C优秀公开课教案

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

Unit 3 What would you like ?

A: What would you like to eat?

sandwich

hamburger

B: I’ d like ...

salad

tea

A: What would you like to drink?

ice cream

B: I’d like ...

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。