5年级上册Unit 3The first period（第一课时）

Step1:Warm-up&Lead-in①1.Greetings.2.Enjoythesong—Whatwouldyouliketoeattoday?(出示课件)(1)Playthesongforthefirsttime.Studentsonlyenjoy,andthentrytofollowittosing.(2)Playthesongagain.Askstudentstochoosethewordsthatappearinthesong.Theteacherticksorcrossesthewordsafterstudentssaythewords.3.Lead-in.Showthepictureofthemainsceneonpage22onthePPT.(出示课件)Thesentencesofthepicturearecovered.T：Look!ThisisSarah’sfamily.Theyarereadyfordinner.Whataretheytalkingabout?Sarah’smother’sfavouritefoodissalad.Sarah’sfatherlikessandwiches.Oh,theyaretalkingaboutfood.Writedownthetopic“Unit3Whatwouldyoulike?”ontheblackboard.Step2:PresentationTeachingpurpose②引导学生对听力内容进行预测，培养学生的听力技巧。Teachingpurpose②引导学生对听力内容进行预测，培养学生的听力技巧。T：Sarahishungry.(Dotheactionof“hungry”.)Whatwouldsheliketoeat?Readthecontentof“Let’stry”.(出示课件)Guesstheanswers.Studentssayouttheirguessing.Thentheteacherplaystherecording.(出示课件)Askstudentstotrytocatchthekeyinformation,suchasbread,chicken.Letstudentslistencarefullyandfillintheblanks.Thenchecktheanswerswithstudents.(课件出示：教材P24Let’stry板块的听力材料及答案)Askstudentstoreadthesentenceswithanswers.Teachingpurpose③话题很自然地从Sarah过渡到Sarah’Teachingpurpose③话题很自然地从Sarah过渡到Sarah’sfather,呈现完整的对话，让学生整体感知文本，提升学生的听力能力和对文本的理解能力。(1)LearnPicture1.③(出示课件)①Listenandanswer.T：Lookatthepicture!Whataretheytalkingabout?Ss：Theyaretalkingaboutfood.T：Yes.Sarah’sfathercomesbackhome.Heisverytired.Ishehungry?Let’slistencarefully.Playtherecording.(课件出示：教材P24Let’stalk板块的第一段音频)Letstudentslistenandtrytoanswerthequestion.T：IsSarah’sfatherhungry?Ss：Yes,heis.②Watchandanswer.T：Sarahwouldlikesomebreadandchicken.Sarah’sfatherishungry.Whatwouldheliketoeat?Let’swatchthecartoon.Thentrytofindtheanswer.Playthecartoon.(课件出示：教材P24Let’stalk板块的第一段视)Leadstudentstowatchandfindtheanswer.Showthepictureof“sandwich”andhelpstudentslearntheword“sandwich”(sand+wich=sandwich).(出示课件)Askstudentstopayattentiontothepronunciation.T：NowI’mSarah’smother,andyouareherfather.Iaskandyouanswer.Whatwouldyouliketoeat?Ss：Asandwich,please.Thenexchangetheroles.Theteacherwritesdownthesentencesontheblackboard.Atthesametime,studentsreadthemaloud.Teachingpurpose④通过让学生仔细观察图片，培养学生的观察能力和逻辑思维能力。以water引出thirsty和drink的学习。然后让学生带着任务观看文本视频，通过找出问题的答案，引导他们学习核心句型，培养他们的阅读技巧。(2)LearnPicture2.Teachingpurpose④通过让学生仔细观察图片，培养学生的观察能力和逻辑思维能力。以water引出thirsty和drink的学习。然后让学生带着任务观看文本视频，通过找出问题的答案，引导他们学习核心句型，培养他们的阅读技巧。①Observethepictureandanswer.T：Sarah’sfatherisfullnow.Butheisthirsty.Whatwouldheliketodrink?T：(Pointtothewater.)Look!What’sthis?Ss：Water!/Acupofwater.T：Yes.Water!Sarah’sfatheristhirsty.Whatwouldheliketodrink?Ss：Somewater.T：Yes,he’dlikesomewater.Saythewords“thirsty”and“drink”inatoneofemphasiswithsomeactions.Helpstudentslearnthewords“thirsty”and“drink”withwordcardsandactions.②Watchandanswer.T：Now,youareSarah’sfatherandI’mSarah.Watchthecartoonandtrytoanswermyquestion.(课件出示：教材P24Let’stalk板块的第二段视频)T：Whatwouldyouliketodrink?Ss：I’dlikesomewater.Explainthat“I’dlike...”equalsto“Iwouldlike...”andteachstudentstoreadthetwosentencepatterns.Thenwritethemdownontheblackboard.Studentspracticethesesentencepatternsontheblackboardaftertheteacher.Teachingpurpose⑤本环节旨在强化学生对文本的阅读及理解。在语境中落实核心句型的运用，确保学生能正确而流利地朗读。3.Teachingpurpose⑤本环节旨在强化学生对文本的阅读及理解。在语境中落实核心句型的运用，确保学生能正确而流利地朗读。(1)Readaftertherecording.Theteacherplaystherecording.(出示课件)Studentsreadafteritandpayattentiontothepronunciationandtheintonation.Thenstudentsreadtogether.Boysreadfirst,thengirlsread.Theycanhaveacompetition.Atlast,studentsreadfreely.(2)Role-play.First,theteachercanmakeamodel.Thenstudentsworkinpairs.Itcanbedonebetweentheteacherandstudentsorboysandgirls.(3)Actoutthedialogues.Letstudentsactoutthedialogueswiththeheadwear.Praisethestudentswhodoagoodjobandthencorrectthemistakes.Encouragemorestudentstoparticipate.Step3:Practice⑥Teachingpurpose⑥Teachingpurpose⑥先提供食物和饮品类单词、词组作为语言支架，引导学生表达自己所需，后利用“开火车”游戏进行问与答的练习，逐步深入，大大地降低操练难度，能够更好地提升学生的参与热情和参与度，激发学生的兴趣。反复的操练可以强化学生对目标句型的理解与掌握。T：Look,thesewordslosetheirways.Canyouhelpthemfindtheirhouses?Studentsfinishthetask.Checktheanswerstogether.(出示课件)Helpstudentssaysomesentenceswiththesentencepattern“I’dlikesome...”accordingtothewordsabove.2Askandanswer.Showthepictureof“Askandanswer”.（出示课件）StudentsaskandansweraccordingtothePPT.Theycandolikethis：A：Whatwouldyouliketoeat?B：I’dlikesome...A：Whatwouldyouliketodrink?B：I’dlikesome...Studentscanplaythegame“Driveatrain”topractice.Thefirststudentasks,andthesecondstudentanswers.Thentheycanexchange.Step4:Consolidation&Extension⑦Teachingpurpose⑦Teachingpurpose⑦让学生在情景中合理运用所学词汇和句型创编新的对话，运用所学语言知识进行交际，培养学生的综合语言运用能力。与此同时，升华学生的情感，让学生体会父母工作的辛苦和不易，从而关心和敬爱父母。Studentsworkingroupsoffour.T：Nowtrytomakeanewdialogueinyourgroups.First,I’llmakeamodelwithoneofyou.T：Hi!Areyouhungry/thirsty?S1：Yes.(I’mhungry/thirsty.)T：Whatwouldyouliketoeat/drink?S1：I’dlikesomebread/orangejuice.T：Hereyouare.S1：Thankyou.2.Showtheirnewdialogues.Asksomegroupstoshowtheirdialogues.Giveevaluationstothem.3.Emotionaleducation.Showsomepictures.(课件出示：不同职业的爸爸妈妈辛苦工作的图片)Leadstudentstocareforandlovetheirparents.▶板书设计▶作业设计1.Copythekeysentences.2.Practicethedialogues.3.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.本节课以学生为本，以问题为导向，逐步引导学生自主学习，圆满完成学习任务。2.教学设计流程清晰，各环节之间过渡自然，具有层次感，有效地利用各种资源，激发了学生的兴趣，提高了课堂的教学效率。3.通过观察图片、预测情景，培养了学生的观察能力和逻辑思维能力。4.整节课突出语言的语用功能。通过创设合理的情景，帮助学生在情景中使用所学语言，培养了学生的综合语言运用能力。5.通过拓展和延伸，培养学生的情感态度及价值观。6.板书设计重点突出，简明扼要，给学生语言的输出提供了支架，对课堂教学起到了很好的辅助作用。▶TeachingContentsLet’stry·PerceivethekeysentencepatternsofPartAandfinishthelisteningtask.Let’stalk·Understandthemainideasofthedialogueswiththehelpofthepicturesandtheteacher.·Readthedialoguesaccordingtothecorrectpronunciation,intonationandsensegroupandactthemout.·Usethekeysentencepatternstoaskandanswerinrealsituations.·Understandthenewwordsinthecontextandpronouncethemcorrectly.▶TeachingPriorities·Beabletolisten,speakandreadthewords“drink,thirsty”.·Beabletomasterthesentence“Whatwouldyouliketoeat/drink?”andanswerwiththesentencepattern“I’dlike...”▶TeachingDifficulties·Beabletousethesentencepatternstotalkaboutthetopicofdietintherealsituationflexibly.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Enjoythesong—Whatwouldyouliketoeattoday？3.Lead-in.Showthepictureofthemainsceneonpage22.1.Greetings.2.Enjoythesongandchoosethewordsthatappearinthesong.3.Lookatthepicture.Createapleasantlearningatmosphere.Activatestudents’learninginterest.Helpstudentsperceivethekeysentencepatterns.Leadinthenewlesson.Presentation1.Let’stry.Leadstudentstoguess.Playtherecording.Checktheanswerswithstudents.Guesstheanswers.Listentotherecordingandfillintheblanks.Checktheanswerswiththeteacher.Cultivatestudents’listeningskillsbyleadingstudentstopredict.2.Let’stalk.(1)LearnPicture1.①Listenandanswer.Showthepicture.Askaquestion.Playtherecording.②Watchandanswer.Askaquestiontoleadstudentstounderstandthedialogue.Playthecartoon.Teachtheword“sandwich”andthekeysentences.①Listentotherecordingandanswerthequestion.②Watchthecartoonandanswerthequestion.Learntheword“sandwich”andthekeysentences.Helpstudentsgetanoverallperceptionofthedialogue.Improvetheirabilitiesoflisteninganddeepentheirunderstandingofthetext.Enhancetheirimpressionofthekeysentencepatternseffectively.(2)LearnPicture2.①Observethepictureandanswer.Showthepictureandaskquestions.Leadstudentstothink.Teachthewords“thirsty,drink”withwordcardsandactions.②Watchandanswer.Playthecartoon.Teachthekeysentencepatternsandexplainthat“I’dlike...”equalsto“Iwouldlike...”Lookatthepictureandwatchthecartoon.Answerthequestions.Learnthewords“thirsty,drink”，thekeysentencepatterns“—Whatwouldyouliketodrink?—I’dlike...”andunderstandthat“I’dlike...”equalsto“Iwouldlike...”Cultivatestudents’observationandlogicalthinkingabilitiesbythepicture.Helpstudentsfindoutthekeyinformationbywatchingthecartoon.Usequestionstoleadstudentstolearnthekeysentencepatterns.Cultivatestudents’readingskills.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation3.Readandact.Playtherecordingandmakeamodel.Readaftertherecording.Readtogetherandreadfreely.Practicethedialoguesandactthemout.Helpstudentsreadandunderstandthetext.Consolidatetheuseofthekeysentencepatternsincontext.Makesurestudentsreadthedialoguescorrectlyandfluently.Practice1.Canyoufindtheirhouses?Showtwohousesandsomewords.2.Askandanswer.Showthepictureof“Askandanswer”.1.Helpthewordsfindtheirhouses.Practicethesentencepattern“I’dlike...”accordingtothewords.2.Practicethekeysentencepatternsthroughthegame.Enhancestudents’participation.Arousestudents’learninginterestandenthusiasm.Helpthemunderstandandgraspthekeywordsandsentencepatternsbyaseriesofactivities.Consolidation&Extension1.Makeanewdialogue.2.Showtheirnewdialogues.3.Emotionaleducation.1.Workingroupstomakenewdialogues.2.Showthedialogues.3.Lookatthesepicturesandthink.Cultivatestudents’comprehensivelanguageusingabilitiesbylettingthemmakeupnewdialoguesandshowing.Achievetheemotionalgoalsbyaskingstudentstoobservethepicturesandthink.Homework1.Copythekeysentences.2.Practicethedialogues.3.Dotheexercises.Unit3Whatwouldyoulike●教学反思本课是人教版英语五年级上册《Unit3Whatwouldyoulike》，我的反思如下：一、结合学生实际，合理设计目标这是一堂新授课。我在设计这节课的教学目标时，从实际出发，合理地设计了教学目标：1、掌握句型“What'syourfavouritefood?”,“Ilove…”，并能在特定情境中询问并回答最喜欢的食物。2、初步学会favourite和delicious的用法。3、保持健康的饮食习惯。有了这些明确的目标，我在实施课堂教学时，紧紧围绕这三大目标，达到了较好的教学效果。二、热身运动。我利用本单元学过的一首歌曲Whatwouldyouliketoeat来复习和巩固本节课要运用的句型。可以说一下子抓住了学生的注意力，并让学生接下来的对话导入埋下了伏笔。三、导入环节我运用了一些图片，让学生熟识了一些食物，从