五年級英語上冊Unit3Whatwouldyoulike第一課時教案人教PEP

Page3Unit3Whatwouldyoulike?教材分析本單元學(xué)習(xí)的主題是飲食。教學(xué)內(nèi)容是通過Sarah和父母在家用餐以及Sarah和張鵬在學(xué)校餐廳里點餐的場景來綻開的。教學(xué)重點是能夠聽、說、讀、寫核心句型“—Whatwouldyouliketoeat/drink?—I’dlike…”“—What’syourfavouritefood？—Ilove…”；能夠聽、說、讀、寫五個食品飲料類單詞和詞組“tea,icecream,hamburger,salad,sandwich”以及五個描述食物特征的單詞“fresh,healthy,delicious,hot,sweet”。教學(xué)目標(biāo)學(xué)問與實力目標(biāo):句型·能夠聽、說、讀、寫句型“—Whatwouldyouliketoeat/drink?—I’dlike…”“—What’syourfavouritefood?—Ilove…”·能夠在情景中運用句型“—Whatwouldyouliketoeat/drink?—I’dlike…”詢問并回答某人想要吃什么、喝什么·能夠在情景中運用句型“—What’syourfavouritefood/drink?—Ilove…”詢問并回答最喜愛的食物或飲品·能夠理解對話大意，依據(jù)正確的意群及語音、語調(diào)朗讀對話，并能進(jìn)行角色扮演·能夠依據(jù)正確的意群和語音、語調(diào)朗讀吳一凡和爺爺留給Robin的便條，理解便條內(nèi)容并完成讀后選圖活動及補全特性化便條的寫的活動詞匯·能夠聽、說、讀、寫五個食品飲料類單詞和詞組“tea,icecream,hamburger,salad,sandwich”以及五個描述食物特征的單詞“fresh,healthy,delicious,hot,sweet”·能夠在模擬點餐對話時正確運用上述單詞，并能在有意義的語境中運用上述單詞描述食物或飲品的味道及其他特征·能夠在模擬點餐時運用上述單詞填寫菜單，或者依據(jù)圖片的提示填充合適的單詞描述食物或飲品語音·能夠駕馭字母組合ow在單詞中的發(fā)音規(guī)則，即ow在單詞中發(fā)/a/或//·能夠讀出符合ow發(fā)音規(guī)則的單詞；并能夠依據(jù)發(fā)音拼法出符合ow發(fā)音規(guī)則的單詞·能夠在單線上完成抄寫句子的活動，做到書寫規(guī)范正確情感看法、文化意識、學(xué)習(xí)策略目標(biāo)：·能夠保持健康的飲食習(xí)慣，堅持綠色生活·能夠了解中西方飲食方面的文化差異，如：餐具差異、餐桌禮儀、主食差異等·能夠在老師的幫助下總結(jié)名詞單、復(fù)數(shù)的改變規(guī)律，并學(xué)會利用規(guī)律記憶名詞的復(fù)數(shù)形式·能夠依據(jù)ow的發(fā)音規(guī)則拼讀、拼法單詞課時支配第一課時：PartALet’stry＆Let’stalk其次課時：PartALet’slearn＆Role-play第三課時：PartALet’sspell第四課時：PartBLet’stry＆Let’stalk第五課時：PartBLet’slearn＆Look,writeandsay第六課時：PartBReadandwrite＆Let’scheck＆Let’swrapitup

Thefirstperiod(第一課時)PartALet’stry&Let’stalk?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Let’stry·使學(xué)生對核心句型在聽覺上有所感知，并完成聽錄音、選詞補全句子的練習(xí)Let’stalk·學(xué)生能夠在圖片和老師的幫助下理解對話大意·學(xué)生能夠依據(jù)正確的意群及語音、語調(diào)朗讀對話，并能夠進(jìn)行角色表演·學(xué)生能夠在情景中運用句型“—Whatwouldyouliketoeat/drink?—I’dlike…”詢問并回答自己想要吃什么、喝什么·學(xué)生能夠在語境中理解新單詞“sandwich,drink”和“thirsty”的意思，并能夠正確發(fā)音?教學(xué)重點1.學(xué)生能夠聽、說、認(rèn)讀單詞“drink”和“thirsty”。2.學(xué)生能夠駕馭四會句子“Whatwouldyouliketoeat/drink?”并能用“I’dlike…”作答。?教學(xué)難點學(xué)生能夠在情景中敏捷運用所學(xué)句型談?wù)撽P(guān)于“飲食”的話題。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻、單詞卡片、人物頭飾等。Teachingpurpose美麗而輕快的歌曲快速地活躍課堂氣氛，不僅讓學(xué)生反復(fù)感知核心句型，而且通過選擇歌曲中出現(xiàn)的食物，為Let’Teachingpurpose美麗而輕快的歌曲快速地活躍課堂氣氛，不僅讓學(xué)生反復(fù)感知核心句型，而且通過選擇歌曲中出現(xiàn)的食物，為Let’stry板塊掃清障礙，起到“一石三鳥”的作用。然后通過視察、探討主情景圖，導(dǎo)入本單元的話題。Step1:Warm-up&Lead-in1.Greetings.2.Enjoythesong—Whatwouldyouliketoeattoday?(出示課件)(1)Playthesongforthefirsttime.Studentsonlyenjoy,andthentrytofollowittosing.(2)Playthesongagain.Askstudentstochoosethewordsthatappearinthesong.Theteacherticksorcrossesthewordsafterstudentssaythewords.3.Lead-in.Showthepictureofthemainsceneonpage22onthePPT.(出示課件)Thesentencesofthepicturearecovered.T：Look!ThisisSarah’sfamily.Theyarereadyfordinner.Whataretheytalkingabout?Sarah’smother’sfavouritefoodissalad.Sarah’sfatherlikessandwiches.Oh,theyaretalkingaboutfood.Writedownthetopic“Unit3Whatwouldyoulike?”ontheblackboard.Step2:PresentationTeachingpurpose引導(dǎo)學(xué)生進(jìn)行預(yù)料，培育學(xué)生的聽力技巧。1.Teachingpurpose引導(dǎo)學(xué)生進(jìn)行預(yù)料，培育學(xué)生的聽力技巧。T：Sarahishungry.(Dotheactionof“hungry”.)Whatwouldsheliketoeat?Readthecontentof“Let’stry”.(出示課件)Guesstheanswers.Studentssayouttheirguessing.Thentheteacherplaystherecording.(出示課件)Askstudentstotrytocatchthekeyinformation,suchasbread,chicken.Letstudentslistencarefullyandfillintheblanks.Thenchecktheanswerswithstudents.(課件出示：教材P24Let’stry板塊的聽力材料及答案)Askstudentstoreadthesentenceswithanswers.話題很自然地從Sarah過渡到Sarah’sfather,呈現(xiàn)完整的對話，讓學(xué)生整體感知文本，提升學(xué)生的聽力實力和對文本的理解實力。Teachingpurpose話題很自然地從Sarah過渡到Sarah’sfather,呈現(xiàn)完整的對話，讓學(xué)生整體感知文本，提升學(xué)生的聽力實力和對文本的理解實力。Teachingpurpose話題很自然地從Sarah過渡到Sarah’sfather,呈現(xiàn)完整的對話，讓學(xué)生整體感知文本，提升學(xué)生的聽力實力和對文本的理解實力。(1)LearnPicture1.(出示課件)①Listenandanswer.T：Lookatthepicture!Whataretheytalkingabout?Ss：Theyaretalkingaboutfood.T：Yes.Sarah’sfathercomesbackhome.Heisverytired.Ishehungry?Let’slistencarefully.Playtherecording.(課件出示：教材P24Let’stalk板塊的第一段音頻)Letstudentslistenandtrytoanswerthequestion.T：IsSarah’sfatherhungry?Ss：Yes,heis.②Watchandanswer.T：Sarahwouldlikesomebreadandchicken.Sarah’sfatherishungry.Whatwouldheliketoeat?Let’swatchthecartoon.Thentrytofindtheanswer.Playthecartoon.(課件出示：教材P24Let’stalk板塊的第一段視)Leadstudentstowatchandfindtheanswer.Showthepictureof“sandwich”andhelpstudentslearntheword“sandwich”(sand+wich=sandwich).(出示課件)Askstudentstopayattentiontothepronunciation.T：NowI’mSarah’smother,andyouareherfather.Iaskandyouanswer.Whatwouldyouliketoeat?Ss：Asandwich,please.Thenexchangetheroles.Theteacherwritesdownthesentencesontheblackboard.Atthesametime,studentsreadthemaloud.Teachingpurpose通過讓學(xué)生細(xì)致視察圖片，培育學(xué)生的視察實力和邏輯思維實力。以water引出thirsty和drink的學(xué)習(xí)。然后讓學(xué)生帶著任務(wù)觀看文本視頻，通過找出問題的答案，引導(dǎo)他們學(xué)習(xí)核心句型，培育他們的閱讀技巧。Teachingpurpose通過讓學(xué)生細(xì)致視察圖片，培育學(xué)生的視察實力和邏輯思維實力。以water引出thirsty和drink的學(xué)習(xí)。然后讓學(xué)生帶著任務(wù)觀看文本視頻，通過找出問題的答案，引導(dǎo)他們學(xué)習(xí)核心句型，培育他們的閱讀技巧。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.(課件出示：教材P24Let’stalk板塊的其次段視頻)T：Whatwouldyouliketodrink?Ss：I’dlikesomewater.Explainthat“I’dlike…”equalsto“Iwouldlike…”andteachstudentstoreadthetwosentencepatterns.Thenwritethemdownontheblackboard.Studentspracticethesesentencepatternsontheblackboardaftertheteacher.Teachingpurpose本環(huán)節(jié)旨在強化學(xué)生對文本的閱讀及理解。在語境中落實核心句型的運用，確保學(xué)生能正確而流暢地朗讀。3.Teachingpurpose本環(huán)節(jié)旨在強化學(xué)生對文本的閱讀及理解。在語境中落實核心句型的運用，確保學(xué)生能正確而流暢地朗讀。(1)Readaftertherecording.Theteacherplaystherecording.(出示課件)Studentsreadafteritandpayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Boysreadfirst,thengirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.(2)Role-play.First,theteachercanmakeamodel.Thenstudentsworkinpairs.Itcanbedonebetweentheteacherandstudentsorboysandgirls.(3)Actoutthedialogues.Letstudentsactoutthedialogueswiththeheadwears.Praisethestudentswhodoagoodjobandthencorrectthemistakes.Encouragemorestudentstoparticipate.Step3:PracticeTeachingpurpose先供應(yīng)食物和飲品類單詞、詞組作為語言支架，引導(dǎo)學(xué)生表達(dá)自己所需，后利用Teachingpurpose先供應(yīng)食物和飲品類單詞、詞組作為語言支架，引導(dǎo)學(xué)生表達(dá)自己所需，后利用“開火車”嬉戲進(jìn)行問與答的練習(xí)，逐步深化，大大地降低操練難度，能夠更好地提升學(xué)生的參加度和參加熱忱，激發(fā)學(xué)生的愛好。反復(fù)的操練可以強化學(xué)生對目標(biāo)句型的理解與駕馭。T：Look,thesewordslosetheirways.Canyouhelpthemfindtheirhouses?Studentsfinishthetask.Checktheanswerstogether.(出示課件)Helpstudentssaysomesentenceswiththesentencepattern“I’dlikesome…”accordingtothewordsabove.2Askandanswer.Showthepictureof“Askandanswer”.（出示課件）StudentsaskandansweraccordingtothePPT.Theycandolikethis：A：Whatwouldyouliketoeat?B：I’dlikesome…A：Whatwouldyouliketodrink?B：I’dlikesome…Studentscanplaythegame“Driveatrain”topractice.Thefirststudentasks,andthesecondstudentanswers.Thentheycanexchange.Step4:Consolidation&Extension1.Makeanewdialogue.Studentsworkingroupsoffour.Teachingpurpose讓學(xué)生在情景中合理運用所學(xué)詞匯和句型創(chuàng)編寫新的對話，運用所學(xué)語言學(xué)問進(jìn)行交際，培育學(xué)生的語言綜合運用實力。與此同時，升華學(xué)生的情感，讓學(xué)生體會父母辛苦工作的不易，從而關(guān)切和尊敬父母。Teachingpurpose讓學(xué)生在情景中合理運用所學(xué)詞匯和句型創(chuàng)編寫新的對話，運用所學(xué)語言學(xué)問進(jìn)行交際，培育學(xué)生的語言綜合運用實力。與此同時，升華學(xué)生的情感，讓學(xué)生體會父母辛苦工作的不易，從而關(guān)切和尊敬父母。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.(課件出示：不同職業(yè)的爸爸媽媽辛苦工作的圖片)Leadstudentstocareforandlovetheirparents.?板書設(shè)計?作業(yè)設(shè)計1.Copythekeysentences.2.Practicethedialogues.3.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè))?教學(xué)反思1.本節(jié)課以學(xué)生為本，以問題為導(dǎo)向，逐步引導(dǎo)學(xué)生自主學(xué)習(xí)，圓滿完成學(xué)習(xí)任務(wù)。2.教學(xué)設(shè)計流程清楚，各環(huán)節(jié)之間過渡自然，具有層次感，有效地利用各種資源，激發(fā)了學(xué)生的愛好，提高了課堂的教學(xué)效率。3.通過視察圖片、預(yù)料情景，培育了學(xué)生的視察實力和邏輯思維實力。4.整節(jié)課突出語言的語用功能。通過創(chuàng)設(shè)合理的情景，幫助學(xué)生在情景中運用所學(xué)語言，培育了學(xué)生的語言綜合運用實力。5.通過拓展和延長，培育學(xué)生的情感看法及價值觀。6.板書設(shè)計重點突出，簡明扼要，給學(xué)生語言的輸出供應(yīng)了支架，對課堂教學(xué)起到了很好的協(xié)助作用。?TeachingContents&TeachingAimsLet’stry·BeabletoperceivethekeysentencepatternsofPartAandfinishthelisteningtask.Let’stalk·Beabletounderstandthemainideasofthedialogueswiththehelpofthepicturesandtheteacher.·Beabletoreadthedialoguesaccordingtothecorrectpronunciation,intonationandsensegroupandactthemout.·Beabletousethekeysentencepatternstoaskandanswerinrealsituations.·Beabletounderstandthenewwordsinthecontextandpronouncethemcorrectly.?TeachingPriorities·Beabletolisten,speakandreadthewords“drink,thirsty”.·Beabletomasterthesentence“Whatwouldyouliketoeat/drink?”andanswerwiththesentencepattern“I’dlike…”?TeachingDifficulties·Beabletousethesentencepatternstotalkaboutthetopicofdietintherealsituationflexibly.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Enjoythesong—Whatwouldyouliketoeattoday？3.Lead-in.Showthepictureofpage22.1.Greetings.2.Enjoythesongandchoosethewordsthatappearinthesong.3.Lookatthepicture.Createapleasantlearningatmosphere.Activatestudents’learninginterest.Helpstudentsperceivethekeysentencepatterns.Leadinthenewlesson.Presentation1.Let’stry.Leadstudentstoguess.Playtherecording.Checktheanswerswithstudents.Guesstheanswers.Listentotherecordingandfillintheblanks.Checktheanswerswiththeteacher.Cultivatestudents’listeningskillsbyleadingstudentstopredict.2.Let’stalk.(1)LearnPicture1.①Listenandanswer.Showthepicture.Askaquestion.Playtherecording.②Watchandanswer.Askaquestiontoleadstudentstounderstandthedialogue.Playthecartoon.Teachtheword“sandwich”andthekeysentences.①Listentotherecordingandanswerthequestion.②Watchthecartoonandanswerthequestion.Learntheword“sandwich”andthekeysentences.Helpstudentsgetanoverallperceptionofthedialogue.Improvetheirabilitiesoflisteninganddeepentheirunderstandingofthetext.Enhancetheirimpressionofthekeysentencepatternseffectively.(2)LearnPicture2.①Observethepictureandanswer.Showthepictureandaskquestions.Leadstudentstothink.Teachthewords“thirsty,drink”withwordcardsandactions.②Watchandanswer.Playthecartoon.Teachthekeysentencepatternsandexplainthat“I’dlike…”equalsto“Iwouldlike…”Lookatthepictureandwatchthecartoon.Answerthequestions.Learnthewords“thirsty,drink”，thekeysentencepatterns“—Whatwouldyouliketodrink?—I’dlike…”andunderstandthat“I’dlike…”equalsto“Iwouldlike…”Cultivatestudents’observationandlogicalthinkingabilitiesbythepicture.Helpstudentsfindoutthekeyinformationbywatchingthecartoon.Usequestionstoleadstudentstolearnthekeysentencepatterns.Cultivatestudents’readingskills.（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurpos