英语人教版三年级下册Unit5 let’s eat B Let’s learn.doc

Unit5letseatBLetslearn教学设计 白晶一、整体设计思路、指导依据说明本节课的主要内容是食物词汇water,cake,fish,rice和句型CanIhavesome,please?Hereyouare.主要是关于食物和用餐。我将本课设置在餐厅这样一个大环境中，首先让学生学习熟悉新词汇，然后以ZoomandZips餐厅缺人手，需要招聘服务员，让学生参加面试，通过两次面试，第一轮面试（训练学生词汇听，读，说，辨认的能力）分四个任务，第二轮面试（训练学生运用句子）小组表演。从单词到词汇，由易到难的过程，层层深入。本课时的设计依据是情景教学为学生创设餐厅这样一个情景。二、1.教学内容分析：本节课主要内容是食物词汇water,cake,fish,rice和句型CanIhavesome,please?Hereyouare.这个话题是孩子们熟悉和喜爱的话题。这是本单元的第五课时，学生已经熟悉了相关的一些词汇和句型。所以这节课综合前面所学，以旧知引出新知。2.学生情况分析：三年级学生活泼好动，好奇心强，对英语学习有浓厚的兴趣，容易调动课堂气氛。而且孩子对吃的很感兴趣，渴望学习这些食物的英文表达。但是三年级的孩子初学英语，基础差，理解力还不够强，需要老师借助各种方法来让孩子们理解。三、教学目标（以下各项可整合）1.语言知识目标：（1）听说认读食物词汇water,cake,fish,rice和句型CanIhavesome,please?Hereyouare.(2)正确运用食物词汇water,cake,fish,rice和句型CanIhavesome,please?Hereyouare.2语言技能目标：在恰当的场合正确运用食物词汇water,cake,fish,rice和句型CanIhavesome,please?Hereyouare.3.学习策略目标：小组合作学习，自然拼读法4.情感态度目标：培养合作精神，探索精神，挑战精神5.文化意识目标：了解西方饮食文化四、教学重、难点1.教学重点：食物词汇water,cake,fish,rice和句型CanIhavesome,please?Hereyouare.2.教学难点：（1）正确运用食物词汇water,cake,fish,rice和句型CanIhavesome,please?Hereyouare.（2）自然拼读法五、课堂风貌设计（活动名称）1.快乐课堂：Knowthefoodman(认识食物人)2.自主课堂：Interview2letsact面试第二关，演一演3.“英语做事”课堂：Interview2letsact面试第二关，演一演六、教学过程设计（方法、手段）Step1warmingupLetsdo:SsdoandchantHavesomeeggs;Havesomejuice;Eatsomebread;Drinksomemilk.设计意图：复习旧知，活跃课堂气氛Step2presentationActivity1knowthefoodmanTeacherpresentsthepictureofthefoodman.AndasktheSssaythebodypartofthefoodman.T:Whatsthis?(Tpointsatthefoodmanshead)S2:Itsthehead.T:Whatsthis?(Tpointsatthefoodmanshand)S3:Itsthehand.T:Whatsthis?(Tpointsatthefoodmansbody)S4:Itsthebody.T:Whatsthis?(Tpointsatthefoodmansleg)S5:Itstheleg.T:Whatsthis?(Tpointsatthefoodmansfoot)S6:Itsthefoot.Teacherasksthestudentswhatsthehand?(手是什么做的)T：whatsthehand?Itsbreadoregg.S:Itsegg.T:Whatsthehead?Listencarefullyandtellme.Hello,Imfoodman.Look atmyhead.Itsrice.Whatsmyhead?S:米饭T：Yeah，itsrice.Followme(跟我读).Rice,rice.（拿出rice图片，贴上rice的单词卡片）Ss:Rice,rice.T：showmerice(举起Rice图片)Ss跟老师做动作，读单词。T：Whowantstobelittleteacherandteachus?S1please.S1:Rice,rice.Ss:Rice,rice以同样的方式教学生water，cake，fish.中间用traintrain开火车，大小声读。LetschantSschantthefollowing.Rice,rice,itsmyhead.Cake,cake,itsmybody.Water,water,itsmyleg.Fish,fish,itsmyfoot.设计意图：让学生了解食物人，食物人形象可爱，容易吸引孩子学习。Chant的部分，以歌谣形式，读起来朗朗上口。过渡：ZoomandZipscanteen有很多人的声音T：Wow,somanypeopleintheirroom.Oh,theyneedawaiter.NowThereisanoticefromthem.(T呈现招聘信息)T：Inordertobehired,youshouldhaveainterview.firstyoushouldfinishthefollowingtasks.Activity2：interview1finishthe4tasks面试第一轮：完成4个任务Task1GoodlisteningSslistentothetapeandmatch.ChecktheanswersT:WhatdoesSarahwant?S1:Water.T:WhatdoesChenJiewant?S2:Rice.T:WhatdoesJohnwant?S3:Cake.T:WhatdoesWuYifanwant?S4:fish.Task2QuickresponseReadandfindT：readandfindoutwhatisthenextoneshouldbe.T呈现图片，让学生边读边找规律，找出下一个应该是什么？T:Whatsthis？S1：Its.T:Whatsthis？S2：Its.T:Whatsthis？S3：Its.Task3sharpeyesLookandsayT：lookandtellmewhatsinthecupboard?S1:cakeS2:fish.Task4carefulnessLookreadandmatch看图读说话，连线，读单词T呈现图片和单词T：Whatsthis?S1:Itscake.T:Whichone?This?This?Orthis?S:(pointatone)this.T:Great.Lookattheblueletters.Followme,跟我读，a-k-e,/eik/Ss:a-k-e,/eik/T:a-k-e,/eik/eik/eik/T:a-k-e,/eik/eik/eik/T: Whocanreadthis?指着lakeS1:/leik/T:Clever.T：Whocanreadthis?指着makeS1:/meik/T:Clever.相同方式练习rice，fish，water设计意图：用不同的方式练习单词，避免枯燥单一的练习模式，提高学生的积极性。过渡：T:nowyoupasstheinterview1nowyoucancometothecanteen.Look！therearesomanypeople.Listencarefullyandthinkwhattheconsumerswillsayandwhatthewaiter/waitresswillsay.(放录音第一句，让学生跟读)T：Whatwilltheconsumersay?S1:CanIhavesomewaterplease？T:Yes.Followme.CanIhavesomewaterplease？Ss:CanIhavesomewaterplease？T：Whatwillthewaitersay?S2:Hereyouare.：es.Followme.Hereyouare.Ss:Hereyouare.T:pleasepracticewithyoupartnerSspracticewiththeirpartners.Activity2：interview2LetsactTletsSsfinishthetaskingroupandactout.Tpresentsthetasks，tips，assessmentandsentencestobeusedT：（边说边让学生看黑板要求，指着一条条解释给学生听）T：Pleasedoitinyourgroupandfollowtherules.Ss小组表演前的练习Ss展示TSs一起评价各组。T总体评价，选出胜利组，即为今天被聘的组。T：GroupXisthewinner.Theyarehired.（颁奖）设计意图：通过表演，让学生真正的理解句子的运用，体会英语做事。七、教学评价1评价内容：（1）学生单词的掌握程度（2）学生表演的语言运用，动作，表情2评价方法：教师评价，学生互评八、生活实践（与实际生活的结合点）Interview2模仿食堂打饭的情景，进行对话。Homew