Unit 5 Let's eat! PartB Start to read 表格式教学设计

三年级英语
2021-2022
学年度第
一
学期教学设计
课题名称
Unit
5
Let’s
eat!Start
to
read
课时
授课时间
背景分析
学生已会说water，能听、说、认读单词bread/juice/egg/milk，并学习了句型I’d
like
some…
please.
Here
you
are.
You
are
welcome.
Have
some…please.
Can
I
have
some…please？课时教师应尽量扣住生活场景进行词汇教学，并滚动复习Can
I
have
some…please？的句型，使学生能感受到有意义的词汇学习。
学习目标
1.
能听懂、会说I’d
like
some…
please.
Here
you
are.
You
are
welcome.
Have
some…please.
Can
I
have
some…please？等句型。2.通过设实际情景，让学生能在相应的情景中准确运用以上句型。培养学生正确、自然的模仿语音、语调的能力。
学习重难点
重点:
学生能听懂、辨认图片中所学的食物及其书写形式，能够熟练运用句型“Can
I
have
some
…，please”
来询问自己想要得到的东西，并在真实的语境中运用。难点：理解water
为不可数句词，不能说a
water,
waters,
a
coke
则表示“一罐可乐”的简略说法，但其他饮料则不能这么说。
所需条件
1.
教师：鸡蛋、果汁、面包等食物图片，人物头饰，课件。2.
学生：自带食物饮料或自己画的卡片
板书设计
Unit
5
Let’s
eat!Start
to
readI’d
like
some...
Can
I
have
some…please？Have
some...
Here
you
are.
学习过程学习过程
Step
I.
Show
the
learning
aims.
(示标示导)
T:
Hello!,
boys
and
girls.
Nice
to
meet
you！This
class
we
are
going
to
learn
Unit
5Let’s
eat!
A
Let’s
talk(书写课题)First
let’s
see
the
learning
aims
on
the
screen,
please.(多媒体呈现学习目标)Step
II.
Show
in
class
and
Presentation
（展示导入）
1、Show
in
class（1）Free
talk.
T:Good
morning,boys
and
girls!Ss:
Good
morning,
Miss
Sun.T:
How
are
you
today?Ss:
I’m
fine,
thank
you.T:
Nice
to
meet
you.Ss:
Nice
to
meet
you,
too.
（2）Warm-up
Sing
the
song
“Let’s
have
some
cake
today”
together.（注意：在演唱歌曲时，教师可以边唱边提示学生歌曲中提到的食物。）(3)Let’s
do【设计意图】课前齐唱节奏欢快的英文歌曲，既可以调节学生的情绪，活跃气氛，又能使学生迅速的进入英语学习状态，同时激发了学生的学习兴趣。2.
Presentation
出示鱼的图片：Can
I
have
some
fish,please?出示蛋糕的图片Can
I
have
some
cake,please?以此方式进行复习关于rice,
water
的句型。学生进行回答。对表现好的同学发放实物卡片奖励，及评价了学生，调动了他们的积极性，又为后面的Production做准备。Pair
work教师给出图片和句型，让学生自由练习。评：请按以下标准互相评价：发音清晰，互有回应☆准确自己想要的食物或饮料☆语音语调准确，语句流畅☆【设计意图】设计意图】通过本过程既复习了旧知，为本课的学习做好了铺垫，同时也培养了学生综合运用语言的能力。同时也充分调动了学生的积极性。Step
III.
To
learn
first
and
then
teach
(先学后教)
(20分钟左右)1.
Look
and
answer.（第一次先学后教）
(1)教师出示一张图片
请同学们认真观察图片，然后回答问题：
What
can
you
see?
(出示自学指导一）学生仔细观察图片，然后用I
see...回答。2.
The
first
picture.（第二次先学后教）第二遍观看视频，再次感受对话语言的运用场合和所需语境。同时克服对语言的理解障碍。（出示自学指导二）Ss
watch
the
video
and
answer
the
questions.Guide
2
listen
and
repeatRead
sentence
by
sentence
In
this
picture,
play
the
tape
and
read
sentence
by
sentence.（1）Listen
to
the
tape
and
imitate
the
dialogue,
pay
attention
to
the
pronunciation
and
intonation.(
Ss
listen
to
the
tape
and
repeat
)（2）Boys
and
girls,
please
read
the
dialogue
in
groups,
after
2
minutes
I’ll
ask
some
of
you
read
,
let’s
see
which
group
is
the
best.
Ss
act
the
dialogue
out,
give
the
group
which
is
the
best
a
star,
and
praise
them.小组间互相评价。【设计意图】通过跟读、指读、全班朗读、自由朗读、模拟情境朗读，对语言进行大量输入，并让学生模仿正确的语音语调，让学生不但能听懂、会说、会认读句子，而且会在情境中运用语言。Guide3:Read
in
pairs:小组间互相评价。4.
Read
in
roles.Show
the
guidance
to
Ss
and
have
the
Ss
cooperate
to
read
the
dialogue
aloud
in
groups
in
2
minutes.
(齐读、小组读，男生读、女生读等多种形式反复强化朗读)T:
Compare
which
group
behaves
the
best.（适时评价）.5.
Act
in
roles.Ask
some
groups
to
act
in
roles.（各小组代表戴头饰分角色表演对话。在真实语境中复习学过的语言，从而学会运用所学语言进行交流。）【设计意图】Read
in
roles
及Act
in
roles环节，教师指导学生通过小组合作的形式反复读对话、讨论交流，启发学生有效质疑，让学生对质疑点进行讨论，努力弄懂每一句话，进而理解对话的深层含义。Step
IV
Production
拓展提升Group
competition
小组对抗赛你喜欢吃什么？和搭档做一个新的对话。（适时评价）.【设计意图】通过这些活动，创造了一个开放的语言交际环境,让学生积极动起来，对所学的句型进行充分的练习，并练习了学生口头语言的表达能力。Step
V
Summary（归纳小结）（1分钟左右）1.
Do
self-evaluation.
Let
the
Ss
think
over
what
they
have
learned
in
this
class.
And
then
encourage
several
Ss
to
sum
up.
If
necessary,
the
teacher
gives
much
more
advice
in
details.2.
Let’s
see
which
group
is
the
best
(The
best
group
must
behave
better
and
got
more
scores
than
any
other
group.).【设计意图】创设自主评价与平台，引导学生进行自主总结评价本节课所学，一方面可以让学生感知本节课习得知识的掌握程度，另一方面有利于培养学生养成自我评价、自我总结的良好学习习惯。。Step
VI
Test
in
class（训练达标）(10分钟左右）1.
Tell
the
Ss
about
the
demands
of
the
test
and
have
them
finish
it
by
themselves
in
5
minutes.2.
Show
the
keys
to
the
test.3.
Let
the
Ss
discuss
the
mistakes
that
he/she
has
made
in
the
test
in
groups.
If
necessary,
they
can
ask
the
teacher
for
help.【设计意图】要求学生在规定的时间内有效完成当堂检测，不仅确保了学生在课堂上的学习时间，检测了学生对本堂课的知识与技能的掌握情况，同时通过这种即时检测又保证了学习（教学）目标的可控、可测与可实现，提升了教学效率。Step
VII
Homework（布置作业）1.
Listen
to
and
sing
“
Let’s
have
a
picnic
today”.2.Get
more
information
about
the
fast
food
restaurant.
学后反思