2019-2020年五年级英语下册 Unit 8(3)教案 新世纪版.doc

2019-2020年五年级英语下册 Unit 8(3)教案 新世纪版预习：学生整理已学过Chinese food和 Western food；查好不认识单词的音标;自己试着拼读单词；听Unit 8 Farmland的录音。课前准备：PPT演示文稿制作。课时目标：学习有关食物的单词和词组：pork, lamb, roast duck, noodles, spring rolls, hamburgers, sausage, French fries, pizza, different kind of fast food, sounds interesting.用Would you like to ? What would you like to? Where would you like to ? Can I have？提出建议，征求别人的意见。握句子：What would you like to ? 并能用Id like to 回答。能区分哪些是中餐食品，哪些是西餐食品，哪些是快餐食品。能根据情景仿照Farmland和Pair Work 编一些小对话。能了解中西方食品文化之间的一些差异。 课型：对话教学课堂活动活动过程教师活动学生活动Pre-task preparation1. Warm up: A chantWould you like, would you like, would you like soup?Yes, yes, please.Would you like, would you like, would you like steamed bread?No, no, thanks.Would you like, would you like, would you like fried rice?Yes, yes, please.Would you like, would you like, would you like some crabs?No, no, thanks.Would you like, would you like, would you like meat?Yes, yes, please.1. Read the chant: Would you likeWhile-task procedure活动一：学习What would you like to ?及回答。1. T: Oh, its eleven oclock. Were hungry. What would you like to have for your lunch today?What would you like to do for Christmas?What would you like to do for your birthday?We can also say: What do you want to do for your birthday?出示：What would you like to =What do you want to Id like to =I want toShed like to=She wants toWould you like to=Do you want to2. Ask and answer(出示两个场景：中餐馆和西餐馆)A: What would you like to have / drink?B: Id like to 3. T: Would you like to have pork for your lunch?T: What would you like to have for your lunch?What about you, XX?T: Certainly. 4. Make a dialogue like this.活动二：学习Pair work1.T: Ask (1)Where does your father usually have for his lunch?(2)Where does your mother usually have for her lunch?(3)What does she usually eat?(4) Where do you usually have for your lunch?(2) What do you usually eat?2. 引出different kinds of fast foodsometimes sandwiches, sometimes hamburgers and sometimes biscuits.3. T: Oh, that sounds nice. / Wonderful/ interesting/ great4. Make a dialogue like this.(可以利用下面的句型)Where_ for _?What _?Different kinds of _Sounds_!1. S: Id like to have.学生朗读2. Work in pair3. S: No, thanks.S: Id like to have some lamb.S: Can I have some roast duck?4. Work in pairsS: Answer2. 学生仿照例句用sometimes说句。3. 学生用sounds .说句。4. 学生仿照pair work 自编对话Post-task activities1. Make a chant:Would you like, would you like, would you like some_?Yes ,yes , Id love toWould you like, would you like, would you like some_?No, no, thank you.What would you like, what would you like what would you like to have?Id like, Id like, and Id like to have _. (出示书上的单词)2. 出示对话3. Ask the students to make a dialogue.A: What would you like to have for your lunch?B: Id like to have some_.A: OK. Here you are. What about you?C: Can I have some_?A: Of course. Here you are. Help yourself. How about you?D: Id like some_ for my lunch.A: OK. Here you are. Enjoy yourself.2. Listen and read after the tape.3. Look at the pictures the make a dialogue with the partners.教学反思与重构：附送：2019-2020年五年级英语下册 Unit 8(3)教案 湘少版一、教材分析1.教学内容本单元围绕“Art Exhibition”这一题材展开，要求学生掌握mine, his, hers, ours, theirs, yours六个名词性物主代词 ，并能正确运用。本节课是本单元第一课时。通过与形容词性物主代词做比较，用中学、学中用、反复实践、学用结合的方式，促进了学生语言技能的发展，为后阶段英语学习打下扎实的基础，提供充分的知识准备。2教学目标新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。基于以上认识，对教学内容的分析及教材的特点，我将教学目标确定为：（1） 能力目标：能够掌握并正确运用名词性物主代词。（2） 知识目标：能够听、说、认读本课的重点单词，mine, his, hers, ours, theirs, yours 。（3） 情感目标：注重培养学生学习的愿望，鼓励学生积极参与语言实践活动。（4）学习策略：注重比较归纳，运用语言交际功能。（5）文化意识：了解尊重英汉语言文化的差异。3重点与难点依据以上对教学内容和教学目标的分析以及小学生的认识规律和英汉语言差异，我认为掌握六个名词性物主代词以及他们与形容词性物主代词的区别和交际性语言的学习，是本课的重点及难点。二、教学方法根据以上对教材的分析，我在教学中以情景教学为主，活动教学为辅，充分利用直观教具和电化教学手段创设情景，利用图片、电视机、录音机等辅助设备，培养学生直接用英语理解、表达和思维的能力。在具体教学过程中贯彻交际教学原则，采用3P教学模式，组织各种课堂活动，如表演、猜谜，讨论，演讲等，培养和强化学生的语言实践能力和自主学习能力。三、教学过程1呈现（Presentation） 通过复习导入新课，为新课学习做好心理准备和知识准备。例如，通过提问Whose book is this? 复习形容词性物主代词；组织学生进行问答练习。通过展示“Art Exhibition”，用直观教学手段呈现并教学生词，进行句型的替换练习:Whose picture is this? Thats mine. Is this yours? No, thats not mine. Thats his.运用多媒体课件出示几道选择题，让学生选择相应的名词性物主代词填空，以达到正确运用语言的目的。运用多媒体课件展示色彩逼真，形象生动的动态画面，这一环节充分调动学生的积极性，吸引全体学生的注意力。语言的实质是交际，为了巩固所学单词，我让学生以小组为单位运用所学单词谈论自己的一些学习物品等等。组织学生听对话录音，呈现对话内容。2练习（Practice） 为了帮助学生熟练运用本课的功能用语，设计如下练习。练习一：听力训练。组织学生听对话录音，呈现对话内容。并回答以下问题：Who is visiting Annes school to look at their Art Exhibition?Whose pictures are on show?把呈现对话与听力训练结合起来，听后通过简单问答理解对话大意。练习二： 朗读与理解。通过朗读，训练学生的语音、语凋，进一步感知对话内容。通过问答练习，加深学生对对话内容的理解，强化学生口语表达能力。练习三：单词、句型的单项训练。讲解、操练句型，为运用、活用语言扫除障碍。练习四：熟练对话，角色表演，复用本课功能用语，为活用语言打基础。3表达（Production） 组织情景会话，进行交际性练习，巩固所学知识。让学生自己上台进行实物招领，提高学生综合运用所学语言自由表达思想的能力。四、板书设计 Unit 8 Thats not mine. (=my picture) his (=his ) hers ( =her ) ours ( =our ) theirs ( =their ) yours (=your ) I like it very much. They are both very good.