PEP五年级上册Unit 3What would you like 第1课时5页

ThefirstperiodPartALet’stry&Let’stalk内容分析本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、认读单词“drink”和“thirsty”。能够掌握四会句子“Whatwouldyouliketoeat/drink?”并能用“I’dlike…”作答。知识与能力1.使学生对核心句型在听觉上有所感知，并完成听录音、选词补全句子的练习。2.学生能够在图片和教师的帮助下理解对话大意。3.学生能够按照正确的意群及语音、语调朗读对话，并能够进行角色表演。4.学生能够在情景中运用句型“—Whatwouldyouliketoeat/drink?—I’dlike…”询问并回答自己想要吃什么、喝什么。5.学生能够在语境中理解新单词“sandwich,drink”和“thirsty”的意思，并能够正确发音。过程与方法强化基于任务的英语学习方法。情感态度价值观通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力，培养学生的语言综合运用能力。与此同时，升华学生的情感，让学生体会父母辛苦工作的不易，从而关心和敬爱父母。教学重难点教学重点1.学生能够听、说、认读单词“drink”和“thirsty”。2.学生能够掌握四会句子“Whatwouldyouliketoeat/drink?”并能用“I’dlike…”作答。教学难点学生能够在情景中灵活运用所学句型谈论关于“饮食”的话题。教学准备教学课件、课文视频、单词卡片、人物头饰等。教学媒体选择多媒体，录音。教学活动1.角色扮演；,1.游戏；2.观看动画。教学过程Step1:Warm-up&Lead-in1.Greetings.2.Enjoythesong—Whatwouldyouliketoeattoday?(出示课件)(1)Playthesongforthefirsttime.Studentsonlyenjoy,andthentrytofollowittosing.(2)Playthesongagain.Askstudentstochoosethewordsthatappearinthesong.Theteacherticksorcrossesthewordsafterstudentssaythewords.T:What’sinthesong?Ss:Bread/noodles/fish/chicken/bananas/beef...3.Lead-in.Showthepictureofthemainsceneonpage22onthePPT.(出示课件)Thesentencesofthepicturearecovered.T：Look!ThisisSarah’sfamily.Theyarereadyfordinner.Whataretheytalkingabout?Sarah’smother’sfavouritefoodissalad.Sarah’sfatherlikessandwiches.Oh,theyaretalkingaboutfood.Writedownthetopic“Unit3Whatwouldyoulike?”ontheblackboard.设计意图：优美而轻快的歌曲快速地活跃课堂气氛，不仅让学生反复感知核心句型，而且通过选择歌曲中出现的食物，为Let’stry板块扫清障碍，起到“一石三鸟”的作用。Step2:Presentation1.Let’stry.T：Sarahishungry.(Dotheactionof“hungry”.)Whatwouldsheliketoeat?Readthecontentof“Let’stry”.(出示课件)Guesstheanswers.Studentssayouttheirguessing.Thentheteacherplaystherecording.(出示课件)Askstudentstotrytocatchthekeyinformation,suchasbread,chicken.Letstudentslistencarefullyandfillintheblanks.Thenchecktheanswerswithstudents.(课件出示：教材P24Let’stry板块的听力材料及答案)Askstudentstoreadthesentenceswithanswers.设计意图：话题很自然地从Sarah过渡到Sarah’sfather,呈现完整的对话，让学生整体感知文本，提升学生的听力能力和对文本的理解能力。2.Let’stalk.(1)LearnPicture1.(出示课件)①Listenandanswer.T：Lookatthepicture!Whataretheytalkingabout?,Ss：Theyaretalkingaboutfood.T：Yes.Sarah’sfathercomesbackhome.Heisverytired.Ishehungry?Let’slistencarefully.Playtherecording.(课件出示：教材P24Let’stalk板块的第一段音频)Letstudentslistenandtrytoanswerthequestion.T：IsSarah’sfatherhungry?Ss：Yes,heis.②Watchandanswer.T：Sarahwouldlikesomebreadandchicken.Sarah’sfatherishungry.Whatwouldheliketoeat?Let’swatchthecartoon.Thentrytofindtheanswer.Playthecartoon.(课件出示：教材P24Let’stalk板块的第一段视频)Leadstudentstowatchandfindtheanswer.Showthepictureof“sandwich”andhelpstudentslearntheword“sandwich”(sand+wich=sandwich).(出示课件)Askstudentstopayattentiontothepronunciation.T：NowI’mSarah’smother,andyouareherfather.Iaskandyouanswer.Whatwouldyouliketoeat?Ss：Asandwich,please.Thenexchangetheroles.Theteacherwritesdownthesentencesontheblackboard.Atthesametime,studentsreadthemaloud.(2)LearnPicture2.(出示课件)①Observethepictureandanswer.T：Sarah’sfatherisfullnow.Butheisthirsty.Whatwouldheliketodrink?T：(Pointtothewater.)Look!What’sthis?Ss：Water!/Acupofwater.T：Yes.Water!Sarah’sfatheristhirsty.Whatwouldheliketodrink?Ss：Somewater.T：Yes,he’dlikesomewater.Saythewords“thirsty”and“drink”inatoneofemphasiswithsomeactions.Helpstudentslearnthewords“thirsty”and“drink”withwordcardsandactions.②Watchandanswer.T：Now,youareSarah’sfatherandI’mSarah.Watchthecartoonandtrytoanswermyquestion.(课件出示：教材P24Let’stalk板块的第二段视频)T：Whatwouldyouliketodrink?Ss：I’dlikesomewater.Explainthat“I’dlike…”equalsto“Iwouldlike…”andteachstudentstoreadthetwosentencepatterns.Thenwritethemdownontheblackboard.Studentspracticethesesentencepatternsontheblackboardaftertheteacher.,设计意图：以water引出thirsty和drink的学习。然后让学生带着任务观看文本视频，通过找出问题的答案，引导他们学习核心句型，培养他们的阅读技巧。3.Readandact.(1)Readaftertherecording.Theteacherplaystherecording.(出示课件)Studentsreadafteritandpayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Boysreadfirst,thengirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.(2)Role-play.First,theteachercanmakeamodel.Thenstudentsworkinpairs.Itcanbedonebetweentheteacherandstudentsorboysandgirls.(3)Actoutthedialogues.Letstudentsactoutthedialogueswiththeheadwears.Praisethestudentswhodoagoodjobandthencorrectthemistakes.Encouragemorestudentstoparticipate.Step3:Practice1Canyoufindtheirhouses?(出示课件：一些与食物相关的词汇，并呈现两个类别，及food和drink，让学生根据词汇意思进行分类)T：Look,thesewordslosetheirways.Canyouhelpthemfindtheirhouses?Studentsfinishthetask.Checktheanswerstogether.Helpstudentssaysomesentenceswiththesentencepattern“I’dlikesome…”accordingtothewordsabove.2Askandanswer.Showthepictureof“Askandanswer”.(出示课件)StudentsaskandansweraccordingtothePPT.Theycandolikethis：A：Whatwouldyouliketoeat?B：I’dlikesome…A：Whatwouldyouliketodrink?B：I’dlikesome…Studentscanplaythegame“Driveatrain”topractice.Thefirststudentasks,andthesecondstudentanswers.Thentheycanexchange.设计意图：让学生在情景中合理运用所学词汇和句型创编写新的对话，运用所学语言知识进行交际，培养学生的语言综合运用能力。Step4:Consolidation&Extension1.Makeanewdialogue.Studentsworkingroupsoffour.T：Nowtrytomakeanewdialogueinyourgroups.First,I’llmakeamodelwithoneofyou.T：Hi!Areyouhungry/thirsty?S1：Yes.(I’mhungry/thirsty.),T：Whatwouldyouliketoeat/drink?S1：I’dlikesomebread/orangejuice.T：Hereyouare.S1：Thankyou.2.Showtheirnewdialogues.Asksomegroupstoshowtheirdialogues.Giveevaluationstothem.3.Emotionaleducation.Showsomepictures.(课件出示：不同职业的爸爸妈妈辛苦工作的图片)Leadstudentstocareforandlovetheirparents.板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.本节课以学生为本，以问题为导向，逐步引导学生自主学习，圆满完成学习任务。2.教学设计流程清晰，各环节之间过渡自然，具有层次感，有效地利用各种资源，激发了学生的兴趣，提高了课堂的教学效率。3.通过观察图片、预测情景，培养了学生的观察能力和逻辑思维能力。4.整节课突出语言的语用功能。通过创设合理的情景，帮助学生在情景中使用所学语言，培养了学生的语言综合运用能力。5.通过拓展和延伸，培养学生的情感态度及价值观。6.板书设计重点突出，简明扼要，给学生语言的输出提供了支架，对课堂教学起到了很好的辅助作用。