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1、鲁科版小学英语第四册“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是
2、知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。 Unit 3 Lesson 1: I want to eat noodles.与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。 教学
3、目标：观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。
4、有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖
5、的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。 1、知识目标：能够听说、认读want ,dumplings两个新单词，能够听说、认读、会写eat, noodles两个单词，并能运用主句型“-What do you want to eat? -I want to eat ”询问别人的饮食喜好。2、能力目标：能听懂、会说并在实际生活中运用句型“-What do you want to eat? -I want to eat ”，并能做替换练习3、情感、策略目标：培养学生合理膳食、保持健康的理念。同时培养学生积极运用英语进行日常表达、交流。教学重难点：掌握
6、noodles, dumplings, want, eat 四个单词，并能用主句型“What do you want to eat? I want to eat ”进行日常生活中询问饮食喜好的替换练习教学准备：课件、录音机、磁带、服务员端盘子图片2张、食物卡片若干、盘子实物6组、单词卡等。教学步骤：Step1: Warm up(热身)1, Greeting:Teacher (T): Good morning, boys and girls. Nice to meet you. Students (Ss): Nice to meet you, too.T: Today Im glad to ha
7、ve this class with you.First, I want to know something about you, OK? S: OK.2, Free talk: T: This boy, whats your name, please? S1: My name is T: Nice to meet you.S1: Nice to meet you, too.T: And this beautiful girl, may I have your name?S2: My name is T: Nice to meet you.S2: Nice to meet you, too.T
8、: Do you like fish?S2: Yes, I like fish very much.T: Great! I like fish, too.T: And this boy, let me know you, OK?S3: My name is T: Oh, youre cool. And do you like chicken?S3: Yes, I like chicken.T：Oh, I know.【设计意图】通过与学生打招呼，进行简单日常交流，询问他们是否喜欢鱼或鸡腿之类的食物，顺势自然过渡到食物上来，从而引入美食街，进入主情境Step 2: Presentation（学习新
9、知）:1, Enjoy the gourmet streets pictures:T: Now, boys and girls. I know you like yummy food. And I like delicious food, too. And several days ago, I went to a gourmet street and take some photos about the delicious food. Now lets enjoy them, OK?Ss: OK.Show the pictures with a beautiful song.【设计意图】欣赏
10、美食街图片，从而激发学生学习新词、运用新句的兴趣。2，Divide the students into two groups:T：So much for you, and here are two plates for you. And Ill divide you into two groups. One plate is for one group. If you have done well, Ill give you some food. Try your best!【设计意图】运用盘子给学生分成两大组，使用食物卡片进行奖励，符合主情境的设计，让学生形成一种竞争意识，同时又为后来的小组
11、运用活动提供展示台。3, Learn and use: I want to eat T: On the screen, there are some delicious foods, lets say their names, OK?S：OK.Show the pictures and review the words about food they have learned.T: Oh, so many delicious food. And I want to eat fish. (领读并板书I want to eat )What about you? What do you want t
12、o eat?S: I want to eat (学生说出，教师发给学生食物卡片以示鼓励。问四组左右。)【设计意图】复习旧单词，引出新句型，教读、板书并引导学生运用。4，Watch the cartoon of the text for the first time, learn new word: noodlesT: Now, you have got what you want to eat. And what does Jack want to eat? A. rice B. noodles Lets watch the cartoon carefully and choose the r
13、ight answer.Watch the cartoon.Choose the answer. (及时给予激励性语言评价及评价台实物卡奖励评价。)Pay attention to the pronunciation: look, book, noodles;zoo, room, noodles.(领读词卡并板书noodles.)【设计意图】通过看动画让学生选择正确答案，同时注重录音纯正发音的语言输入。结合已经学过的“oo”字母组合发音规律，引导学生在原有认知基础上总结归类发音规则，培养英语语感5, Lead in the sentence: What do you want to eat?T
14、: You know, Jack wants to eat noodles. And how do you know the answer. From picture 1, picture 2, or picture 3?Ss answer. (激励性语言评价及评价台奖励食物卡片。)Show the sentence: What do you want to eat? (跟录音读、领读并板书。) 【设计意图】引导学生阅读文本，从而导入问句，进行语言输入与学习。6，Ask and answer in pairs.Use the drills: What do you want to eat? I
15、 want to eat Show. (展示三组左右，给予激励性语言评价及评价太食物卡片评价。)【设计意图】学习主句型后，接着进行同桌的机械操练，强化对新学句型的操练。7，A game : Lucky customerT: OK, boys and girls, you have done well. And now Ill give you a surprise. Heres a game for you : Try to be a lucky customer. And rules for you, please read it by yourself.Teacher shows and
16、draws.Ss ask, answer and draw. (进行三组左右的游戏，给予个人语言奖励、实物卡奖励，并给予评价台实物卡奖励。)【设计意图】设计此游戏是为了在增加趣味性的基础上进一步运用主句型。8，Watch the cartoon again and learn new word: dumplings.上一环节的游戏，最后一组抽奖时，放入John 的头像，让学生抽出来后，教师说：Oh, whos that? Thats John. And what does John want to eat?Lets watch the cartoon again and choose the
17、right answer.Watch the cartoon.Check the answer.(给予语言评价及评价台上实物卡奖励。)Learn the new word: dumplings.(领读词卡)屏幕上出示水饺图片并引导说：These are dumplings.接着出示不同馅的水饺，并引导学生说：fish dumplings, chicken dumplings, vegetable dumplings.然后出示句子：I want to eat 让学生选择自己喜欢吃的水饺进行表达，同时教师也可以附和：I like fish dumplings, too.或者：You want to
18、 eat vegetable dumplings. Thats good for your health.（语言鼓励与评价台食物卡奖励。）【设计意图】由上一项抽奖游戏，抽出人物John。然后问他想吃什么，再次回到文本动画，进行语言输入，学习新词dumplings。接着结合以前学过的fish, chicken, vegetable 进行词汇的融会贯通，由词扩词，由词扩句：I want to eat dumplings.9，Listen and say:Listen to the tape and repeat.Good to know. (就Chinese food 进行一个知识补充，了解中西食
19、品。)Read the text by themselves.Act it out. (展示表演读对话，及时给予激励性语言评价及评价台奖励。)【设计意图】打开课本，跟读录音，强化纯正发音，同时渗透一点关于中西食品的小知识，并重点教读一下非主句型的稍微有点难度的句子：I cant cook Chinese food，扫除学生读课文的障碍。接下来自由练读，展示表演读，让学生对所学进行展示，检查知识掌握的同时增强学生学习英语的成就感。Step 3: Pretend (拓展延伸)Count the foods they have got in their plates and go to the go
20、urmet street:结合评价台上两组同学所获得食物的数量进行表扬与鼓励。接着说：Now lets go to the gourmet street.黑板上贴上gourmet street的横幅，课件展示Go to the gourmet street(走进美食街)教师请三位同学扮演顾客，教师扮演服务员运用黑板评价台上盘子内的食物询问顾客：What do you want to eat? 顾客回答：I want to eat 服务员便从盘子里取出食物送上，说： for you.接着问下一位顾客。教师示范完后，让同学们六人小组内运用事先准备好的食物卡片盘子进行表演运用。请两组同学上台运用黑板
21、评价台上盘子内的实物卡片进行表演运用。（给予激励性语言评价。）【设计意图】新知识掌握了以后，就应该创设真实的情境进行输出运用了。所以我运用一开始上课就用的食物评价台创设了走进美食街的拓展延伸活动，教师示范后，小组之内全员参与走进美食街，运用所学语言进行交流，力争做到学以致用。Step 4: TipsKeep reasonable diet, keep healthy.(合理膳食，保持健康。)【设计意图】对学生进行情感教育，引导其注意合理膳食，保持健康。Step 5: SummaryFruit garden：收获园内出示本节课所学词汇及句型，总结本课所学。Step 6: Homework1、听、
22、认读P24 三遍。2、完成P25 Lets do部分。板书设计：教学反思：1，教学中我注重原声语言输入，培养学生语感。导入课后，我接着提出问题:What does Jack want to eat? 让学生观看文本动画，输入原声语言 noodles，进行跟读。新词 dumplings的学习，我也是同样注重了语言的原声输入，轻松有效地进行了正确的语音教学。2，整堂课以任务为驱动，激发学生学习、运用语言的积极性与目标指向性。上课一开始，我与学生进行简单交流后，就结合已学食物为学生创设了美食街的主情境，从而为最后的任务实现做好了铺垫，整堂课我都围绕美食街这个主情境创设输出语言的活动，层层深入，最后让学生做到了学以致用。今后的教学中，我还要更加深入研究创设任务情境，让学生学有所用。3，个别环节对所有学生的关注度还有所欠缺。在Lucky customer 环节，我注重了活动的激趣性，学生积极性比较高，但是参与面还是有些不足，需要改进第 7 页