Unit 3 What would you like? 表格式教案
文档属性
| 名称 | Unit 3 What would you like? 表格式教案 |  | |
| 格式 | zip | ||
| 文件大小 | 32.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2017-11-19 19:31:02 | ||
图片预览
文档简介
PEP Five Unit Three What would you like? (1st period)
Teaching
content
Unit Three What would you like?
Part A Let’s try Let’s talk
Teaching aims
1. Ss can understand the dialogue with the help of the pictures.
2. Ss can read the passage with the correct sense-group, pronunciation and intonation; and then, act the dialogue out.
3. Ss can grasp the sentence patterns “What would you like to eat? What would you like to drink? I’d like …” and use them in real situations freely.
4. Ss can understand the words “thirsty”, “drink” and “sandwich” in context, and read them correctly.
5. Ss can get to know the differences between Chinese food and Western food systematically.
6. Ss can experience the love between family members from Sarah’s family.
Teaching
important
points
Ss can understand the sentence patterns “What would you like to eat? What would you like to drink? I’d like ….” and use them in real situations freely.
Teaching
difficult
points
Ss may have difficulties in pronouncing the word “thirsty” and making new dialogues.
Teaching
aids
PPT, Ss’ worksheet
Teaching procedures
Steps
Teacher’s activities
Students’ activities
Purposes
Step I
Warm up & Revision
1. Sing a song
2. Greetings and Free talk
What day is it today?
What’s the weather like today?
What do you often do on the weekend?
T: I often cook at home on the weekend.
3. Review food and drinks
(1) Chinese food and Western food
If today I cook for you, what would you like?
T: OK, no problem.
T: They are all Chinese food. Would you like some Western food? What Western food do you know? (PPT shows the Western food.)
(2) Food and drinks
T: Chinese food and Western food are all food. Would you like some drinks?
T: S1, would you like some milk?
1. Ss enjoy the song.
2. Ss answer T’s questions according to the real situation.
3. Ss: I’d like …
(Ss review the words about food by looking at the pictures.）
Ss: I’d like ….
Ss: salad, hot dog, hamburger …
S1: Yes, please. / No, thanks.
歌曲包含课外很多重点句型及单词，不仅能够唤醒学生的旧知，而且让学生整体感知本课重难点。
将食物进行分类，同时穿插中西方主食差异，不仅能让学生系统地回忆旧知，同时能了解中西方饮食的文化差异。
在单词头脑风暴的同时，也将以前学过的两个主要相似句型进行了温习，为学生掌握本课核心句型打下坚实基础。
Step II
Presentation & Practice
1. Let’s try
T: So many food and drinks, are you hungry?
When school is over, you often feel hungry, right?
(1) Listen and fill in the blanks
It’s 4:00 p.m. Sarah goes home. She is hungry. What would she like to eat? Let’s listen and fill in the blanks.
Sarah would like to eat _____ and _____. (Pay attention to the writings.)
(2) Listen again and choose
Q: What does Sarah’s mother give Sarah? (Three pictures for Ss to choose)
(3) Teach “sandwich”
Guide Ss to spell the word “sandwich” & “sandwiches”.
2. Let’s say
T: Look, it’s 5:00 now. Mum is cooking dinner. Sarah is eating a sandwich. Listen, who’s back?
T: Daddy works hard for a whole day, what will mum and Sarah say/ do?
PPT shows two pictures.
T: Look, mum helps daddy hold the coat and the bag. Sarah gives daddy something.
PPT shows a big “love”. T: They are a family, one and all.
3. Watch and answer
T: What does Sarah give daddy? Now, let’s watch and answer two questions.
(1) What would dad like to eat?
(2) What would dad like to drink?
4. Let’s check & Teach “thirsty”
(1) What would dad like to eat? A sandwich.
(2) What would dad like to drink? Some water.
T: Daddy is hungry, so he would like a sandwich.
Daddy is ______, he would like some water.
T: You can open your book and find the word, try to spell this word by yourself.
5. Listen and imitate
T: Now, let’s listen and imitate. Pay attention to the rising tone, falling tone and linking.
6. Role play
T: Now, it’s your turn to act it out. Try to be Sarah’s family, a loving family. You have 3 minutes to prepare.
Ss: Yes. / No.
(Ss will be very excited.)
Ss open the book P24, listen and fill in the blanks.
Ss choose picture 2.
Ss try to spell the word “sandwich” and “sandwiches”.
Ss: Daddy.
Ss may give the answers below:
“Welcome back, daddy.” “Sit down, please.” “Drink some water, please.”
Ss watch the video and answer
Ss: (1) A sandwich.
(2) Some water.
Ss open the book and find the word, try to spell “thirsty” which is similar to “Thursday” by themselves.
Ss take turns to read “thirsty”.
Ss listen and imitate the dialogue.
Ss find their friends and act the dialogue out.
从与学生的自然交谈中引入Sarah’s hungry, 自然引入Let’s try的情境。
同时Let’s try也为整篇对话的发展搭建了背景，打下了知识基础。
Let’s say环节的设置主要目的是让学生回忆自己与家人生活的点滴，感受Sarah一家的有爱，给学生以情感升华。
整个对话课以时间的推进为线索，自然引出一家人的日常生活，在描述生活中呈现并操练本节课的重点句型。整体推进，突破重点。
整个对话的脉络是在Let’s check这个环节予以理清的。使整体呈现对话没有脱节，同时，也给予学生实际运用的初尝试。
在角色扮演环节，注重学生的演，为学生准备了必要的道具与场景。
Step III
Consolidation & Extension
1. Make new dialogues
(1) Ask and answer
T: Look, it’s 6:00 now. Mum says: Dinner’s ready.
Sam: Mum, I’m hungry.
Mum: What would you like to eat, Sam?
Sam: I’d like some beef, please.
Mum: Here you are.
Sam: Thank you, mum. Yummy!
Mum: Would you like some orange juice?
Sam: Yes, please.
(2) Make similar dialogues
T: Can you make similar dialogues among the family members.
Ss use 3 minutes to make new dialogues.
You can use the following sentences: What would you like to eat? What would you like to drink? I’d like …. Would you like…? Yes, please. / No, thanks.
T: Don’t forget to ask mum: “What would you like, mum?” Mum is very busy and tired cooking the dinner, right?
2. Group work：Chen Jie’s birthday party
Tuesday, Wednesday, Thursday, Friday, Saturday.
T: Look, Sarah’s at a restaurant with her friends. Who’s this man?
T: Bingo! Today is Chen Jie’s birthday. She invites his friends to have a dinner at a restaurant together. Look, Chen Jie’s dad takes a menu. He asks the children what they would like.
Practice 1: Now, I’m dad, who can be Mike?
Practice 2: Now, I am Zhang Peng, who can be Dad?
Practice 3: This time, Who can be Dad, who can be Wu Yifan?
3. Take an order
Now, take out your work sheet.
Ss try to be Sam, read the dialogue with teacher.
Ss work in groups of four; make similar dialogues about having dinner.
Ss read the week words.
Ss: He is Chen Jie’s dad.
Ss take turns to make new dialogues between T and Ss, Ss and Ss.
Ss finish the work sheet by asking and recording.
时间的推进，Sarah一家开始吃晚餐，餐桌上家人之间的交流，自然巩固操练了本节课核心句型。同时加入了Would you
like some …?句型，扩充话轮。
本单元主情景图中不仅展示了Sarah一家用餐的情景，同时也提到了Chen Jie的生日，所以自然想到了以此为话题再次进行拓展。这次的场景从家转移到了餐厅，通过点餐的过程，达到了语言实际灵活运用的目的。
最后，以一张work sheet为结尾，作为学生的家庭作业，达到了课内到课外的延伸。
Step IV
Homework
1. Listen and imitate P 24 for five times, then recite it.
2. Finish the work sheet.
Blackboard
Design
Unit 3 What would you like?
A Let’s talk
A: I’m hungry.
B: What would you like to eat?
A: I’d like…. sandwiches
A: I’m thirsty.
B: What would you like to drink?
A: I’d like….
Teaching
content
Unit Three What would you like?
Part A Let’s try Let’s talk
Teaching aims
1. Ss can understand the dialogue with the help of the pictures.
2. Ss can read the passage with the correct sense-group, pronunciation and intonation; and then, act the dialogue out.
3. Ss can grasp the sentence patterns “What would you like to eat? What would you like to drink? I’d like …” and use them in real situations freely.
4. Ss can understand the words “thirsty”, “drink” and “sandwich” in context, and read them correctly.
5. Ss can get to know the differences between Chinese food and Western food systematically.
6. Ss can experience the love between family members from Sarah’s family.
Teaching
important
points
Ss can understand the sentence patterns “What would you like to eat? What would you like to drink? I’d like ….” and use them in real situations freely.
Teaching
difficult
points
Ss may have difficulties in pronouncing the word “thirsty” and making new dialogues.
Teaching
aids
PPT, Ss’ worksheet
Teaching procedures
Steps
Teacher’s activities
Students’ activities
Purposes
Step I
Warm up & Revision
1. Sing a song
2. Greetings and Free talk
What day is it today?
What’s the weather like today?
What do you often do on the weekend?
T: I often cook at home on the weekend.
3. Review food and drinks
(1) Chinese food and Western food
If today I cook for you, what would you like?
T: OK, no problem.
T: They are all Chinese food. Would you like some Western food? What Western food do you know? (PPT shows the Western food.)
(2) Food and drinks
T: Chinese food and Western food are all food. Would you like some drinks?
T: S1, would you like some milk?
1. Ss enjoy the song.
2. Ss answer T’s questions according to the real situation.
3. Ss: I’d like …
(Ss review the words about food by looking at the pictures.）
Ss: I’d like ….
Ss: salad, hot dog, hamburger …
S1: Yes, please. / No, thanks.
歌曲包含课外很多重点句型及单词，不仅能够唤醒学生的旧知，而且让学生整体感知本课重难点。
将食物进行分类，同时穿插中西方主食差异，不仅能让学生系统地回忆旧知，同时能了解中西方饮食的文化差异。
在单词头脑风暴的同时，也将以前学过的两个主要相似句型进行了温习，为学生掌握本课核心句型打下坚实基础。
Step II
Presentation & Practice
1. Let’s try
T: So many food and drinks, are you hungry?
When school is over, you often feel hungry, right?
(1) Listen and fill in the blanks
It’s 4:00 p.m. Sarah goes home. She is hungry. What would she like to eat? Let’s listen and fill in the blanks.
Sarah would like to eat _____ and _____. (Pay attention to the writings.)
(2) Listen again and choose
Q: What does Sarah’s mother give Sarah? (Three pictures for Ss to choose)
(3) Teach “sandwich”
Guide Ss to spell the word “sandwich” & “sandwiches”.
2. Let’s say
T: Look, it’s 5:00 now. Mum is cooking dinner. Sarah is eating a sandwich. Listen, who’s back?
T: Daddy works hard for a whole day, what will mum and Sarah say/ do?
PPT shows two pictures.
T: Look, mum helps daddy hold the coat and the bag. Sarah gives daddy something.
PPT shows a big “love”. T: They are a family, one and all.
3. Watch and answer
T: What does Sarah give daddy? Now, let’s watch and answer two questions.
(1) What would dad like to eat?
(2) What would dad like to drink?
4. Let’s check & Teach “thirsty”
(1) What would dad like to eat? A sandwich.
(2) What would dad like to drink? Some water.
T: Daddy is hungry, so he would like a sandwich.
Daddy is ______, he would like some water.
T: You can open your book and find the word, try to spell this word by yourself.
5. Listen and imitate
T: Now, let’s listen and imitate. Pay attention to the rising tone, falling tone and linking.
6. Role play
T: Now, it’s your turn to act it out. Try to be Sarah’s family, a loving family. You have 3 minutes to prepare.
Ss: Yes. / No.
(Ss will be very excited.)
Ss open the book P24, listen and fill in the blanks.
Ss choose picture 2.
Ss try to spell the word “sandwich” and “sandwiches”.
Ss: Daddy.
Ss may give the answers below:
“Welcome back, daddy.” “Sit down, please.” “Drink some water, please.”
Ss watch the video and answer
Ss: (1) A sandwich.
(2) Some water.
Ss open the book and find the word, try to spell “thirsty” which is similar to “Thursday” by themselves.
Ss take turns to read “thirsty”.
Ss listen and imitate the dialogue.
Ss find their friends and act the dialogue out.
从与学生的自然交谈中引入Sarah’s hungry, 自然引入Let’s try的情境。
同时Let’s try也为整篇对话的发展搭建了背景，打下了知识基础。
Let’s say环节的设置主要目的是让学生回忆自己与家人生活的点滴，感受Sarah一家的有爱，给学生以情感升华。
整个对话课以时间的推进为线索，自然引出一家人的日常生活，在描述生活中呈现并操练本节课的重点句型。整体推进，突破重点。
整个对话的脉络是在Let’s check这个环节予以理清的。使整体呈现对话没有脱节，同时，也给予学生实际运用的初尝试。
在角色扮演环节，注重学生的演，为学生准备了必要的道具与场景。
Step III
Consolidation & Extension
1. Make new dialogues
(1) Ask and answer
T: Look, it’s 6:00 now. Mum says: Dinner’s ready.
Sam: Mum, I’m hungry.
Mum: What would you like to eat, Sam?
Sam: I’d like some beef, please.
Mum: Here you are.
Sam: Thank you, mum. Yummy!
Mum: Would you like some orange juice?
Sam: Yes, please.
(2) Make similar dialogues
T: Can you make similar dialogues among the family members.
Ss use 3 minutes to make new dialogues.
You can use the following sentences: What would you like to eat? What would you like to drink? I’d like …. Would you like…? Yes, please. / No, thanks.
T: Don’t forget to ask mum: “What would you like, mum?” Mum is very busy and tired cooking the dinner, right?
2. Group work：Chen Jie’s birthday party
Tuesday, Wednesday, Thursday, Friday, Saturday.
T: Look, Sarah’s at a restaurant with her friends. Who’s this man?
T: Bingo! Today is Chen Jie’s birthday. She invites his friends to have a dinner at a restaurant together. Look, Chen Jie’s dad takes a menu. He asks the children what they would like.
Practice 1: Now, I’m dad, who can be Mike?
Practice 2: Now, I am Zhang Peng, who can be Dad?
Practice 3: This time, Who can be Dad, who can be Wu Yifan?
3. Take an order
Now, take out your work sheet.
Ss try to be Sam, read the dialogue with teacher.
Ss work in groups of four; make similar dialogues about having dinner.
Ss read the week words.
Ss: He is Chen Jie’s dad.
Ss take turns to make new dialogues between T and Ss, Ss and Ss.
Ss finish the work sheet by asking and recording.
时间的推进，Sarah一家开始吃晚餐，餐桌上家人之间的交流，自然巩固操练了本节课核心句型。同时加入了Would you
like some …?句型，扩充话轮。
本单元主情景图中不仅展示了Sarah一家用餐的情景，同时也提到了Chen Jie的生日，所以自然想到了以此为话题再次进行拓展。这次的场景从家转移到了餐厅，通过点餐的过程，达到了语言实际灵活运用的目的。
最后，以一张work sheet为结尾，作为学生的家庭作业，达到了课内到课外的延伸。
Step IV
Homework
1. Listen and imitate P 24 for five times, then recite it.
2. Finish the work sheet.
Blackboard
Design
Unit 3 What would you like?
A Let’s talk
A: I’m hungry.
B: What would you like to eat?
A: I’d like…. sandwiches
A: I’m thirsty.
B: What would you like to drink?
A: I’d like….