1、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但教材对话内容过于单 一，文化
2、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已基本能够用英语句型表达自己意愿。所以所以，笔者试图在基于教笔者试图在基于教 材和学生特点的基础上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对现有教材中的语言内容进行重组、改编和整合改编和整合，即将三即将三、四四、五年级中关于食物的一系五年级中关于食物的一系 列场景语言表达与我们
3、平时生活中提倡的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”相相整合为一个完整的对话场景整合为一个完整的对话场景，以期为学生搭建更为合适的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。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
4、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 li
5、ke? 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
6、 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.Student
7、s 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
8、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 prefe
9、rence. 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.
10、 Greetings 2. Show some pictures and play a guessing game: Three truths, one lie. (Give students some clues: pictures) Studentstalkabout teachershobbies: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. Free talk about te
11、achers favorite food and get to know studentsfavorite food. Qs:Whatsyourfavorite food/drink/fruit? Why? 2. Set a scene at home and show the target language. What would you like to eat/ drink? Id like some Would you like .? Can I have some ? 3.Makesomeexplanationforthe healthy diet by using the Food
12、Pyramid. 4. Assign the tasks the students will do and check the answers as a whole. Teacher will go around in the classroom andgivestudentssomehelpor directions. Ask a group of students to come to the blackboard to finish the Food Pyramid. 1.Some students will express their preferences and give the
13、reasons. Answer:Myfavorite food/drink/ fruit is Its/ They are delicious/healthy/ fresh 2. Try to say the target languageinthesetting scene. Students listen and think what they should eat more or eat less. Studentsdothetaskin groups of four. A. Put the numbers into correct place. B.Choose the best ch
14、oice. C.Design the healthy diet and try to chant it. 通过谈论最喜欢的食物等 不仅让学生迅速搜集原有 知识， 而且让学生初步接触 并 感 知 “ healthy ” 和 “unhealthy” 。 创设情境，文本再构，让 学生感知语言并尝试使学 生自己说出目标语言。此 处所用句型尝试整合了 三、四、五年级学过的相 关句型，旨在利用真实性 话语，激活学生思维；同 时对话中所谈论内容涉及 “healthy” ， 学生再次感知 健康饮食这一概念，同时 为后面的对话做铺垫。 根据“食物金字塔”完成 所设置的三项层层递进的 任务， 旨在让学生了解 “饮
15、 食要均衡”并尝试用说唱 的方式展示自己设计的一 天合理饮食。这样的活动 不仅锻炼了学生的说写能 力、捕捉信息的能力，而 且培养了小组合作学习能 力，同时，培养学生“均 衡饮食，合理搭配”的意 T makes a conclusion: We should keep on top of diet. 5. Set another scene “restaurant” to make students try to use the target language. A. Get students to think and then choose some volunteers to answer.
16、 If you had a lot of money, What would you like? T concludes and elicits another scene: restaurant. B.Waiter or waitress wanted. (Encourage Ss to use the courtesy expressions ) C. Encourage students choose an activity to do. 5. Students finish the task. A.Thinkandanswer:I would like B. Some students
17、 come to the front to pretend to be a waiter or waitress. C. Choose an activity to do. 识。 对话教学中的文本再构是 对新旧知识的组合（再构、 拓展、重现）及运用。任务 4 的分层设计贴近学生实际 生活， 考虑到学生的个体差 异， 以期让学生都能学以致 用。 Post-taskEncouragestudentstoshowtheir dialogue. Make a performance. Tips: 1.Do in your group. 2.Finish the task within 4 minute
18、s. 3.Everyonecanjoin actively. 4.Sayandactitout creatively. 情境表演提高了学生的团 队合作意识， 锻炼学生综合 运用语言的能力。 IX.Assignment 1.Design a healthy diet of one week. 2. Enjoy a picture book called “Tell me How much it weighs?” by Shirley Willis. (通过绘本阅读延续至生活场景：结合购物清单及计算为数学五年级上册“小数计算”的学习与运用做准 备。) X. Blackboard Design Un
19、it 3. What would you like? What would you like?I d like XI. Worksheet Work sheet（任务单）（任务单） Task 1: Put the numbers into the correct place. (把正把正确确的序号写在金字塔的序号写在金字塔内内。) 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。)
20、1. What should we have every day? A. rice, noodles and bread B. chicken, candies, French fries -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. p
21、otato chips P. carrots Q. strawberries R. coke S. cheese T. salad U. cake V. candies W. milk X. grapes C. coke, cheese, candies 2. What should you eat less? A. eggsB. beefC. hamburgers 3. Which are good for our health(身体)? A. cheese, candies, juice B. vegetables, fruits and cereal (谷类) C. chicken, c
22、oke, 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? Wh
23、at 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.
24、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
25、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！
