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视频标签：What would,you like
所属栏目：小学英语优质课视频
视频课题：小学英语人教版PEP五年级上册Unit3 What would you like
教学设计、课堂实录及教案：小学英语人教版PEP五年级上册Unit3 What would you like
教学设计
小学英语PEP五年级上册Unit3 What would you like?
一、设计思路
1、指导思想。
遵循《英语课程标准》要求，体现英语课程的工具性和人文性的双重属性，在为学生学习英语打好基础的同时，提高其语言运用能力，加强对学生综合素质的培养。五年级的学生已经学了两年英语，有一定的经验和基础。由于他们活泼好动，对新事物有着强烈的好奇心，探索知识的欲望很强烈，尤其有着很强的表现欲。因此教学中应采取灵活多样的教学形式。本单元学习的主题是饮食，通过孩子和父母在家用餐以及在餐厅点餐的场景谈论自己喜欢的实物和饮品。主情景图通过展示Sarah一家用餐的情景以及学生们在学校餐厅里的对话，呈现本单元要学习的核心词汇和句型，并通过Zoom和Zip的对话渗透健康饮食的良好习惯。 2、教学目标。
(1).Language Skills语言技能
a.Students will be able to talk about their favorite food,fruits,vegetables.
b.Students will be able to use these sentences freely.
c.Students will be able to understand the dialogue and finish to tick right pictures,they can make a new dialogue. (2).语言知识
a.Students will be able to grasp these new words: Hamburger, sandwich, Salad, ice-cream, tea, fresh, healthy, delicious, hot, sweet.
b.According the pictures,students will be able to fill in the blanks with the words about food or drink. (3).情感态度
Students will be able to keep the balance diet and Cherish the food and water in the world. (4).文化意识
Students will be able to understand the difference of food between the China and western. (5).学习策略
a.Listen to the teacher and think independently critically. b.cooperate with peers. 3、教学重点与难点。
Important Points教学重点 (1),能够听，说，读，写句型：
What would you like to eat/drink? I’d like ... What’s your favorite food/drink? I love...
(2)，能够在情景中运用句型(1)What would you like to eat/drink? I’d like ...(2)What’s your favorite food/drink? I love... 询问并回答最喜
欢的食物或饮品。
Difficult Points 教学难点
(1).理解对话内容并完成创编活动。 (2).在真实情境中灵活运用所学内容。
二、教学准备
Teaching Aids: Video. PPT. Survey. Objects
三、教学过程
教学步骤
教师活动
学生活动 设计意图
时间 Warm-up & lead-in 1. Greetings. 2. Sing a song. 3. Play a game:
Brain storm:
What would you like ?
4.Lead-in:T shows some foods and ask:look at the foods and tell me what would you like to eat?(Teacher write it on the blackboard) I’d like... Teacher sum it:
What would you like to eat? I’d like a/an/some......
Ss answer: I’d like ... hamburger, hot-dog,sandwich,cake,rice,noodles....
Students answer the questions and get some food.
To warm up
To initiate Students learning motivation.
To attract the students interesting
1 3 1 Presentation T:Our friend is coming, Do you want to know: What would they
like to eat?
1. Let’s watch the video. 2. Students answer the questions:
(1)Who are they? (2)Where are they?
Students answer and teacher writes it on the blackboard. 3. Let’s watch the video again. (1).What’s Sarah’s father and mother favorite food?Why? (Her mother loves salad).(Her father loves sandwich,because sandwich is delicious.) (2).How to make a salad? 4.Let’s watch the video again.
(1).What would Mike like to Listen to T and answer the questions watch the video. Students answer the questions: (Teacher write it on the blackboard: salad is healthy.
Leading-in Grasp the key words of the dialogue. To lead the students understand the new words.
1 3 1 5
eat? Why?(He’d like salad, because salad is healthy.) (2).What would Chen Jie like to eat?(noodles) (3)What would Zoom like to eat?Why? (Ice-cream.because it’s ver y sweet.) 5.If you eat too much ice-cream.what happened? Don’t eat too much!(write it on the blackboard) 6.Show the food pyramid,teach the students keep a balanced diet. 7.Read the dialogue after the computer. 8.Read after teacher. 9.Read the dialogue in roles.(3groups) (Who wants to be Sarah?her mother?her father?Who wants to be Mike ?Chen Jie?Who wants to be Zoom?Zip?) 10.Let’s act out the dialogue! 11.Teacher tells some rules : Assessment(level,2,3) and pay attention to the flowing. (Pronunciation,intonation Expression,action,emotion ) 12.Students prepare the dialogue about 3minutes.
sandwich is delicious.) (Teacher write it on the blackboard: Ice-cream. It’s very sweet.) Ss:I will ill. Maybe I have stomachace. It’s terrible.
Students talk about with their desk-mates. Students read the dialogue in roles. Students recite the dialogue. To enhance Students understanding about the dialogue. To lead Students to read the dialogue fluently.
To lead students recite the dialogue.
2 2 3 3 Practice 1.Teacher prepares four scenes :Students choose one scene and show their new dialogue. 2.There are 6groups to act out their dialogue. 3.Teacher and students evaluate each others.(3stars,4stars,5stars) Students
make a new dialogue and write on their paper. Students show their new dialogue.
To enhance student’s
speaking skills and writing skills.
12
四、教学反思
本节课能整合第三单元A,B两部分内容，教学内容丰富，教学目标突出，教学环节层层相扣，活动设计较好，能很好地突破教学重、难点。课堂结构紧凑，老师富有激情、自信、洒脱，尽显亲和力，与学生互动良好。教学过程中通过文本内容了解每个人的喜好不同，鼓励学生个性发展。课堂上能为学生提供自主学习和直接交流的机会，鼓励学生通过实践、合作、探索等方式，发展听、说、读、写的综合能力。此外教学生学会保持饮食均衡，爱惜食物和珍惜水资源，达到本节课的教学目标。 不足之处：
1、学生自己读的较少，应鼓励学生自己多读.
2、让学生自己说喜欢吃什么，然后其他学生再评论好与不好？为什么？加强学生之间的相互评价！
3.加强学生英文书写能力。（作业：让学生为家人设计一份合理的菜谱）
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