Unit 3What would you like -C-ppt课件-(含教案+素材)-市级公开课-人教版pep五年级上册英语(编号：32039).zip

Unit Three3 About me! I like to make friends. 1 I like to play the piano. 2 I like to go shopping. 3 Three truths(真) One lie(假) I like to eat delicious food. 4 ? ? Whats your favourite food? My favourite food is _. healthyhealthy unhealthy unhealthy food drink What would you like for lunch? Id like some . School is over. The daughter comes back. (放学了，女儿回家了。) Hi, Im Lily. Mum, I am hungry! What would you like to eat? Id like some . . my favourite food. Lily, what would you like to eat? Would you like some.? Its healthy. No, thanks!Mum. I dont like it. Can I have .? Sorry,honey.Its unhealthy. Im thirsty. What would you like to drink? Sorry! Its bad for your teeth. Dont drink too much！ healthyhealthy unhealthy unhealthy Its the Food Pyramid. Follow this. It can make you healthy. （适当） Keep on top of your diet! 保持合理饮食 Suppose today was your birthday (假设今天是你的生日，你想要什么?) What would you like?What would you like? If you have a lot of money,If you have a lot of money, What would you like?What would you like? restaurant(餐馆) IDEA 招聘！ 诚邀您的加入!JOIN US! Our restaurant needs a waiter or waitress. 招聘服务员一 名 四人一小组，一人为服务员(waiter/waitress)，其他三人为顾客，编一个对 话，以下资料仅供参考，鼓励大家自由发挥。 The expressions you may use: W: Can I help you? What would you like? Would you like some .? Sure. Here you are. F&M&C: Id like some.Id like some. Can I have some.? Make a dialog: At the supermarket 四人一小组，一人为服务员(waiter/waitress)，其他三人为顾客，编一个对 话，以下资料仅供参考，鼓励大家自由发挥。 (M=mother, F=father, C=child) W: Can I help you? M&F&C: Yes,please. W: What would you like? M: Id like some. W: And What about you? F: Id like some. W: OK. Would you like some .? M: No,thanks! Its /They are so sweet. C: Mom, Can I have some.? M: Sorry, dear! Its/They are so sweet. Its/They are bad for your teeth/. . W: Here you are. M&F&C Thank you. Make a dialog:Make a dialog: At the restaurantAt the restaurant Some tips(温馨提示): 1.Do in your group.（小组合作） 4.Say and act it out.(说、演结合) 2.Finish the task within 4minutes.(4分钟 内完成任务) 3.Everyone can join actively.(每个人都积 极参与) Lets act it out! 1. Make a poster to design your healthy diet of one week. 2. Enjoy a picture book called “Tell me How much it weighs?by Shirley Willis. (读 Shirley Willis所著绘本Tell me How much it weighs?） Homework Work sheet（任务单）（任务单） Task 1: Put the numbers into the correct place. (把正确的序号写在金字把正确的序号写在金字 塔内。塔内。) This is the Food Pyramid. Follow this, it can make you healthy. Task 2: Choose the correct answers. (根据金字塔内容选择合适的答案。根据金字塔内容选择合适的答案。 ) -Eat less -Eat moderately(适量) -Eat more -Eat most Word bank: A. noodles B. apples C. juice D. corns E. bread F. rice G. hamburger H. beef I. chicken J. eggs K. tomatoes L. peppers M. fish N. ice cream O. potato chips P. carrots Q. strawberries R. coke S. cheese T. salad U. cake V. candies W. milk X. grapes 1. What should we have every day? A. rice, noodles and bread B. chicken, candies, French fries C. coke, cheese, candies 2. What should you eat less? A. eggs B. beef C. hamburgers 3. Which are good for our health(身体)? A. cheese, candies, juice B. vegetables, fruits and cereal (谷类) C. chicken, coke, French fries 4. _, _and _ are delicious, but they are bad for our bodies. A. chicken, fish, noodles B. bread, apples, carrots C. candies, French fries, coke Task3: Design your diet of a day like this and try to chant. (尝试设计你们一天的健康食谱，并试着唱出来。) Breakfast: _ Lunch: _ Dinner: _ What would you like? What would you like? What would you like for breakfast? Id like some bread. Id like an egg. Id like some milk for breakfast. Task4: Choose a task you would like. (选择你想要完成的任务。) 假设今天是你的生日，你和爸爸妈妈去餐厅吃饭，你们会如何点 餐呢？请模仿餐厅点餐场景进行对话。 要求：四人一小组，任选其中一项任务演一演演一演，一人为服务员 (waiter/waitress)，其他三人为顾客，鼓励大家自由发挥。 Activity1. Make a dialog and do a report. (M=mother, F=father, C=child) W: What would you like? F: Id like some. M: Id like some. C: Id like some. Report: _ would like . Activity 2. Make a dialog like this: (M=mother, F=father, C=child) W: Can I help you? M&F&C: Yes, please. W: What would you like? M: Id like some. W: And what about you? F: Id like some. W: OK. Would you like some.? M: No, thanks! Its / They are so sweet. C: Mom, Can I have some.? M: Sorry, dear! Its/ They are so sweet. Its/ They are bad for your teeth/. . W: Here you are. M&F&C：Thank you. Activity 3. Make a new dialog. 编一个新对话，可参照活动 2，鼓励大家自由发挥！ 1 HOMEWORK Task 1: Complete the sentences with the given words. I am a healthy student. I eat _, _ and _ every day. I always drink some _, and eat an _ for breakfast. In the morning, I often eat some _. They are fresh and healthy. There is an old saying, “Eat an _ a day keeps the doctor away.” Its right. They are good for our eyes, skin and hair, and they can make us strong. I have lunch at school. I always have some _, some _, and some _ for dinner. Vegetables can make us healthy, too. And they can clean rubbish in your body. Chicken and fish make us healthy and clever. _, _and _ are delicious, but they are bad for our bodies. We should eat more healthy food and eat less unhealthy food. Then we will be healthier and healthier. 2 TaskTask 2:2: Please go shopping with your parent and finish the task. ShoppingShopping listlist food/drinks price quantities total() (kg/cans/bottles) _ _ _ = _ _ _ _ = _ _ _ _ = _ _ _ _ = _ _ _ _ = _ _ _ _ = _ Total _ 浅谈在整体语境中搭建以学生为主体的真实的语言框架浅谈在整体语境中搭建以学生为主体的真实的语言框架 - 以人教版五上教材以人教版五上教材WhatWhat wouldwould youyou like?like? 为为 例例 摘要：摘要： 学生能否将所学的语言知识转化为技能，这是检验英语学习效果的重要标 志。不难发现，在我们的英语会话教学中存在着机械模仿、被动重复、个别人 参与表演“学习了的语言”的现象。作为教师，要以教材为依据和基础，在课 堂上创设完整的语境，帮助学生充分了解如何开展语言对话。学生只有全面了 解了对话背景，才会有意识地关注对话的完整、连贯与得体与否。 关键字：关键字： 整体语境、真实情景、学生主体、语言框架 语言的目的在于运用。学生能否将所学的语言知识转化为技能，这是检验 英语学习效果的重要标志。不难发现，在我们的英语会话教学中存在着机械模 仿、被动重复、个别人参与表演“学习了的语言”的现象。笔者认为，这样的 运用无非是学生照搬所给句型，并没有围绕话题进行自主、真实的交流，结果 便是学生的语言运用能力得不到相应的提升。简言之，缺少真实、自主的语言 实践的会话教学是不完整的会话课堂。 一、背景介绍一、背景介绍 笔者执教的人教版五上教材What would you like?以谈论食物为话题，要 求学生能够用英语表述常见食物的名称，并能够熟练运用句型征求和表达用餐 意愿。教材为我们提供了接近于学生日常生活的交际场景，但教材对话内容过 于单一，文化情感方面并未涉及，语料明显不足，限制了学生的思维，不利于 提高学生语言的表达。同时，学生在三、四年级已经学过了关于食物的表达及 其应用场景，已基本能够用英语句型表达自己意愿。所以，笔者试图在基于教 材和学生特点的基础上，对现有教材中的语言内容进行重组、改编和整合，即 将三、四、五年级中关于食物的一系列场景语言表达与我们平时生活中提倡的 “健康饮食”相整合为一个完整的对话场景，以期为学生搭建更为合适的语言 框架，同时设计出更加贴近学生实际生活的语用环境，从而真正体现以学生为 主体的课堂。 2、贯穿情景主线，扩充场景对话，丰富学生的话语内容。贯穿情景主线，扩充场景对话，丰富学生的话语内容。 “主题情景应是基于教材，围绕教学主题创设的一系列情景的总和，它是 课堂发展的主线，贯穿教学始末，使教学活动环环相扣，层次清晰” （陈思羽， 2011） 。本节课的主题是关于食物，教材主题情景是 Sarah 一家谈论饿了渴了时 表达自己所想, 但是，内容过于简单并且与学生生活联系不大，同时，五年级 的学生在三、四年级已学过相关情景对话。于是笔者尝试在学生熟悉的情景基 础上设计了新主角 Lily 放学回家后与家人谈论所想食物的一系列场景，并将 “健康饮食”这一概念引入对话之中并教会学生表达。 课本场景：Sarah 一家人谈论饿了渴了时表达自己所想。 Father：Im hungry. Mother: What would you like to eat? Father: A sandwich, please. Mother: OK. Sarah: What would you like to drink? Father: Id like some water. Im thirsty. Sarah: Here you are. Father: Thanks. 整合后场景：Sarah 有位好朋友，名叫 Lily。放学了，Lily 一家对话场景。 Lily：Mum. Im hungry. Mum：What would you like to eat? Lily : Id like a sandwich. Mum: Would you like some salad? Its healthy. (妈妈给 Lily 建议) Lily: No, thanks. Mum! I dont like salad. (Lily 表达自己并不喜欢而拒绝了妈妈) Lily: Can I have some ice cream? (Lily 提出自己的要求) Mum: Sorry! Honey! Its too sweet and unhealthy. (妈妈表明冰淇淋太甜了，是不 健康食物。) Dad comes back. (爸爸回来了) Dad: I am thirsty. Mum: What would you like to drink? Dad: Id like some coke. Mum: Sorry! Dear! Its bad for your teeth. Dont drink too much.(妈妈给出爸爸建议： 喝太多的可乐对牙齿不好。) “语言总是在一定的情景中使用的。如果学生能够在相对完整的、真实的 情景中接触、体验、理解和学习语言，那么他们就能够很快地理解语言的意义 和用法，也能更好地掌握语言的形式” 。 （程晓堂，2009）本课教学中，在基于 教材和学生特点的基础上，灵活并富有创造性的对现有教材中的语言内容进行 了改编、改写和整合，创设更加贴近学生的实际生活、新旧知识相融合的真实 语境，激活了学生的思维，丰富了学生的话语，为培养学生的交际能力提供了 条件。 作为教师，要以教材为依据和基础，在课堂上创设完整的语境，帮助学生 充分了解如何开展语言对话。学生只有全面了解了对话背景，才会有意识地关 注对话的完整、连贯与得体与否。在对话输出活动设计中，情景主题仍为一家 人表达所想食物，只是从家庭变成了餐厅点餐，且加入了服务员（waiter or waitress）这一角色，这样的场景符合情境变化发展。同样的语言（What would you like to eat/drink? Would you like some., please?）既可以是妈妈这一角色来 问，也可以是服务员来表达，并且是更加有礼貌地表达。这一角色转换，可以 让学生根据已有生活经验去感受语言，并在真实有意义的语境中习得语言，发 散思维，激发思考，从而调动学生的学习积极性和自主性，让学生在相类似的 主题情景中有条不紊的开展语言的学习及语言的灵活运用。 3、小组合作学习，分层设计任务，锻炼学生综合运用语言的能力。小组合作学习，分层设计任务，锻炼学生综合运用语言的能力。 为了让“健康饮食”这一概念更加细化、具体、有意义，于是将其衍生至 “均衡饮食，合理搭配”的具体做法，而“食物金字塔”可以更加具体形象地 刺激学生的感官，促进学生对于“均衡饮食”的理解。为了检测学生对于“食 物金字塔”的理解，设计了以小组为单位的三项层层递进的任务。如下图： Task 1: Put the numbers into the correct place. (把正确的序号写在金字塔内。把正确的序号写在金字塔内。) This is the Food Pyramid. Follow this, it can make you healthy. Word bank: A. noodles B. apples C. juice D. corns E. bread F. rice G. hamburger H. beef I. chicken J. eggs K. tomatoes L. peppers M. fish N. ice cream O. potato chips P. carrots Q. strawberries R. coke S. cheese T. salad U. cake V. candies W. milk X. grapes Task 2: Choose the correct answers. (根据金字塔内容选择合适的答案。根据金字塔内容选择合适的答案。) 1. What should we have every day? A. rice, noodles and bread B. chicken, candies, French fries C. coke, cheese, candies 2. What should you eat less? A. eggs B. beef C. hamburgers 3. Which are good for our health(身体)? A. cheese, candies, juice B. vegetables, fruits and cereal (谷类) C. chicken, coke, French fries 4. _, _and _ are delicious, but they are bad for our bodies. A. chicken, fish, noodles -Eat less -Eat moderately(适量) -Eat more -Eat most B. bread, apples, carrots C. candies, French fries, coke Task3: Design your diet of a day like this and try to chant. (尝试设计你们一天的健康食谱，并试着唱出来。) Breakfast: _ Lunch: _ Dinner: _ What would you like? What would you like? What would you like for breakfast? Id like some bread. Id like an egg. Id like some milk for breakfast. 其中，任务 1 通过将不同食物进行归类，不仅复习了有关食物名称的英语 单词并将其归类，还能够帮助小组之间互相学习“食物金字塔”含义，即我们 平时的生活中应当多吃什么，少吃什么。任务 2 既能检测学生对于文本的理解， 又能帮助检测学生对于“健康饮食”的理解。任务 3 尝试设计让学生“用说唱 的方式展示自己设计的一天合理饮食” 。 这一任务不仅可以提高学生“健康饮 食”的意识，还能拓宽学生的思维，锻炼学生的语言综合运用能力。总的来说， 这三项任务由简到难，层层深入，环环相扣，这样的活动不仅锻炼了学生的说 写能力，捕捉信息的能力，认真观察和思考的能力，而且培养了小组合作学习 精神，同时，提高了学生“均衡饮食，合理搭配”的意识。 在语言拓展环节，为了引导并鼓励学生将所学语言运用于实际生活，笔者 设计了分层学习任务。 ChooseChoose a a tasktask youyou wouldwould like.like. (选择你想要完成的任务。) 假设今天是你的生日，你和爸爸妈妈去餐厅吃饭，你们会如何点餐呢？请模仿餐厅 点餐场景进行对话。 要求：四人一小组，任选其中一项任务演一演演一演，一人为服务员(waiter/waitress)， 其他三人为顾客，鼓励大家自由发挥。 Activity1.1. MakeMake a a dialogdialog andand dodo a a report.report. (M=mother, F=father, C=child) W:W: What would you like? F:F: Id like some. M:M: Id like some. C:C: Id like some. Report: _ would like . ActivityActivity 2.2. MakeMake a a dialogdialog likelike this:this: (M=mother, F=father, C=child) W:W: Can I help you? M&F&C:M&F&C: Yes, please. W:W: What would you like? M:M: Id like some. W:W: And what about you? F:F: Id like some. W:W: OK. Would you like some.? M:M: No, thanks! Its / They are so sweet. C:C: Mom, Can I have some.? M:M: Sorry, dear! Its/ They are so sweet. Its/ They are bad for your teeth/. . W:W: Here you are. M&F&CM&F&C：Thank you. ActivityActivity 3.3. Make a new dialog. 编一个新对话，可参照活动 2，鼓励大家自由发挥！ 为了将已学语言知识不断地重现、巩固和运用，使学生的语言信息像滚雪 球一般越滚越大，拓展运用环节设计的每一个任务的设计都涵盖了本节课所学 重点及难点，同时旨在培养学生的语言综合运用能力。分层的教学设计也是尽 可能地确保每个学生都能有话说。这样的分层设计旨在遵循因材施教的原则， 结合学生的学情，体现了人文精神，关注学生的个体差异，鼓励每一个学生都 能学以致用。 四、巧用教学评价，改善教学用语，构建学生的学习磁场。四、巧用教学评价，改善教学用语，构建学生的学习磁场。 教学评价可以使学生在英语学习过程中不断地体验进步与成功，认识自我， 建立自信，从而促进语言能力的发展。当然，在英语课堂中，评价对于课堂效 果的好坏起着至关重要的作用。本节课开始，在引入主题之后，利用食物将全 班进行分组，不仅强化了新学单词的音形义，而且无意识地将其分类促进了学 生对于食物分类的理解，同时，分组的 PK 赛激发了学生的学习动机，提高了学 习的积极性及竞争意识。紧接着，通过一个“Three truths, one lie”的游戏鼓励 学生用所给线索对老师的信息进行猜测，其中，笔者对于学生回答的话语评价 由缺乏思维含量的“Good/Very good”转变为具有实际指向意义的“Wow! Good guess!Do you like to eat delicious food?”, “You got it. You are good at observing. I am proud of you. Could you tell me why?”这样的评价用语不仅让学生 知道自己被肯定的地方，还与学生进行了互动式的追问。再如，学生回答完 “My favorite food is .”类似问题之后，都会被追问“Why?/Why do you like it?/How do you know that?If you .”追问“how”推崇的是学习的方法和过程， 引导学生关注细节问题；追问“why”,引导学生探究事物的原因，培养学生的 思维能力；而由 if 引导的问题能够实现情境迁移，为学生搭建自主思考和自由 表达的交流平台。多次追问之后，学生都会对于问题有不仅要“知其然”还要 “知其所以然”的意识。这样的追问，使得师生的思维碰撞频繁真实，情感交 流自由深入，不仅活泼了课堂氛围，而且激活了课堂氛围。通过磨课，笔者意 识到自己课堂用语的“霸权主义” ，果断将“Attention!/One, two, three”改为了 尊重学生主体地位的语气委婉的疑问句式，如“May I have your attention?/Could you please help me ./Can I tell you .”等，这样的教学用语语 气和缓，礼貌得体，体现了对于学生主体的尊重，从而使得学生从情感上接受 教师的指令，进而积极自主地参与到课堂活动中来。 5、结语结语 语言学习离不开生活。在英语对话教学中， “语境”无处不在。我们应根据学生所具备 的语言知识，有效整合资源，借助实际生活来帮助学生学习语言，创设更加真实、整体的 语境，设计相对真实的活动，并想方设法地使学生在实践中运用语言。 参考文献 1陈思羽: 小学英语主题情景教学的思考与实践J.中小学外语教学(小学篇) 2011 2教育部:义务教育英语课程标准（2011 年版) 北京师范大学出版社 2012 3程晓堂：英语教师课堂话语分析 上海外语教育出版社 2009 4人民教育出版社： 义务教育教科书英语（三年级起点）五年级上册 人民教育出版社 2012 Teaching Design for Unit 3 What would you like？ I. The Analysis of Teaching Material 人教版五上教材人教版五上教材WhatWhat wouldwould youyou like?like?以谈论食物为话题，要求学生能够用英语表述常见食物的名称，并能以谈论食物为话题，要求学生能够用英语表述常见食物的名称，并能 够熟练运用句型征求和表达用餐意愿。教材为我们提供了接近于学生日常生活的交际场景，但教材对话内容过于够熟练运用句型征求和表达用餐意愿。教材为我们提供了接近于学生日常生活的交际场景，但教材对话内容过于 单一，文化情感方面并未涉及，语料明显不足，限制了学生的思维，不利于提高学生语言的表达。同时，学生在单一，文化情感方面并未涉及，语料明显不足，限制了学生的思维，不利于提高学生语言的表达。同时，学生在 三、四年级已经学过了关于食物的表达及其应用场景，已基本能够用英语句型表达自己意愿。所以，笔者试图在三、四年级已经学过了关于食物的表达及其应用场景，已基本能够用英语句型表达自己意愿。所以，笔者试图在 基于教材和学生特点的基础上，对现有教材中的语言内容进行重组、改编和整合，即将三、四、五年级中关于食基于教材和学生特点的基础上，对现有教材中的语言内容进行重组、改编和整合，即将三、四、五年级中关于食 物的一系列场景语言表达与我们平时生活中提倡的物的一系列场景语言表达与我们平时生活中提倡的“健康饮食健康饮食”相整合为一个完整的对话场景，以期为学生搭建相整合为一个完整的对话场景，以期为学生搭建 更为合适的语言框架，同时设计出更加贴近学生实际生活的语用环境，从而真正体现以学生为主体的课堂。更为合适的语言框架，同时设计出更加贴近学生实际生活的语用环境，从而真正体现以学生为主体的课堂。 II. Teaching Aims Aims on Language Competence 1. Students should be able to understand, listen, and speak the nouns about food and drink: salad, hamburger, ice cream, sandwich, cereal, candies, cheese, tea, milk. 2. Students should be able to understand and use the adjectives to describe the food: healthy, unhealthy, delicious, fresh, sweet. 3. Students should be able to understand and use the expressions: What would you like? Id like . Would you like some.? Can I have some.? You should eat more/less. Aims on Learning Abilities 1. Students should be able to express their preferences by using the words and expressions. 2. Students should be able to communicate with others in different ways. 3. Students should be able to learn to finish the tasks by exploring and cooperating with partners. Aims on Cultural Characters 1. Students will be expected to strengthen the awareness of keeping a healthy diet and design a healthy diet on their own. 2. Students should be able to feel the joy of communication process. 3. Students should be able to be polite in formal occasion. Aims on Thinking Quality: 1. Students should be able to capture and gather information about healthy foods. 2. Students should be able to think independently and creatively and meanwhile, they should be expected to judge things objectively and voice their own opinion bravely. III. Teaching Key Points 1. Enable Ss to understand and say the words and expressions. 2. Enable Ss to understand how to use the target language for communication in real situation. IV. Teaching Difficult Points Students may have some difficulties in expressing their preference. V. Teaching Methods Task-based teaching methods, Communicative approach, Situational approach, Group work, individual work VI. Teaching Time 40 minutes VII. Teaching Aids CAI, worksheet, pictures, stickers VIII. Teaching Procedures StepsTeachers activitiesStudents activitiesPurpose Pre-task1. Greetings 2. Show some pictures and play a guessing game: Three truths, one lie. (Give students some clues: pictures) Students talk about teachers hobbies: make friends, go shopping, cook, eat delicious food. 本节课的主题为食物,学 生熟悉该主题,游戏的方 式谈论老师引入话题,不 仅拉近了与学生之间的距 离而且使学生了解本课话 题。 While-task1. Fr