PEP三上Unit 5 Let’s eat!教学设计

Teaching procedure

I.Warming up / Revision

1. Greeting and introduce

2. Free talk. （运用实物和学生交流）

T：Hello!

S1: Hi!

T: Have some…

S1: …

3. Let’s sing.

T: PPT shows the song. (Let’s have a picnic today.)

Ss enjoy the song and sing.

4. Revision.

T: (PPT shows the pictures of the juice, milk, bread, egg and so on)

Do you know them? Say them quickly!

Ss :( read together)

设计意图：以歌曲将学生带入学习情境，运用快闪快说活动复习已学过的实物单词，为新课学习做准备。

II．Presentation and practice

1. Watch and answer.(文本情境引入，一看动画，回答问题，初步感知。)

1. T：（口语交流情境引入，PPT shows the picture.）Today is a nice day. Wu Yifan, John and Chen Jie are having a picnic. Let’s have a look. What does Wu Yifan want to have?(PPT shows the question.)

Ss: Watch the video and answer.( Water.)

(2)实物呈现“water”，指导发音，听说单词。

设计意图：通过看动画，回答问题，使学生对对话内容有一个初步的感知。

2. Watch and repeat.(二看动画，初步听音跟读，情境中理解对话。)

T：Listen and try to repeat the dialogue.

Ss: Listen and repeat.

设计意图：通过初步整体听音跟读，让学生在情境中感知并理解对话。

3. 播放动画，结合真实情境交流，理解核心句型“Can I have some…, please? Here you are.”

1. T: Wu Yifan wants to drink some water. What does he say?(Play the video)

Ss: Can I have some…, please?

T: 板书句子 Can I have some…, please?

T: John says: Here you are.

Ss: Read it together.

2. 分层次读，指导句子发音。

T：Water, have some water. Can I have some…,please?(指导can, have, please的发音并连续指导。)

Ss: Listen and repeat.

T: Here you are. （分音节指导here发音）

Ss: Read the sentences.

卡片替换练习。

2. 教师与学生进行口语交流，进一步感知并在Pairwork中操练。

设计意图：借助动画及口语交流理解对话，多方式操练巩固重点句型。

4. Let’s play. (memory game.)

T: PPT shows the pictures.

Ss: Look at the pictures and remember them.

S1—7: Can I have some…, please?

Other students look at the picture and answer the question. If he or she is right, other students say “ Here you are.”; otherwise they will say “sorry!”.

T: Send them the pictures as presents.(食物卡片奖励，引导学生收到礼物后说“Thank you.”)

设计意图：通过记忆游戏巩固重点句型，并检测是否达到“会说”的目标。

5. 文本感知、理解“Thank you. You are welcome.”

6. Listen and repeat.(三看动画，跟读模仿。)

设计意图：听音跟读文本，模仿语音、语调。

III．Consolidation and extension

1. Read the dialogue.

师与一生示范读，之后学生两人一组分角色读。

2. Play in roles.

设计意图：在朗读和分角色表演中巩固对话，为生活中交流运用做准备。

3. Make a dialogue.(情境中创编对话)

设计意图：在情景表演中学会表达用餐意愿，实现“在做中学”。

IV．Homework

1. Listen to the dialogue and repeat.

2. Use the dialogue.

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