What-would-you-like教学教学设计表.doc

小学英语课堂教学教学设计表

教师
姓名
学 校
上课
年级
课题名称
上课时间

李晓花

城台乡中心学校

五年级

What would you like？

2016.10.12
教学
内容
PEP Book 3 Unit 5 What would you like? (Part B Let’s talk, Let’s chant Part C Good to know)
教学
重点
难点
Main points: Be able to understand the dialogue and express the sentences:
a: I can use chopsticks/fork/knife.
b: I like Chinese food.
c: Let me show you.
Difficult points:
a: Plural form: knife—knives
b: Pronounce the vowel[ei],[ai], as well as the words: plate, knife.
c: Be able to express the useful sentence in real situation: Let me show you.Help yourself.
教学
目标
定位
a. Be able to say the food by using the sentence: I’ d like some…
b. Be able to understand the dialogue on Page62 and express the useful sentences.
(Dinner’s ready. / I can use chopsticks./ Help yourself./ Let me show you./ We had a good time.)
c. Be able to chant with the musical rhythm and get the information from it. (Pass me…)
d. Get to know the different diets between Chinese and western, as well as the western meal etiquette.
教学
设计
说明
★ 将句型融入到真实的语境中，通过有实际意义的会话，采用猜测性任务设计和交际性任务设计的手段，用“A big dinner”为主线，通过有趣的教学环节逐一突破对话教学中的难点，并将零散的句子进行整合，串联各个语言知识点，构建一个完整的对话教学片段。
★ 关注学生的发音，注重句型的有效落实，关注学困生的课堂表现，让学生能大声说出来。有效实践“句子中心论”，重视句子练习，将单词放在句子中进行操练，让句子走出课本，实现真正意义上的语言交流。
板书
设计

教学设计
教学
步骤
教师活动
学生活动
建议说明
Step 1
Warm up
1. Greeting and introduction.
Good morning! Lovely children. Today I am your new English teacher. My name’s Sophia. I am so glad to meet you today!
2. Revision. I’d like….
T：I like eating good food. Today I’ve got lots of food. Look! If you want to get it, you can show me your hands like this and say: Sophia, let me try.
T：What would you like? CAI：点击学生所说图片，图片消失。

Ss: Say hello to the teacher.

Ss: Sophia, let me try.

通过教师的示范，邀请若干学生进行参与。
进行自我介绍，消除与学生的陌生感和距离感。
此环节设计“奖励性活动”，难度较低，学生易于参与，既复习了Part A部分的内容，又激发学生的参与热情。同时，融入了课堂语言：let me try，为对话教学作了铺垫。
Step 2
Lead in
1. A big dinner.
T: Are you happy? We had a good time just now. Today we are going to have a big dinner.(朗读a big dinner，并出示板书)，now let’s ready for the dinner, are you ready?
2. Chinese food.
T: Look! Here’s a big table on the blackboard. There is a plate on it.(朗读plate.书写音标[ei],作正确示范)But there is no food here. Don’t worry, I have some Chinese food here..出示图片：rice, fish, vegetable, chicken, soup.
将黑板上的桌子贴满，引出课题。
T：Now dinner’s ready. Help yourself.
CAI: 句子呈现并配有声音。听，模仿读，加上动作。
Ss: A big dinner.作夸张手势。
S: Yes, I’m ready.
Ss: Yes, we are ready.

Ss: Read the words.

争读单词。
Ss: Dinner’s ready.

模仿读。
在真实语境中自然引出句型：We had a good time，显得更有实际意义。

强调单词的元音字母，并运用手势进行音标朗读。

听指令，完成动作，双方参与揭题dinner。
Step 3
Dinner time

1. I can use….
T：Today we are going to have dinner at Wu Yifan’s home. Let go！CAT：呈现课文主图。点击课件出现分画面。
Now dinner’s ready. Oh, oops! How can I eat? Can I use my hand? Right, we should use the tableware. Let’s have a look. CAI: chopsticks, fork, spoon， knife. （朗读单词，简笔画板书，并呈现音标[ai]，图片呈现多把刀子，引出复数，knives，强调f的变化。）
Chant: 从单数到复数的变化。
Chopsticks, chopsticks, I can use the chopsticks.
Forks, forks, use the forks.
Knives, knives, use the knifes.
2. Let’s do
设计一个给学生餐具的环节。Do you have chopsticks? 让学生说Pass me the….
引出句型：Pass me the ….
Pass me the fork.
Pass me the knife.
Pass me the rice and noodles, too.
Pass me the plate.
Pass me the spoon.
Pass me the fish and vegetables, too.
先听，再呈现文字。Play the chant and follow it.
3. Help yourself.
T: Wow! What a big dinner. Let’s eat. Help yourself. (句子卡片贴在黑板上，朗读)

学生打开课本至P62.

Ss: Read the word: chopsticks, fork, knife.
Ss: Read [ai]
knife—knives

Ss chant:
Chopsticks, chopsticks, use the chopsticks.
Fork, fork, use the fork.
Knife, knife, use the knife.

Ss: Pass the food to teacher .
Ss: Let’s do.
Pass me the fork.
Pass me the knife.
Pass me the rice and noodles, too.
Pass me the plate. and vegetables, too.
Pass me the spoon.
Pass me the fish
Ss: Read “help yourself”.
chopsticks, fork, spoon, knife已学单词，加以短时教学，着重复数的呈现和读音，尤其是knife的复数形式。

突破I can use chopsticks.这个句型。用有节奏的音韵让学生操练句子，有很好的效果。

渗透乐于助人的思想，帮助学生给予他人帮助，慷慨大方的意识。

能够明确指令，培养良好的节奏感。

Step 5

Let’s talk
1. 逐步展开课文。将重点句一一突破。
a: Help yourself.用手势教学，声音模仿。
b: Opps, sorry. 学生模仿表演。
c：Let me show you. 同桌互相表演完成。
2. Listen and choose the sentence. CAI
仔细听，将句子放入相应对话框中。并指导朗读，加以巩固。
4. 集体操练，加上表情动作，融入情感。
5.小组读。Play in roles. Make a model then practice in groups.
6：CAI回到主画面，将对话镂空，小组表演。
Ss listen carefully and answer the questions.
Listen and fill in the blanks.

Read the sentences.

Act the dialogue in groups.
在以上几个课堂环节中逐一突破了词和句的各个重难点，顺利过渡到有完整情节的对话中，从听力入手，将课文材料加以细化巩固。通过听、读、表演等多种形式由浅入深进行深化。教案无法细致体现教学过程，需要课堂上教师的临堂发挥。
Step 4
Chinese food and Western food
T: We had a good time. All the food are yummy. After the Chinese dinner, you can drink some tea. I like Chinese food.出示中餐菜单。
Here is a western food menu.
★ I like Chinese food.
★ I like Western food.
介绍用餐习惯，中餐后一般喝杯茶，西餐后吃一些甜点。介绍甜点。
What is dessert?
It’s something sweet, like pudding, fruit or ice-cream…)
Sounds good. I’d like some.
介绍完之后再让学生选。
2. Western meal etiquette.
介绍西方用餐礼仪。
If you like western food, you must know how to use the fork, knife and spoon?

Free talk：I like ….

Step6
Homework
1. Read and dialogue on Page 62 and talk with your partners.
2. Design a Chinese food menu and western food menu.
Complete the homework after class.

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