小学Unit 3 What would you like? Part B教学设计及反思

这是一份小学Unit 3 What would you like? Part B教学设计及反思，共4页。


Unit 3 What wuld yu like?教案
第二课时(B . Let’s try ＆ Let’s talk)
Unit 3 What wuld yu like?教案
第三课时(B . Read and write ＆ Let’s check＆ Let’s wrap it up ＆ C . Stry time)
教学目标
1.知识目标：能听、说、读、写单词ht，sweet，healthy，delicius和fresh并能灵活运用这些词来解释自己喜欢或不喜欢某种食物或饮品的原因。
2.能力目标：能用所学的形容词简单描述自己对食物或饮品的喜好。
3.情感目标：教育学生要养成均衡的饮食习惯。
教学重点
掌握Let's learn部分的单词。
教学难点
熟练运用所学的词汇表达食物或饮品的特征。
教学准备
图片、录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
以歌曲热身，活跃课堂气氛。
Greetings (师生之间打招呼问候)
Let's sing—Pizza
教师播放视频歌曲，让学生听音乐跟唱。Play the vide. Let students sing tgether with the music.
Sharp eyes
呈现食物和饮品图片，学生快速说出单词。Shw the picture f fd and drinks. Ask students t read them lud as quickly as they can.
Step 2 Presentatin&Practice
在学习新词的同时，创设情景，运用多种方式帮助学生理解单词含义。
将单词的操练放在句型中进行，提高学生的语言运用能力。
1. Lead in
创设Sarah美食之旅场景，导入新课学习。Shw the picture f Sarah standing in the fd street n the PPT. Lead students t lk and say.
T: What can yu see in the picture? Where is Sarah?
Ss: ...(Students can answer in Chinese)
T: OK. Let’s fllw Sarah and start the fd tur!
2. New wrds（单词/句型学习）
(1)教授单词sweet。Teach the wrd“sweet”.
T: Sarah cmes t a sweet shp. What can yu see in the shp?
Ss: …
T: What des Sarah like? Guess!
Shw the picture f “sweet” in “Let’s learn”.
T: Lk! Sarah likes ice cream, because it’s sweet.
The teacher shws a card with the wrd “sweet” and reads it. Students read after the teacher.
Take ut a candy.
T：Ice cream is sweet. The candy is sweet, t. What else?
Ss: Cake, apples, candies...
Then write dwn “sweet” n the blackbard.
Practice “sweet” rw by rw.
(2)教授单词healthy。Teach the wrd“healthy”. Shw a riddle abut salad n the PPT.
T: It’s a kind f western fd. Yu can see vegetables and fruit in it, like apples, strawberries, bananas. It’s healthy. Can yu guess?
Ss: Salad.
T: Yes, it’s salad. It’s healthy.
The teacher shws a card with the wrd “healthy” and reads the wrd three times slwly. Students read after the teacher. The teacher emphasizes its prnunciatin f the end f the wrd and writes it dwn n the blackbard.
T: Is/are the hamburger/juice healthy?
Ss: Yes/N...
T: Great! We shuld eat mre healthy fd.
(3)教授单词fresh。Teach the wrd“fresh”.
T: Sarah cmes t a green grcery stre. What can yu see in the stre?
Ss: …
T: D yu knw where they are frm?
T: Can yu see the green leaves? They are very fresh.
The teacher shws a card with the wrd “fresh” and reads the wrd three times slwly. Students read after the teacher. The teacher shws tw tmates. One is fresh, and the ther isn’t fresh. Help students say: This tmat is fresh. This ne isn’t fresh. Then the teacher writes dwn “fresh” n the blackbard.
Practice “fresh” between bys and girls.
Shw sme pictures f vegetables and fruits. Let students judge fresh r nt fresh.
(4)教授单词ht/delicius。
Teach the ther tw wrds in a similar way.
(5)看图说单词。
呈现Let's learn图片。Shw the pictures f “Let’s learn” n the PPT . Ask students t say the wrds.
(6)火眼金睛。
Practice.（单词/句型操练）
3. Let’s learn
(1)看视频回答问题。Play the vide f “Let’s learn”. Let students watch and answer.
T: What’s Chen Jie’s favurite fd? Why?
Ss: Ice cream. It’s sweet.
Students read the dialgue after the recrding. Then read tgether. Pay attentin t the prnunciatin and the intnatin.
(2)创设Sarah and her friends standing arund the table场景，结合图片进行单词、句型操练。Create the situatin f Sarah and her friends standing arund the table. Practice the dialgue between Sarah and her friends with students. The teacher acts Sarah. All the students act Sarah’s friends. Use the class schedule t ask and answer like this:
T: What’s yur favurite fd?
Ss: ______. It’s/They’re ...
4. Pair wrk
呈现食物转盘，两人小组练习对话。Shw the turntable with the picture f fd n the PPT. Turn the turntable and ask students t practice the dialgue in pairs. Then share it with the class.
T: What’s yur favurite fd?
Ss: ______. It’s/They’re ...
Step 3 Cnslidatin&Extensin
1. Lk, write and say
完成练习并根据图片造句。Shw the picture f “Lk,write and say” n the PPT. Lead students t fill in the blanks.
Then check the answers with students and ask students in different grups t say sentences accrding t the fur pictures.
S1：I like/lve chicken. It’s very delicius. What abut yu?
S2：I like/lve vegetables. They are fresh and healthy. What abut yu?
S3：…
2. Grup wrk
小组活动。Students wrk in grups f fur. One plays the rle f reprter and asks the thers abut their favurite fd/drinks/fruits and the reasns. He / She can ask by using the key sentence patterns in this lessn.
3. Read and fill in the blanks
Step 4 Hmewrk
作业：(1) Listen, read and recite the wrds.
(2) Cpy the wrds.
(3) Talk with yur parents abut yur favurite fd/drink.
教学
反思
本节课围绕着描述食物味道和特征的单词展开教学。基于单元整体设计，创设情景—Sarah的美食之旅为线索，逐步呈现和教学五个目标词汇。
板书
设计
Unit 3 What wuld yu like?
T: What’s yur favurite fd?
Ss: ______. It’s/They’re ...
fresh/healthy/delicius/ht/sweet.
教学目标
1.知识目标：能听、说、认读单词favurite；掌握句型“What’s yur favurite fd?”及其答语。
2.能力目标：能运用所学句型谈论最喜欢的食物并简单说明原因。
3.情感目标：教育学生养成健康的饮食习惯。
教学重点
熟练运用“What’s yur favurite fd?”及其答语谈论最喜欢的食物并说出原因。
教学难点
掌握单词favurite的发音；能在实际情景中运用本课时的重点句型进行交际。
教学准备
录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
Greetings (师生之间打招呼问候)
Sing the sng—What wuld yu like?
Lk and say
(1)看图快速说出单词。Let students lk at pictures and say the wrds quickly.
(2)呈现所有食物和饮品单词，引导学生自由讨论。Shw all the pictures f fd and drink n the PPT. Lead students t talk abut them.
T: Lk! I like eating. They’re delicius. D yu like them? What d yu like/lve?
Ss: ... I like/lve ...
Lead in
(1)结合句子学习理解单词favurite。Help students get the meaning f “favurite”.
T: I like/lve salad.(Shw ne heart) I like/lve beef. (Shw tw hearts)
I like/lve ndles.(Shw three hearts)
T: S I can say “My favurite fd is ndles.”
Write dwn “favurite” n the blackbard and help students learn the wrd. Split the wrd int syllables t teach the wrd. The emphasis is n the first syllable f the wrd. Let students practice the wrd syllable by syllable.
(2)学生两人小组操练句型“—What's yur favurite fd/drink?—My favurite fd/drink is ...”。
Step 2 Presentatin&Practice
采用任务型教学法，让学生先整体感知文本，后细致了解文本，获取关键信息并回答问题，让学生全面、正确地理解文本。
将两个部分话题进行联系整合和总结，让学生整体感知文本，提升学生对课时文本的理解能力。
1. Let’s try
(1)呈现Let's try图片，听音频连线。Shw the picture f “Let’s try” n the PPT.
T: Lk! Wh are they? What can yu see?
Ss: Zhang Peng and Sarah. Milk and grape juice.
T: Yes. We can see grapes n the bx.
T: Zhang Peng and Sarah are thirsty. What wuld they like t drink? Then the teacher plays the recrding. Ask students t try t catch the key infrmatin, such as Zhang Peng-grape juice, Sarah-milk.
Students listen carefully and match. The teacher checks the answers with students.
(2)看图填空并进行问答练习。
T: What’s Zhang Peng’s favurite drink?
Ss: Zhang Peng’s favurite drink is grape juice.
T: What’s Sarah’s favurite drink?
Ss: Sarah’s favurite drink is milk.
T: OK. Nw girls act Sarah, bys act Zhang Peng. Let’s ask and answer.
Girls: What’s yur favurite drink?
Bys: My favurite drink is ... What’s yur favurite drink?
Girls: ...
(3)呈现听力材料，听音频跟读。(Shw the listening material n the PPT)
T: Let’s listen and read it tgether.
2. Let’s talk
(1)创设Zhang Peng and Sarah去食堂场景，导入Let’s talk部分学习。
T: Zhang Peng and Sarah is hungry. They are ging t the lunch rm. D yu knw lunch rm?
Ss: ...
(2)呈现Let's talk图片，看图回答问题。
a. What’s this?
b. What d they have tday?
Let students lk at the picture f “Let’s talk” and talk abut it.
(3)听音频/看视频回答问题。
T: Let’s listen and answer the questins.
a. What’s Zhang Peng’s favurite fd? Why?
Play the recrding f“Let’s talk”and check the answer tgether.
b. What’s Sarah’s favurite fd?
Play the vide f“Let’s talk”and then shw the answers n the PPT.
(4)呈现听力材料，听音频跟读课文，并画出答案所在句子。
a.听音频模仿对话。The teacher plays the recrding. Students read after it and pay attentin t the prnunciatin and the intnatin. Then students read tgether. Bys read first, then girls read.
b. 画出答案所在句子。 Find the sentences with the answers.
(5)再读对话，根据对话回答问题并进行总结，表演对话。
a. 根据对话回答问题。
What d they have tday?
D they like tday’s lunch?
b.根据表格信息总结Zhang Peng’s和Sarah’s favurite fd/drink。
c. 练习对话，并在全班进行表演。Let students practice the dialgue in pairs, and then invite sme pairs t act ut the dialgue in class.
Practice.
3. D a survey and reprt(课件出示：教材P27 Let’s talk板块第二部分的表格)
(1) Students wrk in grups f fur. One plays the rle f a reprter and asks the thers abut their favurite fd and drinks, and then fills in the frm.
The teacher can make a mdel.
(2) Make a reprt.
Ask several “reprters” t reprt the findings f the investigatin.
Make a mdel：
Sarah’s favurite fd is fish. Her favurite drink is milk. Zhang Peng’s favurite fd is… His favurite drink is…
…
4. Pair wrk
两人小组，操练句型。Shw the dialgue n the PPT. Let students wrk in pairs t practice the dialgue.
Step 3 Cnslidatin&Extensin
1. D a survey
呈现菜单和对话，模拟点餐。
2. Exercise
选择填空。
3. Emtinal educatin
Please try t balance yur diet by eating mre fruits and vegetables.
合理膳食，均衡营养。
Step 4 Hmewrk
作业：(1)Read and recite the dialgue n P27.
(2)Cpy the sentences:
What's yur favurite fd? Ndles. They're delicius.
(3)D a survey in yur class, then make a reprt.
教学
反思
文本的教学采用任务型教学法，培养学生的综合语言运用能力，突出重点，突破难点。
板书
设计
Unit 3 What wuld yu like?
favurite
—What’s yur favurite fd/drink?
—My favurite fd/drink is ...
教学目标
1.知识目标：能听、说、认读单词Dear和nin；能理解Read and write部分的内容，了解信件的书写格式；能了解名词单数变复数的一些简单规则。
2.能力目标：培养学生的阅读能力和归纳总结知识的能力。
3.情感目标：教育学生要珍惜粮食，亲近大自然。
教学重点
能读懂Read and write部分的内容并完成相关练习；能了解英文信件的书写格式。
教学难点
掌握名词单数变复数的基本方法并能在实际中运用。
教学准备
录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
Greetings (师生之间打招呼问候)
Lk and say (看图片说出单词)
Free talk (呈现图片和句型，学生自由讨论)
T: —What wuld yu like t eat/drink?
S1:—I’d like _____, please.What wuld yu like t eat/drink?
S2:—I’d like _____, please.What wuld yu like t eat/drink?
...
Step 2 Presentatin&Practice
1. Read and write
(1)呈现鸡肉冰淇淋图片，激发学生好奇心。Shw the picture f chicken ice cream.
T: Lk! What’s this? Wh made it? And why?
Ss: ...
(2)呈现Rbin, Wu Binbin and Grandpa图片，看图回答问题。
T: Wh are they?
Ss: Rbin, Wu Binbin and Grandpa.
T: Wh made the chicken ice cream? D they like it?
Ss: Rbin. N...
(3)呈现两张便条，在便条中圈画出答案。
a.Wh wrte the ntes? Wh did they write t?
b. Underline the fd
(4)根据便条内容，回答问题。
a.快速读课文，回答问题。
1) What’s Wu Binbin’s favurite fd? Why? (Answer: Ice cream. It’ s sweet.)
2) What’s Grandpa’s favurite fd? Why? (Answer: Chicken. It’s delicius.)
a.Students read quickly and underline the key sentences.
The teacher checks the answers like this：Dear×××, can yu answer Questin 1/2/3?
Emphasize the wrd “dear”. After checking the answers, explain the wrd “dear” t students with a wrd card and make sme examples： Dear Mum, Dear Dad, …
b.精读课文，判断句子对错。
Students underline the key sentences with lines and then finish the exercises with a tick r a crss.
1.Wu Binbin desn’t like beef, but he likes chicken. ( )
2.Wu Binbin desn’t like salad. ( )
3.Grandpa likes vegetables, but he desn’t like carrts. ( )
Check the answers.
(5)理解两个重难点句型，看图填空，并完成课本第一部分习题。Help students understand the tw sentences:
I dn’t like beef, but chicken is OK. I like vegetables but nt carrts. Then ask students t read and fill.
(课件出示：教材P29 Read and write板块第一部分的答案)
Students read and tick the picture. The teacher checks the answer with students.
T: If yu are Rbin, what will yu ck?
Encurage students t think and say. The answers that students give can be varius.
(6)听音频跟读课文并复述故事。
a. Students read after the recrding.Pay attentin t the prnunciatin, the intnatin, the sense grup and the pausing. Read tgether. Read freely. Then act ut in grups.
b. Evaluate Rbin. Then try t retell the stry.
(7)完成课本练习，给Rbin写信。
T: What wuld yu like t eat? Yu can write t Rbin. Tell him what yu wuld like t eat. And he can ck fr yu. But hw t write? Let’s watch the tw ntes and pay attentin t the several factrs f writing a nte.
Shw the factrs f writing a nte n the PPT. Then students try t write and pay attentin t the writing criteria.
Practice.
2. Let’s check
(1)呈现“Listen and tick” 图片，引导学生观察并描述图片. Ask students t bserve the three pictures and find the differences. Ask three students t say them ut.
(2)帮助学生理解提问问题。Lead students t understand the sentence “What wuld Amy like?”. Explain that the sentence cntains tw meanings：What wuld Amy like t eat? What wuld Amy like t drink?
(3)听音频打勾，核对答案。Ask students t try t catch the key infrmatin，such as tw sandwiches, a salad, tea. Then play the recrding. Let students listen t it and tick the right picture. Then check the answer tgether.
(4)根据上题所选图片，填写答案。Ask students t read the sentence “What is Amy’s favurite drink?” and fill in the answer accrding t the picture they ticked.
(5)听音频跟读课文。
3. Let’s wrap it up
(1)观察并总结规律。
a. Shw the pictures f ne banana and sme bananas with the wrds “banana” and “bananas”. Let students cmpare the difference. Emphasize the letter “s” at the end f the wrd with a red circle. Then teach ther wrds “pear/pen/bk…” in the same way. Lead students t cnclude the general rule f the plural nuns： Add “s” t the end f the singular nuns.
b.Shw the pictures f ne sandwich and tw sandwiches with the wrds “sandwich” and “sandwiches”. Let students cmpare the difference.
Emphasize the letters “es” at the end f the wrd with a red circle. Then teach ther wrds “peach/dress/class/dish/fx/bx/ptat/tmat…” in the same way. Lead students t cnclude the rule f sme plural nuns whse singular frms end with “s/x/ch/sh/”：Add “es” t the end f the singular nuns.
Help students understand and remember the rules like this：Ptates and tmates are vegetables.
(2)完成表格。Fill in the table.
Ask students t fill in the table accrding t the rules.
(3)核对答案。Check the answers.
Check the answers and verify the rules with the wrds f the table.
Step 3 Cnslidatin&Extensin
Stry time
(1)呈现Zm和Zip在农场图片，看图回答问题。
T: Lk! Where are Zm and Zip?
Ss: ...
(2)看视频回答问题。
Play the vide. Let students watch and answer: What are they ding?
Ss: They are making a salad.
(3)读故事回答下列问题。
a. What vegetables fr the salad?
b. Hw d they make a vegetable salad?
(3)跟读故事。
Step 4 Hmewrk
作业：(1) Listen, read and recite the text n P29.
(2) Write a letter t Rbin, tell him abut yur favurite fd.
教学
反思
采取任务型阅读，综合考察学生的归纳概括能力和对语篇结构的理解能力。教学中有效地渗透阅读策略，层层递进，注重学生学习方法的培养以及语言的综合运用。
板书
设计
Unit 3 What wuld yu like?
dear,nin
My favurite fd is ...
It’s/They’re ...
... is my favurite fd/vegetable.
I like ... but nt ...
I dn’t like ... but ... is/are OK.