人教 PEP版三年级英语 上册Unit 5 Lets eat 第五单元教学设计+课堂作业设计.docx

1、人教 PEP版三年级英语 上册Unit 5 Lets eat 第五单元 教学设计+课堂作业设计（人教 PEP版）三年级英语（上册）第五单元教学设计课堂作业设计人教 PEP版最新编写（人教 PEP版）三年级英语（上册）第五单元教学设计Unit 5 Lets eat! 第三课时课堂作业设计课堂作业一、根据字母表的顺序补全字母，请注意大小写。a b d e j lM O R S P R 二、根据图片提示补全单词，并读一读。1. _ig 2. _ueen 3. _iger 4. _ice5. _range 6. _ix三、为下列字母圈出对应的大（小）写字母。1. q B P Q 2. M m n h3

2、. S c s e 4. R a r t5. l L I H 6. t L G T 7. P P B Q 8. O o B C答案：一、1. c 2. f 3. k 4. N 5. T 6. Q二、1. pig 2. queen 3. tiger 4. rice 5. orange 6. six三、1.Q 2. m 3. s 4. r 5. L 6. T 7. P 8. o第五单元教学设计Unit 5 Lets eat! 第三课时课时内容A. Letters and sounds课时分析 本部分为字母及语音学习课时。本课时，学生通过听一听、唱一唱，听一听、圈一圈，写一写、说一说三个活动，学习O

3、o, Pp, Qq, Rr, Ss, Tt六个字母的书写及发音。同时学习语音例词：on, orange, pig, pen, queen, quiet, rice, red, six, Sarah, tiger, ten。学生需要通过朗读单词感受字母的发音。在Listen, repeat and chant部分中，学生会先听到OoTt六个字母的名称音。教材把十个语音例词的图片巧妙地嵌在六个大写字母里，要通过观察这些图片，让学生了解这些语音例词的意思。再通过韵句A, B, C, D, E, clap with me. E, F, G, H, I, touch the sky. J, K, L,

4、M, N, show me ten. L, M, N, O, P, hooray for me! P, Q, R, S, T, time for tea. Hooray for me! Hooray for me! I can say form A to T. Hooray.来复习所有学习过的字母。 同时通过韵句O, O, O, /, /, /, on, orange; P, P, P, /p/, /p/, /p/, pig, pen; Q, Q, Q, /kw/, /kw/, /kw/ queen, queen, queen; R, R, R, /r/, /r/, /r/, rice, re

5、d；S, S, S, /s/, /s/, /s/, six, Sarah; T, T, T, /t/, /t/, /t/, tiger, ten来感受字母在单词里的发音，做到听到字母能够说出其在单词中的发音。在Listen and circle活动中，教材提供了钢笔、女王等五幅图片，学生根据图片的提示以及听到的发音与单词选择正确的字母，将其圈起来。这是将字母的发音与语音例词联系起来的一个活动，可以让学生听到发音，联想到字母。在Write and say部分，学生可以观察到六个字母大小写的书写格式及其占格的情况，将字母的名称音与其字形、书写统一起来。课时目标1. 能够听、说、读、写字母Oo, P

6、p, Qq, Rr, Ss, Tt2. 掌握字母Oo, Pp, Qq, Rr, Ss, Tt在单词里的发音课时重难点1.重点：能够听、说、读、写字母Oo, Pp, Qq, Rr, Ss, Tt2. 难点：能够掌握字母Oo, Pp, Qq, Rr, Ss, Tt在单词里的发音，听到字母能够说出其相应的发音教学准备1. 多媒体课件、录音机、磁带2. 字母卡教学过程Step 1 Warm up1.播放歌曲ABC song。Teacher：Lets sing the ABC song together. 设计意图：以字母歌来热身，带领学生通过歌曲熟悉字母表，为接下来的字母学生做好知识上的准备。Step

7、 2 Lead in1.出示学习过的字母卡，复习字母。Teacher: What letter is this? Say it, please. 设计意图：通过字母卡，复习学习过的字母的字形与字音。2. 展示新的字母卡片，学习新的字母读音。Teacher: Look at this letter. This is O. Say with me, O. （板书大小写字母）This letter is P. Follow me, p, p, p. （板书大小写字母）And this is the letter Q. Say it together, q, q, q. （板书大小写字母）This l

8、etter is R. Boys read it, r, r, r. （板书大小写字母）And this one is S. (板书大小写字母) This letter is t. Read it together, t, t, t. （板书字母）设计意图：通过已知字母来学习新授字母，先让学生熟悉新授字母的字形与字音。为下一步学习字母的发音做准备。Step 3 Presentation1. 播放字母录音和语音韵句，学生倾听。Teacher：Now lets listen to a chant about the letters. . 2. 讨论语音韵句内容，学习字母的发音。Teacher: O

9、 is for on and orange. Look, this is an orange. Repeat, orange, orange. The orange is on the desk. Orange, on.（板书单词） The sound of o is /. Look at my mouth and say it, /, /, /. And this is a pen. This is a pig.（板书单词） We can see letter P in them. What is the sound of P? Yes, its /p/. Look at my mouth

10、and follow me. Be quiet, boys and girls. The queen is coming. （板书单词quiet, queen）Q and u sound /kw/. Look at my mouth and follow me /kw/, /kw/. The queen likes rice and red. （板书单词）R sounds /r/. Follow me, /r/, /r/, /r/. Sarah has a sister. She is six years old. （板书单词Sarah, six）S sounds /s/. Look at m

11、y mouth and repeat, /s/, /s/. I like tigers. And there are ten tigers in the Zoo. Say with me, ten, tiger. We can see t in them. (板书单词) T sounds /t/. Look at my mouth and repeat, /t/, /t/, /t/. 设计意图：通过听录音获取字母的正确读法，并倾听字母的发音。之后再通过讨论和老师的示范，获得音标的正确发音方法和口型，将字母与其发音联系起来。Step 4 Practice1. 比比谁说得快。请学生快速说出语音韵句

12、，进行比赛。Teacher: Now lets say the chant quickly. Lets find the fastest one. You can practice for three minutes. Then lets say it two by two. 设计意图：通过快速说韵句的比赛，激发学生的好胜心和竞争意识。在快速挑战的过程中，使学生能够在语流中发准音，读对单词，说对句子。2. 游戏：Whats missing。六个一组出示语音例词：orange, on, pig, pen, queen，quiet / rice, red, six, Sarah, tiger, t

13、en 然后快速拿走一个，请学生说出消失的单词。Teacher: Lets play a game. Look at these words. Read them please. Now, whats missing? 3. 看口型，猜单词。教师说出十二个语音例词中的一个，但不出声，学生通过观察老师的口型，猜出单词，并大声读出来。Teacher: Boys and girls, lets play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loud

14、ly.设计意图：通过观察教师口型来猜单词，有助于学生了解字母的发音方法，并熟悉各个单词的整体发音。4. 匹配字母与其发音。老师说出字母，学生说出发音。或老师说出发音，学生说出字母。Teacher: Now, I will say the letter, please say the sound of the letter. Teacher: I will say the sound of the letter this time, please say the correct letter. 设计意图：通过这个活动，使学生能够将字母与字音统一起来进行记忆。5. 听音圈字母。完成教材50页Lis

15、ten and circle的活动。Teacher：Now, you will hear sound of the letter and the word, please circle the correct letter. Teacher: Show me your answer, please. 设计意图：此环节能够使学生将字母、字母的发音以及语音例词联系起来，并检验学生能否正确认读字母。6. 写一写，说一说。观察字母的书写顺序，并在四线三格上描红书写相应的单词。Teacher：Look at the letter please. Lets write it together. （板书字母

16、，提示学生注意笔顺）Now, please write the letter please. 设计意图：学生先观察字母的占格与书写顺序，再通过老师的示范进行练习，最后自己书写字母，掌握字母的正确书写方式。Step 5 Summary1. 展示字母操，请学生观察。Teacher: I will write the letter with my body. Look, this is O. This is P. This is Q. This is R. This is S and this is T. （使用身体、手臂等肢体语言来展示字母）2. 学生跟老师一起做字母操，边做边说出字母名称及其发音

17、。Teacher：Stand up and do with me. O, O, O, /, /, /. P, P, P, /p/, /p/, /p/. Q, Q, Q, /kw/, /kw/, /kw/. R, R, R, /r/, /r/, /r/. S, S, S, /s/, /s/, /s/. T, T, T, /t/, /t/, /t/, 设计意图：以肢体语言来再现字母的书写，边做字母操边说出字母及其发音，帮助学生将字母的字形、书写及其发音统一起来，整体记忆。板书设计Unit 5 Lets eat!A. Letters and soundson pig queen rice six t

18、igerorange pen quiet red Sarah tenOo Pp Qq Rr Ss Tt人教 PEP版最新编写（人教 PEP版）三年级英语（上册）第五单元教学设计Unit 5 Lets eat! 第四课时课堂作业设计课堂作业一、 根据图片内容选择正确的选项补全句子。( ) 1.Can I have some _, please? A. juice B. water ( ) 2. Can I have some _, please? A. bread B. cake( ) 3. Can I have some _, please? A. juice B. eggs 二、将下列句子按

19、正确的顺序排列成一段对话，将序号按顺序写在横线上。1. Can I have some bread, please? 2. Im hungry.3. Youre welcome. 4. Thanks.5. Have some milk, too.6. Here you are._三、为下列句子选择合适的回应，将其序号填入题前括号内。 ( ) 1. Thank you. A. Thanks. B. Youre welcome.( ) 2. Im hungry. A. Have some bread. B. Have some juice.( ) 3. Here you are. A. Thank

20、 you. B. Id like some eggs. 答案：一、1. A 2. A 3. B 二、2, 1, 6, 5, 4, 3三、1. B 2. A 3. A 第五单元教学设计 Unit 5 Lets eat! 第四课时课时内容B. Lets talk; Lets play课时分析 本部分在A部分的单词及句型学习的基础上，继续学习如何表达自己想要的食物。在Lets talk部分，Wu Yifan, John和Chen Jie在野餐。Wu Yifan在向John表示自己想要喝些水，引出句式：Can I have some water, please? 通过John的回应，引出如何提供给别人

21、食物的句式：Here you are. 以及如何回应别人的感谢：Youre welcome. Lets play 学生使用食物类的图片，进行重点句式的问答练习。重点操练句式：Can I have? Have some Thank you. Youre welcome. 在课上，可以采用两人小组活动或者链式问答活动来进行操练，让学生既熟悉如何提出需求，又知道如何去适当地回应。在本课的图片中，还可以发现蛋糕等其他食物，在实际教学中，可以补充更多的食物类词汇，以扩充学生的词汇量，丰富他们的表达，使他们的交流更真实，更符合他们真实的需求，从而真正提高他们的口语表达能力。课时目标1. 能够听懂、会说、认

22、读句式：Can I have some? Here you are. Thank you. You are welcome. 2. 能够听懂、会说单词：water 3. 能够理解并能正确认读课文对话，发音准确，语调自然。4. 能够在真实的语境中运用本课的句型来表达自己想要吃的食物，以及对别人的感谢表示回应。课时重难点1.重点：能够听懂、会说、认读句式：Can I have some? Here you are. Thank you. You are welcome. 能够理解并能正确认读课文对话，发音准确，语调自然。2. 难点：能够在真实的语境中运用本课的句型来表达自己想要吃的食物，以及对别人

23、的感谢表示回应。教学准备1. 多媒体课件、录音机、磁带。2. 食物图卡教学过程Step 1 Warm up1.做字母操，复习学习过的字母。Teacher: Let s do exercises about letters. A, A, A, / /, / /, / . B, B, B, /b/, /b/, /b/. . T, T, T, /t/, /t/, /t/.设计意图：通过身体来展示字母的写法，并复习其发音，为接下来的学习服务。 Step 2 Lead in1. 展示字母Ee, Ff, Jj, Rr, Bb, Mm, 学生认读字母。Teacher：What letter is this?

24、 Please say it loudly. 2. 请学生说出以这些字母为首字母的食物类单词。Teacher：Which word begins with these letters? Can you say a kind of food? E is for egg. What about f? Can you say a word that starts with M? 设计意图：以首字母引出食物类单词，复习学生已知的知识，并为下一环节的学习做好铺垫。Step 3 Presentation1. 展示教材中的图片，讨论图片，引出课文内容。Teacher：Look at that picture

25、. Who are they? What are they doing? They are having a picnic. What would Wu Yifan like? Teacher: Now listen to the tape to find the answer. 设计意图：通过提问让学生对于对话发生的背景有基本的了解，再通过对话引起他们的阅读兴趣，带着问题去认真倾听课文内容。2.播放课文内容，学生尝试回答问题。Teacher: Now can you answer the question? What would Wu Yifan like? Yes, he would li

26、ke some water. Look, this is water. （展示水的图片）Read after me, water.（板书单词）What else can you see? Can you see some cake? This is cake. （展示蛋糕图片）Read after me, cake. （板书单词）Can you see an egg? Can you see some bread? What would you like？ (引导学生用句式：Can I have some., please?来回答问题) （和学生进行一个小对话）Student：Can I ha

27、ve some., please?Teacher: Here you are.Student: Thank you. Teacher: You are welcome. Teacher：Read after me, welcome. You are welcome. （板书句子）设计意图：讨论课文对话内容，使学生注意到对话的细节，更深入地理解对话的内容。通过图片和对话等直观的方式，使学生能够理解对话中出现的新单词的意思， 以及新句式的意思。Step 4 Practice1. 播放课文内容，学生跟读，注意发音、语调。Teacher：Now read the dialogue with the t

28、ape. Please read it carefully and loudly. Pay attention to the pronunciation.2. 自由读对话内容，分角色表演课文。Teacher：Read the dialogue freely. Then I will ask you to act it out. Lets find the best group. 设计意图：通过跟读，保证学生能够正确朗读对话内容。分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。3. 游戏：猜猜它是谁。出示食物物的部分图片，请学生猜猜是什么食物。Teach

29、er: Look，we can see a part of the food. Whats that? Guess. 设计意图：通过猜测来激发学生的参与热情。学生在不断地猜中熟悉本课的重点单词。4. 展示食物单词卡片，学生快速读出单词。Teacher: Look at these cards. Ill show you the word. And you should read it as quickly as you can. 5. 展示单词卡片的背面，让学生猜单词。Teacher: Look at the back of these words. Guess what it is. （把卡

30、片递给猜对的学生）Here you are. （引导学生表示感谢，老师用Youre welcome来回应）6. 请学生运用手中的单词卡片来编制对话。教师先进行示范。Teacher: Can I have some juice, please?Student: Here you are. Teacher: Thank you. Student: Youre welcome. Teacher：Do it in pairs, please. You can choose the food you like. Teacher: Show your dialogue, please. Lets find

31、 the best pair. 设计意图： 先用两个活动使学生充分熟悉食物类单词，为他们的对话活动做好词汇上的准备。再通过单词卡片练习对话，让学生在虚拟的语境中进行语言交流，从而真正理解并掌握本课重点内容。Step 5 Summary1. 倾听、学习韵句。Teacher: Its time for a chant. Listen carefully. Can I have some water? Can I have some water?Yes, yes, here you are. Yes, yes, here you are. Thank you, thank you. Thanks for the water. Youre welcome. Youre welcome. T