B教学目标设计

Unit 3 What would you like？

五年级上册nit 3 What would you like？Part A

Let’s learn

【学习目标】

1）

能够听，说，读，写本课核心词汇hamburger、

sandwich、salad、

ice-cream、tea。做到发音清晰准确。

2）

学生能够利用核心句型What would you like

to eat/drink? I’d like…运用上述词汇。

3）能够了解一些中西方饮食文化的差异。

【学习重点】

本课时的学习重点是：能够听、说、读、写词汇hamburger, sandwich, salad, ice-cream, tea。能够熟练运用句型What would you like? I’d like…进行交流。

【学习难点】

本课时的学习难点是：a/an的用法以及可数和不可数名词的使用。

【教学准备】

PPT课件

【教学过程】

教学环节

1. Greetings. 教学活动

评价要点

Step 1 Warm-up and revision ：

T: Hello, boys and girls. Good afternoon! S: Good afternoon, Miss Jiao. 2. leading in T: Dear children, welcome to my restaurant! I am the boss. Do you want to know my menu?

S:Yeah!

1. 学生在四人小组内交流自己的日常活动，如：

S1: What do you do on the weekend?

创设有食物的情境，将学生自然地引入今天学的话题。

1.学生能借助老师的手势和图片听懂谈话内容。（对应学习目标3）

2.设计意图根据词卡说汉语意思和根据表Step 2 Preview and lead in：

S2: I read a storybook, play football and wash 演猜单词的活动可以极大地调动学生参与课堂学习的热情，学生在活动中可以有效地my clothes. 复习上节课学习的词汇。

S3: I watch TV, play basketball and cook. S4: I do homework, clean the house and watch TV. 2. 学生相互评价彼此的日常活动，然后教师请两三2.能跟唱歌曲。

个小组代表站起来介绍本组成员的日常活动。

1.

presentation

T:Look at this picture. Here is my menu. (指第一张图片) Do you know what it is? S:Hamburger! T: Great! Read after me.(教师领读单词，指导学生分音节拼读单词) T: What is this? S:Sandwich! T:Good!(领读) T: Now, I want you to guess what I said. This food is green and healthy. What is it? S:Salad! T:You are so clever!

(领读)

教师可以仿照上而的对话和生聊一聊

设计意图将生词放在语境中学习可以帮助学生更好地理解单词的意思,避免了死学单词；用已经学过的单词引出新词，以旧带新，学生更容易理解和掌握。

能听出句子的升降调并模仿录音进行跟读。（对应学习目标2）

Step 3 Presentation ：

T:The next one. It is cold and sweet. Kids like it very much. S:Ice-cream. T:Well,the last one is a special drink in China. Who know? S:Tea! T:Perfect.Let’s read these new words.

②

What does Wu Yifan often do on the weekend? Answer: ①

He has PE. ②

He often watches TV. (3) 教师读音，学生根据录音内容判断对话下面句子正(T)误(F)。

(4) 教师读音，全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。

(5) 罗宾的建议。

T: Wu Yifan feels tired after PE class. Robin gives some advice. Look at the table. What would Wu Yifan do in each day of the week? Ss: He should play football on Mondays and Fridays, play ping-pong on Tuesdays, Thursdays and Saturdays, play basketball on Wednesdays and do Chinese kung fu on Sundays. (6) 学生根据罗宾的建议完成对话，师生一起核对答案。

T:ok,boys and girls, now let’s do a match. T:Now let’s look at a radio. You can follow it as possible as you can. <学生跟读两遍视频中的句型，老师领读，学生领读>

(设计意图：由小视频引出句型，让学生多次跟读有利于牢固掌握句型。) 3.role-play T:Well,now it’s role play time! I am a waitress, and you are customers. Are you clear?

设计意图：由小视频引出句型，让学生多次跟读有利于牢固掌握句型。)

C:Yeah. W:What would you like to eat? C:I’d like a hamburger.

W:OK.What would you like to drink? C:I’d like some tea.

W:Wait a moment. Here you are. C:Thank you！

W:You are welcome.(教师和学生互换角色) T:Ok,now I want you to practice with you partner.

(设计意图：通过做连线题考察学生是否掌握单词。) Setp 4

Practice：

S:Yes . T:Look at the picture, let’s begin.

W:Welcome！Can I help you?

Later I will ask someone to show us. You have 3 minutes.

检测和评价

T:Good job. T:Anyone else? please

S:……….

T:Today you did a great job, all of you are brilliant!

能运用所学过的语言知识进行对话改编。

（对应学习目标4）

T：ok. now, I need two students to read the dialogue

Step 5 Consolidation

and extension :

about the food, who want to try ?You and you, please Step 3 Homework 1.把本课所学的单词在练习本上抄写3次; 2.根据本节课所学句型编创小对话。

板书设计

Unit3 What would you like? --What would you like to eat/drink? --I’d like…