Unit 5 What would you like教学设计.docx

《Unit 5 What would you like教学设计.docx》由会员分享，可在线阅读，更多相关《Unit 5 What would you like教学设计.docx（4页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Unit 5 What would you like 教学设计A Lets talk Group work 教学目标：1、能够会说 What would you like for dinner? rd like. Whats for dinner ?.2、能运用句型 What would you like for dinner? Id like.进行交流调查3、能听懂会说 Wait and see. Everythings ready.教学重难点：重点：What would you like for dinner? rd like.的自然熟练的表达难点：Everything5 ready. W

2、ait and see.的恰当使用和重点句型的具体运用 教学步骤：一.热身/复习(Warm-up/Revision)1. Sing a song “What would you like?2. Lets chant: Dinner is ready(Chicken and fries)3. Review the words with sentences such as “Do you like . Whatdo/would you like? Are you hungry? Can I have someHow much?设计意图：简单的问答，能让学生适应语感，有助于复习已学过的知识， 为今天

3、新对话的教学做好准备。二导入(Presentation)4. 呈现课件：傍晚十分，一个房间的墙上挂着一个闹钟，指针指向6 点，中间是依仗圆桌，上面有fish, riceT: Look! Its 6 P.M. Its time for dinner, whats for dinner?S: Fish and rice.5. 再现 chicken , milk T: whats for dinner?S: Chicken and milk.6. 再点击，没有图片出现T: whats for dinner? Guess.51: Noodles.52: Beef. S3 S4 :T: Wait and

4、 see.（点击出现许多食物） whats fbr dinner? whats for dinner?Wait and see. Wait and see.与学生一起唱自编的歌谣，来理解掌握难点。设计意图：创设情境，在情境中学习句型，易于理解，也激发了学生的学 习兴趣，提高了他们的学习积极性。4.T: Look. Everything，ready.（这时教师用课件发出肚子饿的声音）Oh, Im hungry. Td like some fish, rice, and vegetables.（做吃饭的样子）Mm, Yummy. Are you hungry?S: Yes （学生跃跃欲试）老师拿出

5、服务员的帽子戴上，手中拿着菜单。T: Now Im a waitress. What would you like fbr dinner?51: rd like some beef and hamburgers.T:（根据学生的回答在菜谱上打勾）Wait a moment.（做拿食物的样 子） Here you are.5,继续用 What would you like for dinner?问其他同学。6 . T: Who wants to be a waiter or a waitress?51: Hello! What would you like for dinner.?52: rd

6、like some rice and fish.SI： Wait a moment.（做拿食物的样子）Here you are.多请几组。设计意图：学生在创设的情境中学习，犹如在现实生活中一般。学生乐于 学，轻松学，主动地学，使语言的实际运用得到了体现。7 . Group work轮流当服务生设计意图：培养小组合作精神，增强自信心，同时教师也可以在这时进一 步了解学生情况，调整教学策略。8 .老师戴上rabbit头饰，问一服务生T: Im a rabbit, Im hungry.S1: What would you like, rabbit?T: rd like some carrots.老师

7、提示 Im a .Fm hungry学生与学生之间互相练习，抽查几组。设计意图：在角色中体验语意9 .出示课件，闹钟调到早上六点T: Its 6 A.M. Its time for dinner.S:NoT: Yes, Its morning, Its time for. breakfast 用直拼法教读breakfastT: Look!(课件)Everything is ready. What would you like for breakfast?SI: Td like some milk, hamburgers, bread and beef.T: Wow! What a big br

8、eakfast!多问几位学生，引导全体学生说Wow! What a big breakfast!10 .用相似的方法引出lunch以及句型。设计意图：利用渗透式教学，渗透相关的知识，在句型中学习新单词，为 今后的教学做了铺垫，也扩充了学生的知识结构。11 . Group work:用以学过的句型，调查三位同学的饮食拓展、巩(Extension/Consolidation )1. 呈现课件（生日图以及Id like some.）T: If today is your birthday, What would you like?51: Td like some flowers52: rd like

9、 some cakes and books.设计意图：简单形象明了的课件让学生明白老师的意图。学生利用自己想 象力，具体运用新句型，既开发了学生的发散性思维，也拓宽了句型的运 用范围，增强了语言的实际运用能力。2. 呈现课件，播放录音，让学生边听边看T: Now Jets listen to the tape, and read after it.设计意图：从英语学科的实际特点出发，教师用课件再现教学内容， 让学生犹如身临其境，培养其良好的用语习惯.原声语音的模仿，有助 于培养学生优美的语感。上台真实的模仿情景表演，给学生一个体验 成功的舞台，也能培养学生的表演能力和口语能力。3. 学生小组练习对话表演对话，抽组检查。板书设计:Unit 5 What would you like?T: whats for dinner? S: Fish and rice.T: What would you like for dinner? S: Td like some课后反思：四年级学生的学习能力还比较弱，学习策略比较欠缺，对语言的整体把 握能力也不够强。因此，在教学过程中示范作用显得尤为重要。学习过程 中老师的及时介入能够降低学生的学习难度。在本堂课中，情景的合理创设激发了学生的参与热情。学生依据本课 时的语言框架，基本都能流利的用英语进行表达。