pep3 unit5 what would you like
unit 5 what would you like?教学内容：unit 5 a let’s talk group work教学目标：1.知识与技能目标 a. 能够会说what would you like for dinner? i’d like…. what’ s for dinner ?. b. 能运用句型what would you like for dinner? i’d like…进行交流调查 c . 能听懂会说wait and see. everything’s ready.2.情感态度目标：培养学生不挑食，珍惜粮食和营养搭配三餐的习惯3.文化策略目标：关注中西方三餐食物的不同以及在食物询问交际中的礼仪教学重难点： 重点：what would you like for dinner? i’d like….的自然熟练的表达 难点：everything’ ready. wait and see.的恰当使用和重点句型的具体运用学生情况分析： 四（1）班的学生总体来说十分活泼，表演欲强，思维敏捷，有很扎实的英语基础，对新知识的接受力很强，总体口语不错，而且小组合作学习已经成为他们的习惯。课前准备：1. 教师准备厨师帽、相关的食物卡片、菜单、课件以及头饰2.学生准备自己设计的菜单板书设计： unit 5 what would you like? t: what’s for dinner? s: fish and rice.t: what would you like for dinner? s: i’d like some…..(具体内容呈现在课件上) 教学步骤 设计意图 一. 热身/复习(warm-up/revision)1. sing a song “what would you like?”2. let’s chant: dinner is ready(chicken and fries……)3. review the words with sentences such as “do you like …. what do/would you like? are you hungry? can i have some…. .how much？ 二.导入(presentation)/操练（drill）1.呈现课件：傍晚十分，一个房间的墙上挂着一个闹钟，指针指向6点，中间是依仗圆桌，上面有fish, ricet: look! it’s 6 p.m. it’s time for dinner. what’s for dinner?s: fish and rice.2.再现chicken , milk t: what’s for dinner?s: chicken and milk.3.再点击，没有图片出现t: what’s for dinner? guess.s1: noodles.共3页，当前第1页123s2: beef. s3 :… s4 : ….t: wait and see. (点击出现许多食物) what’s for dinner? what’s for dinner? wait and see. wait and see.与学生一起唱自编的歌谣，来理解掌握难点。4.t: look. everything’ ready.（这时教师用课件发出肚子饿的声音）oh, i’m hungry. i’d like some fish, rice, and vegetables.(做吃饭的样子)mm, yummy. are you hungry?s: yes (学生跃跃欲试)老师拿出服务员的帽子戴上，手中拿着菜单。t: now i’m a waitress. what would you like for dinner?s1: i’d like some beef and hamburgers.t: (根据学生的回答在菜谱上打勾)wait a moment. （做拿食物的样子）here you are. 5.继续用what would you like for dinner? 问其他同学。6.t: who wants to be a waiter or a waitress?s1: hello! what would you like for dinner.?s2: i’d like some rice and fish.s1：wait a moment. （做拿食物的样子）here you are.多请几组。7.group work 轮流当服务生8.老师戴上rabbit头饰，问一服务生t: i’m a rabbit, i’m hungry.s1: what would you like, rabbit?t: i’d like some carrots.老师提示i’m a ….i’m hungry学生与学生之间互相练习，抽查几组。9.出示课件，闹钟调到早上六点t: it’s 6 a.m. it’s time for dinner.s: not: yes, it’s morning, it’s time for. breakfast用直拼法教读breakfastt: look!（课件）everything is ready. what would you like for breakfast?s1: i’d like some milk, hamburgers, bread and beef.t: wow! what a big breakfast! 多问几位学生，引导全体学生说wow! what a big breakfast!10.用相似的方法引出lunch以及句型。11.group work: 用以学过的句型，调查三位同学的饮食 三、拓展、巩固（extension/consolidation）1. 呈现课件（生日图以及i’d like some….）t: if today is your birthday, what would you like?s1: i’d like some flowerss2: i’d like some cakes and books.2. 呈现课件（一个卖火柴的小女孩）t: if you are the girl , what would you like?s1: i’d like some chickens2: …3. 呈现课件（一个捧着很多钱的人在思考）t: if you have some money, what would you like?s1: i’d like some…4. 呈现课件，播放vcd，让学生边听边看t: now, let’s listen to the vcd，and read after it. 5.学生小组练习对话表演对话，抽组检查。 四. class over1-2教学热身是英语课堂tpr教学方法的重要形式之一，教师采用歌曲歌谣来集中学生注意力，为进一步的学习奠定良好的基础。3简单的问答，能让学生适应语感，有助于复习已学过的知识，为今天新对话的教学做好准备。 1-3创设情境，在情境中学习句型，易于理解，也激发了学生的学习兴趣，提高了他们的学习积极性。共3页，当前第2页123 4-6学生在创设的情境中学习，犹如在现实生活中一般。学生乐于学，轻松学，主动地学，使语言的实际运用得到了体现。 7培养小组合作精神，增强自信心，同时教师也可以在这时进一步了解学生情况，调整教学策略。 8在角色中体验语意 9-10利用渗透式教学，渗透相关的知识，在句型中学习新单词，为今后的教学做了铺垫，也扩充了学生的知识结构。 11.任务型教学是交际教学的具体体现。小组调查既检查了学生的掌握情况，也训练了他们的用语交际能力。 1-3简单形象明了的课件让学生明白老师的意图。学生利用自己想象力，具体运用新句型，既开发了学生的发散性思维，也拓宽了句型的运用范围，增强了语言的实际运用能力。 4-5从英语学科的实际特点出发，教师用课件再现教学内容，让学生犹如身临其境，培养其良好的用语习惯.原声语音的模仿，有助于培养学生优美的语感。上台真实的模仿情景表演，给学生一个体验成功的舞台，也能培养学生的表演能力和口语能力。 共3页，当前第3页123