PEP三年级上册Unit5LetseatC.stroytime教学设计1.doc

PEP三年级上册Unit 5 Lets eat C. Story time 教学设计授课教师姓名：钱龙龙所教学科：英语所选课的主题：Book 3A Unit 5 Let eat C. Story time教学对象：三年级课时数：1课时所用教材：人教版 PEP 三年级上册Unit 5 Let eat C. Story time教学目标(1)知识目标：单词“ fish , rice , Coke, ice cream” 句型:a.“Can I have some.,please ? ” “ Sure, here you are.” b. Id like some (2)能力目标：a.掌握四个单词“ fish , rice , Coke, ice cream”的正确读音，并且能将单词和图片的信息建立正确的联系。b.能听懂并会用句型“Can I have some.,please ? ”征求对方意见，能明白“Sure, here you are. ”的意思。 c.能听懂并会用句型”Id like some ”告知别人自己所要的东西.(3)情感态度目标：a. 能懂得征求或询问对方的意见时，要用礼貌用语“please 请或者 Can I . 我能.?” b. 培养学生和小组成员合作学习的能力。四、教学重点：（1）单词：fish , rice , Coke, ice cream（2）句型： a. Can I have some.,please ? Sure, here you are. 功能句的简单运用.b. Id like some 功能句的简单运用.五、教学难点：（1）Id 的正确读音。 （2）理解课文中“ Oh, no my fish” 的意思。六、教学设计思路： 本节课是三年级上册第五单元C.故事教学部分，属于一篇简单的阅读课，因此在设计的思路上遵循阅读课型来进行设计，分阅读前，阅读中，阅读后三个部分，在阅读前是解决故事中出现的词汇和句型，在阅读中根据问题来帮助学生理解故事的重难点，在问题的设计上按层次进行设计，以达到层层推进，在难点的突破上考虑学生的特点，主要用了肢体语言及单词卡片的呈现来解决。最后的拓展环节，设计了一个在餐馆点餐的半真实的场景，目的使学生将所学的知识灵活运用在真实的语言环境中，使他们学有所成，体验成功的喜悦。 七、教具录音机；磁带 ；fish , rice , Coke, ice cream 四张单词卡片；PPT ; 猫 和Zoom 的头饰；纸 电冰箱等。教学过程设计:Step One:1）、Say the chant: Fish and rice , Fish and rice 2）. The teacher greets to the students. 设计意图 相互打招呼，缓解师生紧张气氛。3）. Mickey Mouse comes out and the teacher asks the children if they know who he is. 设计意图 以活泼可爱的米老鼠的卡通形象出现，符合这个年龄段学生的特点，激发兴趣，为下一步的导入做好铺垫。 4）. Teach to read the new word “Mickey Mouse”) 5）. Get the children to say “ Hello to Mickey Mouse” 6）. Asks the children to see whats in Mickey Mouses hand. 设计意图利用猜测的游戏，激发学生的求知欲和好奇心，也激活的学生的思维想象力。 Step Two: 1) Stick the four new words on the blackboard and teach to read 2) The English teacher puts his right hand on his stomach and pretends to be hungry and leads in the key structure “ Can I have some ,please ?” The teacher puts the sentence card on the board. 设计意图利用情境教学法，将语言和动作有效的结合起来，在动作的帮助下，让学生很容易理解句子所传递的正确意思。 3) Ask the children to use “ Can I have some rice / fish / Coke and ice cream ,please ?” to ask the teacher for permission. Then the teacher gives the affirmative answer and gives the objet to the student who is asking, then asks one of the student to ask “ Can I have some ., please ?” The another student answers “ Sure , here you are” 设计意图 ：通过链条式的问答练习，让学生巩固操练所学句型，也为后边的对话练习打下了坚实的基础。 4) Teach to read the key structure “ Can I have some , please ? Sure, here you are” 5) Team work. 6) Pair work. 7) Show the pair work. 8) Turn-able game. 设计意图 转盘游戏的目的，将所学的句型巧妙的用在游戏中，激发了学生学习英语的兴趣，活跃了课堂气氛，也让学生对所学的句型进行了在此的强化练习，另外也为否定回答埋下了伏笔。可以说一石三鸟，效果较好。 Step Three: 1) Teach the second key structure - What would you like ? Id like some .a. Teach to read the new word “ fridge”. 设计意图 通过模拟真实的语言场所，采用电冰箱这一个线索，在此引出句型What would you like ? Id like some .，构思巧妙，设计新颖。 b. Ask more than two children to open the fridge. c. Go over the words in the fridge. d. Take out the picture of water. e: Teach to read “ Id ” , then ask the kids “ What would you like ?” ( Put up the sentence card with “ What would you like?” on the board )f: Practice asking and answering about “ What would you like ? Id like some .” Step Four:Teach the story.1) Listen to the story with the question “ What would he like ?” once. 设计意图 通过对课文重要问题的提出，帮助加深学生对所听课文的理解。 2) Answer the above question “ Hed like some fish, rice, Coke and ice cream”.3) Watch the story with the question “ What does Zoom say at last ? 4) Raise one question “ Why does Zoom say “ Oh, no my fish .” ? . “设计意图 通过有效问题的提出，巧妙的解决了课文的难点。5) How to read “ Oh, no my fish” . Tell the children that Zoom is very angry when he cant find his fish. So we should stress here. 6) Check the children if they can read the sentence “ Oh, no my fish” . 7) The children read the story together. 8) The teacher gives a modal to perform the story. 9) Invite more than one to show the story. 设计意图 通过对课文的表演，检测学生对课文的掌握程度，另外也是学生通过表演获得学习后的自信心和满足感。 Step Five: Make a free dialogue in a restaurant. 设计意图 拓展拔高，利用模拟饭馆一个比较真实的语言场景，为学生提供了一个语言练习机会，使他们能对所学的知识进行一个有效的整合，和运用。 1) The teacher gives a modal to be an waiter and asks the guest to order the food. 2) Team work.3) Show the scene ordering the food in a restaurant. Homework:1) Listen and read the story for three times. 2) Show the story to your parents. Edit a short dialogu