英语五年级上册Unit 3 What would you like? Part A教案及反思

PEP5A Unit 3 What would you like?

A Let’s talk教学设计

一、  教学目标与要求

知识目标：

1. 能够听、说、认读理解新词sandwich, thirsty, drink。

2. 能够在情景中运用核心句型What would you like to eat? What would you like to drink?及其回答。

3. 能够理解对话大意、能够按照正确的语音、语调朗读对话，并进行角色扮演。

能力目标：

能够在实际情境中灵活运用What would you like to eat? What would you like to drink?并回答。

情感目标：

通过野餐、生日派对等真实情境的操练，培养学生团结友爱、礼貌待人的品质。

二、教学重、难点分析

1. 本课时的重点是能够在情景中运用核心句型What would you like to eat? What would you like to drink? 及其回答。

2. 本课时的难点是

（1）thirsty的正确发音。

（2）能够在实际情境中灵活运用What would you like to eat? What would you like to drink?并回答。

三、教学过程设计

Step 1. Warming-up

1. Free talk
2. Show the title

设计意图：营造一个轻松愉悦的英语氛围。利用食物卡片引出话题“食物”，激发学生学习兴趣、揭示课题。

Step 2. Revision

1. Brainstorming

What food do you know?

2. Quick response

设计意图：激活学生旧知，激发学生的学习兴趣，引导学生养成健康饮食的习惯；梳理有关食物的单词。

Step 3. Presentation

1. to eat or to drink

设计意图：帮助学生更有效地理解、区分to eat / to drink，突破教学难点。

2. What would you like to eat?
3. (1) Try to read “What would you like to eat?”

(2) Ss read together

4. T ask the students by using a menu

设计意图：首先初步感知新句型“What would you like to eat?”，再学习新句型，最后创设用菜单点餐的情境，操练新句型，增加操练的趣味性。

5. Ss ask the teacher and learn “sandwich”
6. Learn “thirsty”

设计意图：在情境中引出并学习新词sandwich和thirsty。

7. What would you like to drink?
8. (1) Try to read “What would you like to drink?”

(2) Ss read together

9. Choose a card to practice “What would you like to eat?” “What would you like to drink?”
10. Ask and answer

设计意图：通过感知-学习-操练的环节学习新句型“What would you like to drink?”。随机抽卡片，增加了神秘感，提高了学习的趣味性，突出教学重点，突破教学难点。最后两人练习对话，进一步巩固新句型。

Let’s try

11. Listen and fill in the blanks
12. Check the answer

设计意图：完成Let’s try听录音、选词补全句子的练习。

Let’s talk

13. Talk about the two pictures and guess “What would Sarah’father like to eat?” “What would Sarah’father like to drink?”

设计意图：培养学生看图的习惯，并对文本内容进行预测。

14. Watch a video and check the answer

设计意图：让学生带着问题去观看视频，利用学生的好奇心激发学习欲望。

15. Listen and imitate
16. Role play

设计意图：在正音后进行角色扮演，进一步巩固文本内容。

Step 4. Summary and Extension

1. Summary

设计意图：先总结,然后引出Sarah’s mother, brother and friends，为最后的task time做铺垫，也是培养学生养成学会总结的学习习惯。

2. Task time

(1) Choose a number

设计意图：学生自己二选一，营造的神秘感能够增加活动的趣味性。

(2) Talk about the scenes

(3) Group work

(4) Show time

设计意图：采用任务型教学法，通过创设野餐、生日派对的场景，给学生提供平台，培养学生综合语言运用能力，是一个语言输出环节。

(5) Assessment

设计意图：开展师评、生评，多样的评价有利于学生的学习发展。

Step 5. Homework

Choose one to do.

A. Read the dialogue for 2 times.

B. Talk about “What would you like to eat / drink?” with your friends and your family.

设计意图：分层布置作业体现了“以人为本、以学生为主体”的课改理念。