1、.Unit 9 Hot SoupLesson 2 What's your favorite food教案教學目的(1) Two skills for sentences: What do you nave for lunch today? I have eggplant-and can talk with each other.(2) Good to know.教學重點1 Three skills for sentences: What do you nave for lunch today? I have eggplant- Can talk with each other use

2、sentences have learned.2 Lets try.教學難點 Three skills for sentences: What do you nave for lunch today? I have eggplant-教學用具Pictures, cards, tape.教學方法1. Warm-upa. Lets chant.b. Free talk.T: What would you like for lunch?c. Preview: What would you like for lunch? Means “你中午想吃什么？But how to say“你吃了什么？List

3、en to a song: What do you have for lunch?After the song, do you know how to say“你吃了什么？Yes, thats “what do you have for lunch?Lets try.2. Presentation Lets talk.a. Read by students first, and answer the questions.T: What does Mike have for lunch today? what about Sarah?Ss: Mike ha eggplant and tomato

4、es, and Sarah has onions and green beans.b. Show the sentences: What do you have for lunch today? Ss read and practise the new sentence.c. Practise the sentences in pairs: use the picture.T-Ss, Ss-Ss, Ss-S1, one ask and the other answer.d. Play a game: One choose a card and the other Ss ask, the one

5、 choose card answer using words and sentences have learnt.e. Read the text after the tape. T-Ss, Ss-SsGood to know.Tell Ss the traditional Chinese food, and the festivals. 3. Practice: Talk and match.Ask your paterner: What do you have for lunch today?Talk and match the food. T: what does your pater

6、ner have for lunch today? Ss: She/ he has4. Fruit shop1,T:What can you see?S1:I can see four mangoes.課件中次環節有5張桌子，分別放了不同數量的水果，另外分別是five bananas,eight pears,some apples,seven oranges.T:What can you see?S:I can see five bananas.T: What do you like?S:I like bananas.設計意圖：本部分我首先以去水果店買禮物的情景圖展示使學生對此課的復習內容有個

7、整體理解，讓學生用完好的句子“I can see“I like說說已學過的一些水果類單詞，為下面新句型的教授作鋪墊，培養了同學們對所學語言的表達才能，同時也培養了同學們的觀察才能。2, T:What do you like?S:I like pearsT:I like pears,too.Id like a pear.“我國古代的讀書人,從上學之日起,就日誦不輟,一般在幾年內就能識記幾千個漢字,熟記幾百篇文章,寫出的詩文也是字斟句酌,瑯瑯上口,成為滿腹經綸的文人。為什么在現代化教學的今天,我們念了十幾年書的高中畢業生甚至大學生,竟提起作文就頭疼,寫不出像樣的文章呢?呂叔湘先生早在1978年就鋒

8、利地提出:“中小學語文教學效果差,中學語文畢業生語文程度低,十幾年上課總時數是9160課時,語文是2749課時,恰好是30%,十年的時間,二千七百多課時,用來學本國語文,卻是大多數不過關,豈非咄咄怪事!尋根究底,其主要原因就是腹中無物。特別是寫議論文,初中程度以上的學生都知道議論文的“三要素是論點、論據、論證,也通曉議論文的根本構造:提出問題分析問題解決問題,但真正動起筆來就犯難了。知道“是這樣,就是講不出“為什么。根本原因還是無“米下“鍋。于是便翻開作文集錦之類的書大段抄起來,抄人家的名言警句,抄人家的事例,不參考作文書就很難寫出像樣的文章。所以,詞匯貧乏、內容空洞、千篇一律便成了中學生作文

9、的通病。要解決這個問題,不能單在布局謀篇等寫作技方面下功夫,必須認識到“死記硬背的重要性,讓學生積累足夠的“米。教授新句型：Id like aan 根據水果類單詞，運用新句型造句。老師范讀的是閱讀教學中不可缺少的部分，我常采用范讀，讓幼兒學習、模擬。如領讀，我讀一句，讓幼兒讀一句，邊讀邊記；第二通讀，我大聲讀，我大聲讀，幼兒小聲讀，邊學邊仿；第三賞讀，我借用錄好配朗讀磁帶，一邊放錄音，一邊幼兒反復傾聽，在反復傾聽中體驗、品味。設計意圖:通過學過的句型“I like很自然地過渡到了新句型“Id like aan ，學生較容易掌握新知識，逐漸意識到購物的樂趣。宋以后，京師所設小學館和武學堂中的老師稱謂皆稱之為“教諭。至元明清之縣學一律循之不變。明朝入選翰林院的進士之師稱“教習。到清末，學堂興起，各科老師仍沿用“教習一稱。其實“教諭在明清時還有學官一意，即主管縣一級的教育生員。而相應府和州掌管教育生員者那么謂“教授和“學正。“教授“學正和“教諭的副手一律稱“訓導。于民間，特別是漢