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視頻標簽：What would,you like
所屬欄目：小學英語優(yōu)質課視頻
視頻課題：PEP Book 5 Unit 3 What would you like A Let’s talk 第一課時
教學設計、課堂實錄及教案：PEP Book 5 Unit 3 What would you like A Let’s talk 第一課時
執(zhí)教老師 謝婉霞（佛山市南海區(qū)大瀝實驗小學）
備課組 五年級
Title 題目
PEP Book 5 Unit 3 What would you like?
A Let’s talk 第一課時
日期
2016-09-20
Type of lesson
課型
會話
Objectives 教學目標
1、Language knowledge語言知識： New words: sandwich, drink, thirsty
New sentence structures: What would you like to eat? I’d like some/a…. What would you like to drink? I’d like some….
2、Language skill語言技能：1）能夠在語境中理解新單詞sandwich, drink, thirsty的意思，并能夠正確發(fā)音
2）能夠在情境中運用句型What would you like to eat/drink? I’d like….詢問并回答自己
想要吃什么、喝什么
3）能夠理解Let’s talk的對話大意并按照正確的意群及語音、語調朗讀對話
3、Learning Strategies學習策略：1）通過聯(lián)想和比較，歸納出結論
2）激活已學的相關詞匯和句型，聯(lián)系上下文，理解新單詞和新句型的意思
4、Affect 情感態(tài)度：1）培養(yǎng)小組合作，共同參與活動、完成任務的意識 2）滲透點餐禮儀
5、Culture awareness文化意識：西餐餐牌中食物的分類
Difficulties Analysis 教學重難點 1、教學重點：1）新單詞和新句型
2) 激活學生已學的相關詞匯和句型，完成學習任務
2、教學難點：引導學生在較為真實的情境中運用所學語言知識進行交流
Teaching Aids/Media 主要教學媒體
PPT、食物單詞圖片、頭飾等
Teaching Procedures 教學過程 Teaching activity & Steps of the activities
教師的活動
Learning strategies 學生學習活動
Purpose 設計意圖
Warming up and Lead in
1. Greetings
2. Guess the teacher’s favourite topic(topic of this lesson)
3. Game: Look and read the flashing words on the screen. The words are about the topic of this lesson.
4. Let the students choose the correct topic 1. Say hello;
2. Guess, give ideas:
A. Animals B. Toys C. Food and drink D. Clothes 3. Play the game. Revise the learned words about food and drink 4. Choose the correct topic
通過游戲，激活相關知識： 1. 引出本課的主題
2. 復習與本主題相關的已學詞匯
3. 引出本課的學習任務。
Presentation and Practice
Show the words from the game about food and drink. Have the students to make a menu. Let them know the four parts of a menu: Starter, Main Course, Dessert and Drink. 1. Group discussion: talk about the grouping of the words.
2. Make a menu. Put the words in the right category on a menu. 1. 通過小組討論，完成單詞分類，為后面的句型學習鋪墊 2. 文化意識的滲透 Talk about the food and drink on the menu. Present the new sentence structure: What would you like to eat/drink? I’d like some. Have the students to ask and answer with each other.
Learn the new sentence structure, use it to answer the teacher’s questions and also raise questions to classmates.
呈現(xiàn)和操練本課重點句型
Show a learned story from Book 3. Let the students to revise and understand one of the proper situations to use the sentence structure. 1. Watch and listen to a learned story about Zip in the restaurant. They’ve learned the story in
Grade Four.
2. Read the story in roles.
重溫四年級上冊Unit 5的story time:
1. 重溫重點句型的使用情景 2. 引出課文內容
3. 為拓展部分的情景做鋪墊 2
Teaching Procedures 教學過程 Teaching activity & Steps of the activities
教師的活動
Learning strategies 學生學習活動
Purpose 設計意圖
Warming up and Lead in
1. Greetings
2. Guess the teacher’s favourite topic(topic of this lesson)
3. Game: Look and read the flashing words on the screen. The words are about the topic of this lesson.
4. Let the students choose the correct topic 1. Say hello;
2. Guess, give ideas:
A. Animals B. Toys C. Food and drink D. Clothes 3. Play the game. Revise the learned words about food and drink 4. Choose the correct topic
通過游戲，激活相關知識： 1. 引出本課的主題
2. 復習與本主題相關的已學詞匯
3. 引出本課的學習任務。
Presentation and Practice
Show the words from the game about food and drink. Have the students to make a menu. Let them know the four parts of a menu: Starter, Main Course, Dessert and Drink. 1. Group discussion: talk about the grouping of the words.
2. Make a menu. Put the words in the right category on a menu. 1. 通過小組討論，完成單詞分類，為后面的句型學習鋪墊 2. 文化意識的滲透 Talk about the food and drink on the menu. Present the new sentence structure: What would you like to eat/drink? I’d like some. Have the students to ask and answer with each other.
Learn the new sentence structure, use it to answer the teacher’s questions and also raise questions to classmates.
呈現(xiàn)和操練本課重點句型
Show a learned story from Book 3. Let the students to revise and understand one of the proper situations to use the sentence structure. 1. Watch and listen to a learned story about Zip in the restaurant. They’ve learned the story in
Grade Four.
2. Read the story in roles.
重溫四年級上冊Unit 5的story time:
1. 重溫重點句型的使用情景 2. 引出課文內容
3. 為拓展部分的情景做鋪墊
Teaching Procedures 教學過程 Teaching activity & Steps of the activities
教師的活動
Learning strategies 學生學習活動
Purpose 設計意圖
1. Play E-book, show the conversation in Let’s talk. Raise a question: What are they talking about?
2. Let the students to answer the question. 1. Watch and listen to the
conversation, think about the answer to the question. 2. Answer the question.
呈現(xiàn)對話，初步理解對話主要內容。
Play E-book again. Let the students watch and listen to the conversation again and then answer four questions: 1. Who is hungry?
2. What would he like to eat?( teach a new word ‘a sandwich’)
3. What else would he like? 4. Why?
1. Watch and listen to the
conversation again. 2. Answer the questions.
3. Learn a new word ‘a sandwich’
and put it into the right category on the menu.
通過問題，引發(fā)思考，幫助學生更好地理解對話。
Consolidation &
Extention
Have the students to read the conversation together and read in roles. Emphasize the magic word ‘please’ in the conversation.
1. Read together. 2. Read in roles. 3. Act 1. 通過朗讀和角色扮演，進一步理解和熟悉對話內容 2. 滲透禮貌點餐的意識
Set up a situation in a restaurant. The teacher and three of the students act as a waiter,
Sarah, Mum and Dad. The waiter serves
Sarah’s family to order food and get them the food. （附1：Candy Cat’s Restaurant Order） Three students act as Sarah, Mum and Dad. Show the class how to make order in the restaurant.
創(chuàng)設較為真實自然的情景，示范如何拓展和運用語言知識。 1. Let the students to work in groups. Act as
a waiter and the customers, then order some food and drink in the restaurant in a polite way.
2. Have one group to show.
1. Group work. Act as a waiter and the customers, then order some food and drink in the restaurant in a polite way.
2. One of the groups shows their conversation.
讓學生在較為真實自然的情境中運用本課及以前學習的語言知識進行交流
Teaching Procedures 教學過程 Teaching activity & Steps of the activities
教師的活動
Learning strategies 學生學習活動
Purpose 設計意圖
Sum up & Homework
1. Sum up the lesson. 2. Assign homework. Read P24 Let’s talk together.
總結本課的學習內容，布置作業(yè)
Boarding design
Unit 3 What would you like?
A Let’s talk
hungry What would you like to eat? I’d like some/a…. coupons thirsty What would you like to drink?
I’d like some…. 1 2 3 4 5 6
Please
教學反思
本會話課的教學過程可細分七大部分：一. 游戲導入、復習詞匯；二. 小組活動、鋪墊句型；三. 呈現(xiàn)對話、操練上口；四. 創(chuàng)設情景、走進文本；五. 操練對話、理解文本；六. 小組活動、拓展文本；七. 課堂小結、布置作業(yè)。整個過程步驟清晰、層次分明、環(huán)環(huán)相扣，既注重了學生對語言知識的感知和體驗，也落實了學生對語言技能的拓展和運用，達到了預期的教學目標，現(xiàn)反思如下：
Menu Food: Starter salad soup a sandwich bread Main Course beef fish chicken noodles rice vegetables Dessert ice cream cake
Drink: water tea coffee milk apple juice orange juice cola
1. 備課過程中的分析和思考
本課A Let’s talk的對話有兩個很大的特點，一是內容簡潔，目標語言清晰，重點突出；二是重點句型What would you like to eat/drink? I’d like…以及所涉及的關于餐飲的詞匯與四年級上冊Unit 5的教學內容有非常緊密的聯(lián)系。因此在備課時，我把這兩點作為突破口，重點思考兩個問題，第一個問題：會話課的重點在于“說”和“用”，那如何對本文本進行拓展，創(chuàng)設較為真實的情景，讓學生自然地運用所學語言進行交流呢？課文內容的場景設在Sarah的家中，對話是在Sarah和她的父母間展開的，而What would you like to eat/drink?句型除了可以在本情景中使用外，孩子們更為熟悉和實用的情景就是在餐廳點餐。在點餐時，服務員和顧客的對話就是圍繞著What would you like to eat/drink? I’d like ….展開的。因此，我把小組活動、拓展文本的部分定位在從Sarah家里過渡到餐廳。第二個問題：如何通過激活已學的詞匯和句型，引出和展開本課的學習任務？學生在四年級已經學習了What would you like? I’d like…句型與食物和飲料的單詞，而本課的重點句型可以說是舊句型的延伸，更細致地問到What would you like to eat？和What would you like to drink? 要回答這兩個問題，那就要對食物和飲料的單詞進行分類。因此，我設定以單詞分類為切入點，引出本課重點句型的學習。另外餐廳點餐的情景也是在四年級上冊Unit 4學習過的， story time中在餐廳里點餐的故事更是生動有趣、為學生們所喜愛，與其重新設想一個餐廳的情景，不如大膽在新課上重現(xiàn)這個故事，既能復習句型，也能引出Let’s talk的文本內容，還能作為拓展運用句型的情景使用，可謂一舉三得！我更是把故事里那頑皮的小鳥設計為帶動后部分課堂活動的關鍵。
2. 教學過程中的問題和處理
能做到“讓全體學生都能參與到學習活動中，學生能在學習活動中獲得良好的體驗和感悟，懂得本節(jié)課會話內 容的功能，能運用到相應的生活、情境當中”才是一節(jié)成功的會話課。為了實現(xiàn)這一目標，在教學過程中我努力實踐“全員參與”和“真實體驗”。
1）在“二. 小組活動、鋪墊句型”中為hungry, thirsty, What would you like to eat/drink? 句型和詞匯做鋪墊時， 為了使學生能更真實地體驗和了解在西餐廳吃飯時能看到的菜單上的目錄，大膽地進行了知識的拓展和文化的滲透，把真實的菜單設計帶入課堂，不只是單純劃分food and drink, 而是更深入地介紹了Starter, Main Course, Dessert和Drink，并讓學生通過小組討論進行單詞的分類。
2）自然過渡實現(xiàn)場景轉換。本課的整個教學過程是由老師在上課之初拋出的“the teacher’s favourite topic”引 發(fā)的，線索為“玩單詞游戲引出food and drink的主題——用食物單詞制作菜單——回顧Candy Cat餐廳發(fā)生的故事——故事中的小鳥把我們帶到Sarah的家——發(fā)現(xiàn)小鳥并一起到Candy Cat餐廳用餐”，學生在緊貼主題、環(huán)環(huán)相扣的活動和任務中自然地習得和運用語言。
3）在“六. 小組活動、拓展文本”中盡量創(chuàng)設較為真實的情景，并提供了必要的幫助，增強學生的感受和體 驗。在活動前，老師和其中的一組學生先做了清晰的示范，然后老師給全班同學提示了服務員可以用上的相關語句并對顧客提出了要求。在活動過程中，每一組每一個學生都有機會在模擬的情境中參與并自主地發(fā)揮、使用新學和已學的相關的語言知識進行交流。活動中使用的Candy Cat’s Restaurant Order（見附1）的設計上也是頗具心思，Table和Person的選項使情景更具真實感。在活動后，老師也做了適時的歸納和小結，引領學生回歸課堂。
3. 日后努力的方向和措施
從備課到上課，我充分感受到會話課中情景的重要性。在情景中呈現(xiàn)對話，有利于幫助學生理解對話的內容。越是貼近學生的真實生活，貼近實際的情景，學生越是能夠積極有效地開展對話的學習。在情景中操練對話，有利于幫助學生掌握對話的內容。在情景中拓展對話，把對話內容延伸至實際生活，有助于提高學生的綜合語言運用能力。在日后的教學中，發(fā)揮情景的最大作用將是我努力的方向。另外，上課過程中出現(xiàn)的一些失誤，如課件的操控，板書的設計等都需要避免。
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