教學(xué)內(nèi)容：Unit 3 Part A Let’s talk & Let’s try
教學(xué)目標(biāo) ：
1、能夠完成聽(tīng)錄音填單詞的活動(dòng)。
2、能夠用正確的語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話,并能進(jìn)行角色表演。
3、在圖片和教師的幫助下理解對(duì)話大意。
4、在情景中運(yùn)用句型What wuld yu like t eat/drink? I’d like ... 詢問(wèn)并回答某人想要吃/喝什么。
5、了解中西方飲食方面的文化差異。
教學(xué)重點(diǎn) ：
詢問(wèn)和回答三餐所吃食物的句型：What d yu have fr lunch tday？I have……
教學(xué)難點(diǎn)：
What wuld yu like fr lunch？和What d yu have fr lunch tday？的不同用法。
教學(xué)準(zhǔn)備：
多媒體課件、教學(xué)圖片
教學(xué)過(guò)程 ：
1. Warm-up （熱身）
播放本單元歌曲《What D Yu Have fr Lunch？》，向?qū)W生呈現(xiàn)本課教學(xué)內(nèi)容，讓學(xué)生在欣賞歌曲的同時(shí)感知本節(jié)課的新語(yǔ)言。
2. Presentatin （新課呈現(xiàn)）
教師根據(jù)學(xué)生的理解情況可再隨意說(shuō)些句子讓學(xué)生理解What wuld yu like fr lunch？和What d yu have fr lunch tday？的不同用法。
以下內(nèi)容僅供參考：
A：I’d like tfu, green beans and cabbage fr lunch. But n green beans tday.
B：What d yu have fr lunch tday？
A：I have cabbage and tfu.
啟發(fā)學(xué)生比較What d yu have fr lunch tday？和What wuld yu like fr lunch？的不同, 說(shuō)出What d yu have fr lunch tday？的功能。
情景對(duì)話
教師將所學(xué)食物卡片拿在手中，請(qǐng)一名學(xué)生任意抽取1、2張單詞卡片，然后說(shuō)：Here’s yur lunch. What d yu have fr lunch tday？啟發(fā)這名學(xué)生根據(jù)單詞卡片的內(nèi)容用I have…來(lái)回答問(wèn)題。 以上活動(dòng)進(jìn)行幾輪以后，教師將What d yu have fr lunch tday？I have…進(jìn)行板書。 以接龍的形式讓學(xué)生依次抽卡片操練What d yu have fr lunch tday？I have…的語(yǔ)言結(jié)構(gòu)。
Let’s talk
學(xué)生自己試著朗讀對(duì)話。
教師播放錄音，學(xué)生跟讀句子。
啟發(fā)學(xué)生說(shuō)說(shuō)What abut yu？的意思和用法。
學(xué)生分角色表演對(duì)話。
Exercise （練習(xí)） Listen and tick r crss
教師播放Let’s try部分的錄音，學(xué)生做出正確判斷。
3. Practice
Listen，number and match
教師播放學(xué)生活動(dòng)手冊(cè)P18—3的錄音，學(xué)生聽(tīng)錄音完成練習(xí)。 共同核對(duì)答案。
Let’s play （ 趣味操練） Talk and match
學(xué)生兩人一組用What d yu have fr lunch tday？I have…談?wù)摻裉斐缘奈绮?，然后根?jù)自己和對(duì)方回答的內(nèi)容將周圍食物連線至各自的餐盤內(nèi)。
Ask and write
啟發(fā)學(xué)生說(shuō)說(shuō)提問(wèn)早餐和晚餐吃什么的問(wèn)句：What d yu have fr breakfast/dinner？同時(shí)板書顯示breakfast和dinner。 在問(wèn)答中完成表格，教師巡視指導(dǎo)。
4. Cnslidatin and Extensin 句子接龍
把全班學(xué)生分成八大組，每組的第一位學(xué)生問(wèn)第二位學(xué)生：“What wuld yu like t eat? ”，第二位學(xué)生說(shuō)：“I’d like …”，并問(wèn)第三位學(xué)生“What d yu like t eat?”，以此類推。
5. Summary
師生一起總結(jié)本節(jié)課學(xué)習(xí)的知識(shí)，學(xué)生說(shuō)一說(shuō)還有什么不懂的地方以及自己學(xué)習(xí)中遇到的困難。
6. Hmewrk
1. 將本節(jié)課學(xué)習(xí)的新單詞在四線三格內(nèi)抄寫六遍。
2. 聽(tīng)錄音，跟讀本部分內(nèi)容。
3. 在畫紙上畫出自己今天吃的早餐和午餐。
板書設(shè)計(jì)
Unit 3 What wuld yu like?
A. Let’s try Let’s talk
thirsty drink
I’m thirsty.
What wuld yu like t eat / drink? I’d like …
Here yu are.
Perid 1
Part A Let’s try & Let’s talk
Teaching Cntents & Teaching Aims
Let’s try
?Be able t perceive the key sentence patterns f Part A and finish the listening task.
Let’s talk
?Be able t understand the main ideas f the dialgues with the help f the pictures and the teacher.
?Be able t read the dialgues accrding t the crrect prnunciatin, intnatin and sense grup and act them ut.
?Be able t use the key sentence patterns t ask and answer in real situatins.
?Be able t understand the new wrds in the cntext and prnunce them crrectly.
Teaching Pririties
?Be able t listen, speak and read the wrds “drink, thirsty”.
?Be able t master the sentence “What wuld yu like t eat/drink?” and answer with the sentence pattern“I’d like…”
Teaching Difficulties
?Be able t use the sentence patterns t talk abut the tpic f diet in the real situatin flexibly.
Teaching Prcedures
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Enjy the sng—What wuld yu like t eat tday？
3. Lead-in. Shw the picture f page 22.
1. Greetings.
2. Enjy the sng and chse the wrds that appear in the sng.
3. Lk at the picture.
Create a pleasant learning atmsphere. Activate students’ learning interest. Help students perceive the key sentence patterns. Lead in the new lessn.
Presentatin
1. Let’s try.
Lead students t guess. Play the recrding. Check the answers with students.
Guess the answers. Listen t the recrding and fill in the blanks. Check the answers with the teacher.
Cultivate students’ listening skills by leading students t predict.
2. Let’s talk.
(1) Learn Picture 1.
①Listen and answer.
Shw the picture. Ask a questin. Play the recrding.
②Watch and answer.
Ask a questin t lead students t understand the dialgue. Play the cartn. Teach the wrd “sandwich” and the key sentences.
①Listen t the recrding and answer the questin.
②Watch the cartn and answer the questin. Learn the wrd “sandwich” and the key sentences.
Help students get an verall perceptin f the dialgue.
Imprve their abilities f listening and deepen their understanding f the text. Enhance their impressin f the key sentence patterns effectively.
(2) Learn Picture 2.
①Observe the picture and answer. Shw the picture and ask questins. Lead students t think. Teach the wrds “thirsty, drink” with wrd cards and actins.
②Watch and answer.
Play the cartn. Teach the key sentence patterns and explain that “I’d like…” equals t “I wuld like…”
Lk at the picture and watch the cartn. Answer the questins. Learn the wrds“thirsty, drink”， the key sentence patterns “—What wuld yu like t drink? —I’d like…” and understand that “I’d like…” equals t “I wuld like…”
Cultivate students’ bservatin and lgical thinking abilities by the picture. Help students find ut the key infrmatin by watching the cartn. Use questins t lead students t learn the key sentence patterns. Cultivate students’ reading skills.
3. Read and act.
Play the recrding and make a mdel.
Read after the recrding. Read tgether and read freely. Practice the dialgues and act them ut.
Help students read and understand the text. Cnslidate the use f the key sentence patterns in cntext. Make sure students read the dialgues crrectly and fluently.
Practice
1. Can yu find their huses? Shw tw huses and sme wrds.
2. Ask and answer.
Shw the picture f “Ask and answer”.
1. Help the wrds find their huses. Practice the sentence pattern “I’d like…” accrding t the wrds.
2. Practice the key sentence patterns thrugh the game.
Enhance students’ participatin. Aruse students’ learning interest and enthusiasm. Help them understand and grasp the key wrds and sentence patterns by a series f activities.
Cnslidatin
&
Extensin
1. Make a new dialgue.
2. Shw their new dialgues.
3. Emtinal educatin.
1. Wrk in grups t make dialgues.
2. Shw the dialgues.
3. Lk at these pictures and think.
Cultivate students’ cmprehensive language using abilities by letting them make up new dialgues and shwing. Achieve the emtinal gals by asking students t bserve the pictures and think.
Hmewrk
1. Cpy the key sentences.
2. Practice the dialgues.
3. D the exercises.

相關(guān)教案

小學(xué)英語(yǔ)人教版 (PEP)五年級(jí)上冊(cè)Unit 3 What would you like? Part B教案設(shè)計(jì)：

這是一份小學(xué)英語(yǔ)人教版 (PEP)五年級(jí)上冊(cè)Unit 3 What would you like? Part B教案設(shè)計(jì)，共4頁(yè)。教案主要包含了教學(xué)目標(biāo)，教學(xué)重難點(diǎn)，教學(xué)準(zhǔn)備，教學(xué)過(guò)程等內(nèi)容，歡迎下載使用。

小學(xué)英語(yǔ)人教版 (PEP)五年級(jí)上冊(cè)Unit 4 What can you do? Part B教案設(shè)計(jì)：

這是一份小學(xué)英語(yǔ)人教版 (PEP)五年級(jí)上冊(cè)Unit 4 What can you do? Part B教案設(shè)計(jì)，共5頁(yè)。教案主要包含了課時(shí)內(nèi)容，課時(shí)分析，課時(shí)重難點(diǎn)，教學(xué)準(zhǔn)備，教學(xué)過(guò)程等內(nèi)容，歡迎下載使用。

小學(xué)英語(yǔ)人教版 (PEP)五年級(jí)上冊(cè)Unit 4 What can you do? Part A教案設(shè)計(jì)：

這是一份小學(xué)英語(yǔ)人教版 (PEP)五年級(jí)上冊(cè)Unit 4 What can you do? Part A教案設(shè)計(jì)，共5頁(yè)。教案主要包含了課時(shí)內(nèi)容，課時(shí)分析，課時(shí)重難點(diǎn)，教學(xué)準(zhǔn)備，教學(xué)過(guò)程等內(nèi)容，歡迎下載使用。

英語(yǔ)朗讀寶

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人教版 (PEP)Unit 3 What would you like? Part A教學(xué)設(shè)計(jì)

人教版 (PEP)Unit 3 What would you like? Part A教學(xué)設(shè)計(jì)
人教版 (PEP)五年級(jí)上冊(cè)Unit 3 What would you like? Part B教學(xué)設(shè)計(jì)

人教版 (PEP)五年級(jí)上冊(cè)Unit 3 What would you like? Part B教學(xué)設(shè)計(jì)
英語(yǔ)五年級(jí)上冊(cè)Unit 3 What would you like? Part A第一課時(shí)教學(xué)設(shè)計(jì)

英語(yǔ)五年級(jí)上冊(cè)Unit 3 What would you like? Part A第一課時(shí)教學(xué)設(shè)計(jì)
人教版 (PEP)五年級(jí)上冊(cè)Unit 3 What would you like? Part B第四課時(shí)教案設(shè)計(jì)

人教版 (PEP)五年級(jí)上冊(cè)Unit 3 What would you like? Part B第四課時(shí)教案設(shè)計(jì)
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