还剩1页未读,继续阅读
文本内容:
Unit5Dinner is ready教学设计(Period1)课时分析在Let,s talk部分,展示了如何询问他人用餐意愿的句式;What would you like及What wouldyou like for dinner以及如何回应I d like somesoup andbread,please.以及句式What sfordinner Dinnersready.在故事的情境中,这些句子都比较好理解因此要为学生创设相应的情境,让他们能够在真实或虚拟的语境中理解并使用语言,从而掌握所学知识,提高自己的口语表达能力Let ssurvey是个在同学间进行的调查活动学生需要调查同组或同班同学的用餐意愿,并记录下来在调查过程中,学生要不断地使用我们的目标语言,达到操练语言,使用语言的目的课时目标
1.能够听懂、会说句型What wouldyou likefor...Id like some...,please.
2.能够听懂、会说以下词汇dinner,soup,vegetables,ready
3.能够听懂、会读对话,并能分角色表演
4.能够在真实或模拟的情景中正确使用句型What wouldyou likeV dlike...来征求并表达用餐的意愿
5.了解中西方饮食文化的差异课时重难点
1.重点能够听懂、会说句型What wouldyou likefor.・・?I dlike some...,please.能够听懂并使用词汇dinner,soup,vegetables,ready能够听懂、会读对话,并能分角色表演
2.难点能够在真实或模拟的情景中正确使用句型What wouldyou likeT dlike...来征求并表达用餐的意愿教学准备
1.多媒体课件、录音机、磁带
2.食物单词图片教学过程Step1Warm up
1.播放歌曲It stime forlunch.学生认真倾听Teacher:Boys andgirls,are youreadyfor ourEnglish classFirst let s listento asong.Listen carefully,please.It stime forlunch.I want to eat.Noodles andrice,a specialtreat.It stime forlunch,I wantto eat,noodles andrice,a specialtreat.Teacher:Can youtry tosing withit设计意图以歌曲热身可以快速吸引学生的注意力,营造良好的英语课堂氛围同时,帮助学生复习与食物相关的知识,为下一步的学习做好准备Step2Lead in
1.出示食物的图片,请学生说出其名称Teacher:What,s thisYes,it sbread.What s thisIt sjuice.What aboutthis oneIt ssoup.(板书单词)Read afterme,please.Do youlike soupAndlook,what sthis This is acucumber.This isa tomato.Thisisa potato.They arevegetables.Read afterme,vegetables.(板书单词)Do youlike vegetablesWhat sthis its rice.What,sthisIt sfish.They arefood.设计意图衔接歌曲,出示食物图片通过图片,使学生明白新授的食物名称Step3Presentation
1.提出问题,引起学生阅读兴趣,呈现对话内容Teacher Lookat thefood.Are youhungryDo youwanttoeat Mikeis hungry.What wouldhe likeLet slisten andfind.
2.播放对话录音,学生找出答案听完录音后,请学生说出自己的答案Teacher:Answerthe question,please.What would Mike likeThat meanswhat Mikewants toeat.He would like...Yes,He wouldlikesomesoup andbread.设计意图通过提问引起学生的阅读兴趣,并使学生带着问题认真倾听课文内容
3.谈论对话内容,帮助学生深入理解对话Teacher What wouldMike s dadlike fordinnerHe wouldlike...Yes,some fishand vegetables.What doesMike,s motherdo Sheis readyforthe dinner.She makesdinner forMike andMikesfather.When dowe havedinner Sometimes its in the afternoon.Sometimesits inthe evening.Most ofus havedinner inthe evening.Thatmeans thesupper.Dinner isthe biggestmeal ina day.Read afterme,dinner.设计意图通过深入讨论对话内容,帮助学生理解新授单词的意思及对往右主要内容Step4Practice4,再次播放课文录音学生跟读课文Teacher:Boys andgirls,letsread thedialogueafter thetape.Please listencarefully,read carefully.
2.学生自由读课文,教师巡视,帮助学生解决读音上的问题Teacher Nowplease readthetext freely.If youhave anyquestions,please showme yourhand andask me.
3.学生分角色朗读课文Teacher:Now,who wants to be Mike Whowants tobe Mikes MumWhowants tobeMikes dadLet sread itin roles.
4.请学生戴上头饰来扮演对话的角色,表演对话Teacher:Now we11find thebest actororactress.Please cometo thefront andshow thedialogue.设计意图通过以上四个活动,使学生能够充分理解课文内容,并且能够正确朗读课文在不同形式的读和表演活动中,使学生逐步理解并掌握本课的重点句型,为其达到熟练表达奠定基础
5.出示不同食物的图片,请学生针对图片进行交流Teacher:What arethese Sayit quickly.Teacher:What wouldyoulikeTeacher:Do apair work.Ask andanswer,please.Whatwouldyoulike Iwouldlikeor Idlike...(板书答句)Teacher:Which pairwantstoshow yourdialogue设计意图展示食物图片,为学生的对话提供语料支撑然后通过老师的示范,师生示范,再到生生练习,逐步引导学生熟悉重点句式
6.小组活动调查你同组同学的用餐意愿,并形成表格TeacherLet ssurvey.Look atthischart.Ask yourmembers ofthe groupand fillintheblanks.Teacher:Which groupwants toshowyour chartCan youtalk about it设计意图在进行调查活动时,为了完成调查任务,学生不得不一次又一次地使用学习到的语言进行交流从而达到在“用中学”的作用Step5Summary
1.请学生谈一谈自己眼中中西餐的不同Teacher Whatwouldyoulike fordinner What doesMike likefordinnerAre theythe sameWhatdoyou knowabout thesedifferences Canyou saysomethingaboutit设计意图请学生思考并发现中西餐饮食中的不同可以适当使用汉语教师进行有必要的补充,使其了解中西方饮食文化的不同。