小学英语湘少版五年级上册《Unit-3-Do-you-want-some-rice》课教案比赛获奖教案公开课教师面试试讲教案

小学英语湘少版五年级上册《Unit3Doyouwantsomerice?》优质课教案省级比赛获奖教案公开课教师面试试讲教案【名师授课教案】1教学目标(一)、知识与技能1、复习巩固本单元第一课时所学新单词:breakfast,lunch,dinner,soup,vegetables,tomato,potato;2、能灵活运用句型:“Doyouwantsomerice?”询问他人的需求,并能用“Yes,please.”“No,thankyou.”礼貌地回答来表示自己的感谢或拒绝;3、理解:dinner,pepper,含give的句型。4、能在图片提示下,读懂PartD的短文,完成练习。(二)、过程与方法1、创设情境,有效复习旧知。以旧带新,加强对新单词及句型的理解。2、采用了预测法,根据图片大胆地预测内容,可以让学生初步感知短文。3、快速阅读,并通过判断正误、回答问题检验学生对短文的理解程度。4、细化阅读,通过细读短文,对重点信息的涂点勾划,培养学生获取信息处理信息的能力。(三)、情感态度与价值观1、培养学生的合作精神和创新意识。2、让学生明白:无论是接受或拒绝他人的询问,都应该要以礼相待,懂得尊重他人喜好。2学情分析1、小学五年级的学生已有两年多英语学习的经历,学习兴趣比较浓厚,并有一定的语言基础。大部分的学生能根据教师简单指令做动作、做游戏、做事情。能做简单的角色表演。能唱简单的英文歌曲,说简单的英语歌谣。能在图片的帮助下听懂和读懂简单的小故事。能交流简单的个人信息,表达简单的感觉和情感。能模仿范例书写词句。在学习的过程中,大部分的学生还乐于模仿,乐于表达,渴望认同,得到赞许。并且对学习中所接触到的外国文化与习俗特别感兴趣。2、学生在四年级上册第五单元和本册第二单元已学习了有关食物的一些名词:noodles,biscuit,jam,milk,dumplings,rice,bread,hamburger,sandwich,Coke,fish,chicken,beef等;学生在本册第三单元第一课时已学习了句型:“Doyouwantsomerice?”询问他人的需求,并能用“Yes,please.”“No,thankyou.”礼貌地回答来表示自己的感谢或拒绝.3重点难点

(一)、教学重点1、复习巩固本单元第一课时所学新单词:breakfast,lunch,dinner,soup,vegetables,tomato,potato;句型“Doyouwantsomerice?”“Yes,please.”“No,thankyou.”。2、理解:dinner,pepper,含give的句型。3、能在图片提示下,读懂PartD的短文,完成练习。(二)、教学难点阅读技巧的渗透4教学过程活动1【导入】教学设计

教学步骤

Step1Warmup1.GreetingsT:Goodmorning,everyone!Ss:Goodmorning,MissZeng!T:Howareyou?Ss:I’mfine,thankyou.Andyou?T:I’mfine,too.Thankyou!...2.FreetalkUnit3Doyouwantsomerice?Period2Step2Presentationanddrill(1)Pre-reading①Words:T:OK!Therearesomefoodsanddrinks.Tellme:Whatisthis?(Whatarethese?)S1:biscuitsS2:jamS3:milkS4:dumplingsS5:rice…②Sentencespattern:T:Look!Therearesomefoodanddrinksonthebigtable.Howdelicious!Let’shavedinner,OK?Ss:OK.T:Whocantellme:“dinner,dinner”What’sthemeaningofdinner?Ss:Itmeans“supper”.T:Great!Atdinner,afamilycansittogethertohaveameal.Readafterme:dinner,dinner,havedinner,Let’shavedinner.Ss:Dinner,dinner,havedinner,Let’shavedinner.T:Doyouwantsomebiscuits?S1:No,thanks.S2:Yes,please.T:Doyouwantsomejam?…【设计意图】通过真实语境的创设,在情景中复习。与学生互动,让他们熟悉单词、句型。以旧带新,加强对新单词及句型的理解。降低了文本难度,为学生的自主阅读做好铺垫。T:Look!Whatarethese?Ss:noodlesT:Abowlofnoodles.Readafterme:noodles,noodles,是面条。面条,面条,noodles。Ss:noodles,noodles,是面条。面条,面条,noodles。T:Doyouwantsomenoodles?S1:Yes,please.S2:No,thanks.T:OK.Igiveyousomenoodles.(将实物面条递给S2)Guess:Givemeans…Ss:给T:(边做动作边读)Readafterme:Igiveyousomenoodles.Ss:Igiveyousomenoodles.T:Igivesomenoodlestoyou.Ss:Igivenoodlestoyou.…T:What’sthis?Ss:pepperT:Highandlowvoice.Pepper(大声)Ss:Pepper.(小声)…T:Doyouwantsomepepper?S1:No,thanks.S2:Yes,please.T:OK.Igiveyousomepepper.(将实物胡椒递给S2)T:(边做动作边读)Readafterme:Igiveyousomepepper.Ss:Igiveyousomepepper.T:Igivesomepeppertoyou.Ss:Igivesomepeppertoyou.…T:OK.Ihavealittlefriend.Whoisshe?Ss:(Sheis)Lingling.T:Shehasdinnerwithherfatherandmother.Doyouwanttoknowmore?Ss:Yes.(2)While-reading①看图片,猜短文。T:Lookatthepictures.Whatdoyouthinkabout?S1:…S2:……【设计意图】看图片,让学生大胆的预测,初步感知短文内容。②学生带着问题读短文,快速阅读,并根据短文内容判断正误。T:TurntoPages11.Lookatyourbook.Readthistextquickly,andthendiscussingroups.Use“True”or“False”toanswerthequestions.TrueorFalse:1.Lingling’sdogsitsunderthechair.(F)2.Linglinggivessomenoodlestothedog.(T)3.“Doyouwantsomepepper?”Hermotherasks.(F)【设计意图】通过快速阅读这种形式,帮助学生初步理解短文内容,并通过判断正误、回答问题等方式检验学生的理解程度。Checkyouranswer.T:Number1:Lingling’sdogsitsunderthechair.TrueorFalse?Whowantstohaveatry?S1:True.S2:False.…T:Maybe.Lookattherightanswer:False.Herdogsitsunderthetable.Notchair.T:Number2:Linglinggivessomenoodlestoherdog.TrueorFalse?S:…T:Maybe.Lookattherightanswer:True.Accordingtothissentence:Shegivessomenoodlestoherdog.T:Number3:“Doyouwantsomepepper?”Hermotherasks.TrueorFalse?S:…T:It’sfalse.Accordingtothissentencefromtext:“Doyouwantsomepepper?”Herfatherasks.评价:MaybegoodwonderfulGoodjob.Welldown.③自由读(默读),在短文中找答案。T:OK.Readthetextslowly.Findtheanswerandunderline.Answerthequestions.1.WhereisLingling’sdog?2.Doesherdoglikethenoodles?3.Doesherdoglikethepepper?【设计意图】通过细读短文的主要内容和细节信息,培养学生获取信息处理信息的能力。在阅读过程中指导学生详细阅读,对重点信息的涂点勾划,注重学生的合作意思。Checkyouranswer:1.Lingling’sdogsitsunderthetable.2.Yes,itdoes.(itlikesthenoodles.)3.No,itdoesn’t(likethepepper).评价:Thankyou!smartclevercuteGivemefiveComeon.Verygood!excellentcongratulation④大声跟读T:Now,readaftertheCAIloudly.(3)Post-readingT:Let’smatchandfillintheblanksMatchandfillintheblanks.Picture1Linglinggivessomepeppertoherdog.Itis.Picture2Lingling’sfathergiveshersomepepper.Linglingis.Picture3Linglinggivessomenoodlestoherdog.Itis.Picture4Lingling’smothergiveshersomenoodles.Linglingis.Checkyouranswers:

Step3PracticeAct

T:Now,Igiveyoutwominutestoprepare,andthenact.Practicewithyourpartners,OK?S:OK.T:Let’sact.(Don’tbeshy.Icanhelpyou.)S:…【设计意图】学生上台表演,既可以加深对短文的理解,又可以培养学生的创新意识。让学生自己创设情境操练本节课所学的单词和句型,引导学生将所学知识运用于实际生活。Step4ProductionT:Inthewestern,thepetisveryimportantmemberinthefamily.Linglinglikessomenoodles,soshegivesherdog…S:somenoodles.T:Linglinglikessomepepper,soshegivesherdog…S:Somepepper.T:Doesherdoglikethepepper?S:No.T:Thistexttellsus:Weshouldrespecttoeachh