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PEP3Unit5Dinner’sready！课题I’mhealthy.I’mhappy.A.Let’stalk&Let’ssurvey教学设计湛江市第28小学陈南飞一、教学目标：基于核心素养的目标定位（一）语言能力1.掌握dinner和hungry的意义和发音。2.掌握句型：Whatwouldyoulikefor...?I'dlikesome...,please!3.用英语表达自己喜欢的食物和想要的食物。4.能够理解对话大意，能够用正确的语音语调朗读对话。（二）学习能力1.能在实际情境中综合运用Whatwouldyoulikefor...?I'dlikesome...,please!2.能通过Let’ssurvey等活动方式运用对话中的重点句型。（三）文化品格1.激发学生对食物的喜爱。2.培养孩子热爱劳动，珍惜粮食。3.渗透科学的饮食教育，让学生养成良好的饮食习惯，懂得健康饮食。（四）思维品质1.发展学生的口语交际能力。2.发展学生的小组合作能力。二、教学重、难点（一）重点：1.掌握句型：Whatwouldyoulikefor…?I’dlikesome...，please!并能运用于情境对话中。（二）难点：1.能听、说、认、读单词：dinner,ready,hungry和please。2.能够将学到的基本句型运用到真实的场景中。三、教学方法情景教学法、小组合作法、任务教学法四、教学准备食物单词卡、人物头饰和多媒体课件四、教学过程Step1.Warmingup1.GreetingT:Goodmorning,boysandgirls.Ss:T:Howareyou?Ss:T:It'safineday!Let’senjoyasong.(播放歌曲)2.Let’ssing：《Whatwouldyoulike?》。【设计意图】引导学生初步感知：Whatwouldyoulike?I’dlikesome...3.Sharpeyes：Reviewthewords,fish,rice,juice,milk,bread,icecream,cakeandsoup…T：Hownicesongitis!Doyoulikeplayingagame?Ss:T:Let'splay~sharpeyes!Lookandsayasquicklyasyoucan!Ss:4.Lookandsay.T:Wow!Somanyfood!Theylookyummy!I'mhungry.I’dlikesomevegetablesandbeef.Whatwouldyoulike,S1?(b板书)S1:I’dlikesome…S2:I’dlikesome…T:WhatwouldS2like?Ss:T:You'ergoodjob!Whowantstobealitterteacherasfollow?S3:Whatwouldyoulike,S4?S4:I’dlikesome…S3:Whatwouldyoulike,S5?S5:I’dlikesome…【设计意图】通过唱歌和游戏复习已学知识，激发学生的学习兴趣，为导入新知作铺垫。通过lookandsay，我问你答的形式，让学生在模拟真实的情景中感知核心句型的运用。Step2.Presentation1.课件出示到Mike家做客。T:Whattimeisitnow?Oh,it's6.It’stimefordinner.教授dinner,i-i\i\,b-i-g,(Ss:big)d-i-g(Ss:dig),d-i(Ss:di),er\\(Ss:з),th-er(Ss:ðз),m-o-th-er.th-er(Ss:ðз),,f-a-th-er.nn-er,ner.d-i-nn-er,dinner,dinner.Ss;T:TodayisMike'sbirthday.I'llgotohisbirthdayparty.(教师拿出gift)Iamgoingtohaveadinnerathishomeforhisbirthday.Doyouwanttogowithme?Ss:T:Ifyouwanttoattendtheparty,youshouldfinishthefollowingthreetasks.Nowlet’sgo!【设计意图】以“Mike’sbirthdanyparty”作为情景主线引入，老师扮演Mike的朋友为派对晚餐准备了食物，吸引学生眼球，让学生通过对话，初步学习本课的单词及句型，还原生活的真实性，教学更生动更直观。2.TaskcardTask1:Listenandanswer（播放ALet’stalk的录音）T:Let’sfinishthetask1.Look,Mike’smotherishere,Whataretheytalkingabout?WhatwillMike’smothersay?Canyouguess?WhatwouldMikelikefordinner?（板书fordinner）WhatwouldMike’sfatherlikefordinner?Now,Litsenandanswer.(2min')Ss:T:Let'ssharetheanswer!Whowantstotry?Ss:【设计意图】1.引导学生学会观察，锻炼其思维能力，培养学生发散思维2.自然引入本课核心人物Mike以及话题dinner，预测对话内容，初步感知本课对话。Task2:Listenandimitate.(1)Listenandimitate.课件出示课文文本中标出升降调符号，让学生感知，再逐句播放ALet’stalk，提醒学生认真跟读。引导学生朗读ALet’stalk，进行语音语调imitate。T：CongratulationyouhavepassedtheTask1.Goon.let’slistencarefullyandimitate.Trytoimitatethepronunciation(发音)andintonation（语调）.Payattentiontopause（停顿）.Ss:(2)Readandchoose.PPT呈现ALet’stalk文本，其中缺少三个主句型，让学生观察，从5个选项中选择正确的句子归位，然后再听录音核对正确与否。T:Nowlet’sreadcarefullyandchoose.Ss:T:Time'sup!Let'ssharetheanswer!Whowanttotry?Choose…,yesorno?Ss:(3)Imitateandroleplaying.先是老师与学生合作演出课文对话，接着老师与个别学生之间，然后partner之间扮演对话内容,最后请学生上台表演对话。First:T&SsT:NowLet’sactitout.Idubthemother.Theboysdubthefather.ThegirlsdubtheMike.One,tow,go.Then:T&S1,S2T:Idubthemother.S1dubsthefather.S2dubstheMike.One,tow,go.S1:Mum.I’mhungry...S2:Atlast:Let’simitatethetalking.【设计意图】通过任务型教学法，层层递进：先听后说，培养学生英语的耳朵，理解文章大意。跟读录音，使学生能用正确的语音语调朗读对话。表演对话，培养学生模仿及创新能力。Task3:Let’spractice.创设Timeforbreakfastandlunch两个情景，Mike为了感恩妈妈每天给他准备早餐和晚餐，准备为妈妈煮一顿健康的午餐！T:CongratulationyouhavepassedtheTask2.Goon.Whattimeisit?It’s7A.M.Timeforbreakfast.Lookatthepicture.Whoisthecook?Ss:T:WhatwouldMikelikeforbreakfast?S1:T:WhatwouldMike’sfatherlikeforbreakfast?S2:T:Whattimeisit?It’s12noon.Timeforlunch.Lookatthepicture.Whoisthecooknow?Ss:T:Yes,you’reright!Mikeisthanksforhismothercookingeveryday.Mikeisgoingtocookalunchforhisfatherandmother.WhatwouldMike’smotherlikeforlunch?WhatwouldMike’sfatherlikeforlunch?WhodubsMike,whodubsmother,whodubsfather?T:Wow.Everyoneisverygood.Congratulationyouhavefinishedallthetaskcard!Nowlet'sgotoMike'sbirthdayparty!Step3.Practice:1.Doasurvey.(1)Makethesurveynamericenoodleschickenvegetablessoupbreadmilkfish…Mike√√T:Party'sready!Let'ssurvey:Whatwouldyoulikefordinner?AndWhatwouldyourfriendslikefordinner?Thenmakeareport.(2)Askandansweronebyone.游戏规则:小组内展开调查，小组长认真填写组员的用餐意愿，然后在班内汇报。示例如下：T:Askonebyoneofyourpartnerinyourgroup,(e.g.)“Whatwouldyoulikefordinner?”S1:I’dlikesome...,please.Whatwouldyoulikefordinner?S2:I’dlikesome...,please.Whatwouldyoulikefordinner?S3:I’dlikesome...,please.Whatwouldyoulikefordinner?S4:I’dlikesome...,please.(3)Anoteforyou:T:Whatcanyouseefromtheabovereport?Youcanthinkwhichdinnerishealthy?S1:S2:T:IthinkEatingmorefruitsandvegetablesisgoodforourhealth.(4)Moraleducation:I’mhealthy.I’mhappy.【设计意图】通过任务型学习，升华文本，进行德育渗透，珍惜食物,让学生养成良好的饮食习惯，懂得健康饮食。充分运用本节课的重点句型。4.重构文本，联系实际T：IsMike'sdinnerheathly?Ss:T:Mike'sdinnerisheathly!Eatingmorevegetablesisgoodforourhealth.Let’shaveahealthydinner?Youmayusethesesencents:A:Whatwouldyoulike?B:I'dlikesome...and...【设计意图】通过创设情景去绿林食坊，提高学习的趣味性，引导学生在真实的情景中灵活运用本课核心句型，发挥学生主动性，培养学生创新精神以及思维能力。Step4.Homework:1.ReadLet’stalktoyourparents/friends.2.Makeahealthydinnerforyourmotherandyourfather。五、板书设计I’mhealthy.I’mhappy.Unit5Dinner’sreadyALet’stalk&Let’ssurveyWhatwouldyoulikefor...?I'dlikesome...and...,please!