Cppt配套的教学设计及说课稿

Unit3 What would you like? Read and write教学设计

教学目标：

1．

能够在老师的帮助下读懂两张便条信，回答：What’s Yifan’s favourite food? What’s grandpa’s favourite food? 这两个问题

2．

能够参考范例，在有意义的语境中填充单词，完成一张留给机器人的便条信。

3．

能够在语境中综合运用My favourite food is…. I don’t like … but …is OK. I like …

but not…. 4．

能够根据别人的便条信，完成菜品的搭配。在语境中运用本单元核心词句。

教学重难点：

1. 在语境中综合运用My favourite food is…. I don’t like … but …is OK. I like … but not…. 2. 根据别人的便条信，完成菜品的搭配，在语境中运用本单元核心词句。

学生情况：

本节课是本单元的一个读写课，学生在前面几个课时中已经学习过关于食物的一些常用的表达，对食物的特性也已经掌握。在此基础上，要求学生根据范例完成写的任务，也比较容易。

教学环节：

Step1 Pre-reading 1>

Brainstorm T:Hello, boys and girls!

Good morning! Ss: Good morning, Mrs. Luo.

T: First, let’s have a brainstorm. Look at the pictures, and read out them, OK?

(ppt) T: What is it? Ss: Bread. T: How about this one? Ss: Milk. 设计意图：通过“头脑风暴”激活学生已有的背景知识。

2>

Free talk T: Wow, there are a lot of delicious foods. But my favourite food is beef. It’s delicious. What’s your favourite food? S1:My favourite food is ….

T: Why? S1:It’s sweet. T: Do you like carrots? S1: No, I don’t. T: So you like…but not…. How about you?

S2: My favourite food is …. T: Why? S2: It’s…. T: Do you like ….? S2: Yes, I do. T: But I don’t like it. So I don’t like …but…is OK. 设计意图：通过谈论最喜爱的食物，让学生感知本课的重点句型，同时为后面的教学活动做铺垫，帮助学生更好的掌握本节课的重点句型。

Step3 While-reading

1>Fast reading T:How about Yifan and grandpa? (ppt)板书Yifan and grandpa And what’s grandpa’s favourite food?板书

favourite

Can you guess? OK, we know grandpa is old. So can you guess? And why? S1: His favourite food is …. T: Why? S1: It’s…. T: Maybe you’re right. Anyone? S2: His favourite food is …. T: Why? S2: It’s…. T: Yes, and I think it’s healthy for an old man. How about Yifan? He is a child. What’s Yifa’s favourite food? And why? S1:His fvourite food is ….

T:Why? S1:It’s…. T: Em, I think you like it,too. S2: His favourite food is …. T: Why? S2: It’s…. T: Maybe you’re right. Today, Robin is a cook. So Yifan and grandpa write a letter for him. What are their favourite foods? (PPT)Now, please open your book and turn to page29. Let’s read it fast and circle the key words. (ppt) Have you finish it? What’s Yifan’s favourite food? Ss: His favourite food is ice cream T:Good. But do you know why? Ss: It’s sweet. T: What else? Ss:And onion. T: Great. 板书onion并教读。How about his grandpa? Ss: His favourite food is chicken. T: Great. Why? Ss: It’s delicious.

T:Wonderful. 设计意图：通过读前的猜测，让学生对文本的一个大概的了解，并在略读的环节中，掌握一些基本的阅读技巧。

2>Intensive reading T:Wow, you’re so good! But what do they dislike? 板书doesn’t like. Beef? Chicken or Vegetable? Now, let’s read the passage intensively. And judge Ture or False. 1.

Yifan doesn’t like chicken but beef is OK.( F )板书

So Yifan doesn’t like beef but chicken is OK. PPT呈现

板书beef 、chicken 、

OK How about salad? Does he like it?

Ss: Yes, he likes salad.板书

2. Grandpa likes carrots but vegetables.( F ) The right is: Grandpa likes vegetables but not carrots. PPT呈现

板书

likes vegetables, carrots.

OK, boys and girls, we know they like different foods. But what does Robin cook for them? Chicken ice cream. T: Do they like it? Ss: Yes./No. T: Does Yifan like it? Ss: Yes. /No. T: Why? S1: His favourite food is ice cream. And chicken is OK. S2: It’s sweet. T: How about grandpa? Does he like it? Ss: No. T: Why? S1: It’s cold.

T: OK, maybe it’s cold for an old man. OK，now, let’s read it together. 设计意图：在略读的基础之上，让学生在此精读文本，对一些细节的问题的处理，突出重点句型，加深学生对句型的理解，让学生更好的掌握本节课的重点句型。同时，在读懂本文后，让学生对chicken ice cream 这一道菜品，进行评价。为后面的拓展活动搭建语言支架。

Step4 After reading

1>

T: We know Yifan and grandpa write letters for Robin. But how to write a letter? First, to whom.(PPT) Then ,we write the text. And then ,write the ending. Last, from who.

Look! This is my letter. Dear Robin,

My favorite food is beef. It’s delicoius. I don’t like vegetables but not onions. Thank you! Mrs. Luo How about you? What’s your favorite food? What do you dislike?

S1:My favourite food is.... I don’t like ....but... T:And you? S2:My favourite food is.... I don’t like ....but... T: Now, please put out the paper and write a letter to Robin. And then share your letter for all class. 2>T：If you were Robin，what would you cook for your classmates? Please read two letters from other groups. According the letters, and work out dishes for others.

Write the names of dishes, and the reasons. T：Is there anyone who cooks dishes for you? S1：Yes.

T: Who is she/he? S1: She is …. T: What does she cook for you? S1: Chicken hamburger. T: Why would she cook it for you? S1: It’s ….

T: Do you like it? S1…. 设计意图：通过完成一张留给Robin的便条信，了解学生对本节课的重点句型是否掌握。同时，让学生根据情境完成菜品的创设，激发学生的思维能力以及创作能力。