Unit3 What would you like教学设计 第一课时

备课教师 班级 五年级 课题 教时 Unit3 What would you like? ( 1 ）教时 知识与技能： 教学 目标 学生能够在图片和教师的帮助下理解对话大意；学生能够按照正确的意群及语音、语调朗读对话，并能够进行角色表演。 过程与方法： 组织教学、复习检查、导入新课、操练、巩固、布置作业。 情感态度与价值观： 能够保持健康的饮食习惯，坚持绿色生活。 教学难点：学生能够在情景中灵活运用所学句型谈论关于“饮食”的话题。 教学方法：交际法、情景教学法、任务型教学法 教具准备：PPT课件、课文录音、视频、单词卡片、人物头饰等。 课 时：第 1 课时 教学过程： Step 1: Warm-up & Lead-in 1. Greetings. 2. Enjoy the song—What would you like to eat today?(出示课件) (1) Play the song for the first time. Students only enjoy, and then try to follow it to sing. (2) Play the song again. Ask students to choose the words that appear in the song. The teacher ticks or crosses the words after students say the words. 3. Lead-in. Show the picture of the main scene on page 22 on the PPT. (出示课件) The sentences of the picture are covered. T：Look! This is Sarah’s family. They are ready for dinner. What are they talking about? Sarah’s mother’s favourite food is salad. Sarah’s father likes sandwiches. Oh, they are talking about food. Write down the topic “Unit 3 What would you like?” on the blackboard. Step 2: Presentation 1. Let’s try. T：Sarah is hungry. (Do the action of “hungry”.) What would she like to eat? Read the content of “Let’s try”. (出示课件) Guess the answers. Students say out their guessing. Then the teacher plays the recording. (出示课件) Ask students to try to catch the key information, such as bread, chicken. Let students listen carefully and fill in the blanks. Then check the answers with students. (课件出示：教材P24 Let’s try板块的听力材料及答案) Ask students to read the sentences with answers. 话题很自然地从Sarah过渡到Sarah’s father, 呈现完整的对话，让学生整体感知文本，提升学生的听力能力和对文本的理解能力。 2. Let’s talk. (1)Learn Picture 1. (出示课件) ①Listen and answer. T：Look at the picture! What are they talking about? Ss：They are talking about food. T：Yes. Sarah’s father comes back home. He is very tired. Is he hungry? Let’s listen carefully. Play the recording. (课件出示：教材P24 Let’s talk板块的第一段音频) Let students listen and try to answer the question. T：Is Sarah’s father hungry? Ss：Yes, he is. ②Watch and answer. T：Sarah would like some bread and chicken. Sarah’s father is hungry. What would he like to eat? Let’s watch the cartoon. Then try to find the answer. Lead students to watch and find the answer. Show the picture of “sandwich” and help students learn the word “sandwich” (sand+ wich =sandwich). (出示课件) Ask students to pay attention to the pronunciation. T：Now I’m Sarah’s mother, and you are her father. I ask and you answer. What would you like to eat? Ss：A sandwich, please. Then exchange the roles. The teacher writes down the sentences on the blackboard. At the same time, students read them aloud. (2)Learn Picture 2. (出示课件) ①Observe the picture and answer. T：Sarah’s father is full now. But he is thirsty. What would he like to drink? T：(Point to the water.) Look! What’s this? Ss：Water!/A cup of water. T：Yes. Water! Sarah’s father is thirsty. What would he like to drink? Ss：Some water. T：Yes, he’d like some water. Say the words “thirsty” and “drink” in a tone of emphasis with some actions. Help students learn the words “thirsty” and “drink” with word cards and actions. ②Watch and answer. T：Now, you are Sarah’s father and I’m Sarah. Watch the cartoon and try to answer my question. (课件出示：教材P24 Let’s talk板块的第二段视频) T：What would you like to drink? Ss：I’d like some water. Explain that “I’d like…” equals to “I would like…” and teach students to read the two sentence patterns. Then write them down on the blackboard. Students practice these sentence patterns on the blackboard after the teacher. 3. Read and act. (1) Read after the recording. The teacher plays the recording. (出示课件) Students read after it and pay attention to the pronunciation and the intonation. Then students read together. Boys read first, then girls read. They can have a competition. At last, students read freely. (2) Role-play. First, the teacher can make a model. Then students work in pairs. It can be done between the teacher and students or boys and girls. (3) Act out the dialogues. Let students act out the dialogues with the headwears. Praise the students who do a good job and then correct the mistakes. Encourage more students to participate. Step 3: Practice 1 Can you find their houses? T：Look, these words lose their ways. Can you help them find their houses? Students finish the task. Check the answers together. (出示课件) Help students say some sentences with the sentence pattern “I’d like some…” according to the words above. 2 Ask and answer. Show the picture of “Ask and answer”. （出示课件） Students ask and answer according to the PPT. They can do like this： A：What would you like to eat? B：I’d like some… A：What would you like to drink? B：I’d like some… Students can play the game “Drive a train” to practice. The first student asks, and the second student answers. Then they can exchange. Step 4: Consolidation & Extension 1. Make a new dialogue. Students work in groups of four. T：Now try to make a new dialogue in your groups. First, I’ll make a model with one of you. T：Hi! Are you hungry/thirsty? S1：Yes. (I’m hungry/thirsty.) T：What would you like to eat/drink? S1：I’d like some bread/ orange juice. T：Here you are. S1：Thank you. 2. Show their new dialogues. Ask some groups to show their dialogues. Give evaluations to them. 3. Emotional education. Show some pictures. (课件出示：不同职业的爸爸妈妈辛苦工作的图片) Lead students to care for and love their parents. 作业： 1. Copy the key sentences. 2. Practice the dialogues. 3. Do the exercises. 板书设计： 教学成败得失及改进设想： 1.本节课以学生为本，以问题为导向，逐步引导学生自课后反思主学习，完成学习任务。 2.教学设计流程清晰，各环节之间过渡自然，具有层次感，有效地利用各种资源，激发了学生的兴趣，提高了课堂的教学效率。 3.通过观察图片、预测情景，培养了学生的观察能力和逻辑思维能力。 4.整节课突出语言的语用功能。通过创设合理的情景，帮助学生在情景中使用所学语言，培养了学生的语言综合运用能力。 5.通过拓展和延伸，培养学生的情感态度及价值观。 6.板书设计重点突出，简明扼要，给学生语言的输出提供了支架，对课堂教学起到了很好的辅助作用。