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pep3 unit5 what would you like

   unit 5 what would you like?

教学内容:unit 5 a let’s talk    group work

教学目标:

1.知识与技能目标

a. 能够会说what would you like for dinner? i’d like….

                  what’ s for dinner ?.

       b. 能运用句型what would you like for dinner? i’d like…进行交流调查

   c . 能听懂会说wait and see.  everything’s ready.

2.情感态度目标:培养学生不挑食,珍惜粮食和营养搭配三餐的习惯

3.文化策略目标:关注中西方三餐食物的不同以及在食物询问交际中的礼仪

教学重难点:

     重点:what would you like for dinner? i’d like….的自然熟练的表达

     难点:everything’ ready.  wait and see.的恰当使用和重点句型的具体运用

学生情况分析:

     四(1)班的学生总体来说十分活泼,表演欲强,思维敏捷,有很扎实的英语基础,对新知识的接受力很强,总体口语不错,而且小组合作学习已经成为他们的习惯。

课前准备:

1. 教师准备厨师帽、相关的食物卡片、菜单、课件以及头饰

2.学生准备自己设计的菜单

板书设计:          unit 5 what would you like?

                    t: what’s for dinner?          s: fish and rice.

t: what would you like for dinner?     s: i’d like some…..

(具体内容呈现在课件上)

 

教学步骤                                            设计意图      

一.   热身/复习(warm-up/revision)

1.       sing a song “what would you like?”

2.       let’s chant: dinner is ready(chicken and fries……)

3.       review the words with sentences such as “do you like …. what do/would you like? are you hungry? can i have some…. .how much?

 

二.导入(presentation)/操练(drill

1.呈现课件:傍晚十分,一个房间的墙上挂着一个闹钟,指针指向6点,中间是依仗圆桌,上面有fish, rice

t: look! it’s 6 p.m. it’s time for dinner. what’s for dinner?

s: fish and rice.

2.再现chicken , milk

t: what’s for dinner?

s: chicken and milk.

3.再点击,没有图片出现

t: what’s for dinner? guess.

s1: noodles.3页,当前第1123

s2: beef.     s3 :…   s4 : ….

t: wait and see. (点击出现许多食物)

         what’s for dinner? what’s for dinner?

wait and see. wait and see.

与学生一起唱自编的歌谣,来理解掌握难点。

4.t: look. everything’ ready.(这时教师用课件发出肚子饿的声音)oh, i’m hungry. i’d like some fish, rice, and vegetables.(做吃饭的样子)mm, yummy. are you hungry?

s: yes (学生跃跃欲试)

老师拿出服务员的帽子戴上,手中拿着菜单。

t: now i’m a waitress. what would you like for dinner?

s1: i’d like some beef and hamburgers.

t: (根据学生的回答在菜谱上打勾)wait a moment. (做拿食物的样子)here you are.

5.继续用what would you like for dinner? 问其他同学。

6.t: who wants to be a waiter or a waitress?

s1: hello! what would you like for dinner.?

s2: i’d like some rice and fish.

s1:wait a moment. (做拿食物的样子)here you are.

多请几组。

7.group work 轮流当服务生

8.老师戴上rabbit头饰,问一服务生

t: i’m a rabbit, i’m hungry.

s1: what would you like, rabbit?

t: i’d like some carrots.

老师提示i’m a ….i’m hungry

学生与学生之间互相练习,抽查几组。

9.出示课件,闹钟调到早上六点

t: it’s 6 a.m. it’s time for dinner.

s: no

t: yes, it’s morning, it’s time for. breakfast

用直拼法教读breakfast

t: look!(课件)everything is ready. what would you like for breakfast?

s1: i’d like some milk, hamburgers, bread and beef.

t: wow! what a big breakfast!

      多问几位学生,引导全体学生说wow! what a big breakfast!

10.用相似的方法引出lunch以及句型。

11.group work: 用以学过的句型,调查三位同学的饮食

 

三、拓展、巩固(extension/consolidation

1.       呈现课件(生日图以及i’d like some….)

t: if today is your birthday, what would you like?

s1: i’d like some flowers

s2: i’d like some cakes and books.

2.       呈现课件(一个卖火柴的小女孩)

t: if you are the girl , what would you like?

s1: i’d like some chicken

s2: …

3.       呈现课件(一个捧着很多钱的人在思考)

t: if you have some money, what would you like?

s1: i’d like some…

4.       呈现课件,播放vcd,让学生边听边看

t: now, let’s listen to the vcd,and read after it.

  5.学生小组练习对话表演对话,抽组检查。

 

四. class over

1-2教学热身是英语课堂tpr教学方法的重要形式之一,教师采用歌曲歌谣来集中学生注意力,为进一步的学习奠定良好的基础。

3简单的问答,能让学生适应语感,有助于复习已学过的知识,为今天新对话的教学做好准备。

 

 

 

 

 

1-3创设情境,在情境中学习句型,易于理解,也激发了学生的学习兴趣,提高了他们的学习积极性。3页,当前第2123

 

 

 

 

 

 

 

 

 

4-6学生在创设的情境中学习,犹如在现实生活中一般。学生乐于学,轻松学,主动地学,使语言的实际运用得到了体现。

 

 

 

 

 

 

7培养小组合作精神,增强自信心,同时教师也可以在这时进一步了解学生情况,调整教学策略。

 

8在角色中体验语意

 

 

 

9-10利用渗透式教学,渗透相关的知识,在句型中学习新单词,为今后的教学做了铺垫,也扩充了学生的知识结构。

 

 

11.任务型教学是交际教学的具体体现。小组调查既检查了学生的掌握情况,也训练了他们的用语交际能力。

 

1-3简单形象明了的课件让学生明白老师的意图。学生利用自己想象力,具体运用新句型,既开发了学生的发散性思维,也拓宽了句型的运用范围,增强了语言的实际运用能力。

 

4-5从英语学科的实际特点出发,教师用课件再现教学内容,让学生犹如身临其境,培养其良好的用语习惯.原声语音的模仿,有助于培养学生优美的语感。上台真实的模仿情景表演,给学生一个体验成功的舞台,也能培养学生的表演能力和口语能力。

 

 3页,当前第3123