Unit 3 What would you like B Let’s talk 公开课教学设计

中小学教育资源及组卷应用平台


附件1：小学英语创新教学设计基本模板
课题名称 人教版五年级上Unit3 What would you like? B Let’s talk
学段 高段 学科 英语 年级 五年级
册别 上册 单元（章节） Unit3 课时 B Let’s talk
设计者 所属单位
教学内容分析（采用单元整体备课理念）
本课教学内容为五年级上册Unit3 What would you like? B Let’s talk, 主要围绕食物展开教学，学生学会询问对方对食物的喜好。这些内容和平时的生活息息相关，学生非常熟悉，所以教师要密切结合学生的生活实际，并引导学生联系生活对所学知识进行运用。
学情分析
在学习本课时前，五年级的学生已经学过许多有关食物的单词，对这个话题也很感兴趣。能够听、说、读、写一些课本要求掌握的四会句子和单词；能够听懂一些简单的对话，能够根据情境组织简单的对话交际和表演；能够提出简单的问题及回答；但还没有很好的形成科学的学习英语的方法和用英语进行思维的习惯。
教学目标（采用单元整体设计目标理念）
1.Knowledge Objective: Ss can listen, speak and read the sentences“What’s your favourite food/drink? I love….” 2.Ability Objectives: a.Ss can understand the dialogue. B.Ss can use“What’s your favourite food/drink? I love…”to ask and answer. C. Ss can say the reason why they like it/them best. 3.Moral Objective: Ss can know that “Eat more fruit and vegetable. They’re good for our health.”
教学重点和难点
Teaching Main Points: a.the sentence structure“What’s your favourite food/drink? I love…They’re/It’s…” b.Let’s try. Teaching Difficult Points: a.Ss can comprehend the dialogue. B.Ss can use“What’s your favourite food/drink? I love…”to ask and answer. C. Ss can say the reason why they like it/them best.
教学环境设计
录播室、活动单、希沃5
教学媒体（资源）
希沃5
板书设计和教学评价设计

教学流程图

课堂教学过程设计
Step1.Warm-up Greeting. Let’s listen to a song: What food did you hear in the song?（设计意图：激发学生兴趣，通过听到的食物单词，复习有关食物单词的单复数，为下面所学做铺垫） Step2.Presentation+Step3.Practice T says “I love bananas .How about you?” Then T writes “I love ____.”on the blackboard and asks Ss to read after me.（设计意图：层层递进，先由有关食物单词的单复数，到 “I love_____.”为下面“I love_____. They’re / It’s _____.”学习做铺垫。）2. T says “I like beef. I like chicken better. I like fish best. So my favourite food is fish.” And T writes “favourite” on the blackboard and ask Ss to read after her. 3. T says “I’m hungry. Let’s go to a restaurant. I love_____. They’re_____. What’s your favourite food? Why?”（设计意图：层层递进，描述喜欢的食物并说明原因。）4. T asks S1-S5 to answer the question and then asks “Who can ask me?” 5.T writes “What’s your favourite food?” on the blackboard and asks Ss to read after her. T says “ There are more food for us. Well, let’s see. What’s your favourite food?” 7.T asks “ Who can help me to ask?”（设计意图：通过出示有关食物可数名词复数和不可数名词两张白板，帮助学生区分They’re/ It’s ______.。）8. T asks “How about drink? I love______. What’s your favourite drink?”（设计意图：从食物自然过渡到饮品，询问学生最喜爱的饮品是什么。）After answering, T asks “ Who can ask me?” T writes it and asks Ss to read after her. 11.T says “There are more delicious food and drink. What’s your favourite food/ drink? Talk about it with your partner.”(设计意图：通过pair work,复习巩固前面所学句型“What’s your favourite food/drink? I love…They’re/It’s…”。） 12.Let’s try: Oh, I’m thirsty. Zhang Peng and Sarah are thirsty,too.a.What’s Zhang Peng’s favourite drink?b.What’s Sarah’s favourite drink? Open your book at page27. Listen and match. There are two kinds of drink. They’re_______. a.Listen and match.( T asks S1 to come to the stage to finish it.) b.Listen again and check the answer.（设计意图：通过引导学生看图说出人物和两种饮料的英文名称，然后阅读指令语，预测将要听到的对话内容，锻炼学生捕捉关键信息，提高听的能力。）13. Let’s talk:a.What?about?their?favourite?food???Now.Listen?and?answer?me?a?question.What?is?Sarah’s?favourite?food?(听第一遍,回答第一个问题What?is?Sarah’s?favourite?food?)b.Listen?again?!Listen?and?look?at?your?books.Answer?me?two?questions!What’s?Zhangpeng’s?favourite?food??What?do?they?have?today?(听第二遍,有字有声音,回答二个问题:What’s?Zhangpeng’s?favourite?food??What?do?they?have?today?) c.?Let’s?read?together!?Ready?go!(全班齐读课文) d.?Let’s?have?a?role?play.(角色扮演) Boys?,you?act?Zhangpeng.Girls,you?act?Sarah.Ready,go!Exchange!14.Chanllege your memory.（设计意图：通过challenge your memory，运用白板的橡皮擦功能，检验学生对对话的理解。）15.Group Work: Next class we will have a cooking class. Ask your classmates about their favourite food/ drink. Make a shopping list for it. （设计意图：通过真实的生活图片创设情境，告诉学生下节课将要上一节烹饪课，四人一组询问你的同伴最喜欢的食物和饮品，并做一汇报，运用EXCEL表格现场统计，直观形象，为下节课做准备。）Sep4.Consolidation and extensionWhat’s?your?favourite?fruit? What’s?your?favourite?vegetable? (询问后告诉学生 “Eat more fruit and vegetable. They’re good for your health.” 进行情感教育。) What’s?your?favourite?color? What’s?your?favourite?animal? What’s?your?favourite?day? …（设计意图：开发学生思维，给学生思考空间，让学生提出更多问题。）Step5.Homework1.跟录音朗读并以微信语音的形式发给我。 2.抄写四会句子5遍并背会。3.询问3位同学最喜爱的水果和蔬菜并做一汇报。
分层次教学
围绕核心词favorite进行思维导图，对学有余力的学生而言，可以进行头脑风暴想出更多已学词汇。对学有不足的学生设计的调查活动，学生可以在活动中巩固所学新词。
家庭作业设计

特色、亮点、创新部分
调查环节，真实有效的情境让学生乐于参与并以扇形图的形式出现，直观地展示出学生下节课所需准备食材。最后的拓展环节，给学生充足的时间开发学生思维，通过让学生来说出围绕单词favourite的其他单词，画出发散图，将本节课所学拓展到生活中。










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