Unit 3What would you like -A-ppt课件-(含教案)-部级公开课-人教版pep五年级上册英语(编号：50b23).zip

A. Animals B. Toys C. Food and drink D. Clothes milk fishnoodles bread water rice vegetables orange juice chicken saladbeef souptea apple juice eggs cola coffee cakeice cream A. Animals B. Toys C. Food and drink D. Clothes C. Food and drink What are they talking about? Sarahs home A. Animals B. Toys C. Food and drink D. Clothes Sarahs home A. Animals B. Toys C. Food and drink D. Clothes C. Food and drink What are they talking about? 1.Who is hungry? 2. What would he like to eat? 3. What else would he like? 4. Why? Dad is hungry. Hed like a sandwich. Hed like some water too. Because hes thirsty. Whats this? Lets go and have dinner in this restaurant! Candy Cats Welcome to our restaurant. Come in, please. Sit down, please. Theres our menu. What would you like to eat? What would you like to drink? Just a minute. Heres your food. Heres your drink. Enjoy your dinner. We have yummy food. We have nice drinks. They are fresh. They are healthy. They are sweet. They are yummy. Welcome to our restaurant. Come in, please. Sit down, please. Theres our menu. What would you like to eat? What would you like to drink? Just a minute. Heres your food. Heres your drink. Enjoy your dinner. Homework: 1.Finish P24 Lets try. 2.Read Lets talk and act in groups. Goodbye!Goodbye! 1 执教老师执教老师备课组备课组五年级 Title 题目题目 PEP Book 5 Unit 3 What would you like? A Lets talk 第一课时 日期日期2016-09-20 Type of lesson 课型课型 会话 Objectives 教学目标教学目标 1、Language knowledge 语言知识： New words: sandwich, drink, thirsty New sentence structures: What would you like to eat? Id like some/a. What would you like to drink? Id like some. 2、Language skill 语言技能：1）能够在语境中理解新单词 sandwich, drink, thirsty 的意思，并能够正确发音 2）能够在情境中运用句型 What would you like to eat/drink? Id like.询问并回答自 己想要吃什么、喝什么 3）能够理解 Lets talk 的对话大意并按照正确的意群及语音、语调朗读对话 3、Learning Strategies 学习策略：1）通过联想和比较，归纳出结论 2）激活已学的相关词汇和句型，联系上下文，理解新单词和新句型的意思 4、Affect 情感态度：1）培养小组合作，共同参与活动、完成任务的意识 2）渗透点餐礼仪 5、Culture awareness 文化意识：西餐餐牌中食物的分类 Difficulties Analysis 教学重难点教学重难点 1、教学重点：1）新单词和新句型 2) 激活学生已学的相关词汇和句型，完成学习任务 2、教学难点：引导学生在较为真实的情境中运用所学语言知识进行交流 Teaching Aids/Media 主要教学媒体主要教学媒体 PPT、食物单词图片、头饰等 2 Teaching Procedures 教学过程教学过程 Teaching activity 2. Guess, give ideas: A. Animals B. Toys C. Food and drink D. Clothes 3. Play the game. Revise the learned words about food and drink 4. Choose the correct topic 通过游戏，激活相关知识： 1. 引出本课的主题 2. 复习与本主题相关的已学词 汇 3. 引出本课的学习任务。 Show the words from the game about food and drink. Have the students to make a menu. Let them know the four parts of a menu: Starter, Main Course, Dessert and Drink. 1. Group discussion: talk about the grouping of the words. 2. Make a menu. Put the words in the right category on a menu. 1. 通过小组讨论，完成单词分 类，为后面的句型学习铺垫 2. 文化意识的渗透 Talk about the food and drink on the menu. Present the new sentence structure: What would you like to eat/drink? Id like some. Have the students to ask and answer with each other. Learn the new sentence structure, use it to answer the teachers questions and also raise questions to classmates. 呈现和操练本课重点句型 Presentation and Practice Show a learned story from Book 3. Let the students to revise and understand one of the proper situations to use the sentence structure. 1. Watch and listen to a learned story about Zip in the restaurant. Theyve learned the story in Grade Four. 2. Read the story in roles. 重温四年级上册 Unit 5 的 story time: 1. 重温重点句型的使用情景 2. 引出课文内容 3. 为拓展部分的情景做铺垫 4 Teaching Procedures 教学过程教学过程 Teaching activity & Steps of the activities 教师的活动教师的活动 Learning strategies 学生学习活动学生学习活动 Purpose 设计意图设计意图 1. Play E-book, show the conversation in Lets talk. Raise a question: What are they talking about? 2. Let the students to answer the question. 1.Watch and listen to the conversation, think about the answer to the question. 2.Answer the question. 呈现对话，初步理解对话主要内 容。 Play E-book again. Let the students watch and listen to the conversation again and then answer four questions: 1. Who is hungry? 2. What would he like to eat?( teach a new word a sandwich) 3. What else would he like? 4. Why? 1.Watch and listen to the conversation again. 2.Answer the questions. 3.Learn a new word a sandwich and put it into the right category on the menu. 通过问题，引发思考，帮助学生 更好地理解对话。 Have the students to read the conversation together and read in roles. Emphasize the magic word please in the conversation. 1. Read together. 2. Read in roles. 3. Act 1. 通过朗读和角色扮演，进一 步理解和熟悉对话内容 2. 渗透礼貌点餐的意识 Set up a situation in a restaurant. The teacher and three of the students act as a waiter, Sarah, Mum and Dad. The waiter serves Sarahs family to order food and get them the food. （附 1：Candy Cats Restaurant Order） Three students act as Sarah, Mum and Dad. Show the class how to make order in the restaurant. 创设较为真实自然的情景，示范 如何拓展和运用语言知识。 Consolidation & Extention 1.Let the students to work in groups. Act as a waiter and the customers, then order some food and drink in the restaurant in a polite way. 2.Have one group to show. 1. Group work. Act as a waiter and the customers, then order some food and drink in the restaurant in a polite way. 2. One of the groups shows their conversation. 让学生在较为真实自然的情境中 运用本课及以前学习的语言知识 进行交流 5 Teaching Procedures 教学过程教学过程 Teaching activity & Steps of the activities 教师的活动教师的活动 Learning strategies 学生学习活动学生学习活动 Purpose 设计意图设计意图 Sum up & Homework 1. Sum up the lesson. 2. Assign homework. Read P24 Lets talk together.总结本课的学习内容，布置作业 Boarding design Unit 3 What would you like? A Lets talk hungry What would you like to eat? Id like some/a. coupons thirsty What would you like to drink? Id like some. 1 2 3 4 5 6 Please 教学反思教学反思 本会话课的教学过程可细分七大部分：一. 游戏导入、复习词汇；二. 小组活动、铺垫句型；三. 呈现对话、 操练上口；四. 创设情景、走进文本；五. 操练对话、理解文本；六. 小组活动、拓展文本；七. 课堂小结、布置 作业。整个过程步骤清晰、层次分明、环环相扣，既注重了学生对语言知识的感知和体验，也落实了学生对语言 技能的拓展和运用，达到了预期的教学目标，现反思如下： Menu Food: Starter salad soup a sandwich bread Main Course beef fish chicken noodles rice vegetables Dessert ice cream cake Drink: water tea coffee milk apple juice orange juice cola 6 1. 备课过程中的分析和思考 本课 A Lets talk 的对话有两个很大的特点，一是内容简洁，目标语言清晰，重点突出；二是重点句型 What would you like to eat/drink? Id like以及所涉及的关于餐饮的词汇与四年级上册 Unit 5 的教学内容有非常紧密的联系。 因此在备课时，我把这两点作为突破口，重点思考两个问题，第一个问题：会话课的重点在于“说”和“用” ， 那如何对本文本进行拓展，创设较为真实的情景，让学生自然地运用所学语言进行交流呢？课文内容的场景设在 Sarah 的家中，对话是在 Sarah 和她的父母间展开的，而 What would you like to eat/drink?句型除了可以在本情景中 使用外，孩子们更为熟悉和实用的情景就是在餐厅点餐。在点餐时，服务员和顾客的对话就是围绕着 What would you like to eat/drink? Id like .展开的。因此，我把小组活动、拓展文本的部分定位在从 Sarah 家里过渡到餐厅。 第二个问题：如何通过激活已学的词汇和句型，引出和展开本课的学习任务？学生在四年级已经学习了 What would you like? Id like句型与食物和饮料的单词，而本课的重点句型可以说是旧句型的延伸，更细致地问到 What would you like to eat？和 What would you like to drink? 要回答这两个问题，那就要对食物和饮料的单词进行 分类。因此，我设定以单词分类为切入点，引出本课重点句型的学习。另外餐厅点餐的情景也是在四年级上册 Unit 4 学习过的， story time 中在餐厅里点餐的故事更是生动有趣、为学生们所喜爱，与其重新设想一个餐厅的 情景，不如大胆在新课上重现这个故事，既能复习句型，也能引出 Lets talk 的文本内容，还能作为拓展运用句型 的情景使用，可谓一举三得！我更是把故事里那顽皮的小鸟设计为带动后部分课堂活动的关键。 2. 教学过程中的问题和处理 能做到“让全体学生都能参与到学习活动中，学生能在学习活动中获得良好的体验和感悟，懂得本节课会话 内 容的功能，能运用到相应的生活、情境当中”才是一节成功的会话课。为了实现这一目标，在教学过程中我努力 实践“全员参与”和“真实体验” 。 1）在“二. 小组活动、铺垫句型”中为 hungry, thirsty, What would you like to eat/drink? 句型和词汇做铺垫时， 为了使学生能更真实地体验和了解在西餐厅吃饭时能看到的菜单上的目录，大胆地进行了知识的拓展和文化的渗 透，把真实的菜单设计带入课堂，不只是单纯划分 food and drink, 而是更深入地介绍了 Starter, Main Course, Dessert 和 Drink，并让学生通过小组讨论进行单词的分类。 2）自然过渡实现场景转换。本课的整个教学过程是由老师在上课之初抛出的“the teachers favourite topic” 7 引 发的，线索为“玩单词游戏引出 food and drink 的主题用食物单词制作菜单回顾 Candy Cat 餐厅发生的故 事故事中的小鸟把我们带到 Sarah 的家发现小鸟并一起到 Candy Cat 餐厅用餐” ，学生在紧贴主题、环环 相扣的活动和任务中自然地习得和运用语言。 3）在“六. 小组活动、拓展文本”中尽量创设较为真实的情景，并提供了必要的帮助，增强学生的感受和体 验。在活动前，老师和其中的一组学生先做了清晰的示范，然后老师给全班同学提示了服务员可以用上的相关语 句并对顾客提出了要求。在活动过程中，每一组每一个学生都有机会在模拟的情境中参与并自主地发挥、使用新 学和已学的相关的语言知识进行交流。活动中使用的 Candy Cats Restaurant Order（见附 1）的设计上也是颇具心 思，Table 和 Person 的选项使情景更具真实感。在活动后，老师也做了适时的归纳和小结，引领学生回归课堂。 3. 日后努力的方向和措施 从备课到上课，我充分感受到会话课中情景的重要性。在情景中呈现对话，有利于帮助学生理解对话的内容。 越是贴近学生的真实生活，贴近实际的情景，学生越是能够积极有效地开展对话的学习。在情景中操练对话，有 利于帮助学生掌握对话的内容。在情景中拓展对话，把对话内容延伸至实际生活，有助于提高学生的综合语言运 用能力。在日后的教学中，发挥情景的最大作用将是我努力的方向。另外，上课过程中出现的一些失误，如课件 的操控，板书的设计等都需要避免。 8 附 1： Candy Cats Restaurant Order Table _ Person _ FoodStarter soup salad bread sandwich Main course fish beef chicken rice noodles vegetables Dessert cake ice cream 7 Drinkwater cola milk coffee tea orange juice apple juice