五年級(jí)英語(yǔ)上冊(cè)Unit3Whatwouldyoulike第一課時(shí)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(guò)Sarah和父母在家用餐以及Sarah和張鵬在學(xué)校餐廳里點(diǎn)餐的場(chǎng)景來(lái)綻開的。教學(xué)重點(diǎn)是能夠聽、說(shuō)、讀、寫核心句型“—Whatwouldyouliketoeat/drink?—I’dlike…”“—What’syourfavouritefood？—Ilove…”；能夠聽、說(shuō)、讀、寫五個(gè)食品飲料類單詞和詞組“tea,icecream,hamburger,salad,sandwich”以及五個(gè)描述食物特征的單詞“fresh,healthy,delicious,hot,sweet”。教學(xué)目標(biāo)學(xué)問(wèn)與實(shí)力目標(biāo):句型·能夠聽、說(shuō)、讀、寫句型“—Whatwouldyouliketoeat/drink?—I’dlike…”“—What’syourfavouritefood?—Ilove…”·能夠在情景中運(yùn)用句型“—Whatwouldyouliketoeat/drink?—I’dlike…”詢問(wèn)并回答某人想要吃什么、喝什么·能夠在情景中運(yùn)用句型“—What’syourfavouritefood/drink?—Ilove…”詢問(wèn)并回答最喜愛的食物或飲品·能夠理解對(duì)話大意，依據(jù)正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，并能進(jìn)行角色扮演·能夠依據(jù)正確的意群和語(yǔ)音、語(yǔ)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(dòng)及補(bǔ)全特性化便條的寫的活動(dòng)詞匯·能夠聽、說(shuō)、讀、寫五個(gè)食品飲料類單詞和詞組“tea,icecream,hamburger,salad,sandwich”以及五個(gè)描述食物特征的單詞“fresh,healthy,delicious,hot,sweet”·能夠在模擬點(diǎn)餐對(duì)話時(shí)正確運(yùn)用上述單詞，并能在有意義的語(yǔ)境中運(yùn)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(diǎn)餐時(shí)運(yùn)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(yǔ)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(dòng)，做到書寫規(guī)范正確情感看法、文化意識(shí)、學(xué)習(xí)策略目標(biāo)：·能夠保持健康的飲食習(xí)慣，堅(jiān)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(huì)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(shí)支配第一課時(shí)：PartALet’stry＆Let’stalk其次課時(shí)：PartALet’slearn＆Role-play第三課時(shí)：PartALet’sspell第四課時(shí)：PartBLet’stry＆Let’stalk第五課時(shí)：PartBLet’slearn＆Look,writeandsay第六課時(shí)：PartBReadandwrite＆Let’scheck＆Let’swrapitup

Thefirstperiod(第一課時(shí))PartALet’stry&Let’stalk?教學(xué)內(nèi)容與目標(biāo)課時(shí)教學(xué)內(nèi)容課時(shí)教學(xué)目標(biāo)Let’stry·使學(xué)生對(duì)核心句型在聽覺上有所感知，并完成聽錄音、選詞補(bǔ)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(duì)話大意·學(xué)生能夠依據(jù)正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，并能夠進(jìn)行角色表演·學(xué)生能夠在情景中運(yùn)用句型“—Whatwouldyouliketoeat/drink?—I’dlike…”詢問(wèn)并回答自己想要吃什么、喝什么·學(xué)生能夠在語(yǔ)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(diǎn)1.學(xué)生能夠聽、說(shuō)、認(rèn)讀單詞“drink”和“thirsty”。2.學(xué)生能夠駕馭四會(huì)句子“Whatwouldyouliketoeat/drink?”并能用“I’dlike…”作答。?教學(xué)難點(diǎn)學(xué)生能夠在情景中敏捷運(yùn)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(shí)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(guò)選擇歌曲中出現(xiàn)的食物，為L(zhǎng)et’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(guò)選擇歌曲中出現(xiàn)的食物，為L(zhǎng)et’stry板塊掃清障礙，起到“一石三鳥”的作用。然后通過(guò)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(guò)渡到Sarah’sfather,呈現(xiàn)完整的對(duì)話，讓學(xué)生整體感知文本，提升學(xué)生的聽力實(shí)力和對(duì)文本的理解實(shí)力。Teachingpurpose話題很自然地從Sarah過(guò)渡到Sarah’sfather,呈現(xiàn)完整的對(duì)話，讓學(xué)生整體感知文本，提升學(xué)生的聽力實(shí)力和對(duì)文本的理解實(shí)力。Teachingpurpose話題很自然地從Sarah過(guò)渡到Sarah’sfather,呈現(xiàn)完整的對(duì)話，讓學(xué)生整體感知文本，提升學(xué)生的聽力實(shí)力和對(duì)文本的理解實(shí)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(guò)讓學(xué)生細(xì)致視察圖片，培育學(xué)生的視察實(shí)力和邏輯思維實(shí)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(guò)找出問(wèn)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(guò)讓學(xué)生細(xì)致視察圖片，培育學(xué)生的視察實(shí)力和邏輯思維實(shí)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(guò)找出問(wèn)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(qiáng)化學(xué)生對(duì)文本的閱讀及理解。在語(yǔ)境中落實(shí)核心句型的運(yùn)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(qiáng)化學(xué)生對(duì)文本的閱讀及理解。在語(yǔ)境中落實(shí)核心句型的運(yùn)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(yǔ)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(yǔ)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(wèn)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(qiáng)化學(xué)生對(duì)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(yùn)用所學(xué)詞匯和句型創(chuàng)編寫新的對(duì)話，運(yùn)用所學(xué)語(yǔ)言學(xué)問(wèn)進(jìn)行交際，培育學(xué)生的語(yǔ)言綜合運(yùn)用實(shí)力。與此同時(shí)，升華學(xué)生的情感，讓學(xué)生體會(huì)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(yùn)用所學(xué)詞匯和句型創(chuàng)編寫新的對(duì)話，運(yùn)用所學(xué)語(yǔ)言學(xué)問(wèn)進(jìn)行交際，培育學(xué)生的語(yǔ)言綜合運(yùn)用實(shí)力。與此同時(shí)，升華學(xué)生的情感，讓學(xué)生體會(huì)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(jì)?作業(yè)設(shè)計(jì)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(duì)應(yīng)課時(shí)作業(yè))?教學(xué)反思1.本節(jié)課以學(xué)生為本，以問(wèn)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(jì)流程清楚，各環(huán)節(jié)之間過(guò)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(guò)視察圖片、預(yù)料情景，培育了學(xué)生的視察實(shí)力和邏輯思維實(shí)力。4.整節(jié)課突出語(yǔ)言的語(yǔ)用功能。通過(guò)創(chuàng)設(shè)合理的情景，幫助學(xué)生在情景中運(yùn)用所學(xué)語(yǔ)言，培育了學(xué)生的語(yǔ)言綜合運(yùn)用實(shí)力。5.通過(guò)拓展和延長(zhǎng)，培育學(xué)生的情感看法及價(jià)值觀。6.板書設(shè)計(jì)重點(diǎn)突出，簡(jiǎn)明扼要，給學(xué)生語(yǔ)言的輸出供應(yīng)了支架，對(duì)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