人教版五年级上册Unit3Whatwould

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人教版五年级上册Unit3 What would you like? Part A let’s learn 教学设计

教学目标：

1. 知识目标：

(1).能够听说读写本课时的四会单词：ice cream，hamburger，salad，sandwich ,tea .

(2)能够听说认读“What would you like to eat? I’d like a sandwich.”此类句型。

2. 能力目标：

(1) 能在情景中得当的运用“What would you like to eat?/What would you like to drink”此类句型。

(2) 能够简单描述自己想吃的食物和想喝的饮料，鼓励并引导学生在生活中大胆运用英语语言，培养学生的语言运用能力。

3. 情感目标：

教育学生养成健康饮食的良好习惯。

教学重点：

(1)掌握 Let’s learn 部分的单词：ice cream，hamburger，salad，sandwich ,tea.

(2)在情景中运用“What would you like to eat?/What would you like to drink？ I’d like … ”此类句型。

教学难点：

(1)单词“hamburger”准确发音。

(2)单词“sandwich”的准确发音。（字母“d”不发音）

(2)准确运用 a,an,some.

教学准备:

　1.电子白板课件。

　2.教师准备图片，实物。

3.教师为学生准备的小奖品。

教学过程：

Step 1:Warm-up （4’）

1. Enjoy a song 《Seven days》

2. Greetings.

Good morning! / How are you? / Nice to meet you./Who’s your Chinese teacher/maths teacher? / What’s she like?/ Is she old/young/kind? /What day is it today?.

3. Review the Chinese food.

T:We have learned some Chinese food and drink. Now Let’ s have a look. What’s this in English? … (请几位学生说中国食物名称，复习并自然引入西方食物。)

T:Some children like Chinese food and some like Western food.Today we will learn some Western food.

(设计意图：简单的日常用语问候，轻松地做一做对话练习，使孩子们迅速地进入英语学习的氛围中，活跃课堂气氛，同时为后面进行时学习的埋下伏笔。）

Step2.presentation (22’)

T: We’re going to talk about Food and Drink.(板书贴图)

T:First,Let’s try to classify the words: to eat or to drink?

(chicken/fish/beef) （water/juice/milk）

(设计意图：请学生上台做分类题，初步对食物和饮品做区分掌握。)

T：Group one and group two are the Food group. Group three and group four are the Drink group. Let’s have a competition. May Flower Restaurant needs some volunteers. Which group gets more flowers and which group member becomes a volunteer.

Task1 Learn the new words.

Introduce “sandwich ”.

T:.Look! What do you see?(白板课件，并板书)

(运用白板课件里面的遮盖功能，把遮盖图片划出，引出：sandwich.)

(板书贴图----白板课件拉出sandwich以及发音)

T：Now listen and read. (Read in groups,read in pairs.)

(变换形式的读，个别组，集体读，分组读)

T: Who can combine words? （请学生上黑板组合单词sandwich）

(设计意图：在学生学习掌握单词后，让学生自己动手组拼组合单词，为学生深入学习四会单词起到了很好的促进作用，能够帮助学生识记书写单词。)

T: Who can answer my question? /What would you like to eat?

S1: I’d like a sandwich.

2. Introduce “hamburger”

a.T:Look at the screen,Here’s a blank,but I know here is a hamburger .Let’s have a look.(利用白板课件的拉大功能，引出hamburger.)

(板书贴图----白板课件拉出hamburger以及发音)

T：Now listen and read. (Read in groups,read in pairs.)

(变换形式的读，个别组，集体读，分组读)

T: Who can combine words? （请学生上黑板组合单词hamburger）

(设计意图：在学生学习掌握单词后，让学生自己动手组拼组合单词，为学生深入学习四会单词起到了很好的促进作用，能够帮助学生识记书写单词。)

T: What would you like to eat ?

S2: I’d like a hamburger.

3. Introduce “ice cream”

a.T:look at the screen. Who wants to come here to find the new food ? (利用白板课件中的橡皮擦除功能，引出 ice cream )

T:What’s this? Ss:…

T:Yes,It’s an ice cream.

(板书贴图----白板课件拉出ice cream 以及发音)

T：Now listen and read. (Read in groups,read in pairs.)

(变换形式的读，个别组，集体读，分组读)

T: Who can combine words? （请学生上黑板组合单词ice cream. ）

(设计意图：在学生学习掌握单词后，让学生自己动手组拼组合单词，为学生深入学习四会单词起到了很好的促进作用，能够帮助学生识记书写单词。)

T: What would you like to eat?

S1: I’d like an ice cream .

T:Who can ask and who can answer?

S3:… S4:…

4. Introduce “salad”

T:look at the screen. (屏幕上出现沙拉宝宝，引出 salad.)

(板书贴图----白板课件拉出salad 以及发音)

T：Now listen and read. (Read in groups,read in pairs.)

(变换形式的读，个别组，集体读，分组读)

T: Who can combine words? （请学生上黑板组合单词salad. ）

(设计意图：在学生学习掌握单词后，让学生自己动手组拼组合单词，为学生深入学习四会单词起到了很好的促进作用，能够帮助学生识记书写单词。)

T: What would you like to eat?

S1: I’d like a salad.

T:Who can ask and who can answer?

S3:… S4:…

5. Introduce “tea”

T:look at the screen. (屏幕上出现茶水宝宝，引出 tea.)

T: Is it food or drink?

(板书贴图----白板课件拉出tea 以及发音)

T：Now listen and read. (Read in groups,read in pairs.)

(变换形式的读，个别组，集体读，分组读)

T: Who can combine words? （请学生上黑板组合单词tea. ）

(设计意图：在学生学习掌握单词后，让学生自己动手组拼组合单词，为学生深入学习四会单词起到了很好的促进作用，能够帮助学生识记书写单词。)

T: What would you like to drink?

S1: I’d like a tea.

T: Tea is uncountable noun.We can’t use a or an ,we should use some.

T: What would you like to drink??

S: I’d like some tea.

T:Who can ask and who can answer?

Task2 listen and read.

open the book,listen and read.（follow the computer）

Step3.Practice (12’)

Task 3. Pair work. （击鼓传花）

T: Now Let’s play a game. When the music starts,you pass the box.When the music stops ,you stop .At this moment ,you take out a paper ,make a dialogue with you partner. Come on !

(设计意图:通过有趣的活动，调动学生的积极性，提高学生的学习热情，巩固新知，加强同桌之间的合作能力。) （抽两组）

Task 4 Group work

T:A group of four, Use your favourite words ,Make dialogues with your partner.)(小组加分) （抽两组）

A:What would you like to eat?

B. I’d like a /an /some…

C:I’d like a/an…

D:I’d like a/an…

A:What would you like to drink?

B:I’d like some…

C:I’d like some…

D:I’d like some…

(屏幕上可以出示多种食物，让孩子去选择)

T: I know you are tired. Now let’s enjoy a song.

Step4.Summary (1’)

1. Read the words.

2.Extention.

T：We should have healthy diet ,we should form good habits.( 设计意图：设计到情感教育，教育学生应该有健康和均衡的饮食,养成良好的习惯。)

Step5.Homework (1’)

Review the words.

Try to use in life " What would you like to eat?/" What would you like to drink? Such sentences.

板书设计：

Unit 3 What would you like?

sandwich 图片 tea 图片

hamburger 图片

ice cream 图片

salad 图片

I’d like a sandwich.

人教版五年级上册Unit3 What would you like? Part A let’s learn 教学反思

本节课是一节词汇新授课，教学目标是能够听说读写本课时的四会单词：ice cream，hamburger，salad，sandwich ,tea，能够听说认读“What would you like to eat? I’d like a sandwich.”此类句型。

在热身环节，我巧妙利用交互式电子白板媒体播放功能，插入歌曲，以此来调动学生的积极性，并且有效地复习了之前学过的内容。在复习环节，利用白板课件出示鲜明的图片，以此呈现鲜明活泼的图片，以此来调动学生的积极性。

在新授环节，我利用交互式电子白板的四线三格功能，英汉字典功能，从发音和书写上全面调动学生的学习积极性，并为他们有效学习提供了很好的素材，为他们的学习指引了方向！

在整节课中，我利用交互式电子白板的蒙层功能，橡皮擦功能，拖拽功能，从多个角度来调动学生的积极性，激发他们学习的热情。

学生的积极性很高，整节课都热情高涨！只是部分学生在表达“I’d like …”时，对可数名词和不可数名词容易混淆，还需老师多指导！

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