C教学设计第一课时

Unit 3 What would you like? Story time Teaching objectives: 1.

Students can read the dialogue and understand the meaning of it. 2.

Students can express how to make a salad in English and use the sentences: Be careful! It looks nice! appropriately in their daily life. 3.

Students know they should eat more healthy food through learning the dialogue. Key and difficult points: 1.Key points: (1)Review of the words and sentence patterns of this unit.

(2)Understanding the meaning of the dialogue

2.

Difficult point:How to retell the process of making a salad in own words Teaching aids: the whiteboard, tape-recording, cards of some vegetables and a knife Teaching procedures:

ⅠWarm-up:

1.Greetings.

2.Sing a song:

What would you like to eat today? （学生一起合唱本单元的歌曲，一方面可以起到热身活跃课堂气氛的作用，另一方面又可以复习到本单元重点句型。）

Ⅱ

Pre-task:

1.Ask and answer:

What would you like to eat?

What would you like to drink?

And why?

I’d like... Because it’s/they are... (T shows a menu and Ss talk with partners)

S1:What would you like to eat? S2:I’d like a hamburger. S1:What would you like to drink? S2:I’d like some milk. ... （通过这一对话活动复习本单元的重点句型和已经学过的食物饮料词汇。通过英语对话，使学生慢慢进入英语学习的状态，为后面的学习做准备。）

2.Let’s do: Make a salad (1) T let Ss to guess what she would like to eat? T: Do you know what food I want to eat? S1:Sandwich.

T:Maybe. S2:Salad. T:Wow! You are so clever. I’d like a salad. Can you make a salad for me? Ss:Yes, I can. T: No problem? Ss:No problem. （通过这一师生问答环节，引导本节课故事重点食物沙拉，且引出了故事中的一个短句No problem.）

(2)

T shows the pictures of making a salad and Ss do

with T.

Pass me the bowl.

Pass me the knife.

Cut the vegetables.

Use the spoon.

Use the fork.

Now let’s try it.

T: Do you often cut vegetables at home?

S1: Yes.

T: When you cut vegetables, you should be careful.

You may easily cut your fingers.

...

（这个活动是学生们四年级学习过的，正好和本节课的主题差不多。设计这样一个活动是为了激发学生头脑中对于制作沙拉的回忆，为今天的学习内容做准备。而在这个过程中，也可以顺便引出Be careful这个句子，为新课的学习扫除障碍。）

Ⅲ

While-task:

1. Watch and answer: ( Ss watch the cartoon of this dialogue and answer two questions.) Q1: Where are they? Q2: What do they have for dinner? （学生看一遍动画，初步感知故事的内容。通过回答两个问题，明确故事的地点和具体事件。）

2.Read after the tape-recording and read by groups （通过跟读和分组读的过程，让学生掌握对话的朗读及模仿录音中的语音语调，且进一步熟悉故事情节）

3.Put the pictures in correct order

T gives the pictures of this story in wrong order and let Ss to rearrange them.

（这个练习的设计是为了让学生们对故事情节有个整体的把握，并且进一步让学生熟悉只做沙拉的故事，也为后面的活动做铺垫。）

4.Retell how Zoom and Zip make the salad

Ss tell how they make the salad without looking at books

according to the referrences from T

S1: First,get some fresh vegetables.

S2: Then,clean the vegetables.

S3: After that, use a knife to cut them.

...

（这个活动的设计可以锻炼学生用英语总结故事的能力，也让他们对故事的脉络思路有更清晰的梳理，有利于后面的表演活动。）

Ⅳ

Post-task:

1. Let’s classify:

T gives some words of food and drinks and Ss classify them into healthy food and unhealthy food. T: Look!There are lots of food and drinks.

Do you know What are healthy and what are unhealthy?Le’s classify. （这个分类的练习是为了让学生区分生活中哪些食物是健康的，哪些是不健康的，让孩子们养成多吃健康食物的习惯。）

2.Act out dialogue

T asks some pairs of Ss to come front and act out the dialogue.

（表演的活动一直是学生们最为喜爱的，一来可以让学生们适当放松放松，二来可以增强巩固他们对故事的理解及记忆。）

3.Writing: Food on my farm I can eat delicious food on my farm. My favourite food is ____. It is _____. I don't like____ but I like_______. ______ are my favourite vegetable. I like fruit but not_____. How about your farm? ⅤHomework: 1.

Read the dialogue and act it with your partners. 2.Make a salad at home for your parents.