人教PEP版五年級上冊英語Unit 3 What would you like單元整體教學(xué)設(shè)計（教案）

第第頁人教PEP版五年級上冊英語Unit3Whatwouldyoulike?單元整體教學(xué)設(shè)計主備人輔備人上課時間課時6審核人單元主題Unit3Whatwouldyoulike?單元子主題及課時安排學(xué)情分析（知識基礎(chǔ)、認(rèn)知特點(diǎn)、生活經(jīng)驗(yàn)）學(xué)生通過三、四年級的學(xué)習(xí)，已有一些食物類(juice,egg,milk,bread,cake,fish,rice,water,beef,chicken,noodles,soup,vegetables等）詞匯基礎(chǔ)。在四年級上冊也已熟悉了關(guān)鍵句型CanIhavesomewater?Whatwouldyoulike?I’dlikesome...Helpyourself.等。因此本課教學(xué)可通過對舊知的復(fù)習(xí)，逐步過度到新知，引導(dǎo)下進(jìn)行思考，討論，并主動將新舊知識組合在一起成為一個整體。該單元話題貼合學(xué)生生活實(shí)際，與學(xué)生日常飲食息息相關(guān)，在新授過程中應(yīng)當(dāng)注意滲透合理飲食，營養(yǎng)均衡這一健康理念。單元教材分析本單元學(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(diǎn)餐的場景來展開的。教學(xué)重點(diǎn)是能夠聽、說、讀、寫核心句型“—Whatwouldyouliketoeat/drink?—I’dlike...”“—What’syourfavouritefood？—Ilove...They’redelicious.”；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”。單元總目標(biāo)本單元結(jié)束時學(xué)生能夠：能夠聽、說、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...”詢問并回答某人想要吃什么、喝什么；以及運(yùn)用句型“—What’syourfavouritefood/drink?—Ilove...”詢問并回答最喜歡的食物或飲品能夠理解對話大意，按照正確的意群及語音、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(diǎn)餐對話時正確使用上述單詞，并能在有意義的語境中運(yùn)用上述單詞描述食物或飲品的味道及其他特征能夠掌握字母組合ow在單詞中的發(fā)音規(guī)則，即ow在單詞中發(fā)/au/或/?u/;能夠讀出符合ow發(fā)音規(guī)則的單詞,并能夠根據(jù)發(fā)音拼寫出符合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)范正確能夠在教師的幫助下總結(jié)名詞單、復(fù)數(shù)的變化規(guī)律，并學(xué)會利用規(guī)律記憶名詞的復(fù)數(shù)形式通過參與本單元開展的活動，能夠保持健康的飲食習(xí)慣，堅(jiān)持綠色生活。第1課時課時內(nèi)容PartALet’stry&Let’stalk上課時間審核人教材分析[What]主要內(nèi)容/主題意義本單元的重要話題是食物。本課時Let'stry部分通過一段聽力進(jìn)行舊知復(fù)習(xí)，為學(xué)習(xí)新知搭好語言支架。Let’stalk通過爸爸下班回家，一家人用晚餐時的對話情景，讓學(xué)生感知重點(diǎn)句型及其語用情景。[Why]文本意圖本課時為第三單元第一課時A部分的對話課。主要圍繞Whatwouldyouliketoeat?I’dlikesome...句型展開教學(xué)活動。要求學(xué)生能夠聽懂、會說這些對話，并在實(shí)際情境中進(jìn)行運(yùn)用。[How]文本結(jié)構(gòu)/語言修辭在三年級上冊Unit5Let’seat!已經(jīng)學(xué)習(xí)過句型I’dlikesomejuice,please.Hereyouare.I’mhungry!CanIhavesomewater,please?在四年級上冊Unit5Dinner’sready已經(jīng)學(xué)習(xí)過句型Whatwouldyoulike?I’dlikesomesoupandbread,please.Helpyourself.等句型。本課時核心語言Whatwouldyouliketoeat/drink?是對前面句型的延伸和拓展。教學(xué)目標(biāo)Let’stry部分，學(xué)生能夠?qū)诵木湫驮诼犛X上有所感知，并能夠完成聽錄音、選詞補(bǔ)全句子的練習(xí)Let’stalk部分，學(xué)生能夠在圖片和教師的幫助下理解對話大意；通過豐富的課堂活動，能夠按照正確的意群及語音、語調(diào)朗讀對話，并能夠進(jìn)行角色表演，能夠在情景中運(yùn)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”和“thirsty”的意思，并能夠正確發(fā)音教學(xué)重難點(diǎn)學(xué)生能夠掌握四會句子“Whatwouldyouliketoeat/drink?”并能用“I’dlike...”作答。2.學(xué)生能夠在實(shí)際情景中靈活運(yùn)用所學(xué)句型談?wù)撽P(guān)于“飲食”的話題。教具準(zhǔn)備PPT課件、課文錄音、視頻、單詞卡片、人物頭飾教學(xué)過程個性修改Step1:Warm-up&Lead-in1.Greetings.2.Enjoythesong—Whatwouldyouliketoeattoday?(出示課件)(1)Playthesongforthefirsttime.(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:Presentation1.Let’stry.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)Encouragestudentstoreadthesentenceswithanswers.2.Let’stalk.(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)Studentswatchandfindtheanswer.Showthepictureof“sandwich”andhelpstudentslearntheword“sandwich”(sand+wich=sandwich).(出示課件)Remindstudentstopayattentiontothepronunciation.T：NowI’mSarah’smother,andyouareherfather.Iaskandyouanswer.Whatwouldyouliketoeat?Ss：Asandwich,please.Thenexchangetheroles.Theteacherwritesdownthesentencesontheblackboard.Atthesametime,studentsreadthemaloud.(2)LearnPicture2.(出示課件)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板塊的第二段視頻)T：Whatwouldyouliketodrink?Ss：I’dlikesomewater.Explainthat“I’dlike...”equalsto“Iwouldlike...”andteachstudentstoreadthetwosentencepatterns.Thenwritethemdownontheblackboard.Studentspracticethesesentencepatternsontheblackboardaftertheteacher.3.Readandact.(1)Readaftertherecording.Theteacherplaystherecording.(出示課件)Studentsreadafteritandpayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Boysreadfirst,thengirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.(2)Role-play.First,theteachercanmakeamodel.Thenstudentsworkinpairs.Itcanbedonebetweentheteacherandstudentsorboysandgirls.(3)Actoutthedialogues.Letstudentsactoutthedialogueswiththehead-wear.Praisethestudentswhodoagoodjobandthencorrectthemistakes.Encouragemorestudentstoparticipate.Step3:PracticeAskandanswer.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:Extension1.Makeanewdialogue.Studentsworkingroupsoffour.T：Nowourschoolisbuildingacanteeninourschool.Pleasehelpschooltomakeaninvestigationaboutyourclassmates’favouritefood.Thekeysentencepatternslearnedtodaywillhelpyou.First,I’llmakeamodelwithoneofyou.T：Whatwouldyouliketoeat/drink?S1：I’dlikesomebread/orangejuice.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.Step5:Sum-upSentencepatterns—Whatwouldyouliketoeat/drink?—I’dlike...Newwords:sandwich,thirsty作業(yè)1.Copythekeysentences.2.Practicethedialogues.板書設(shè)計教學(xué)反思第2課時課時內(nèi)容PartALet’slearn&Role-play&Let’swrapitup上課時間審核人教材分析本課時由Let’slearn和Role-play兩部分組成。在Let’slearn部分通過Sarah和Mum在餐廳用餐的情境呈現(xiàn)了5個新詞匯“icecream,tea,hamburger,sandwich,salad”以及核心句型”—Whatwouldyouliketoeat?—I’dlikeasandwich,please.”通過第一課時學(xué)習(xí)的鋪墊，學(xué)生對于核心句型已經(jīng)較為熟悉，因此重點(diǎn)可通過創(chuàng)設(shè)符合情境的對話引出生詞。另外，icecream,hamburger,sandwich,salad在之前課堂中也已經(jīng)出現(xiàn)過，重點(diǎn)可以放在幫助學(xué)生鞏固記憶詞形、發(fā)音和單復(fù)數(shù)變化上。單詞tea是第一次出現(xiàn)的生詞，詞形較為簡單，在新授時可適當(dāng)融入一些文化元素。Let’swrapitup部分通過兩欄表格對比，呈現(xiàn)了英語中可數(shù)名詞變復(fù)數(shù)的兩種形式（直接加-s和加-es),與本課時內(nèi)容關(guān)聯(lián)度大，可作為練習(xí)鞏固拓展。教學(xué)目標(biāo)Let’slearn部分，學(xué)生能夠聽、說、讀、寫五個食物飲品類單詞和詞組“icecream,tea,hamburger,sandwich,salad”；能夠在語境中正確運(yùn)用這五個單詞和詞組模擬點(diǎn)餐并填寫菜單學(xué)生能夠總結(jié)名詞單數(shù)變復(fù)數(shù)的基本規(guī)則，并根據(jù)要求完成Let’swrapitup的表格Role-play部分，學(xué)生能夠在語境中正確運(yùn)用這五個單詞及詞組，在模擬點(diǎn)餐對話時，能夠?qū)懗鱿鄳?yīng)食物和飲品的名稱教學(xué)重難點(diǎn)能夠聽、說、讀、寫并熟練運(yùn)用五個食物飲品類單詞和詞組“icecream,tea,hamburger,sandwich,salad”,并能夠在語境中熟練運(yùn)用核心句型及所學(xué)詞匯。理解英文中一些可數(shù)名詞變復(fù)數(shù)詞尾加-es的規(guī)律教具準(zhǔn)備PPT課件?課文錄音教學(xué)過程個性修改Step1:Warm-up&Lead-in1.Greetings.2.Quickresponse.ShowsomewordsandphrasesonthePPTonebyoneandaskstudentstoreadoutthewordsandthephrasesquicklyandloudly.Step2:Presentation1.Learntheword“sandwich”.Pointtothelastwordandask：What’sthis?Ss：Sandwich.T：Right.It’s“sandwich”.Playtherecordingof“sandwich”.(出示課件)Studentsreadafterit.AndthenshowdifferentkindsofsandwichesonthePPT.T：Look!Whatarethese?Pleasereadtogether.T：Allthesearesandwiches.The“es”sounds/?z/.And“sandwiches”isthepluralformof“sandwich”.Theteacherwritesdowntheword“sandwich”ontheblackboard.Andstudentsreaditseveraltimesafterthetape.Thenreadthewordonebyone.T：(withactions)I’mhungry.I’dlikeasandwich.AndI’mthirsty.I’dlikesomeorangejuice.Iwillgotoarestaurantwithmyfriends.Look!Thisismyorder.Myorder.T：You’rewaiter.Whatwillyouaskme?Studentsasktheteacherquestionslike“Whatwouldyouliketoeat?”or“Whatwouldyouliketodrink?”Ss：Whatwouldyouliketoeat?T：I’dlikeasandwich,please.Ss：Whatwouldyouliketodrink?T：I’dlikesomeorangejuice.…2.Learnthewords“hamburger”and“tea”.ShowaboyandagirlonthePPTandintroducethem.(課件出示：Tom和Sarah的圖片)T：TheyaremyfriendsTomandSarah.Theyarehungryandthirsty,too.Theygototherestaurantwithme.Look,thisisTom’sorder.Theteacherplaystherecordingof“hamburger”.(出示課件)Studentsfollowittoread.Thentheteachershowssomepicturesofhamburgers.T：(Pointtothebeefhamburger.)What’sthis?Ss：It’sabeefhamburger.T：(Pointtothechickenhamburger.)What’sthis?Ss：It’sachickenhamburger.Askboysandgirlstoread.Writedowntheword“hamburger”ontheblackboard.T:(Pointtoallthehamburgers)Whatarethese?Ss:They’rehamburgers.Writedownthepluralformofhamburger.T：Tomisfullnow.Buthe’sthirsty.Hewouldlikesometea.Playtherecordingof“tea”andwriteitdownontheblackboard.(出示課件)Studentsreadafterit.Thentheteachershowsthepicturesof“greentea”and“blacktea”.(出示課件)Encouragestudentsreadthem.T：NowyouareTom.Iaskandyouanswer.OK?Ss：OK.T：Whatwouldyouliketoeat,Tom?Ss：I’dlikeahamburger,please.T：Whatwouldyouliketodrink?Ss：I’dlikesometea.Encouragestudentstopracticethedialoguebetweenboysandgirlsandthenexchangetheroles.3.Learn“salad”and“icecream”.T：I’dlikeasandwichandsomejuice.Tomwouldlikeahamburgerandtea.HowaboutSarah?Look,thisisherorder.T：WhatwouldSarahliketoeat?Canyouguess?Askstudentstoguess.Trytoaskmorestudentstoanswer.Thenremovethefirstcover.Studentslearntoreadtheword“salad”aftertherecording.(出示課件)Writedowntheword“salad”ontheblackboard.Thenshowthepicturesofsalad.Studentspracticereadingitineverygroup.PointtoSarah’sorderandask.T：WhatelsewouldSarahlike?Let’shavealook.Removethesecondcover.Encouragestudentstoread“icecream”aftertherecording.(出示課件)Thenexplain“ice”and“cream”andwritedownthephraseontheblackboard.Studentspracticeingroups.EncouragestudentstopracticethekeysentencepatternsbetweenthegroupsaccordingtoSarah’sorder.Theycandolikethis：GroupOne：Whatwouldyouliketoeat,Sarah?GroupTwo：I’dlikesomesaladandicecream.T：WhatwouldSarahliketodrink?Guess.Ss：…Removethethirdcoverandmakeafunnyface.T：Nothing!Sheisn’tthirsty.Haha!4.Readandact.(1)Studentsreadthedialogueaftertherecording.(課件出示：教材P25Let’slearn板塊的音頻)Thenreadtogether.Payattentiontothepronunciationandtheintonation.(2)Studentspracticethedialogueinpairs.(3)Actoutthedialogue.Step3:PracticeRole-play(課件出示：教材P25Role-play板塊的圖片)T：Look!ZoomandZiparetalkingaboutfoodanddrinks.Theycanwritetheirorders.Canyou?Nowtrytotalkwithyourpartnerandwritedownyourpartner’sorder.3.ShowtimeAsksomestudentstoshowtheirowndialoguesinclassaccordingtotheordersin“Pairwork”.Step4:Extension1.Alittlewaiter/waitress.Studentsworkingroups.Chooseonestudentasawaiter/waitress.Theothersarecustomers.Theteachergivesoutamenutoeverygroup.Askstudentstoorderdishes.Theteachercanmakeamodel.2.Actoutthedialogues.Asksomegroupstoactout.Studentschoosethebestwaiter/waitressandthebestcustomer.3.Emotionaleducation.Showsomepicturesoffoodanddrinks.(出示課件)Helpstudentsknowthehealthyfoodandtheunhealthyfood.Askstudentstohaveahealthydiet.Step5:Sum-upKeywords:sandwich(sandwiches),hamburger(hamburgers),tea,salad(既可以是可數(shù)名詞salads，也可以是不可數(shù)名詞）,icecream(當(dāng)單個冰激凌的時候?yàn)榭蓴?shù)icecreams，集合名詞時不可數(shù)）Keysentencepatterns:—Whatwouldyouliketoeat/drink?—I’dlike...作業(yè)1.Listentotherecordingof“Let’slearn”3times.2.Copythenewwordsandkeysentencepatterns.板書設(shè)計教學(xué)反思第3課時課時內(nèi)容PartALet’sspell上課時間審核人教材分析本課時主要介紹了常見字母組合ow在單詞中的發(fā)音，即ow在單詞中通常有兩種發(fā)音/a?/和/??/。示例詞匯中的cow,flower,wow,yellow,window都是接觸認(rèn)讀過的，對于學(xué)生來說難度不高，因此在新授時可更偏重于新授down,slow,snow.由于語音知識本身較為枯燥，因此，為增加語音學(xué)習(xí)的趣味性，可通過發(fā)現(xiàn)示例詞匯間的練習(xí)，創(chuàng)建一個簡短的小故事來逐一呈現(xiàn)目標(biāo)詞匯，并且通過分組PK的方式提高學(xué)生學(xué)習(xí)興趣。要重視引導(dǎo)學(xué)生通過自己的朗讀和思考去發(fā)現(xiàn)ow字母組合的發(fā)音規(guī)律。該過程中，教師宜采用鼓勵性評價語，使得學(xué)生能夠在學(xué)習(xí)過程中獲得成就感。通過Listen,circleandsay部分檢測學(xué)生的掌握程度，并及時進(jìn)行教學(xué)調(diào)整。Listen,writeandsay部分應(yīng)鼓勵學(xué)生自行通過發(fā)音規(guī)則，嘗試拼寫出橫線上的詞匯。評價方式，可采用同桌之間互相批改，集體訂正的方式。教學(xué)目標(biāo)學(xué)生能夠通過聽例詞發(fā)音，觀察例詞結(jié)構(gòu)中共有的特征，學(xué)習(xí)ow在單詞中的發(fā)音規(guī)則/a?/&/??/學(xué)生能夠根據(jù)ow的發(fā)音規(guī)則讀出新單詞，并能夠根據(jù)發(fā)音拼寫出符合規(guī)則的單詞學(xué)生能夠在單線上正確規(guī)范地書寫句子教學(xué)重難點(diǎn)學(xué)生能夠掌握字母組合ow在單詞中的發(fā)音，能夠讀準(zhǔn)Let’sspell板塊的例詞，并完成本部分的練習(xí)。學(xué)生能夠自主發(fā)現(xiàn)并總結(jié)ow的發(fā)音規(guī)則，并根據(jù)發(fā)音規(guī)則讀出新單詞。教具準(zhǔn)備PPT課件、課文錄音、視頻、單詞卡片教學(xué)過程個性修改Step1:Warm-up&Lead-in1.Greetings.2.Lead-in.Showsomepicturesoffoodanddrinksandaskstudentstopracticethekeysentencepatterns.(出示課件)T：Whatwouldyouliketoeat/drink?Ss：…(課件出示：一頭奶牛、一些鮮花和一些青草的圖片)T：Whatwouldthecowliketoeat,flowersorgrass?Ss：…Step2:Presentation1.Lookandfind.Showapictureofacowwiththeword“cow”onthePPTandask,“What’sthis?”(出示課件)Thenshowapictureofsomeflowerswiththeword“flower”andsay,“Wow!Therearesomeflowers.Howbeautiful!”(出示課件)Atlast,showapicturewiththeword“down”.Inthepicture,agirlsitsdownbesidetheflowers.(出示課件)Andsay,“Thegirllikesflowers.Shesitsdownandenjoysthebeautifulflowers.”Leadstudentstofindtherule：Allthesewordsincludethelettercombination“ow”.Emphasize“ow”withredcolour.(課件出示：開著窗戶的房子圖片，窗外有一棵樹，樹上有黃葉和一只蝸牛；單詞“window,yellow,slow”)T：Whatcanyousee?(Pointtothewindowinthepicture.)Ss：Icanseeawindow.T：Great!Andwecanseesomeyellowleavesandasnail.Thesnailisslow.Dotheactiontoexplaintheword“slow”.T：Winteriscoming.Whatcanwesee?(課件出示：冬天雪花紛飛的場景和單詞“snow”)Ss：Snow./雪。T：Super!Wecanseewhitesnow.Leadstudentstofindtherule：Allthesewordsincludethelettercombination“ow”.2.Listenandfind.(課件出示：教材P26Let’sspell板塊第一部分的單詞)T：Findthesamelettersinthesewords,boysandgirls!Ss：Theyallhave“ow”.T：Yes!Dotheymakethesamesound?Let’slisten.Andthendiscusswithyourpartners.Theteacherplaystherecordingof“Read,ListenandChant”.(出示課件)Studentslistentotherecordingandrepeat.Aftertheirdiscuss,teacherencouragesstudentstoanswerthequestion.Ss：No!Theymakethesoundsof/a?/and/??/.Giveevaluationsandwritedownthewordswithsoundsontheblackboard.Emphasize“ow”withredcolour.3.Read,listenandchant.(課件出示：教材P26Let’sspell板塊第一部分的圖片)Leadstudentstoreadthesewordslikethis：cow—/k/-/a?/flower—/f/-/l/-/a?/-/?/wow—/w/-/a?/down—/d/-/a?/-/n/slow—/s/-/l/-/??/snow—/s/-/n/-/??/yellow—/j/-/e/-/l/-/??/window—/w/-/?/-/n/-/d/-/??/Explainthepronunciationmethodsandhelpstudentsknow/a?/and/??/throughthevideoonteachingphoneticsymbols(forexample,aBBCvideoonteachingphoneticsymbols).Theteacherplaystherecordingofthechantof“Let’sspell”.(出示課件)Studentslistentothechantandrepeat.Afterreadingtogether,studentspracticeitbetweenboysandgirls.Step3:Practice1.Listen,circleandsay.(課件出示：教材P26Let’sspell板塊第二部分的內(nèi)容)Encouragestudentstoreadthewordsbythemselvesfirst.Thenplaytherecording.(出示課件)Studentslistenandcircle.Inviteastudenttosharetheanswersandthereasons.Playtherecordingagain.(出示課件)Checktheanswerstogether.Encouragestudentstoreadallthesewordsagain.(課件出示:教材P26Let’sspell板塊第二部分的聽力材料及答案)2.Listen,writeandsay.(課件出示：教材P26Let’sspell板塊的第三部分的內(nèi)容)Encouragestudentstoobservethepicturesandguesstheanswers.Thenplaytherecording.(出示課件)Studentslistentotherecordingandtrytowritedowntheanswers.Playtherecordingagain.(出示課件)Checkanswerswithstudents.(課件出示：教材P26Let’sspell板塊第三部分的聽力材料及答案)Thenencouragestudentstoreadthesentencestogetherandtochooseonesentencefromabovetowritedownontheline.Step4:ExtensionActivity:AmIright?Takeoutthewordcardswiththelettercombination“ow”.Asksomestudentstoreadoutthewordsloudlyonebyone.Ifsomeoneisright,theotherstudentssay“Yes.”Ifsomeoneiswrong,theotherstudentssay“No.”Thentheyreadouttherightpronunciationloudly.Playthegamelikethis:Theteachershowsthecardandsomeonesays：cow—/ka?/?Ss：Yes!Theteachershowsthecardandsomeonesays：snow—/sna?/?Ss：No!/sn??/.Step5:Sum-up“ow”has2sounds:/a?/and/??/作業(yè)Readthewordsof“Let’sspell”afterclass.Writethewordsonyourexercisebookwithoutreferringtothetextbook.3.FinishPartAexercisesonyourworkbook.板書設(shè)計教學(xué)反思第4課時課時內(nèi)容PartBLet’stry&Let’stalk&Let’scheck上課時間審核人教材分析本課時分為兩個部分，Let'stry和Let'stalk。Let'stry板塊是為核心句型What'syourfavoritefood/drink？而設(shè)計的聽的活動，旨在使學(xué)生能夠借助圖片及指令語的提示聽懂簡短對話，抓住關(guān)鍵信息，提高聽的能力。本活動的目的是使學(xué)生對新句型在聽覺上有所感知，并完成聽錄音將人物與他們喜歡的飲料連線的活動，為進(jìn)入BLet'stalk板塊的對話學(xué)習(xí)做好準(zhǔn)備。Let'stalk部分學(xué)習(xí)的核心句型是What'syourfavouritefood?Ilove...They’redelicious.詢問并回答最喜歡的事物。教材通過Sarah與張鵬看菜單的情景介紹他們喜歡的食物，請學(xué)生感知上述句型的語義及語用情景。學(xué)生在三年級上冊，四年級上下冊都分別學(xué)習(xí)了蔬菜和食物的單詞，為本課時介紹最愛的食物奠定一定的單詞基礎(chǔ)。在通過PartA的學(xué)習(xí)之后，學(xué)生已具備了相關(guān)的詞匯量。在教學(xué)過程中，教師應(yīng)引導(dǎo)學(xué)生注意養(yǎng)成良好的飲食習(xí)慣，提醒學(xué)生多吃健康的蔬菜瓜果，不暴飲暴食等。教學(xué)目標(biāo)1.聽懂、理解Let’stry中的內(nèi)容，并根據(jù)錄音完成聽力活動。2.從聽覺上感知B部分的核心句型，為進(jìn)入對話學(xué)習(xí)做好準(zhǔn)備，理解對話大意，按照正確的意群及語音、語調(diào)朗讀對話，并進(jìn)行角色扮演。3.在情景中運(yùn)用句型“—What’syourfavouritefood/drink?—Ilove…They’redelicious.”詢問并回答最喜歡的食物。4.在語境中理解新單詞“delicious”的意思，并正確發(fā)音。5.運(yùn)用句型“What’syourfavouritefood?”完成調(diào)查活動并嘗試進(jìn)行口頭匯報。教學(xué)重難點(diǎn)重點(diǎn)：學(xué)生能夠聽、說、認(rèn)讀單詞“favourite”，掌握四會句子“What’syourfavouritefood/drink?”并能做出相應(yīng)的回答。難點(diǎn)：學(xué)生能夠在情景中靈活運(yùn)用所學(xué)句型談?wù)撽P(guān)于“最喜愛的食物或飲品”的話題。教具準(zhǔn)備PPT課件?課文錄音?視頻、人物頭飾等。教學(xué)過程個性修改Step1:Warm-up1.Greetings.2.Playagame.Showapicturewithacover.(出示課件)T：I’mhungry.I’dlikesomethingtoeat.Canyouguessthefood?S1：Salad?S2：Hamburgers?T：Yes,you’reright.Ilove…3.Lead-in.Dotheactionof“thirsty”.T：I’mthirsty.I’dlikesomethingtodrink.Canyouguessthedrink?S1：Milk?S2：Water?…T：Yes,you’reright.Ilove…SarahandZhangPengarethirsty,too.Whatwouldtheyliketodrink?Step2:Presentation1.Let’stry.T：Nowturntopage27.Whatcanyouseein“Let’stry”?Ss：Icanseefourpictures.T：Whatarethey?Andwhoarethey?Ss：Milk,grapejuice.ZhangPengandSarah.T：ZhangPengandSaraharethirsty.Whatwouldtheyliketodrink?Guesstheanswers.(課件出示：教材P27Let’stry板塊的內(nèi)容)Studentssharetheirguessing.Thentheteacherplaystherecording.(出示課件)Askstudentstotrytocatchthekeyinformation,suchasZhangPeng-grapejuice,Sarah-milk.Studentslistencarefullyandmatch.Theteachercheckstheanswerswithstudents.(課件出示：教材P27Let’try板塊的答案)2.Let’stalk.(1)Learntheword“favourite”.T：ZhangPengishungry.AndI’mhungry,too.Ilikenoodles.Ilikenoodles.T：SoIcansay“Myfavouritefoodisrice.”Writedown“favourite”ontheblackboardandhelpstudentslearntheword.Splitthewordintosyllablestoteachtheword.Theemphasisisonthefirstsyllableoftheword.Letstudentspracticethewordsyllablebysyllable.(2)Learnthekeysentencepatterns.Showpicturesofmilk,juiceandwater.(出示課件)T：Myfavouritedrinkismilk.What’syourfavouritedrink?Ss：Myfavouritedrinkis…/Ilove…Boysaskandgirlsanswerwiththehelpofthepictures.Thenexchange.Showpicturesofnoodles,sandwichesandrice.(出示課件)T：Myfavouritefoodisrice.What’syourfavouritefood?Ss：Myfavouritefoodis…/Ilove…Dividestudentsintotwogroups.GroupOneasksandGroupTwoanswerswiththehelpofthepictures.Thenexchange.Writedownthesentencepatterns“—What’syourfavouritefood/drink?—Myfavoritefood/drinkis/Ilove…”ontheblackboard.(3)Learn“Let’stalk”.①Watchandanswer.T：SarahandZhangPengaretalkingaboutwhattoeat.What’sSarah’sfavouritefood?What’sZhangPeng’sfavouritefood?Doyouknow?Let’swatchthecartoon.Playthecartoonandaskstudentstowatchitcarefully.（出示課件）T：What’sSarah’sfavouritefood?Ss：Fish.T：What’sZhangPeng’sfavouritefood?Ss：Noodles.Learntheword“delicious”.T：Goodjob!AndIlikenoodles,too.Ilikebeefnoodles.They’redelicious.Helpstudentslearntheword“delicious”.Splitthewordintosyllablestoteachtheword.Theemphasisisonthesecondsyllableoftheword.Showthepictureof“beefnoodles”.(出示課件)Pretendtotasteandsay,“Wow!Delicious!”Thenasksomestudentsto“taste”andencouragethemtosay“Delicious!”Makeadialogue.Thentheteacherandstudentsstartadialoguelikethis：T：What’syourfavouritefood?(Painttothepictureof“beefnoodles”.)Ss：Beefnoodles.T：Why?Ss：Theyaredelicious.Readandanswer.Askstudentstoreadthedialoguesilentlywiththequestion：Whatdotheyhavetoday?Checktheanswerwithstudents.3.Readandact.(1)Theteacherplaystherecording.(課件出示：教材P27Let’stalk板塊的音頻)Studentsreadafteritandpayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Afterthat,boysreadandgirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.(2)Pairwork.Studentspracticethedialoguewiththeirpartners.(3)Actout.Takeouttheheadwear.Asksomestudentstoactoutthedialogueandpayattentiontothepronunciationandtheintonation.Praiseandcorrectintime.Encouragemorestudentstoparticipate.Step3:Practice1.Pairwork.Showpicturesoffoodanddrinksandthekeysentence“What’syourfavouritefood/drink?”onthePPT.(出示課件)AccordingtothePPT,studentsaskandanswerwiththeirpartners.2.FinishLet’scheckonPage30.3.Investigateandreport.(課件出示：教材P27Let’stalk板塊第二部分的表格)(1)Studentsworkingroupsoffour.Oneplaystheroleofareporterandaskstheothersabouttheirfavouritefoodanddrinks,andthenfillsintheform.Theteachercanmakeamodel.(2)Makeareport.Askseveral“reporters”toreportthefindingsoftheinvestigation.Makeamodel：Sarah’sfavouritefoodisfish.Herfavouritedrinkismilk.Mike’sfavouritefoodis…Hisfavouritedrinkis…Step4:Extension1.Look,askandanswer.Showthreepicturesofdifferentfood/drinks/animals.(出示課件)Ask：What’syourfavouritefood/drink/animal?Studentschooseonetoanswer.Thenstudentscanaskandanswerwiththeirpartners.Atlastactout.Showsomenounstohelpstudentsmakedialogues,suchasfruit,colour,bookandsoon.2.Emotionaleducation.Showsomepicturesandgiveemotionaleducation：Cherishfood!Don’tbepickyaboutyourfood.(課件出示：學(xué)校餐廳有學(xué)生浪費(fèi)食物的情景)Step5:Sum-upLet’smakeasummary.作業(yè)1.Practicethedialogueandaskyourfamilyabouttheirfavouritefoodanddrinks.2.Dotheexercises.板書設(shè)計教學(xué)反思第5課時課時內(nèi)容PartBLet’slearn上課時間審核人教材分析What：該課時描述了Sarah最喜愛的食物味道以及其特征的單詞。Why：通過該課時的學(xué)習(xí)，學(xué)生能夠用更多的詞匯表達(dá)食物的味道及其特征。How：該課時圍繞描述食物味道及特征的單詞展開“fresh,healthy,delicious,hot，sweet”。教學(xué)目標(biāo)1.聽、說、讀、寫五個描述食物味道及特征的單詞“fresh,healthy,delicious,hot，sweet”。2.在語境中正確運(yùn)用這五個單詞描述食物或飲品。3.練習(xí)和鞏固BLet’slearn板塊的詞匯。4.根據(jù)食物圖片的提示描述自己最喜歡的食物，并描述這種食物的特征或味道。5.理解并運(yùn)用有關(guān)食物味道及特征的相關(guān)句子。教學(xué)重難點(diǎn)重點(diǎn)：學(xué)生能夠聽、說、讀、寫并熟練運(yùn)用五個描述食物味道及特征的單詞“fresh,healthy,delicious,hot，sweet”。難點(diǎn)：學(xué)生能夠在語境中熟練運(yùn)用所學(xué)詞匯及核心句型描述食物。教具準(zhǔn)備PPT課件?課文錄音?單詞卡片、水果實(shí)物等。教學(xué)過程個性修改Step1:Warm-up1.Greetings.2.Freetalk.T：What’syourfavouritefood?S1：Myfavouritefoodissalad.What’syourfavouritefood?S2：Myfavouritefoodisbeef.What’syourfavouritefood?S3：Myfavouritefoodisnoodles.What’syourfavouritefood?…Step2:PresentationT：Todayismybirthday.Sarah,Mike,AmyandJohnaremyfriends.AndIwillinvitethemtohavedinner.Look,Iboughtmanythings.(Takeoutabigbag.)What’sinthebigbag?Doyouwanttoknow?Let’shavealook.Learntheword“healthy”.Takeoutsomeapplesfromthebigbag.T：Whatarethese?Ss：Apples.T：Right！Sarah’sfavouritefruitisapples.Becausetheyarehealthy.Theteachershowsacardwiththeword“healthy”andreadsthewordthreetimesslowly.Studentsreadaftertheteacher.Theteacheremphasizesitspronunciationoftheendofthewordandwritesitdownontheblackboard.Leadstudentstocomparethetwowords:healthy(adj.),health(n.).Practice“healthy”groupbygroup.T：Anappleadaykeepsthedoctoraway.Let’seatanappleaday,becauseit’shealthy.Learntheword“fresh”.Takeoutsomeorangeswithgreenleaves.T：Mike’sfavouritefruitisoranges.Canyouseethegreenleaves?Theyarefresh.Theteachershowsacardwiththeword“fresh”andreadsthewordthreetimesslowly.Studentsreadaftertheteacher.Theteachershowstwoapples.Oneisfresh,andtheotherisn’tfresh.Helpstudentssay：Thisappleisfresh.Thisoneisn’tfresh.Thentheteacherwritesdown“fresh”ontheblackboard.Practice“fresh”betweenboysandgirls.Learntheword“delicious”.Takeoutsomepicturesofbeef.T：John’sfavouritefoodisbeef,becauseit’sdelicious.Theteachershowsacardwiththeword“delicious”andreadsthewordthreetimesslowly.Studentsreadaftertheteacher.Theteachersplitsthewordintosyllablestoteachtheword.Theemphasisisonthesecondsyllable.T：Beefisdelicious.Chickenisdelicious,too.Thenwritedown“delicious”ontheblackboard.Practice“delicious”onebyone.Learntheword“hot”.Askstudentstoreadtheword.Thentakeoutsomepicturesofchilies.T：Look!ChiliesareAmy’sfavouritevegetable.Thenpretendtotasteandsay,“Wow!Sohot!Theyarehot!”Askstudentstoguessthemeaningof“hot”andexplainitsothermeaningslikethis：It’shotinsummer.Thesoupishot.Thenwriteitdownontheblackboard.Practice“hot”inclass.Learntheword“sweet”.T：Sarah’sfavouritefruitisapples.Mike’sfavouritefruitisoranges.John’sfavouritefoodisbeef.Amy’sfavouritevegetableischilies.What’smyfavouritefood?Guess!Ss：…Takeoutanicecream.T:Look!Myfavouritefoodisicecream,becauseit’ssweet.Theteachershowsacardwiththeword“sweet”andreadsit.Studentsreadaftertheteacher.Takeoutacandy.T：Icecreamissweet.Thecandyissweet,too.Thenwritedown“sweet”ontheblackb