五年级英语上册Unit3Whatwouldyoulike第一课时教案人教PEP

Page3Unit3Whatwouldyoulike?教材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绽开的。教学重点是能够听、说、读、写核心句型“—Whatwouldyouliketoeat/drink?—I’dlike…”“—What’syourfavouritefood？—Ilove…”；能够听、说、读、写五个食品饮料类单词和词组“tea,icecream,hamburger,salad,sandwich”以及五个描述食物特征的单词“fresh,healthy,delicious,hot,sweet”。教学目标学问与实力目标:句型·能够听、说、读、写句型“—Whatwouldyouliketoeat/drink?—I’dlike…”“—What’syourfavouritefood?—Ilove…”·能够在情景中运用句型“—Whatwouldyouliketoeat/drink?—I’dlike…”询问并回答某人想要吃什么、喝什么·能够在情景中运用句型“—What’syourfavouritefood/drink?—Ilove…”询问并回答最喜爱的食物或饮品·能够理解对话大意，依据正确的意群及语音、语调朗读对话，并能进行角色扮演·能够依据正确的意群和语音、语调朗读吴一凡和爷爷留给Robin的便条，理解便条内容并完成读后选图活动及补全特性化便条的写的活动词汇·能够听、说、读、写五个食品饮料类单词和词组“tea,icecream,hamburger,salad,sandwich”以及五个描述食物特征的单词“fresh,healthy,delicious,hot,sweet”·能够在模拟点餐对话时正确运用上述单词，并能在有意义的语境中运用上述单词描述食物或饮品的味道及其他特征·能够在模拟点餐时运用上述单词填写菜单，或者依据图片的提示填充合适的单词描述食物或饮品语音·能够驾驭字母组合ow在单词中的发音规则，即ow在单词中发/a/或//·能够读出符合ow发音规则的单词；并能够依据发音拼法出符合ow发音规则的单词·能够在单线上完成抄写句子的活动，做到书写规范正确情感看法、文化意识、学习策略目标：·能够保持健康的饮食习惯，坚持绿色生活·能够了解中西方饮食方面的文化差异，如：餐具差异、餐桌礼仪、主食差异等·能够在老师的帮助下总结名词单、复数的改变规律，并学会利用规律记忆名词的复数形式·能够依据ow的发音规则拼读、拼法单词课时支配第一课时：PartALet’stry＆Let’stalk其次课时：PartALet’slearn＆Role-play第三课时：PartALet’sspell第四课时：PartBLet’stry＆Let’stalk第五课时：PartBLet’slearn＆Look,writeandsay第六课时：PartBReadandwrite＆Let’scheck＆Let’swrapitup

Thefirstperiod(第一课时)PartALet’stry&Let’stalk▶教学内容与目标课时教学内容课时教学目标Let’stry·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Let’stalk·学生能够在图片和老师的帮助下理解对话大意·学生能够依据正确的意群及语音、语调朗读对话，并能够进行角色表演·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·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▶教学重点1.学生能够听、说、认读单词“drink”和“thirsty”。2.学生能够驾驭四会句子“Whatwouldyouliketoeat/drink?”并能用“I’dlike…”作答。▶教学难点学生能够在情景中敏捷运用所学句型谈论关于“饮食”的话题。▶教学打算1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。2.PPT课件、课文录音、视频、单词卡片、人物头饰等。Teachingpurpose美丽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’Teachingpurpose美丽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。然后通过视察、探讨主情景图，导入本单元的话题。Step1:Warm-up&Lead-in1.Greetings.2.Enjoythesong—Whatwouldyouliketoeattoday?(出示课件)(1)Playthesongforthefirsttime.Studentsonlyenjoy,andthentrytofollowittosing.(2)Playthesongagain.Askstudentstochoosethewordsthatappearinthesong.Theteacherticksorcrossesthewordsafterstudentssaythewords.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.Step2:PresentationTeachingpurpose引导学生进行预料，培育学生的听力技巧。1.Teachingpurpose引导学生进行预料，培育学生的听力技巧。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.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，提升学生的听力实力和对文本的理解实力。Teachingpurpose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，提升学生的听力实力和对文本的理解实力。Teachingpurpose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，提升学生的听力实力和对文本的理解实力。(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)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.Teachingpurpose通过让学生细致视察图片，培育学生的视察实力和逻辑思维实力。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，培育他们的阅读技巧。Teachingpurpose通过让学生细致视察图片，培育学生的视察实力和逻辑思维实力。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，培育他们的阅读技巧。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.(课件出示：教材P24Let’stalk板块的其次段视频)T：Whatwouldyouliketodrink?Ss：I’dlikesomewater.Explainthat“I’dlike…”equalsto“Iwouldlike…”andteachstudentstoreadthetwosentencepatterns.Thenwritethemdownontheblackboard.Studentspracticethesesentencepatternsontheblackboardaftertheteacher.Teachingpurpose本环节旨在强化学生对文本的阅读及理解。在语境中落实核心句型的运用，确保学生能正确而流畅地朗读。3.Teachingpurpose本环节旨在强化学生对文本的阅读及理解。在语境中落实核心句型的运用，确保学生能正确而流畅地朗读。(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:PracticeTeachingpurpose先供应食物和饮品类单词、词组作为语言支架，引导学生表达自己所需，后利用Teachingpurpose先供应食物和饮品类单词、词组作为语言支架，引导学生表达自己所需，后利用“开火车”嬉戏进行问与答的练习，逐步深化，大大地降低操练难度，能够更好地提升学生的参加度和参加热忱，激发学生的爱好。反复的操练可以强化学生对目标句型的理解与驾驭。T：Look,thesewordslosetheirways.Canyouhelpthemfindtheirhouses?Studentsfinishthetask.Checktheanswerstogether.(出示课件)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.Step4:Consolidation&Extension1.Makeanewdialogue.Studentsworkingroupsoffour.Teachingpurpose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，运用所学语言学问进行交际，培育学生的语言综合运用实力。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，从而关切和尊敬父母。Teachingpurpose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，运用所学语言学问进行交际，培育学生的语言综合运用实力。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.(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1.Copythekeysentences.2.Practicethedialogues.3.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶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.教学设计流程清楚，各环节之间过渡自然，具有层次感，有效地利用各种资源，激发了学生的爱好，提高了课堂的教学效率。3.通过视察图片、预料情景，培育了学生的视察实力和逻辑思维实力。4.整节课突出语言的语用功能。通过创设合理的情景，帮助学生在情景中运用所学语言，培育了学生的语言综合运用实力。5.通过拓展和延长，培育学生的情感看法及价值观。6.板书设计重点突出，简明扼要，给学生语言的输出供应了支架，对课堂教学起到了很好的协助作用。▶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.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurpos