B教案设计

教师姓名

史燕娜

单

位

宁波市北仑区灵山学校

上课年级

六年级

课题名称

PEP六上

第六单元

1 Let’s try/Let’s talk

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教学内容：

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设计思路：

该课属于PEP六年级上册第六单元的第一课时，学生在三年级上册的教材中已经系统学习milk, bread, juice, egg, fish, rice, water and cake等有关食物的单词以及句型Can I have some …，please? Here you are.在三下教材中也学习了有关水果的一些单词。本课的目标在于学生能够听、说、认读功能句：What would you like to eat/drink? I’d like ... 并能在情景中熟练运用；学生能够用正确的语音、语调朗读对话，并能进行角色表演。

该课属于对话课，因此，本课的设计思路为：尽可能地为学生创设使用本课功能句型的平台；尽可能地为学生创设表演的情景和机会；尽可能地为学生提供自由选择和自由创编的机会。在对话表演过程中要注重示范到位，对学生语音语调教学的指导也必不可少。在难度设置上，从逐个句型操练滚动到对话操练，再从对话操练滚动到自由创编，在教学中要注重新旧句型的滚动复现。

教学目标、教学重难点分析：

教学目标：

1.学生能够听、说、认读功能句：What would you like to eat/drink? I’d like ...

2.学生能够用正确的语音、语调朗读对话，并能进行角色表演。

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3.学生能够在情景中运用句型What would you like to eat/drink? I’d like ...

询问并回答。

4.学生能够保持合理饮食，健康的生活习惯。

教学重点：

1.学生能够听、说、认读功能句：What would you like to eat/drink? I’d like ...

2.学生能够在情景中运用句型What would you like to eat/drink? I’d like ...

询问并回答。

教学难点：

1.学生能够用正确的语音、语调朗读对话，并能进行角色表演。

2.学生能够通过已学新旧句型，根据不同场景进行合理运用。学生能够根据情景准确运用句型What would you like to eat/drink? I’d like ...开展问答。

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板书设计： PEP Book 5 Unit 3 Part A Let’s talk

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教学步骤

Before class

教师活动

Enjoy a song 节奏游戏---so am I

T: Good afternoon, children. Shi. I am very happy to be your teacher today. And now let’s play a game, 学生活动

Sing 学生跟着老师的节拍打节奏，并且通过教师的语句判断回应（是建议说明

轻松氛围进入学习，认识本课男主人公Sam 这是一个英语节奏游戏，因为是借班上课，与学生并不相熟，这个学生喜欢的打节奏游戏能最快消除彼此陌生感，拉近距离，并且能够通过最基本信息认识彼此，创设轻松的英语学习氛围。同时教师不断重复的I am…语句可以将be+形容词结构不断复现。而学生的回答so am I.很容易，不会造成障碍。 T: Look, I’m from Lingshan School. I’m a teacher. You can call me Miss 否快速起立并说so am I.）

Step 1

Warm up ok? T: Look, the rules are: I say a sentence, if you think it’s the same to you, stand up and say loudly “so am I ”, or you just clap you hands and say nothing. Ok? Now clap your hands like this. T: Are you ready? Now let’s go. ①I am a girl. ②He is a boy. ③I am tall. ④I am strong. ⑤I am cool. ⑥I am kind. ⑦I am happy. T: (stop sign) wow, very good job.

Step 2

Review Present words

1.情绪体验室--A magic room.

答

and new T: I am happy.[贴板书磁贴I am 笑脸单词卡] How do you feel? Are you happy? 自然回答I am happy. 或否定回 [引导学生回答I am happy.若为否定回答，提问why? ] T: Great. look, here’s a room. It’s a magic room. Can you guess what’s 学生猜想门后有什么，自然引出in the magic room. Maybe a hamburger? Maybe a teacher? Can you guess? 并使用单词maybe T: En, maybe…[根据学生回答] T: Do you want to have a look? T: But here are some questions for you.(PPT出示九宫格题目)

道具门引起学生强烈的好奇心，会激发学生学习兴趣，通

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/ try, please. The questions are all very easy. 答题，若答对可来到背景T: Q1: What’s this? (It’s a comic book.) 校对Yes or no? 道具门后，根据相应的9T: It’s a comic book, it’s about a cat. Well done. So please come to 个提示完成体验

the magic room. Magic1:Have a piece of T: How do you feel? Are you happy? Why? Because the cake is yummy, yes? cake. T: Please go back to your seat. Now who wants to try?

T: Q2: What’s the weather like? (it’s snowy./ windy/ cold.) is it cold?

T: How do you feel? Are you happy? Oh, she/he is happy. Why? Magic2: Have a piece of T: Q3: What are your hobbies? cake. T: Let’s ask him/her together: How do you feel? Why? Because you get a Magic3: An apple for gift, yes? It’s thanks giving day. Oh, you’re lucky. you. T: Q4: Can you read the word: police officer ? Magic4: Milk for you. T: How do you feel? Why? Because the milk is good.

T: Q5: Can you read the word: police officer ? oh, the same question.

T: How do you feel? Why? Because the milk is good. He/she is happy. Magic5: Milk for you. T: Q6: what is she doing? (She is dancing.) Magic6: An apple for T: Let’s ask him/her: how do you feel? Why? you. T: Q7: what is the dog doing? (The dog is swimming.) Magic7: Chocolate for T: Let’s ask him/her: how do you feel? Why? you. T: Q8: can you count? (one mouse, two mice….) Magic7: Chocolate for T: How do you feel? Are you happy? Why? you. T: Q8:Do you like mice? Why? (choose a girl) Magic9: watch the T: How do you feel? Are you happy? Not happy? Oh, she looks afraid. film. T: let me try. 老师进去看视频 oh, I am afraid. Do you want to watch it?

给全班看视频 how do you feel? It makes me feel afraid.(单词卡片

教学Watch the horrible You can choose one number and answer one question. ok? So who can try? 过答题复习旧知why/because的回答等，并且自然学习新知：how do you feel?的提问和I am happy/afraid的回答。

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单词) T: I am afraid of mice. What about you? 教学afraid of 提问

2. look and say. T: Look, people have different feelings. How does he feel? He is

film. 跟读识记afraid I’m afraid of….

学生听录音，完成Let’s try练习并校对答案。

学生根据PPT画面提示判断回答。

学生分音节跟读单词thirsty. 学生跟读句子：What would you like to drink?注重连读和重音。

在完成Let’s try听力练习之前先让学生预测，有助于培养学生有目的听的策略。

利用Sarah的三位口渴的朋友画面，让学生直观地感知和运用单词：thirsty和重点句“What would you like to drink?”

带着问题看课文视频，让学生更有目的地看，有目的地听，找出关键信息，

Step 3

Present dialogue

1.Let’s try. Listen and fill in the blanks. a.PPT出示Sarah在家画面。

new b.听前猜题Sarah会选择吃哪些食物（bread, noodles, chicken）

T: Look, Sarah is at home. She’s hungry. Let’s guess. Maybe she would like some .... c. PPT出示Let’s try 文本，Let’s listen and fill in the blanks. d.校对检查，课件出示答案。

e:承接上面人物Sarah, 引出她的三个好朋友，他们都很口渴。

T: Sarah is hungry. How about her friends? Are they hungry, too? f: PPT出示单词thirsty,学生分音节跟读。

g:选择Wu Yifan对话示范，在情境中感知并运用：What would you like to drink? h:跟读句子，同桌选择角色对话操练。

3.Let’s talk. a.整体感知文本

承接Let’s try的课件，PPT播放门铃声，出示Sarah’s father(人物上方出示食物和水的想像画面。) T: Look, Sarah’s father is at home now. Is he hungry or thirsty? Guess! T: If he’s thirsty. What would he like to drink?（板书问号，PPT出示问句。）If he’s hungry. What would he like to drink?( 板书问号，PPT出示问句。) 学生选择PPT上的人物表演进行同桌操练

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Let’s watch the video together. b:播放对话视频。

c:校对问题答案，承接第二个问题答案出示单词sandwich, 再出示三明治、汉堡和热狗三种食物图片，让学生来辨别选择。

d: 教师领读，注意分音节示范朗读。

e.PPT出示文本，模仿跟读，注重朗读指导。

f.学生分角色朗读：全班分组朗读，个别学生和老师示范朗读，小组操练

g.学生根据一星到三星难度系数逐层分角色表演。（分层进行：1、隐去关键句型2句；2、隐去关键句型4句；3、根据剩余少数关键信息表演。）

学生猜测：Sarah’s father is hungry/thirsty.

学生带着看视频问题：在看的同时提高听力能力。

学生通过图片汉堡、热狗What would Sarah’s 和三明治的辨认能够更加father like to drink? 清晰地理解sandwich。

What would he like to eat?

学生根据视频信息回答在跟读课文时注重朗读的指导，为学生拥有良好的问题。

学生分音节跟读单词：语音语调打下基础。

sandwich

学生看图选择三明治图通过分层隐去文本内容进片，并口头说说汉堡和热行分角色表演，既缓冲了学生表演对话的过程和难狗。

度，又大大地激发了学生

表演的欲望。

学生逐层朗读。

学生看图表述：I’d like a/an….

学生听录音模仿跟读。

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个别学生示范朗读。

三人小组分角色朗读准备。

学生小组展示对话，根据难度系数分层挑战一星到三星，挑战三星难度前再进行准备。

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Step 3 Extension

Let’s act. a.承接上一环节，

PPT出示Zoom和Zip来Sarah家作客的画面。

b. PPT继续出示两位客人的动画：Zoom夸张地眼睛发亮，肚子咕咕叫以及大声地说着：I’m hungry and thirsty.. Zip脑袋上泛着一些饮料，边说：I’m thirsty. c.学生挑战五星难度进行对话创编表演。

d.教师与学生示范表演。

e.三人小组操练、表演。（准备头饰等道具。）

T: Can you make a new story and act it out? g.温馨提示：Don’t eat too much! Be healthy everyday! Homework: 1、听录音跟读课文三遍；

2、课后与同桌创编各种Zoom和Zip在Sarah家作客的情景对话。

学生根据PPT故事情境展示，利用本课重点句型进行Zoom和Zip在Sarah作客的表演对话的创编。

Zip: I’m thirsty. Sarah: What would you like to drink? Zip: Some ... , please. Sarah: Here you are. Zip: Thank you.

Zoom: I’m hungry . Sarah: What would you like to eat? Zoom: I’d like some ~ , ~, ~,~. and ~, please. Sarah: Here you are. Zoom: Thank you. Zoom: Let’s eat! Zip: Ok! Zoom: Oh no! Zip+Sarah: Zoom! Don’t eat too much!

最后出示学生喜欢的两个卡通形象：Zoom和Zip在Sarah家作客的画面，学生根据情景自己创编对话，体现Zoom贪吃的一面，让学生通过表演，使生活中的模拟语境在教室里重现，更能利于学生在生活中正确地使用英语，进而让学生体验合理、健康饮食的重要。

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