Unit 3 What would you like （教案） 人教PEP版英語五年級(jí)上冊(cè)

第五課時(shí)一、課時(shí)內(nèi)容教科書第29頁：ReadandwriteLet’scheck二、課時(shí)分析Readandwrite部分圍繞本單元核心句型"What'syourfavouritefood?"展開，以閱讀和寫作為主要訓(xùn)練方法。Let'scheck部分延續(xù)了核心句型"Whatwouldyoulike?"，以聽力訓(xùn)練為主。這兩個(gè)部分的內(nèi)容結(jié)合起來，從聽、讀和寫三個(gè)方面對(duì)學(xué)生本單元的學(xué)習(xí)進(jìn)行了全面的總結(jié)和考核。在第一部分Readandwrite中，分為兩個(gè)小環(huán)節(jié)。首先，學(xué)生需要閱讀短文并回答問題；接著，他們需要仿照短文中的句子寫一段話。第一個(gè)環(huán)節(jié)為第二個(gè)環(huán)節(jié)提供了基礎(chǔ)，學(xué)生是否能夠理解短文中的句子結(jié)構(gòu)將影響他們?cè)趯懽饔?xùn)練中是否能夠準(zhǔn)確表達(dá)。本課時(shí)的短文涵蓋兩封信件，兩封信主題相同，句型也相似，重要句型包括："Myfavouritefoodis…"，"Ilike…butnot…"，"Idon’tlike…but…isOK"。在這一部分的學(xué)習(xí)中，理解短文是基礎(chǔ)，掌握核心句型則是關(guān)鍵，只有掌握核心句型才能在寫作中運(yùn)用自如。聽、說、讀、寫是英語學(xué)習(xí)的四項(xiàng)基礎(chǔ)技能。在三、四年級(jí)，學(xué)生的英語學(xué)習(xí)側(cè)重于聽、說、讀方面，而寫方面的要求主要集中于寫單詞。然而，進(jìn)入五年級(jí)后，經(jīng)過兩年的學(xué)習(xí)，學(xué)生應(yīng)該開始練習(xí)運(yùn)用書面表達(dá)的方式來傳遞信息，完成日常交際。將閱讀與寫作結(jié)合是培養(yǎng)小學(xué)生寫作能力的一種方式。通過閱讀短文，然后進(jìn)行仿寫、補(bǔ)全句子等練習(xí)，可以激發(fā)學(xué)生的寫作興趣，同時(shí)提高他們的語言運(yùn)用能力。在五年級(jí)，英語教師應(yīng)該開始注重學(xué)生寫作技能的培養(yǎng)和訓(xùn)練。在寫作訓(xùn)練之后，Let'scheck板塊繼續(xù)對(duì)學(xué)生的聽力能力進(jìn)行考核。這一板塊包括兩個(gè)聽力環(huán)節(jié)。首先，學(xué)生需要根據(jù)聽到的內(nèi)容選擇正確的圖片；然后，他們需要再次聽錄音內(nèi)容，根據(jù)所聽到的內(nèi)容和提出的問題填寫完整的句子。這個(gè)板塊的設(shè)計(jì)要求學(xué)生不僅理解句子的意思，還要聽懂英語內(nèi)容。在聽錄音之前，教師應(yīng)該提醒學(xué)生仔細(xì)分析聽力部分的題目，閱讀指令語，為即將聽到的錄音內(nèi)容進(jìn)行相對(duì)準(zhǔn)確的預(yù)測。這種準(zhǔn)確的預(yù)測能力可以通過認(rèn)真審題來培養(yǎng)，對(duì)提高學(xué)生聽力的準(zhǔn)確性非常有幫助。本課時(shí)是第三單元的最后一個(gè)課時(shí)，旨在通過綜合運(yùn)用新知識(shí)點(diǎn)，對(duì)學(xué)生進(jìn)行全面的考查和總結(jié)。因此，可以設(shè)計(jì)一些側(cè)重于知識(shí)點(diǎn)綜合應(yīng)用的游戲活動(dòng)來輔助教學(xué)，提高學(xué)生在英語學(xué)習(xí)中的全面素質(zhì)。三、課時(shí)目標(biāo)1、會(huì)聽、說、認(rèn)讀單詞：Dear,onion2、能夠運(yùn)用重要句型：Myfavouritefoodis…/Idon’tlike…but…isOK./Ilike…butnot…進(jìn)行簡單的寫作。3、能聽懂核心句型：Whatwould…like?/Whatis…favouritedrink?四、課時(shí)重難點(diǎn)課時(shí)重點(diǎn)1、會(huì)聽、說、認(rèn)讀單詞：Dear,onion2、能聽懂核心句型：Whatwould…like?/Whatis…favouritedrink?3、能夠在圖片的幫助下正確理解吳斌斌和爺爺寫給羅賓的信，能夠按照正確的意群即語音、語調(diào)朗讀信件。4、能夠運(yùn)用重要句型：Myfavouritefoodis…/Idon’tlike…but…isOK./Ilike…butnot…進(jìn)行簡單的寫作。課時(shí)難點(diǎn)能夠運(yùn)用重要句型：Myfavouritefoodis…/Idon’tlike…but…isOK./Ilike…butnot…進(jìn)行簡單的寫作。五、教學(xué)準(zhǔn)備教師課前精心制作PPT課件，準(zhǔn)備相關(guān)單詞卡片六、教學(xué)過程1.Warm-up:T:Hello,boysandgirls.Ss:Hello,Miss/Mr…(Teachershowscardswiththe5wordslearnedinthepreviouslesson)T:Pleasereadthesewordsloudly,likethis:"fresh,fresh新鮮的,"OK?Ss:OK.(Teachershowseachwordcardonebyone,studentsreadaloud)Ss:Fresh,fresh,新鮮的.Healthy,healthy健康的.Delicious,delicious美味的.Hot,hot辣的.Sweet,sweet,甜的.(Teacherdividesstudentsintogroupsof5andtheyformatrainusingthewordstospeak,avoidingrepetition.Teacherprovidesatemplate:"Ilove____.Itis/Theyare____.Whataboutyou?")DesignIntent:Reviewingimportantwordsfromthepreviouslesson.Readingwordsfromthecardstestsstudents'recognitionability.Thetrainspeakingexercisetestslisteningandspeakingskills.2.Introduction:T:Doyoulikerobots?Doyouknowwhatrobotscando?Nowlet’swatchavideo.(Teacherplaysavideointroducingrobotfunctions,studentswatch.)DesignIntent:Robotsareaninterestingtopicformany,especiallyforfifth-gradestudents.Introducingrobotfunctionscancapturetheirattentionandintroducetheupcomingtext"Robinwillcooktoday."3.NewLessonPresentation:(1)Teachingthetext"Robinwillcooktoday"T:OurfriendRobinisarobottoo.Heisveryhelpfulathome.WhatcanRobindo?(Teacherplays"Robinwillcooktoday"video,studentswatch.)DesignIntent:Videoengagesstudentsvisually,stimulatingtheirsenses.Afterwatchingthevideo,studentsmighthavesomequestionsaboutthedetails,whichencouragesthemtoreadthetextmorecarefully.T:Studentsreadthetextonpage29ofthetextbook,thenanswerquestionsonthePPT.Question1:WhatisBinbin’sfavoritefood?__________________________Question2:Whatisgrandpa’sfavoritefood?_________________________Question3:WuBinbindoesn'tlike__________.A.chickenB.beefQuestion4:Grandpadoesn'tlike__________.A.vegetablesB.chickenC.carrotsAnswers:1.WuBinbin’sfavoritefoodisicecream.2.Grandpa’sfavoritefoodischicken.B4.CDesignIntent:Readingprovidesaccurateinformationfordeepunderstanding.Answeringquestionsafterreadingfocusestheirreadingandunderstanding.T:Teacherguidesstudentstoreadeachsentenceofthispart,clarifyinganydoubtsandexplainingthemeaningof"Dear"as"親愛的,"thepluralformof"onion,"andthesentencestructures"Ilike…butnot…/Idon’tlike…but…"as"我喜歡…但是不喜歡…"and"我不喜歡…但…還可以."T:StudentstranslatethenotefromBinbintoRobinusingtheprovidedcontent,andteachercorrectstheirtranslationsforfluency.DearRobin,親愛的羅賓Myfavoritefoodisicecream.我最喜歡的食物是冰淇淋。Itissweet.它是甜的。Idon’tlikebeefbutchickenisOK.我不喜歡牛肉，但雞肉還可以。Onionsaremyfavoritevegetable.洋蔥是我最喜歡的蔬菜。Ilikesaladverymuch.我非常喜歡沙拉。Thankyou!謝謝你！Binbin一帆DesignIntent:TranslatingthetexthelpsstudentsunderstandsentencestructuresandpracticereadingEnglish.T:Studentscompletetheexercisesonpage29ofthetextbook.Teacherguidesthemtoeliminatewrongchoicesandselectthecorrectanswers.Answers:Thefirstpicture.DesignIntent:Testscomprehensiveunderstandingandanalyticalskills.T:StudentstaketurnsreadingthenoteswrittenbyWuBinbinandgrandpatorobotRobin,whileteachercorrectstheirpronunciationandpauses.(2)WritingPracticeT:Completethedialoguesbasedonprompts.A:Whatisyourfavoritefood?B:Myfavoritefoodisbeefnoodles.A:Whatisyourfavoritedrink?B:Milk,Ilikeitverymuch.A:Doyoulikeicecream?B:No,Idon’tlikeicecream,itistoosweet.DesignIntent:Dialoguecompletiontestssentenceconstructionandgrammarusage,buildingafoundationforwriting.T:Dividethewritingtemplateonpage29into4partsanddistributethemrandomlytogroupsof4.Havethemworktogethertocompletethesentencesandintegratethemintoacoherentparagraph.DesignIntent:Imitativewritingfosterswritingskills.(3)TeachingLet'sCheckInthislisteningexercise,therearetwoquestions.Thefirstquestioninvolvesanalyzingpicturesandchoosingthecorrectone,whichrequiresidentifyingsimilaritiesanddifferencesbetweentheoptions.Thispracticeaimstodeveloppurposefullistening.T:Playthelisteningrecording,studentslistenandanswer.T:Playtherecordingagain,studentsparaphraseandchecktheiranswers.Listeningmaterial:WhatwouldAmylike?ListenandtickMum:Hey,Amy.Whatwouldyoulikefordinner?Amy:I’dliketwosandwichesandasalad,please.Mum:Whatwouldyouliketodrink?Amy:Tea,please.It’smyfavoritedrink.Mum:OK.Noproblem.Answers:Picture1DesignIntent:Listeningskillstraining,focusingonpurposefullistening.ConsolidationPractice(1)T:Showpicturesfrompages22and23ofthetextbook.Havestudentsanalyzethepicturesandworkinpairstodesigndialoguesusingthecoresentencepatterns"Whatwouldyouliketoeat/drink?"and"Whatisyourfavoritefood?"Incorporatekeyvocabularywordslearnedinthisunit.Studentsthenperformthedialogues.DesignIntent:Integratingvocabularyandsentencepatternsintodialoguesforcomprehensiveapplication.(2)T:Dividestudentsintopairs.Eachpairchoosesathemefrom"Whatwouldyoulike"or"Whatisyourfavoritefood"andcreatesadialoguewithquestions.Afterpracticing,selectedpairsperformtheirdialoguesinfrontoftheclass.DesignIntent:Testsspeaking,listening,andwritingabilitiesinacomprehensiveway.(3)RobinisatYourHome!IfrobotRobinwantstocookadeliciousmealforyou,whatwouldyouliketoeat?Writealettertohimandshareitwithyourclassmates.Youcanusethewritingtemplateasareference.DearRobin,Myfavoritefoodischicken;it'sdelicious.Ialsoenjoyvegetables;they'rehealthy.However,I'mnotafanofonions.Mysisterlovessweettreats;icecreamisherfavorite.Sheals