Useful expressions优质课教案整理

课题

授课教师

Unit 3 What would you like? Part A

Let’s talk 陈勤敏

课

型

信息技术与英语教学整合课

授课年级

五年级

单位

合肥市朝霞小学

This lesson from the PEP published, the primary school English teaching material of Book 5 Unit 3, is a conversation lesson.

The main teaching activities are built around the theme “What would you like? ”，students are required to properly to ask 教材分析

and answer

“What would you like to eat/drink?”.

I

pay attention to cultivate students' comprehensive language using ability in the teaching process, and advocates experience, practice, participation, cooperation and the task-based teaching approach. 本课选自于人教版（三年级起点）五年级上册第三单元A部分，是一节对话教学课，主要通过“What would you like?”这一对话展开教学活动，要求学生能够正确询问及回答想要吃的食物和想喝的饮品。教学过程中注重培养学生的综合语言运用能力，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。

Knowledge reserves: Ss have been learning English for more than two years, and they have already learned some words and sentences about food. They will simply ask and answer the food they want. Ability reserves: Ss have some abilities of

listening, speaking, reading, writing, imagination and imitation. At the same time, preliminary master certain dialogue method and skills. 学情

The ability of learning difficulties: The abstract thinking of

Ss is not perfect , and Ss 分析

need to be improved to get the details from the text, the new words, more complex sentence comprehension. 知识储备：两年多的英语基础，已经学过了有关食物的单词和句型，会简单地进行询问和回答所想吃的食物。能力储备：在听说读写方面有一定能力储备，具有想象力与模仿力，同时初步掌握了一定的对话方法和技巧，能够合作完成对话任务。学习困难：抽象思维不够完善，从课文中获取细节的能力、对生词、较为复杂句式的理解能力有待提高。

Knowledge and skills: Ss will learn to use key words to make dialogues,describe, and

cooperate to complete the task. Teach students how to understand the text by extracting 教学

information to complete the task goal. 目标

Process and methods: Ss will use the key sentence patterns of this lesson to ask the food and drinks they want. To teach students to extract key information from text through task-based teaching approach.

Feelings, attitudes and values: Ss learn about the differences between Chinese and Western food, and will experience that food brings us pleasure. To advocate healthy eating 知识与技能:学生学会用关键词、句，对话、描述和合作完成任务。让学生通过提取信息来完成任务型目标进而理解课文。过程与方法:学生用本课关键句型问询及回答想吃的食物和想喝的饮品。通过任务型教学途径教会学生从文本中提取关键信息。情感、态度与价值观:学生在模拟点餐的情境中了解中西方主食的差别，并享受到食物给我们带来的乐趣，倡导健康饮食。

教学To use the goal sentences. To distinguish between food and drink. 重点

The simple understanding of the differences between Chinese and western food. 学习如何运用本课的目标句型What would you like to eat/drink? I’d like ...进行对话交流，并能正确区分食物和饮品，以及简单了解中西方饮食的不同。

教学

How to correctly express the desired food or drink in communication and find the key 难点

information you need to accomplish the task. 如何在交际中正确表达想要的食物或饮品，并从文章中找到所需要的关键信息来完成任务型目标。

Use to try teaching, cooperation, inquiry teaching, give full play to the students by the task-based teaching method,

learning enthusiasm and initiative,

guiding

students to explore, cooperative learning, fully establishment situation through information technology means, the teachers'

appropriate

guidance, inspiration

and

necessary

induction,

summary

and explanation. Asked the students around the core 教法patterns dialogue, on the basis of independent thinking, let Ss in study practice, learn to 设计

think independently, learn to cooperate, learn to express, learn to make dialogues.利用

尝试教学法、合作探究教学法、任务型教学法充分发挥学生、学习的积极性和主动性，引导学生进行探究、合作学习，充分通过信息技术手段创设情境，教师适当引导、点拨及必要的归纳、小结和讲解。要求学生在围绕核心句型对话的基础上，自主思考，让学生在学习的实践中，学会独立思考，学会合作，学会表达，学会创编对话.

学法设计

信息技术资源

Self-study

and

team

cooperation

through

the

methods

of

listening, speaking, reading and writing to do, understand the text content and can improve the comprehensive language using ability. 小组合作自学探究，通过听说读写做等方法，理解课文内容并能提高语言综合运用能力。

Multimedia courseware:

PPT;

Teaching resources: the text animation video, scene reading, video editing, digital display, etc. 多媒体课件：PPT; 教学资源：课文动画视频、情景朗读、视频剪辑、数字展台等。

Use information technology media to create learning situation, guide the 师生

students to read since team cooperation,

explore the

teachers' point, pull communication sharing, realize the interaction between teacher and students.

互动

教学过程

教学环节

Warm-up and Lead-in热身&导入环节

师生活动

1. Greetings. 用英语问候学生。

信息技术运用

教师利用信息技术媒体创设情境，通过小组合作、探究，教师点拔，交流共享，实现师生互动。

整合意图

增强猜测的趣味性。

2.Free talk: 出示图片,引入喜爱的食图片闪现

物。

3. Guess: What do I like?

1. Look at the picture and guess

“What’s for breakfast?”

2. Let’s try

Listen and answer: What would sarah like to eat? 3.教授新词：sandwich 及复数sandwiches. 4.出示目标句型

Presentation and Practice新授&练习环节

T: What would you like to eat/drink？

S：I’d like …

5.Let’s talk

1）Listen and answer. 2）Listen and repeat. 分句跟读，要求学生边听边模仿。注意语音、语调和语气的模仿。

7.Fill the blanks. 6.Play a game

利用放大镜手段增强猜测的趣味性，激发学生学习兴趣.

白板遮盖并拖拽，使知识点直观明了，并在一定的语境中教授和练习目标句型。

白板活动具有趣味性，在游戏的同时对目标句型进行操练

1.Let’s go to Chinese restaurant

利用去中餐厅的情景运用句型

“What would you like to eat/drink? Consolidation1 拓展环节1

通过模拟对话

运用目标句型，由语言输入到语言输出。通过手机投屏来展示学生调查结果，在口语表达及单词书写上得到同步展现。

I’d like ... ”

2. Group work.分组活动：Choose the

places you like and make a survey.选

择用餐地址并调查不同地方所想吃

的的食物及想喝的饮品。

3. Show your group work.

上台展示

1.

Read the picture book -Pete’s big lunch . 2.

Make the big sandwich. 3.

Answer the questions. Consolidation2 拓展环节2

通过思维导图Summary 总结

一步步总结今天的知识点，一目了然，印象深刻。

从书本知识过渡到实际生活中，通过调查问卷既巩固了目标句型，又反馈了学生真实的饮食偏好，最后绘本阅读扩大

了学生的知识面，以达到分层层作业的目的。

1.Listen to the dialogue,and read after it。听、读课文

2.调查问卷：What would you like to Homework 家庭作业

eat/drink? 3.绘本阅读与微课复***台共享。

—What would you like to eat? Blackboard Design 板书设计

—I’d like a sandwich. —What would you like to drink? —I’d like some water.

1.教学效果：本节课学生掌握情况良好，能够利用目标句型进行对话交流。

Teaching Reflection 教学反思

2.技术支撑：我借助白板发大镜，蒙层、拖拽、互动游戏，作品投屏等功能，既方便老师演示，又利于学生互动。调查问卷及网络平台布置课后作业，达到分层作业的目的。

3.文化及情感升华：选择餐厅中渗透中西方食物不同，调查问卷反馈学生的饮食喜好，在下一节课中将倡导健康饮食。

教

学

材

料

选自人教版（三年级起点）第五册上第三单元A