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Unit 3 What would you like? B Read and writeRobin will cook today.Changgang Primary School Xu Jing.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 what they dont like on the basis of the knowledge they have learned before. And they will learn more about how to write a note.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 interesting topic for them, and they are interested in some other delicious food. They want to express the food what they like and what they dont like, So they will have more interested in this class. Teaching aims:A. Knowledge aims:Ss will understand and say the words of food.Ss will understand and say the sentences : I dont like but is OK./ I like but notB. 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.Teaching points:A. Important points: The understanding of the words about food and the sentences: My favourite food is. Its/theyre; I dont 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 dont like. Teaching aims:CAI, PPT and some pictures of food. Teaching methods:TPR, situational teaching method, reading teaching methods. Teaching procedures:Teaching proceduresTeachers activitiesSs activitiespurposeStep 1Pre-reading1. Greetings.2. Show Teachers pictures andfree talk: My favourite food is Its /Theyre3. Watch video: having a picnic.1. Say the words about food quickly2. Talk about their favourite food.3. Watch the video.用老师吃汉堡的照片复习食物类单词和句子。激活学生对于food的相关名词和味觉相关形容词的印象。并通过孩子们野餐的视频吸引学生兴趣，营造良好的英语学习氛围。Step 2While-reading1.Lead-in 介绍人物，导入情境：Wu Yifan and grandpa left 2 notes to Robin. Can you help him cook?2.Present the whole text.Task1：Read and choose the right answer.a. Whats Wu Yifans favourite food? Why？b. Whats Grandpas favourite food? Why？c.Lets check.3. Present the important and difficult sentences. Task2: What else do they like and dont they like? (1) What does Wu Yifan like and doesnt 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 dont like but theis OK.e. Lead Ss to do the activities.f. Discuss the answers. (2) What does grandpa like and doesnt like? a. Lead Ss to read grandpas 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 what Wu Yifan and his grandpa can both eat.1. Watch the flash.2. Do the activities of answering:a. Whats Wu Yifans favourite food? Why？b. Whats Grandpas favourite food? Why3.Read in groups . a. Choose the pictures what Wu Yifan likes and stick them on the blackboard.b. Learn to say the sentences: I dont likebut 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?通过设置帮助Robin做饭的情境，逐步了解Wu Yifan 和 Grandpa喜欢以及不喜欢的食物。在完成任务的过程中逐步体会主要意思，并理解难点句。通过合作、交流、体验等方式培养孩子们的合作能力和交流、感知能力。Step 3Post-reading1. 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.观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。 T: Robin likes cooking. And today, he will cook for us to thank for our helping. Lets write a note to Robin.唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。5. Show Ss notes and discuss them.死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。1. Discuss about “cooking”2. Watch the video and enjoy cooking.3. Write a note to Robin.4. Show their notes.通过之前的泛读和细读，学生了解cooking是不容易的，此时播放趣味cooking培养学生感知美好生活。在此基础上，学习书写note。Step4:Assessment1. Say goodbye. 2.Homework1. Read p. 29. 2. Try to write about your father or mothers note to Robin.Read and interview their fathers and mothers.Write a note to consolidate.通过了解父母的喜好培养学生的分享意识，令他们更加期待下节英语课的到来。.Design of Blackboard:Robin will cook todayI dont like but is OK.I likebut not. Teaching self reflection:
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