Cppt课件课堂实录

人教（PEP）2011课标版五年级上册

Unit 3 What would you like? Part C Story time

Wang Haiqiong Hefei Sanshitou Primary School

课题

Unit 3 What would you like? Part C Story time 本课结束时，学生能够：

1. 通过趣味阅读故事，复习巩固单元核心句型和描述食品特征的单词，增加学生的语言输入。

2. 在图片的帮助下理解、朗读并表演故事

3. 理解、阅读绘本故事。

4. 在小组活动中整合学生已学过的语言，扩展语言运用，通过小组讨论完成健康均衡的三餐设计并作报告。

教学目标

教学重点：

1. 通过趣味阅读故事，复习巩固单元核心句型和描述食品特征的单词，增加学生的语言输入。

教学重点、

2. 在图片的帮助下理解、朗读并表演故事。

难点

教学难点：在小组活动中整合学生已学过的语言，扩展语言运用，通过小组讨论完成健康均衡的三餐设计并作报告。

教学方法

Situational language teaching method,

Question and answer method,

Task-based teaching method Cooperation study method,

Independent study method PowerPoint课件，

头饰，

餐盘，贴纸

教学流程图

Part I Lead-in 兴趣激活

齐唱唱歌

Part I Pre-reading 激活已知

猜谜、头脑风暴和问答最喜爱的食物

Part II While-reading 感知体验

发现并使用有关农场和制作沙拉的词汇

↓

理解内化

通过听力、问答、朗读、表演，内化故事

Part III Post-reading

拓展阅读

师生分角色朗读绘本故事

↓

扩充健康知识

讨论、总结健康均衡的饮食的重要性

运用

学习方法

教学资源、教具

通过师生问答、小组讨论设计健康三餐——综合运用的输出活动

↓

展示

口头展示设计的三餐的报告——综合运用输出活动

Part IV Summary and homework 总结

进行情感教育，并总结本课所学内容

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布置作业

教学过程

教学环节

教师活动

1.

Greetings. 2.

Ask students to sing a song. Lead-in (2 minutes) 学生活动

1.

Greet with the teacher. 2.

Sing a song together. 营造轻松愉快的学习氛围，激活学生的学习兴趣。

设计意图

1.

Ask students to guess the teacher’s 1.

Think and guess the teacher’s favourite food and have a brainstorm. favourite food. 利用猜谜小游戏2.

Ask student to talk about their favourite 2.

Talk about their favourite food. 来进行简单的头Pre- food. 脑风暴；通过谈论Reading 最喜爱的食物，激(4 minutes) 活学生已知、复习旧知。

1.

Set a situation. Show students pictures of Zip and Zoom on a farm. Ask students to guess where Zip and Zoom are. 2.

Show pictures of vegetables on the farm. 3.

Play the video of Story time 4.

Ask students to answer questions. 5.

Help students to grasp new language points. 6.

Ask students to read the story. 7.

Ask students to role-play the story. 1.

Guess where Zip and Zoom are. 2.

Answer questions and talk about the vegetables. 3.

Watch the video of Story time. 4.

Answer questions about Story time. 5.

Learn the new language points. 6.

Read the story together. 7.

Role-play the story with partners. While- Reading (17 minutes) 看图片，感知、复习有关农场和制作沙拉的词汇；通过听力、问答、朗读、表演来理解内化故事。

Post- Reading (15 minutes) 1.

Ask students to read the picture book. 2.

Ask students to think about Little Bear’s eating habits and talk about healthy diet. 3.

Ask students’ eating habits and let them talk about what they would like to eat for three meals 4.

Ask students to make a report and present it. 1.

Read the picture book with the teacher. 通过拓展绘本阅2.

Think about Little Bear’s eating habits 读，来扩充健康知and talk about healthy diet. 识；通过师生问3.

Think about their own eating habits 答、小组讨论设计and talk about what they would like to 健康三餐，并口头eat for three meals 展示设计的三餐4.

Work in a group. Design three meals, 的报告来进行语make a small report and present it. 言综合运用输出活动。

Summary: Summary Students will talk about what they have learned respectively. And we will sum up the importance of keeping healthy and balanced diet. and Homework Homework:

(2 minutes) 1. Listen to the story and read it. 2. Retell the story to your friends.

3. Make a salad with your parents. Layout on the blackboard

Unit 3 What would you like? Part C Story time tomatoes carrots onions

Be careful!

Students are quite interested in learning about and reviewing the food and drinks. They can read, understand and role-play the story actively by working together with partners. They are also excited to read the picture book, which enables them to think about healthy and balanced diet from a new perspective. And with cooperation between group members, they can design and make a report. If time permits, it’s better to arrange more time for them to role-play the story and show their report. Teaching Reflection