1、第五课时l 课时内容B. Lets learn; Lets do l 课时分析 本课时为支撑对话交流的词汇积累课时。学生会学习更多的食物名称，为他们能够顺利流畅地进行交流服务。Lets learn部分，孩子们在Zoom和Zip做服务员的餐厅里点餐，Sarah正在用句式：Can I have some water, please?来向Zoom表示自己想要喝一些水。Wu Yifan 端着自己的蛋糕往座位上走，John和Chen Jie正在享受自己的食物：fish和rice。在这样的具体情景中，学生能够非常自然地理解重点句式的意思和用法。因此，在教学中要创设相应的情景，让学生在相对真实的语境中感受语
2、言，使用语言。Lets do部分让学生听指令做动作。练习了指令：Drink some Eat someCut the cake. Drink some Eat some在前一课时中已经学习过了。Cut是学生第一次接触的动作。在教学中，可以让学生边重复指令边做动作，这样有助于学生将单词的音与义统一起来进行记忆，以提高他们记忆效率。l 课时目标1. 能够听懂、会说、认读单词：water, cake, fish, rice2. 能够听懂、会说、认读句式：Can I have some please? Here you are.3. 能够听懂短语Eat some . Drink some Cut th
3、e并做出相应的动作。l 课时重难点1.重点：能够听懂、会说、认读单词, water, cake, fish, rice能够听懂、会说认读句式：Can I have some please? Here you are.2. 难点：能够正确使用Can I have some来表达自己想要的食物l 教学准备1. 多媒体课件、录音机、磁带。2. 食物卡片l 教学过程 Step 1 Warm up1.指令活动，I say you do. Teacher: Boys and girls, lets do some actions. I say you do. Clap your hands. Stamp
4、your feet. Wave your arm. Drink some water. Eat some bread. 设计意图：通过让学生完成指令，来营造积极的英语学习氛围，为学生下一步的学习做好准备。 Step 2 Lead in1. 在多媒体的帮助下，以语言及图片来创设餐厅的情境，复习有关食物的词汇及句式，为课文的阅读及展示做好准备。Teacher：Im hungry. Can we go to the restaurant to have some food? Look, this is a restaurant. What food can you see in this resta
5、urant? （请学生尝试说出看到的食物名称）What would you like? 设计意图：在情境中复习已知知识，为下一步的学习做好知识和心理上的准备。 Step 3 Presentation1. 导读，引起学生的阅读兴趣，然后播放课文视频。学生带问题看视频。 Teacher：Sarah，John, Chen Jie, Wu Yifan are hungry, too. They are in the restaurant. What would they like? Lets watch and find. 2.播放课文视频，学生认真观察，尝试回答问题。Teacher：Watch th
6、e video of the text. Teacher: Now try to answer the questions. (1) What would Sarah want to have? Yes, she would like some water. （板书单词）(2) What would Wu Yifan like to have?Yes, he would like some cake. (板书单词) Look，here is some cake. （展示图片，让学生理解单词的意思）Do you like cake?（3） What would John like? Yes, h
7、e would like some fish. He is eating his fish. （展示图片）This is fish. Do you like fish?（板书单词）Follow me, fish, fish. (4) What would Chen Jie like?Yes, she would like some rice. She is eating her rice. （展示图片）This is rice. Do you like rice? （板书单词）3. 再次播放课文录音，学生跟读。Teacher： Lets listen to the tape again. Pl
8、ease read after it. 设计意图：通过带问题听录音，培养学生认真倾听及抓住关键词汇去倾听的习惯。通过回答问题，及图片展示来帮助学生理解新单词的意思，使学生能够更好地理解课文内容。通过跟读，让学生获取教材内容的正确读音。 Step 4 Practice1. 出示食物图片， 学生快速读出单词。Teacher：Look at the picture. Whats that? Pleas say it as quickly as you can. 设计意图：快速说出食物名称，使学生将字义与字音结合起来，帮助他们更好地理解新授词汇的意思。2. 出示食物的一部分，学生猜出单词。Teache
9、r: Look, this is a part of the food. What is that? Guess. 设计意图：以这样的形式来猜单词，一方面能够激发学生参与的兴趣，另一方面使他们在猜测中不断使用重点词汇。3. 教师指向黑板上的食物名称单词，学生快速读出单词。Teacher：I point you say. Please say the word quickly. 设计意图：这个活动使学生将字形与字音结合起来进行记忆，帮助他们更牢固地记忆单词。4. 教师展示食物类单词卡片，学生挑选自己喜欢的食物，使用句式：Can I have some. 来向老师表示自己的想法。Teacher：L
10、ook at these cards. What would you like? Please show me with the sentence: Can I have some., please? 设计意图：让学生选择自己想要的食物，运用学习到的句式来表达自己真实的想法。5. 让学生模拟餐厅点餐的活动，来进行对话。Teacher: Boys and girls, now we are in the restaurant. What would you like? Please make a story and show it. You can practice in groups and
11、then show your story. lets find the best group. 设计意图：让学生通过模拟点餐这一情境来练习学到的知识，通过运用语言来掌握语言。 Step 5 Summary1. 以图片展示所有学习过的食物，根据教师的指令做出相应的动作。Teacher：Look, some water. Drink some water, please. This is cake. Cut the cake, please. Eat some fish. Eat some rice. Drink some milk. .设计意图：通过指令性活动来让学生在活动中重现本课的重点词汇，
12、起到总结、巩固的目的。 l 课堂作业一、根据图片提示，选择正确的字母补全单词，将其序号填入题前括号内。( ) 1. c_ke A. a B. o C. e( ) 2. r_ce A. a B. i C. o( ) 3. f_sh A. i B. o C. u( ) 4. w_ter A. u B. e C. a( ) 5. _gg A. a B. e C. i 二、将正确句子的序号填到图片下方的括号内。（ ） （ ） （ ） （ ） （ ）A. Im hungry. Can I have some bread? B. I would like some water, please. C. Ha
13、ve some cake.D. I would like some fish. E. Can I have some eggs? 三、连词成句。1. I have some can water please (, ) (?)_2. I like would some bread please (, ) (.)_3. some have bread (. )_答案：一、1. A 2. B 3. A 4. C 5. B二、B, C, A, E, D三、1. Can I have some water, please? 2. I would like some bread, please. 3. Have some bread. l 板书设计Unit 5 Lets eat1B. Lets learnwater cake fish riceCan I have some . please? Here you are.
