C教学实录及点评

Unit 5 第五单元

Setting 授课地点

Period 3 第三课时

Class 授课班级

Date 授课日期

Class8 Grade3 三（8）班

Teacher 执教教师

骆敏

顺德德胜小学

October 25th, 2016 2016年10月25日

Teaching Contents New Magic3A Unit5, Period3

(教学内容)



Students know the words of ingredients and tastes. Prior 

Students can use There is/are some…

Knowledge 

Students can ask and answer “Is/Are there any…? Yes, there is/are some… No, there is/are not ( 已有知any…”

识)



Students know how to pair work and read by themselves. 

Aims for language

1)

Help students to recognize the format and language features of some common text types,

“website”

2)

Help students to review the words of ingredients and tastes. 3)

Help students to understand and act out the dialogue. Teaching Aims （教学目标）

单元目标

本课时的目标

4)

Help students to practice the important sentence structure, “Is/Are there any…? Yes, there is/are some… No, there is/are not any…”



Aims for ability maintain 1) To scan a text to locate specific information. 2) To develop students’ ability of predicting.

3) To improve students’ reading comprehension. 4) To foster students’ ability of discussions and story acting.



Aims for emotion cultivate 1) Encourage students to build a good relationship between language learning and English reading. 2) Encourage students to build confidence and cultivate awareness of cooperation. 3) Arouse the children’s interests in reading English stories.



To help the students to know website and how to ask help from the internet.

Difficulties ( 难点

)



To help students to think about: What do they want to make? Can they make …? Why or why not?

What do they want to make then?



To help students to retell and act out the dialogue with the help of some key words or sentences. Teaching Aids ( 教学辅助)

Procedures ( 教学过程

) Warm up

sentences cards, PPT file, and so on Teacher’s 教师活动

1. Play a song. 2. Class expectation. Students’ 学生活动

1.

Sing the song. 2.

Class expectation. Purpose 教学目的

1.通过唱歌操练Is/Are there any?...”

2.强调课堂纪律

Revision

1.Inductive knowledge point. 1. Inductive knowledge point. 1.归纳并让学生了解本2. Review countable nouns and 2. Review countable nouns and 节课教学内容。

uncountable nouns. uncountable nouns. 2.把重点句型贴在黑板

Look at Mr Wang’s fridge.

Practice “Is/Are there any…? 上，复习和操练学过Practice “Is/Are there any…? Yes, Yes, there is/are some… No, 的单词及句型，为接there is/are some… No, there there is/are not any…”

下来的课文学习做准is/are not any…”

备。

1.设置疑问，帮助学生

解决问题“当我们喜欢某道菜，不会做时，可以上网搜索”，引出“website”。

2.通过教师的介绍,对website有初步认知。

3.通过学生自己点击教师仿制的PPT,感受它的用处。

1.

Ask What dishes do you like? 2.

1. Students look at the picture and

Can you cook?

3.

share their personal opinions in

Get students to look at the picture

class.

and share their personal opinions 2. Students watch the website and in class.

answer the questions which dish 2. If you can’t make what you like, they can see, what ingredients you can search the interenet. they need to make the dish. Pre-reading Draw students’ attention to 3.Try to click the website.

P36-37. Tell them that the page

shows a website about cooking. 3.Ask Which dish can you see now?

Ask What ingredients do we need to make the dish?

Go over the pictures of the ingredients with students. 1. Show them a picture, ask Who are they? Where are they? What do they want to do? 2. Tell them Harry’s mum is on business. So Dad will cook for them. Harry and Holly want to ask Mr Wang to make the dishes on the Website.

While- reading

1.

Students look at the picture 1.

教师先展示对话文and answer the questions to 本的图片，学生猜predict what’s happening in 测对话内容；

the dialogue.

2.

学生通过回答问题2.

Students read the dialogue 的形式了解对话的with emotion. 原因，激发其学习

兴趣;

3.Task1 Listen and answer. 3. Students read the dialogue with 3.

学习使用阅读技巧; Play the corresponding section of the reading tips. Act out the 模仿对话，有感情地读、

the audio CD. Ask questions such

dialogue 表演对话

as the following:

How does prawns with chillies and garlic taste? (It tastes hot.)

What do they want to make?

Tell them tip1, find out the key words. Task2

Read and answer

1) Ask Can they make prawns with chillies and garlic? Why or why not?

(No, because there aren’t any prawns at their home.) 2) Open the books turn to P37, Ss read by themselves and underline the keywords. 3) Act out the dialogue, pay attention to “Uh-oh”, help them to read with emotion 4) Tell them tip2, underline the key words. Task3

Read and choose

1) Ask What dishes does Mr Wang

want to make then?

(Sweet and sour pork.) 2) Ask Does Holly want to try it? 3) Tell them tip3, circle the key words. Task4

Read and answer

1) Ask How to make sweet and sour pork?

(We use … , …and… to make…)

2) Can they make? What do they have at home? 3) Practice “Is/Are there any…? Yes, there’s some. No, there isn’t any.”

Task5 Let’s read.

Have a role play with students. Act out the dialogue.

Post-reading

1.

Get students to answer

Who are they? Where are they? What do they want to do? Can they make it, why or why not? What do they make then? How does it look? 2.

Get students to read the whole dialogue, and answer questions 3．Ａct out the dialogue. 1.

Students read, and try to find out the answers to the questions.

2.

Students retell the dialogue with the key words. 3.

Act out the dialogue.

1.

学生自己读对话并找出相应胡答案；

2.

教师把回答的关键词贴在黑板上；

3.

让学生根据关键词复述对话的大致内容；分角色表演对话

1. Show them a picture of a real fridge, some ingredients and dishes.

Let’s talk.

Extension

Can we make…? Why or why

not?

They can use “Is/Are there any…? Yes, there’s some. No, there isn’t any.”

Givesome choices to assess themselves. 1) I can say the words about food

and tastes. 2) I can understand the dialogue. 3) I can ask and answer

A: Is/Are there any...?

B: Yes,there is/are some....

No, there isn't/aren't any....

1.Students talk about the dishes 1.学生运用所学语言，and they can use“Is/Are there 创编新对话,知识迁any…? Yes, there’s some. No, 移。

there isn’t any.”. Ss choose what they can do or

通过让学生评价自己not. 来看他们在课堂中的掌握情况。

Self-assessment 1. Act out the dialogue. Homework 2. Try to make some dishes from

the website at home. 1. Act out the dialogue. 2. Try to make some dishes from

the website at home. 培养学生的创新意识，提高学生语言知识再生能力。