精神。
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.
2. Ss are able to use the basic sentences: Do you want some rice/ noodles? Yes, please. / No, thank you.
教学难点：
1. Students can spell the key words correctly.
They can use the main drills freely.
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 …）。
五、教学过程
Step1： Warming-up
1. Greetings.
2. 评价说明：Have a match to get the beautiful stars. Which group is the superstar?
课前的“夺星”评价说明能够激发起学生积极参与课堂的欲望，调动学生的学习情绪，营造良好的学习氛围.
Say a chant：Noodles and rice.
Show a picture with the help of the computer.
T: What is the boy doing?
Ss: He’s eating./drinking.
T: What is he eating/ drinking?
Ss: He’s eating noodles.
He’s eating rice.
He’s drinking juice.
T: What’s in the juice?
Ss: There’s ice.
T: Can you read these words?
rice nice ice 制作一个单词卡片，可以变换第一个字母，快速学习单词。
But juice is different. 帮助学生认识和学习juice.
（2）Have the chant together.
（3）Groupwork 1: Say the chant freely, then make a show. (小组合作，集体参与)
（4）Questions: What is nice? ---- Noodles and rice are very nice.
What is also nice? ---- Juice with ice is also very nice.
出示单词卡片：also
课件出示： ___________ is/are also very nice.
【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rice, nice, ice, 这也是一种语音的渗透，使学生经过热身进入一个学习语言的环境；同时围绕此chant展开的拓展练习，不仅巩固应用了新单词also, 而且帮助学生很好地回忆了所学的有关吃的东西，为进入文本学习和后面的巩固练习做好铺垫。
Step2：Presentation
Show some pictures of noodles with the help of the computer.
课件显示不同种类的面条： noodles with tomato and egg,
noodles with meat and potato
（1）T: Noodles are very nice. What kind of noodles are they?
引出新单词：tomato, potato, egg
Help Ss read the words in syllables. And then let students be little teachers, teach the words. 可以发挥部分学生的学习优势，激发学生参与学习的热情。
T: Do you like noodles, children? Why?
通过问题的追问进一步学习使用nice.
T: If you are hungry, what kind of noodles do you want?
同时板书：What do you want? 学习want.
Read the word in different ways, such as one by one, or group by group.
Ss: I want …
T: Do you want noodles with tomato and egg / noodles with meat and potato?
引导学生说：Yes, please. No, thank you. 并板书
然后再引导学生提问：Do you want …? 并板书
（3）Pair work: Ask and answer each other.
---- Do you want noodles with tomato and egg / noodles with meat and potato?
---- Yes, please. / No, thank you.
【设计意图】：让学生在具体的情境中学，设身处地地在情境中运用、表演，凸显了情境任务教学在英语教学中的重要地位。
2. Watch the CD-ROM with the questions.
T: What about Amy? What kind of noodles does she like? Watch the CD-ROM and find the answers.
After watching,
T: Does she want some rice? What does she say? ---- No, thank you.
Does she want some noodles? What does she say? ---- Yes, please.
出示单词卡片： some 注意元音字母o的发音，并贴于黑板。
T: Here are noodles with tomato and egg, and noodles with meat and potato.
What does Amy want?
Ss: She wants noodles with tomato and egg.
【设计意图】：通过问题帮助学生理解课文内容，同时提高学生的信息检索能力。
3. Watch again with another question.
（1）T: What is the man doing?
Ss: He’s making noodles.
引出单词make，制作单词卡片： 由take 替换字母变成make，以旧引新，帮助学生更快更好更准确地掌握单词。
提醒学生：make应该如何加ing? ---- 去掉不发音的e 再加ing.
（2）Make phrases.
Eg: make a cake, make noodles, make dumplings …
（3）课件展示the man 和他的快餐车，引出fast food 这一单词。
T: Noodles and rice are Chinese fast food.
Say a chant: Fast food, fast food, Chinese fast food!
【设计意图】：通过带着问题再次观看CD-ROM，让学生掌握本课的另一个重点----进行时态的应用和巩固，这也是第二和第三模块的延续。
4. Listen and imitate.
（1）Let a student be a reading teacher.
（2） Groupwork 2: Read the text in groups together or in rolls. Then have a match in one minute.
T: What do you think of them? 引导学生进行生生评价。
【设计意图】：听音模仿提高学生的模仿能力，完善学生的语音语调。竞赛朗读再次凸显合作学习效果；生生评价更有利于学生之间互相学习，取长补短，共同提高。
Step3：Consolidation
1. Read and judge.
Let a student be a teacher.
(1) Rice is Chinese fast food. ( )
(2) Amy wants noodles with meat and potato. ( )
(3) The man is making noodles. ( )
(4) Amy and Sam are eating noodles. ( )
Read, choose and then correct.
【设计意图】：“小老师”和学生一起做练习检测对文本的理解和掌握程度，鼓励学生纠错也是帮助学生进一步巩固文本重点词汇和句型。
2. Groupwork 3: Can you ask more questions? One minute for the groups to think and talk. And then have a match.
规则：Don’t repeat the questions.
分层评价：提问题的奖励两颗星，回答问题的奖励一颗星。
【设计意图】：让学生结合预习时自己提出的问题以及现在对课文的进一步理解，组内思考、讨论和修改，提出更多的问题；通过比赛提高学生的参与意识，活跃课堂气氛，“不能重复问题”的规则，非常具有挑战性；通过分层评价激励学生的问题意识。
Step4：Extension
1. Practice:
（1）教师身着餐厅工作背心，手持食物卡片，扮演一名服务员，问扮演顾客的学生，并把食物卡片作为奖励。
T: Hello. Do you want some rice?
　S1: Yes，please.
T: Here you are.
S1: Thank you.
　T: Do you want some noodles?
　S2: No, thank you.
……
（2）Groupwork 4.
（3）Make a show.
【设计意图】：创设情境，让学生在仿真的语言环境中交流，把所学的知识巧妙地应用，提高了学生的表达能力、表演能力和交流能力。通过小组活动三，使大部分学生都参与到了活动中来，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。
2. Make a survey:
运用所学句型Do you want some …? Yes, please. / No, thank you. 调查小组成员或朋友想吃和不想吃的食物，并将表格填好。
Name
Food




rice




noodles




fish




meat




milk




juice




eggs




potatoes




tomatoes




【设计意图】：这个活动可以打破小组界限，进行跨组研究。通过调查，让学生运用所学句型与朋友交流，激发孩子学习的积极性，提高学生的英语交际的能力。调查表的设计使学生在任务型的驱动下，进一步培养其合作交流能力，使课堂得到了更好地发展、延伸，并达到学以致用的目的。
Step 5: Summary
Let the students sum up.
【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。
Step 6: Feedback
Read and choose.
What is the man doing? He’s _________________.
A. make noodles B. making a cake C. making noodles
(2) Daming: Do you want some rice? Amy:_________
A. Yes, please. B. No, I don’t. C. No, thank you.
(3) Daming: Do you want some noodles? Amy:_________
A. Yes, please. B. Yes, I do. C. No, thank you.
(4) Amy wants noodles with __________________.
A. meat and potato B. tomato and egg C. tomato and potato
【设计意图】：最后的反馈学习检测学生的学习效果，进行有目的地指导和巩固。
Step 7: Homework:
1. Listen and repeat the dialog.
2. 设置一个情景，生日宴会上，主人热情的招待客人，客人礼貌地回应。小组内课后进行练习，下一节课进行展示，评出最佳表演小组。
A: Good morning. Do you want some…?
B: Yes, please. / No, thank you.
A: Here you are.
B: It’s nice. Thank you .
A (to C): ……
【设计意图】：一个基础类作业；一个实践性作业，充分利用合作学习小组，开发英语学习资源，拓宽学生学习渠道，提高学习效果，培养学生的语言综合运用能力。
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.
noodles with tomato and egg
noodles with meat and potato ---- 单词卡片贴于黑板
What is he doing? He’s making noodles.

注： 红色字体为单词卡片。


Module 4 Unit 2 How much is it?
青岛四方实验小学 王光萍

一、教材分析
本教案设计的课文内容是小学三年级始用的《新标准英语》第三册的Module 4 Unit 2的教学内容。这是第四模块的第二个单元，即延续了第一单元的内容，又添加了有关谈论询问价格的话题，给学生的空间也比较大，难度也有所加强，因此可以创设情境，让学生自主地、合作地去完成任务，提高综合语言运用能力。
二、教学目标
知识目标：
1. Students are able to listen, speak, read and write the words: flower, dumpling,, help, buy, how much.
2. Students can use the sentences in daily life: How much is it? It’s ____ yuan.
能力目标：
After the lesson, the students are able to talk about the main drills: How much is it? It’s ______ yuan. And use the drills in shopping. And ask and answer in activities and daily life freely.
情感目标：
学生能够具有积极的学习英语的态度和同学之间团结合作的意识，乐于合作，勇于实践。
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，运用互动的活动方式和评价方式吸引、组织学生积极参与，主动提出问题和解决问题，从而培养他们的语言运用能力、自主学习能力和合作精神。
三、教学重点、难点
教学重点：
1. Ss are able to use these words: flower, dumpling,, help, buy, how much.
2. Ss are able to use the basic sentences: How much is it? It’s ____ yuan.
教学难点：
1. Students can spell the key words correctly.
They can use the main drills freely.
四、教学准备
准备食物、饮料、水果及相关价格图片、调查表、购物单、商店设计，
课件（教学PPT），课文配套光盘，生词卡片，
学生准备的物品（学具、玩具等用于购物的物品）
五、教学过程
Step1： Warming-up
1. Greetings.
Chant it! P20.
2. Free talk:
T： Teacher’s birthday is coming, what does T want?
Ss guess: Do you want……?
3. PPT出示老师最想得到的礼物：flower。课件上出现一束五颜六色的花。
T： What flower do you want?
Ss: Red flower, yellow flower, blue flower……
T: Here are so many flowers for you. Come on , children.
【设计意图：通过简单的问候拉近师生距离，Chant活跃气氛;猜测老师想要的生日礼物，一方面激起学生的好奇心，另一方面也是对上一课时“Do you want ……这一句型的巩固;将flower前置，可以分散重难点，同时，作为本课的评价物，flower贯穿全课奖励学生】
课件出示：老师生日礼物的鲜花是80元。
T: My flowers are 80 yuan.
课件出示P23 Practice 1 的图片，How much is this flower？
板书： How much is it?
Listen and find the answer.
Step2：Presentation
1. Review some Chinese fast food what we learned last lesson.
T: Last lesson, we talked about some Chinese fast food, what do you remember?
T: What do you like?
Ss: I like______.
T: How can we get it?
引导学生可以用汉语回答。
T： We can buy it. We also can make it.
【设计意图：如果学生能够自己说出dumpling, 老师就顺势教授，如果没有学生提出，就进入语篇学习;渗透buy和make, 为下一步教学做铺垫，顺利进入语篇教学环节。】
2. 出示P23Practice 2中的第一幅图片
T: What is Daming’s mom doing?
Listen and find the answer: dumpling.
老师出示单词卡片，告诉学生U发音小口a,鼓励学生自己拼读。
Then read one by one.
T: Who likes dumplings?
S1 2 3……: I like dumplings.
T: Daming likes dumplings too, he wants to help his mom, and what does his mom want?
Listen and answer: eggs
T: How do you know it?
Help Ss to find: Can you go to buy some eggs?
Now. we are going to make hamburgers, we have nothing, I will go shopping , what should you say
引导学生用Can you go to buy some ______?来操练buy.
Daming and Amy are going to buy eggs, How much is it?
Listen and