五年級上冊英語教案Unit 3 What would you like 人教

《五年級上冊英語教案Unit 3 What would you like 人教》由會員分享，可在線閱讀，更多相關《五年級上冊英語教案Unit 3 What would you like 人教（5頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、Unit 3 What would you like? B Read and write Robin will cook today. Changgang Primary School Xu Jing Ⅰ.The analysis of teaching contents: This topic is from the third unit of PEP English book 5. Wu Yifan and his grandpa left 2 notes to Robin. Ss will know how to describe What they like and wh

2、at they don’t like on the basis of the knowledge they have learned before. And they will learn more about how to write a note. Ⅱ.The analysis of Students: The Ss are in grade 5.They have learnd English for 2 years, and they are active and interested in learning English. Food is one of the most int

3、eresting topic for them, and they are interested in some other delicious food. They want to express the food what they like and what they don’t like, So they will have more interested in this class. Ⅲ. Teaching aims: A. Knowledge aims: Ss will understand and say the words of food. Ss will unders

4、tand and say the sentences : I don’t like …but …is OK./ I like …but not… B. Skill aims: To develop Ss’ abilities of reading ,cooperations and communications with others. C. Emotion aims: Ss will love their life and get more interests in learning English. Ⅳ.Teaching points: A. Important points:

5、 The understanding of the words about food and the sentences: My favourite food is. It’s/they’re…; I don’t like beef but chicken is OK; I like vegetables but not carrots. B. Difficult points: The writing of a note about what they like or don’t like. Ⅴ. Teaching aims: CAI, PPT and some picture

6、s of food. Ⅵ. Teaching methods: TPR, situational teaching method, reading teaching methods. Ⅶ. Teaching procedures: Teaching procedures Teacher’s activities Ss’ activities purpose Step 1 Pre-reading 1. Greetings. 2. Show Teacher’s pictures and free talk: My favourite food is… It’

7、s /They’re… 3. Watch video: having a picnic. 1. Say the words about food quickly 2. Talk about their favourite food. 3. Watch the video. 用老師吃漢堡的照片復習食物類單詞和句子。激活學生對于food的相關名詞和味覺相關形容詞 的印象。并通過孩子們野餐的視頻吸引學生興趣，營造良好的英語學習氛圍。 Step 2 While- reading 1.Lead-in 介紹人物，導入情境：Wu Yifan and grandpa left

8、2 notes to Robin. Can you help him cook? 2.Present the whole text. Task1：Read and choose the right answer. a. What’s Wu Yifan’s favourite food? Why？ b. What’s Grandpa’s favourite food? Why？ c.Let’s check. 3. Present the important and difficult sentences. Task2: What else do they like a

9、nd don’t they like? (1) What does Wu Yifan like and doesn’t like? a. Lead Ss to read the note and show the questions. b. Lead Ss to stick the food Wu likes on the blackboard. c. Put the picture of beef out of the blank that Wu likes. d. Present the sentence: I don’t like …but the…is OK. e.

10、 Lead Ss to do the activities. f. Discuss the answers. (2) What does grandpa like and doesn’t like? a. Lead Ss to read grandpa’s note and choose the right picture about what he likes. b. Discuss the answers. 4. Discuss what Robin can cook? a. Lead Ss to help Robin choose the food wha

11、t Wu Yifan and his grandpa can both eat. 1. Watch the flash. 2. Do the activities of answering: a. What’s Wu Yifan’s favourite food? Why？ b. What’s Grandpa’s favourite food? Why 3.Read in groups . a. Choose the pictures what Wu Yifan likes and stick them on the blackboard. b. Lea

12、rn to say the sentences: I don’t like…but … is OK. c. Finish the activities to tick or cross. d. Discuss the answers. 3. Read and choose the right picture. 4. Think what Robin can cook? 通過設置幫助Robin做飯的情境，逐步了解Wu Yifan 和 Grandpa喜歡以及不喜歡的食物。在完成任務的過程中逐步體會主要意思，并理解難點句。通過合作

13、、交流、體驗等方式培養(yǎng)孩子們的合作能力和交流、感知能力。 Step 3 Post-reading 1. Lead Ss to talk about “cooking is not easy” 2. Watch video: interesting cooking. 3. Lead Ss to know “cooking is interesting.” 4. Lead Ss to learn to write a note to Robin. 觀察內容的選擇，我本著先靜后動，由近及遠的原則，有目的、有計劃的先安排與幼兒生活接近的，能理解的觀察內容。隨機觀察也是不可少的，是相當

14、有趣的，如蜻蜓、蚯蚓、毛毛蟲等，孩子一邊觀察，一邊提問，興趣很濃。我提供的觀察對象，注意形象逼真，色彩鮮明，大小適中，引導幼兒多角度多層面地進行觀察，保證每個幼兒看得到，看得清?？吹们宀拍苷f得正確。在觀察過程中指導。我注意幫助幼兒學習正確的觀察方法，即按順序觀察和抓住事物的不同特征重點觀察，觀察與說話相結合，在觀察中積累詞匯，理解詞匯，如一次我抓住時機，引導幼兒觀察雷雨，雷雨前天空急劇變化，烏云密布，我問幼兒烏云是什么樣子的，有的孩子說：烏云像大海的波浪。有的孩子說“烏云跑得飛快。”我加以肯定說“這是烏云滾滾?！碑斢變嚎吹介W電時，我告訴他“這叫電光閃閃?！苯又變郝牭嚼茁曮@叫起來，我抓住時機說

15、：“這就是雷聲隆隆?！币粫合缕鹆舜笥辏覇枺骸坝晗碌迷鯓?”幼兒說大極了，我就舀一盆水往下一倒，作比較觀察，讓幼兒掌握“傾盆大雨”這個詞。雨后，我又帶幼兒觀察晴朗的天空，朗誦自編的一首兒歌：“藍天高，白云飄，鳥兒飛，樹兒搖，太陽公公咪咪笑?！边@樣抓住特征見景生情，幼兒不僅印象深刻，對雷雨前后氣象變化的詞語學得快，記得牢，而且會應用。我還在觀察的基礎上，引導幼兒聯(lián)想，讓他們與以往學的詞語、生活經(jīng)驗聯(lián)系起來，在發(fā)展想象力中發(fā)展語言。如啄木鳥的嘴是長長的，尖尖的，硬硬的，像醫(yī)生用的手術刀―樣，給大樹開刀治病。通過聯(lián)想，幼兒能夠生動形象地描述觀察對象。 T: Robin likes cookin

16、g. And today, he will cook for us to thank for our helping. Let’s write a note to Robin. 唐宋或更早之前，針對“經(jīng)學”“律學”“算學”和“書學”各科目，其相應傳授者稱為“博士”，這與當今“博士”含義已經(jīng)相去甚遠。而對那些特別講授“武事”或講解“經(jīng)籍”者，又稱“講師”?！敖淌凇焙汀爸獭本瓰閷W官稱謂。前者始于宋，乃“宗學”“律學”“醫(yī)學”“武學”等科目的講授者；而后者則于西晉武帝時代即已設立了，主要協(xié)助國子、博士培養(yǎng)生徒?！爸獭痹诠糯粌H要作入流的學問，其教書育人的職責也十分明晰。唐代國子學、太學等

17、所設之“助教”一席，也是當朝打眼的學官。至明清兩代，只設國子監(jiān)（國子學）一科的“助教”，其身價不謂顯赫，也稱得上朝廷要員。至此，無論是“博士”“講師”，還是“教授”“助教”，其今日教師應具有的基本概念都具有了。5. Show Ss’ notes and discuss them. 死記硬背是一種傳統(tǒng)的教學方式,在我國有悠久的歷史。但隨著素質教育的開展,死記硬背被作為一種僵化的、阻礙學生能力發(fā)展的教學方式,漸漸為人們所摒棄;而另一方面,老師們又為提高學生的語文素養(yǎng)煞費苦心。其實,只要應用得當,“死記硬背”與提高學生素質并不矛盾。相反,它恰是提高學生語文水平的重要前提和基礎。1. Discu

18、ss about “cooking” 2. Watch the video and enjoy cooking. 3. Write a note to Robin. 4. Show their notes. 通過之前的泛讀和細讀，學生了解cooking是不容易的，此時播放趣味cooking培養(yǎng)學生感知美好生活。在此基礎上，學習書寫note。 Step4: Assessment 1. Say goodbye. 2.Homework 1. Read p. 29. 2. Try to write about your father or mother’s note to Robin. Read and interview their fathers and mothers. Write a note to consolidate. 通過了解父母的喜好培養(yǎng)學生的分享意識，令他們更加期待下節(jié)英語課的到來。 Ⅷ.Design of Blackboard: Robin will cook today I don’t like… but …is OK. I like…but not… Ⅸ. Teaching self –reflection: