新课标PEP小学英语五年上册《Unit3PartBlet′slearn》教学设计

1、精品新课标PEP小学英语五年上册?Unit 3 Part B let's learn?教学设计第四课时【教学内容】这节课学习B局部的新内容。B局部的单词和句型是A局部的延伸，主要是根据喜好学习食物味道的说法。C. Story time局部主要把A、B两节课的内容编排成故事以让学生在生动的故事情节里感受语言的魅力。【教学设想】本课时学习的内容在每个小学生的家里都很常见，所以在教学中，教师们可以充分利用这种优势，让学生学习。教学方法可采用实物、图片、动作表情、当小明星、视听等来完成教学。【教学目标】1、知识目标：1能够听、说、认读healthy。并听、说、认读、写fresh、tasty、s

2、weet、sour、salty五个单词。2渗透单词favourite以降低下节课的难度.2、能力目标：(1)能够简单描述一些食物的味道，如：The apples are sweet. (2)能够听懂,跟唱歌曲“What Do You Have for Lunch？和歌谣。3、学习策略：在学习的过程中，注意培养学生的合作精神和竞争意识。引导学生以旧带新的方式自主学习，提高学生们的综合运用语言的能力。4、 文化目标：了解中国的传统美食。I like Chinese food /dumplings.   Theyre tasty . Theyre/Its my favourite

3、 food.二、教学重点、难点：    重点：掌握fresh、tasty、sweet、sour、salty等单词及句型Its tasty. Its my fovourite. 难点：学生能熟练书写四会单词及发准favorite, healthy, sour, salty。三、课前准备：单词卡片eggplant、cabbage、green beans、tomato、potato、fish、mutton、pork、tofu、及新单词healthy、fresh、tasty、sweet、sour、salty。图片假设干主要是以前出现过的蔬菜、饮料、点心、肉类、水果、等图片

4、。实物：苹果、垃圾食品：薯片、薯条、可乐。香蕉一个不新鲜的两个新鲜的。小块冰糖假设干、山查假设干、盐少许。教学课件、检测练习。【教学过程】  Step 1Warm-up1.Sing a song: What do you have for lunch？导入：Boys and girls，I have a nice song for you. “What do you have for lunch？Clap your hands, please. Lets sing together.设计意图：活泼课堂气氛，给学生营造和谐愉悦的英语学习气氛，渗透本节的知识点sweet、sal

5、ty以降低学习难度2、Free talk：歌毕紧接着歌词问“What do you have for lunch？学生自由答复两三组。3、Preview：师问“What do you have for dinner/lunch？示意学生根据老师出示的单词卡作答。设计意图：复习稳固本单元所学单词、句型便于本节课的综合运用4、School Menu：将刚刚复习的单词以Menu的形式投放导入：Here is a School Menu. What do you like best? I like tomatoes .Theyre my favourite. S1: I like tofu. T: M

6、e too. Its my favourite. S2: I like potatoes. T: Me too. Theyre my favourite.(设计意图:渗透Theyre / Its my favourite.自然导入Do you like apples？引出歌曲“An apple a day)Step2 Presentation1、单词导呈1healthy导入语：Do you like apples？Ss：Yes，I do. T: Me too. Theyre my favourite. Lets sing a song about apples. “An apple a day

7、 Lets enjoy the song. Clap your hands.(播放完毕)T: 重复歌词“An apple a day keeps the doctors away并投放字幕. Lets eat an apple a day. OK?(同时出示一苹果) Its healthy. We dont eat these things .出示不健康的实物或图片Theyre not healthy.(词卡)a、示范发音   b、操练可以采用多种形式如：read one by one、 read together等 c、书写  d、示范运用The apples

8、are healthy.  e、学生练习运用。教师可出示图片学生描述，如说得正确便将图片相赠。(2) fresh导入语：Look at the strawberries. They are (出示贴图成心拖长声音，引导学生用新知描述They are healthy.当学生做出正确的描述教师予以肯定.) Yes, they are healthy and very fresh. (紧接着出示实物一新鲜香蕉.) Look, the banana is fresh, too. (出示一不新鲜香蕉.)Is it fresh?(生答No.说明理解其意。)a、示范发音  b、操练可以采

9、用多种形式如：read one by one、 read together等 c、书写  d、示范运用The apples are fresh. e、学生练习运用。教师可出示图片学生描述，如说得正确便将图片相赠。最后出示香蕉图片3tasty导入语：T: Do you like bananas? Ss: Yes, I like bananas. T: Me too. They are my favourite. Can I have a banana? Ss: Sure. T: Yummy! Its very tasty.(品过之后表现出很好吃的样子.接着给程度较好的一个学生品尝另一新

10、鲜香蕉)Is it tasty? S1: Tasty! Its tasty.、示范发音  b、操练  c、书写  d、示范运用The bananas are tasty.  e、学生练习运用。教师可出示图片学生描述，如说得正确便将图片相赠。4sweet课件导入：Look the sugar. Its tasty, that for sure. And its very sweet. I have some sugar. Lets share. OK? (出示冰糖并品尝)  T: Is it sweet?  S1: Sweet, its

11、 sweet.、示范发音  b、操练  c、书写  d、示范运用The apples are sweet.  e、学生练习运用。教师可出示图片学生描述，如说得正确便将图片相赠。(5) sour实物导入:Do you like sweet things? Ss: Yes. Me too. Theyre my favourite. Look at them. Are they sweet? Ss: No, they arent. T: Let me taste them. (放入口中品尝) Oh, sour, its sour. I dont like th

12、em. Theyre too sour.、示范发音  b、操练  c、书写  d、示范运用The grapes are sour.  e、学生练习运用。教师可出示图片学生描述，如说得正确便将图片相赠。(6) salty课件导入:(一袋盐) Is it sweet? Ss: No.  Is it sour?  Ss: No.Its salty. I have some salt here. Please taste it .Oh, salty, Its salty.、示范发音  b、操练  c、书写  d、

13、示范运用The beef is salty.  e、学生练习运用。教师可出示图片学生描述，如说得正确便将图片相赠。(设计意图:呈现形式的多样化,操练形式的灵活化,使同学们乐于参与,教具的直观运用及亲身感受使学生很容易明白其意，给予学生学习的信心。)2、听读正音:1Look at the board. Lets read the new words. (边带读边贴图点出句型Theyre    Its .  )2Listen to the tape.a、Listen to the tape and point the words.b、Read after t

14、he tape.c、Lets listen again. You can read with the tape.3合作学习：a、 Now, read in your groups, I have 2 mandates for you. Lets take a look. (投放合作要求学生认真阅读) Ill give you 2 minutes.b、Who reads best in you group?(检查交流)设计意图：采用小组合作的方式去认读和检查单词。给他们创造一种轻松愉快、生动活泼的气氛，使他们充分发挥主观能动性，积极思维，踊跃参活动。活动前教师要提出具体要求，活动内容、

15、达成目标等。通过兵教兵的形式，互相促进、共同开展。Step3 Practice1、Game 针对听说的训练：看口型猜单词导入：Look at my mouth and guess which word. 师示范一组马上交由学生操作。2、Game  (针对认读设计此训练：哪个单词丧失了)投放课件：There are four word here, try to remember them. Then answer: which word is missing? (进行三组练习)设计意图：由机械操练过渡到意义操练，鼓励学生在准确模仿的根底上到达熟练运用，到达听说认读。3、Lets cha

16、ntExcellent! You did very well. Lets have a rest. Let chant .要求学生根据节奏边拍手边唱歌谣设计意图：本环节起到承上启下的作用，它既总结了前面新授及操练的内容又承接了下面要拓展的内容。还使已有些疲劳的学生得到了片刻的休息，给课堂注入了新的活力。 Step4 Production导入：Now, There are many pictures in your groups.(新授时评价发于学生的图片) Ill give you 3 minutes and talk about in your groups. You can ta

17、lk like this. T: What do you like?  T: I like tofu. Its healthy. (师自问自答做示范) Lets begin.a、学生运用本节语言讨论，教师巡视并参与讨论。b、交流检查。设计意图：联系学生实际生活，展开话题最终到达学以致用。目的是通过一定的语言情景，让学生在完成任务的过程中把语言知识转化为语言技能。Step5 Progress：一、       听音，标号。苹果   茄子     鱼 

18、0;    食盐     葡萄    冰淇淋图片(  )    (  )     (  )     (  )      (  )      (  )(听力材料：1、I like apples. They are healthy.&

19、#160; 2、Look at the eggplant. Its very fresh.  3、I like fish. Its tasty. Its my favourite.  4、The salt is very salty.  5、I dont like grapes.They are sour.  6、Look at the ice- cream，Its my favourite. Its sweet.)(设计意图:稳固当堂所学的内容,检测本节课的学习效果,训练学生听力技巧)二、 找出不属于同类的单词，并将代号添到前面的括号中。&#

20、160; 1、A.  grape    B. pear       C. banana     D. egg  2、A.  sweet    B. sour       C. tofu       D. salty  3、A.  pork  

21、0;  B. chicken    C. mutton     D. tasty  4、A.  healthy   B. potato     C. fresh      D. sweet三、将以下句子补充完整。   1、I like        .西红柿Its   

22、      .新鲜的         2、What do you have for lunch？We have        .(鱼)  The fish is very      好吃的  3、The grapes are         

23、;  .酸的备注：如假设时间不够用，此环节可用小组合作的形式完成。并对自己或成员做出正确的评价。设计意图：稳固当堂课所学内容，稳固语言知识的读写练习让学生完成检测性练习，检测本堂课的学习效果。练习的内容由浅入深、由简单到复杂。Homework：1、 仔细听录音认真模仿，下节课相互交流，看谁发音最标准。2、  采访周围的老师或朋友喜欢什么食物及原因。NameFavourite foodWhy Zhang Peng   chicken      tasty      设计意图：口头、笔头作业兼顾。目的是复习稳固已学内容训练语言根本技巧的练习。【板书设计】Unit 3  What's your