C教学设计

Unit 3 What would you like?

课型:情境对话型

一.教材分析

本节课为PEP五年级上册第三单元第一课时,本课时的主要内容是与饮食有关的词汇和句型。通过本课时教学使学生能够听、说、认读新授单词hamburger、sandwich、ice cream、tea、salad , 并结合实物图片,在真实情境中运用所学单词以及所学句型What would you like ? I’d like ... . 本课时内容比较贴近实际生活,是学生们比较喜欢的话题之一,所以有利于他们之间开展交流。在经历联系实际生活解决简单问题的过程中,初步培养学生的观察、交流、合作探究能力,并有效地促进个性思维的发展。在综合操练、益智活动中进

一步提高学生英语听、说、读等综合能力。

二.教学目标

1.语言知识目标,运用能力目标

(1)能够听、说、认读单词hamburger、sanwich、ice cream、tea、salad。

(2)初步掌握What would you like ? I’d like ... .

2.情感、策略、文化等有关目标

(1)情感态度:激发学生学习英语的兴趣,培养学生学习英语的积极态度,使学生乐于合作参与,勇于进行实践。

(2)学习策略:注重合作学习。

三.教学重点

1.教学重点:能够听、说、认读单词hamburger、sanwich、ice cream、tea、salad。

2.教学难点:

A.能够正确读单词sandwich,并能掌握sandwich 和hamburger的拼写。

B.能在情境中正确使用所学句型:What would you like ? I’d like ... .

四.教学方法

情景教学法,任务教学法,TPR教学法。

四.教学过程与内容设计

Step 1 . Warming up

1. Greeting

T: Good morning, boys and girls!

Ss: Good morning, Miss Cheng!

2.Sing a English song:

What would you like to eat today?

3. Let’s review

教师拿出学生以前学习过的食物图,师生进行对话,如:

T: What are these?

Ss: They are bread、chicken、hot dog、milk、juice、coke、coffee、ice cream、French fries、hamburger.(Let’s together.)

T: What’s your favourite food?

Ss: My favourite food is …

(有节奏和韵律的歌谣让学生对英语学习充满了兴趣,加深了对单词和句型的记忆!通过自由谈话,复习以前的旧知,为下面的学习作好铺垫。)

Step 2 . Preview

T:Today we will learn Unit 3. Look !Who is she ?

Ss: She is Sarah.

T: You are right. Today is father’s day, Sarah ’s mother will have a party for him. Do you like party?

Ss : Yes .

T: Ok , Sarah ’s mother cooks many delicious food . Do you want to see?

Ss: Yes.

1. Who is faster?

教师用多媒体课件出示以前学过的食物图片,请学生说出相应的英文单词。

T: Please tell me what delicous food does Sarah’s mother cook for the party ?(Together)

(通过卡通人物米妮和游戏互动,吸引学生注意的同时,也复习巩固了以前学过的食物单词。)

Step 3 . Presentation

1. Let’s learn

T: Boys and girls , look at me ! What’s this ?

S: Hamburger.

T: Very good , and read after me .

Ss: Hamburger ↑ Hamburger ↓

T: And look , what’s this ?

S: Salad.

T: Pretty good , follow me .

Ss: Salad ↑ Salad ↓

T: Good job , how to spell ?

Ss: S-a-l-a-d.

T: Well done ! Pay attention , the first letter “a” pronounce / / , the second letter “a”pronounce / / , so it read salad .

T: What’s this ?

S : Sandwich .

T: Nice , together .

Ss: Sandwich ↑ Sandwich ↓

T: What’s this ? It’s very delicious !

S : Ice cream .

T: Wonderful , together .

Ss: Ice cream ↑ Ice cream ↓

T: Do you know this ?

S : Tea .

T: Excellent , together .

Ss: Tea ↑ Tea ↓

T: Boys and girls , do you know these food ,we eat or drink ?

Ss: Eat.

T: How about these food ?

Ss: Drink.

(通过教师利用多媒体课件依次出示三文治、沙拉、汉堡包、茶和冰激凌的图片,引出单词“sandwich”,“salad”,“hamburger”和“ice cream”, “tea”,初步学习并掌握新

单词,为接下来的会话学习作好铺垫,同时游戏互动能够激发学生的学习兴趣。)

2.Let’s talk

T: The party for Sarah’s father is ready. Would you like to go ?

Ss: Yes.

T: Ok, let’s go to Sarah’s home and listen their dialogue.

F: I’m hungry.

M: What would you like to eat?

F: A sandwich , please.

M: OK.

S: What would you like to drink ?

F: I’d like some water . I’m thirsty !

S: Here you are .

F: Thanks.

T: Sarah’s father is hungry. Mother ask ,What would you like to eat? Together, what would you like to eat? Eat , eat ,what would you like to eat?

T: Sarah’s father is thirsty. Sarah ask ,what would you like to drink? Together, What would you like to drink? Drink , drink, what would you like to drink?

T: Sarah’s mother prepare some delicious food for father ,if you are Sarah’s father, what would you like to eat or drink?

S: I’d like some...

T: What would you like to drink?

S: I’d like some...

T: Let’s practise with your partner .You can choose one or two food in your dialogue. T: Which group can have a try ?

(观看视频引入新句型,通过问答的形式层层深入,让学生在理解的基础上加以正确的表达。)

3.Role-play

T: Let’s listen again and repeat .OK?

T: Let’s read together .

T: Group work , role-play in your group, leaders in charge, help each other. Step 4 Consolidation & Extension

Group showing time.

Step 5 Conclusion

Homework:完成课后小调查,并制作成表格。

板书设计

教学反思

在30分钟的英语课上,老师用英语授课的时间到底有多少,学生能开口说外语的时间又有多少?有多少学生的家庭有英语输入和输出环境,有多少学生父母懂英语,学生在课余时间主动或被动接触英语的机会又有多少?虽然我们看到一些十分成功的小学英语观摩课上,英语教师和学生配合的天衣无缝,各种活动样样俱全,外加多媒体演示,朗诵,短剧,师生活跃,听者或动容、或感叹。然而,在一学年的外语教学中,这样的课确实生效并投入使用的又有多少呢?我们一线教师心中应该明白。

在教学中不能因为教学手段的简单而否定教学实效,也不能把追求花样教学放在评判教师教学水平的高低上,我们的学情特别,所以,我们也应以不一样的方式方法来对待我们的教学。