shopping,for,food,教案

导读：　shopping,for,food,教案(共5篇)Shopping for food教案Chapter 5 Shopping for food【课题】：新纪元英语4A Chapter 5 Shopping for food第一课时【教学目标】： 1 能够听、说、认读本课时的主要单词。2 She can buy+食物种类（meat snacks…）...

shopping,for,food,教案(一)
Shopping for food教案

Chapter 5 Shopping for food

【课题】：新纪元英语4A Chapter 5 Shopping for food

第一课时

【教学目标】： 1.能够听、说、认读本课时的主要单词。

2.She can buy+食物种类（meat/snacks…）

和She is buying…句型 。

【教学重点】： 1.本课时的六个食物名称及数量的单词和表

示食物种类的单词的读音及其写法。

2.…can buy+食物种类和…am/is/are

buying…句型.

【教学难点】： 数量词的复数形式

【教具准备】：1.准备本课时的单词卡。

2.与教材内容相关的声音、图片等媒体素材。

【教学过程】：

（一）热身（Warm-up）

1．问好。

2．利用简笔画来复习4B 第二章的单词。

3. 把学生进行分组，表现优秀者所在的组可以获得一

颗星星。

（二）呈现新课 （Presentation）

1．教师说：“Look!There is a bag on the desk.It is my parcel.I buyed these things on the Net last

night.Do you know what it is or what they are?Come here and have a feel.” 然后教师请学生上台在口袋里摸出东西并询问：“What can you feel? ”教师可以做出提示“Is it hard or soft?” 学生做出回答。然后请学生拿出来，询问：“What is it?”学生用中文回答，教师翻译出来。

2. 教师引导学生说出表示数量的词。

3. 随后，教师教读单词，学生跟读。在教单词时，教

师应注意单词读音的升降调，并且让学生拼读单词，以巩固字母的教学。

4. 教师播放录音，学生跟着录音朗读。

5. 分组朗读，分男女生朗读，读得最好的一组获得奖

励。

6. 游戏环节。

1）英汉反向说

2）快看快说

3）看嘴型猜单词

4）Missing game

7. 讲解数量词的复数形式。

8. 翻到书25页，看图教授食物的不同种类。

9. 讲解句型。

（三）Summary

（四）Homework

shopping,for,food,教案(二)
Shopping for food教案

Unit8 Shopping for food第1课时

布吉水径小学 黄映辉 教学内容：

◆ Part A

◆ 单词：bread, eggs, tofu ,coffee, butter ,fried chicken.

◆ 句型：What do you want, Mum? I want some butter and fried chicken. Do you want any bread? Yes, please.

教学目标：

◆ 通过本课学习，学生会听、会说、会读、会写本课的新单词，如 bread , tofu 等。【shopping,for,food,教案】

◆ 通过本课学习，学生能熟练掌握What do you want? I want some…及Do you want any…? Yes, please. /No, thank you.句型的运用，学会表述个人所喜好的食物。

◆ 通过本课学习，学生能合理运用有限的资金为家人购买食物。 教学重难点：

1.教学重点：

◆ 单词bread, rice, tofu, meat, rice, butter, fried chicken, eggs, any的掌握及运用是本课时重点。

2.教学难点：

◆ 可数名词和不可数名词的掌握和运用。

◆ some和any两个单词的掌握和运用。

教具准备：

◆ 课件、投影、单词卡、图片等。

教学过程：

Step1. Warming up.

1. Greeting.

2. Listen to a conversaton and answer the questions.

3. Brainstorming: Say the words about “food”

Step2. Presentation.

1. Find the words according to the pronunciations of the words.【shopping,for,food,教案】

2. Ask the pupils to learn the words by themselves.

3. Play a game to check if the pupils can read the words well.

4. Distinguish countable nouns & uncountable nouns.

5. Learn the sentences: What do you want? I want_____.

6. Play a game to check if the pupils can say the sentences fluently.

7. Learn the sentences: Do you want any _____? Yes, please.

8. Fill in the blanks with the wods: some, any

9. Sing a song to drill the sentences: Do you want any _____? Yes, please.

Step3. Practice.

1. Listen & repeat the dialogue of Part A.

2. Role-play. Play the roles of Pat and her mother.

3. Activity: I’m a little host. Ask the pupils to buy some food for their family.

Step4. Summing up.

Step5. Homework.

1. Copy the new words.

2. Listen and repeat Part A three times.

3. Make a shopping list for the coming New Year.

板书设计：

Unit8 Shopping for food

What do you want?

I want some eggs.

rice.

meat.

fried chicken.

Do you want any butter?

bread

tofu

coffee

Yes, please. /No, thank you.

shopping,for,food,教案(三)
深港版英语四上《Unit 8 Shopping for food》word教案

The 1st Period

Main points of teaching: a. Asking Wh-quesionts

b. Using the indefinite pronouns ‘some’ and ‘any’

c. Using the conjunctions ‘and’ and ‘but’

d. Using countable and uncountable nouns

Difficult points of teaching: Using the conjunctions ‘and’ and ‘but’

Teaching aids: Cassette player, word cards and picture cards

Teaching steps:

I. Revision

a. Use real objects to revise the countable and uncountable nouns.

b. Ask the pupils Do you have any English books? Get the pupils to answer it.

II. Teach PB A

a. Bring in plastic food items or flashcards made from the pictures of the food items. b. (Books closed.) Ask the pupils Where does your family buy food?

c. Teach the names of the food items. Display them and then stand away from them. Ask a pupil

to help. Say I want some… Tell the pupil to bring the teacher the food item. Repeat with other food items and different pupils.

d. Replace all the food items and ask another pupil to help again. This time ask for two items at a

time. Say I want some … and … Tell the pupils we do not need to repeat the word some after and. Write the sentence on the board. Repeat with other food items and different pupils.

e. Repeat the food items once more. Ask a pupils What do you want? Write the question on the

board above the sentence I want some … and … Get the pupils to answer with food items. Give them the food items and ask Do you want any…? Write the question on the board. Point to other food items and ask again.

f. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after

the cassette.

III. Ex.

a. (Books open.) Remind the pupils that the adult is Pat’s mother and tell them Pat is helping her

mother. Ask who helps their own mother with the shopping. Revise the words pear, apple and banana by asking what’s in Pat’s trolley.

b. Read the conversation between Pat and her mother. Ask the pupils to repeat the conversation

after the teacher.

c. Tell the pupils to work in pairs and to rope-play Pat and her mother, asking and answering

about the other food items they can see.

IV. Summing-up and for homework

a. Revise the lesson.

b. Copy the new words of this unit.

Words on the board: (Omitted.)

The 2nd Period

I. Revision

a. Pupils revise PB A.

b. Get pupils to act out the dialogue of PB A.

II. Teach PB B1, B2 and B3

a. Bring in a picture of a fridge or draw a simple picture of one on the board. Prepare some

simple shopping lists for the pupils to use for practice in step 5.

b. (Books closed.) Point to the fridge and ask the pupils Is it hot or cold inside a fridge? Revise

the word cupboard. Draw some of the food items in the fridge, e.g. milk, orange juice, tofu, meat, chicken. Draw some things that can be stored in a cupboard e.g. rice, coffee and tea. Ask the pupils to tell the names of the foods. Label the drawings as they revise them. Then rub off the labels.

c. Tell the pupils that the teacher is going shopping. Ask the pupils to come out and point at the

appropriate foods as the teacher asks Do we have any …? As the pupils say Yes, reformulate their answer as Yes, we have some… Write the question and answer on the board.

d. Then ask for something the teacher has not drawn in the fridge of cupboard. When a pupils

answers No, reformulate this as No, we don’t have any … Write this alternative answer on the board and point out the use of some in the answer with yes and any in the answer with no. e. Get the pupils to come out. Give them the prepared shopping lists. Tell them to ask about food

items on the shopping lists.

f. Draw or stick pictures of food items on individual cards.

g. (Books closed.) Show the pupils the food cards and put them on the desk/board. Write a list of

food items on the board. Write them in pairs. Tell the pupils we need this food to cook something. Choose two of the items of food on the board and ask the pupils Are there any…or …? Write the sentence on the board and underline or. Explain that when we ask about two things in the way, it is a short way of asking about each item separately. For example, Are there any vegetables? Are there any eggs? can be shortened to Are there any vegetables eggs?

h. Get individual pupils to ask about two items using or. Show the pupils the food items the

teacher has. Model three possible answers. If the teacher has both items of food, reply Yes, there is/are some…and … If the teacher has only one of the items, reply There’s some …but there’s no… If the teacher doesn’t have either item, reply We don’t have any…or…/There’s no… or…

i. Give out the food cards to the pupils and ask questions about the other pairs of food items

listed.

j. After finishing B2, ask the pupils what food items Ann and Tim need in order to cook a meal.

Then tell the pupils to write them down on the shopping list.【shopping,for,food,教案】

III. Ex.

a. Get the pupils to act out the dialogues.

c. Do WB. Ex. (P. 46)

IV. Summing-up and for homework

a. Revise the lesson.

b. Prepare for the dialogue of PB B1and B2.

Words on the board:

Unit 8 Shopping for food

Unit 8 Shopping for food

The 3rd Period

I. Revision

a. Pupils revise PB B1, B2 and B3.

b. Get pupils to make dialogues according to PB B1 and B2.

II. Teach PB C and D

a. Point to the characters in the pictures and read the words on the page aloud.

b. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the

cassette.

c. Ask the pupils to tell what food Cindy did not buy. How could Cindy make sure she

remembers the right things next time?

d. Ask the pupils to read the story again. Remind them to check in the story.

e. Check the answers with the pupils.

III. Ex.

a. Get the pupils to act out the story.

b. Do WB. Ex. (p. 47)

IV. Summing-up and for homework

a. Revise the lesson.

b. Prepare for the new lesson.

Words on the board:

Unit 8 Shopping for food

Unit 8 Shopping for food

The 4th Period

I. Revision

a. Revise PB C.

b. Get some pupils to act out the story.

II. Teach PB E and F

a. Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Make

sure that the pupils are producing the correct sound.

b. Say the words slowly and clearly. Check that the pupils are making the slide between the o

sound which requires an open mouth to the closed sound at the end of the vowel when the pupils say w.

c. Point to the pictures and check that the pupils can say the words without the teacher’s model. d. Play the Pupil’s Book Cassette again. Ask the pupils to listen to the poem. Get the pupils to

repeat the poem.

e. Play the cassette again and tell them to circle the same letters with the same sound.

f. Tell the pupils to work in pairs. Show them the sample conversation. Together they choose

one of the recipes to make. Then they read the lists of food and choose foods they want to add to the recipe.

g. Tell the pupils that pupil A should ask questions and write the shopping list. Pupil B should

look at the pictures of the fridge and the cupboard and the food they are going to make.

III. Ex.

a. Do WB. Ex. (P. 48)

b. Do WB. Ex. (P. 49)

IV. Summing-up and for homework

a. Revise the lesson.

b. Prepare for the lesson.

Words on the board:

Unit 8 Shopping for food

Unit 8 Shopping for food

The 5th Period

I. Revision

a. Get pupils to make dialogues according to PB F.

b. Give comments to the pupils who acted out the dialogues.

II. Teach PB G and H

a. Play the Pupil’s Book Cassette for the pupils to listen to the chant.

b. Play the cassette again and encourage the pupils to join in with the words.

c. Tell the pupils to listen and write the food that they hear in the blanks. Each group chants their

verse.

d. Ask the pupils to look in the boy’s thought bubble and count how many plates of food the boy

has eaten. Ask Is the boy very hungry? How much does he think he can eat? Help the pupils work out the meaning of the expression I’m so hungry. I could eat a horse. This is an expression we use when we are very hungry. People in some western countries do eat horse meat.

III. Ex.

a. Pupils revise the whole lesson.

b. Do WB. Ex. (P. 50)

IV. Summing-up and for homework

a. Revise the whole lesson.

b. Prepare for the new lesson.

shopping,for,food,教案(四)
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shopping,for,food,教案(五)
Book 5 Unit 3 Shopping For Food

Book 5 Unit 3 Shopping For Food

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反思：由于时间关系，评价部分做得不够好。如果能将小组评价和个人评价相结合，就能够更好的调

动学生的情绪。五年级是高年级，评价如何能做得更有深度，更能体现小组合作是以后工作中要努力探索的。最后一个活动如果是在教室中，将纸条贴在墙上学生去找，比赛两组的速度和准确性，效果更好。因为学生必须先阅读再朗读。

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