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PEP5,UNIT3,A,Talk评课稿
PEP5,UNIT3,A,Talk评课稿消防管道安装>一本和二本的区别在哪里
事倍功半什么意思篇一：2013版pep五年级上册第五单元说课稿3 Unit5 Dinner’s ready A. Let’s talk说课稿一、教材分析（The analysis of Teaching Contents）本课的教学内容是人教版英语四年级上册Uint5 Dinner’s ready A 部分的第一课时Let’s talk 。本单元的主题是用餐以及询问用餐的食物，本课的重点是学习一些食物的名称，并运用What would you like? I’d like some?句型谈论某人想要的食物是什么。二、学情分析 (The analysis of students) 本节课面对的是四年级的学生，本届四年级大部分学生英语基础较好，已经有过三年多的英语学习经验，对于食物类单词并不陌生，would like 句型也有过学习，因此在特殊疑问句的呈现过程中，回答的内容则是本节课的重点，如何引导孩子说出亮点则是老师的一个突破口。三、教学目标 (Teaching Aims) 1. 知识目标(Language aims) ( 1 )能听、说、读、写单词：rice, noodles, fish, beef, soup, dinner and vegetables. ( 2 )句型：What would you like ? I’d like some?在日常生活中进行熟练运用。 2. 能力目标(Ability aims) 能在情景中用英语表达自己想要的食物。 3. 情感目标(Emotional aims) 了解中西方文化的饮食差异，注意健康饮食。四、教学重
难点(Teaching points and difficulties) 1.教学重点：掌握本节课的单词。 2.教学难点： vegetables的读音和拼写以及句型What would you like ? I’d like some?的灵活运用。五、教法与学法(Teaching Methods and Studying Methods) In this lesson, I will u “Task-bad Teaching Approach”, “Communicative Language Teaching Method” and “TPR Teaching Method.”That is to sa y, I will let the Ss learn in real situations,finish a task by making a survey, “What would you like?”to help Ss to get a better understanding of the key phras.
I will arrange the activities: guessing game, finishing a survey and making a chant and so on. 六、教学过程(Teaching Procedures) Step1. Greetings and Warm-up ( 5 minutes ) After greeting with the Ss, I will begin the lesson with the Ss by doing actions in unit4.It can form a better English learning surrounding for the Ss, and at the same time, it provides situations to review the learnt knowledge. Step2. Prentation ( 15
minutes ) First, free talk with Ss, “What can you do in the classroom/bedroom/living room/kitchen?”to lead “We can cook or eat delicious food in the kitchen.”With the help of t
he picture, Ss can say the words about food we have learnt. Then I will introduce the new words of this lesson. With the help of the PPT, I t a situation in the kitchen to prent the new words of this lesson .Here pay attention to the new words vegetable, vegetables and their pronunciations. To consolidate the new words, I t two links: What’s missing? And I think you guess, guess what would I like? The games can stimulate the Ss’ interest of the lesson. They also can practice the Ss’speaking ability. Next, by playing the PPT, I t a scene about having dinner. T: It’s time for dinner. Look! There are a lot of delicious foods. I feel so hungry now. I’d like some rice. What would you like? Have Ss try to say: I’d like some? I prent the new words and ntences in the situation, which relates to the Ss’real life experiences, to help the Ss understand the language easily and naturally. Step3. Practice ( 10 minutes ) 1.Game: Role the turntable. Have Ss role the turntable by themlves and make the dialogue in pairs. Ss must be very interested in it. As we know, playing a game is a good way to study. Ss can make dialogues using the new words and ntence, it draws all Ss’attention. It can help Ss u the ntence pattern in a real situation.2. Chant! Show a chant on the PPT, listen to the chant and say it together. Then
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have Ss make a new chant. In this step, I will give students a free space to show their abilities . Task-bad Teaching Approach and Communicative Language Teaching are ud here. Making a new chant is to check if Ss can u the dialogue correctly and skillfully. Step4.Consolidation and extension.( 10 minutes ) 1.Let the Ss listen to the tape and answer the questions. Open the books and check the answers. Then read the dialogue in groups loudly. This task is to develop the Ss’listening and reading abilities, and also, their abilities of cooperation
优美的钢琴曲will be well developed. 2.Do a survey. Ask Ss to fill in the blanks on page48.In this way, it can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation. 3.Play the CAI. 七、作业及板书设计 (Homework and Blackboard Design) 1.Homework: Design your own ideal menu for our school this week. Describe your menu to your friends.
2.The last one is the blackboard design. My blackboard design includes key words and ntences, it’s very clear. 板书： Unit5 Dinner’s ready Part A. Let’s talk What would you li
ke for dinner? soup. I’d like some noodles. vegetables.篇二：五年级上unit3 PartA Let s talk 说课稿五年级英语（上）Unit 3 What’s your favourite food? 第二课时说课稿一、说教材《What’s your favourite food?》选自PEP 的五年级上册第3 单元第二课时，是有关食物话题的教学内容。教材的Part A let’s talk部分充分地考虑到小学生的实际需求，设计了真实自然的情景——餐饮。从三年级学的西式快餐到四年级学的中国食物，再到现在五年级学的中国餐饮，它既体现了本套教材循序渐进，螺旋上升的编排意图，又体现了英语知识承前启后的紧密相关性，符合学生的认识规律。 1、语言任务：在本次教学活动过程中，教师是组织者，起引导作用；学生是“主角”，是活动的主体，他们以小组为单位，进行口语、笔头练习。教师和学生之间既是师生关系，同时也互相合作、交流，因此又是合作伙伴关系。这次活动采用情景法、交际法及“任务型”教学途径。在教学过程中，关注学生的情感，尊重每个学生，保护他们的自尊心和积极性，营造宽松、民主的教学氛围，建立融洽、和谐的师生交流渠道，依据本单元的教学目标，并结合教学内容设计贴近学生实际的教学活动，鼓励他们在学习中尝试，吸引和组织他们积极参与，从培养学生的合作精神和语言运用能力。2、教学目标根据教材内容和《英语课程标准》的要求，我确定以下目标：（1）知识目标：能听懂、会说句子“Wh at do you have for breakfast/lunch/dinner today?
和句子I have …并能在实际情景中进行运用。（2）能力目标：1、能听懂提示语，按照Let’s try 的录音内容判断两张配图的正误。。2、能够用英语“点菜”。3、能够相互调查一日三餐的用餐情况4、能用英语设计出适合小学生一日三餐的营养食谱。（3）情感、策略、文化目标：1、用任务型语言教
学途径，让学生在“做”中学，激发学生学习英语的兴趣。培养学生学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践。 3、教学重、难点根据教学内容及教学目标，我确定以下教学重、难点： a、重点是：能熟练使用句子“What do you have for breakfast/lunch/dinner today?和句子I have …进行问答练习。 b、难点是：是句子“What would you like for lunch?”与“What do you have for lunch today?”的不同用法，以及对话的理解与拓展。培养学生通过所学知识进行有效交际的能力。 4、教学准备根据本节课教学内容的需要，我准备了教学和录音机，以此来增强课堂教学的实效性。其中图文并茂、声像与俱的相互结合，将会把学生的视觉、听觉充分的调动起来，则顺应教育现代化的发展要求，更有利于帮助学生们尽快地掌握词汇的音、形、义。二、学情分析从学生已有的知识背景——西式快餐和熟悉的中国食物出发，加上现在提及的中国餐饮是学生非常熟悉而且经常吃到的食物。因此，他们会非常乐于接受这一话题。这样就能促使学生们乐于参与
和交流学习，形成自主性的表达他们自己想要的食物。三、说教学法 1、教法根据小学英语教学的任务，为了培养学生的学习兴趣，调动学生学习英语的主动性和积极性，我结合学生的认知规律，选择教法时注重以下的教学原则： a、由少到多、由简到繁、循序渐进和尊重学生的差异，让每个层次学生都有所得。b、除了常规的教学手段外，我还了任务型活动。运用任务型教学途径，培养学生综合运用语言能力。 2、学法通过引导学生观察、发现、使用和创新，使他们灵活地掌握所学内容，也促使学生能够有效地运用所学知识完成有实际意义的任务活动，从而培养学生的思维，自主、合作与探究的学习能力。四、说教学程序 Step 1、Warm-up 1.Chicken dance 2.Greeting. 3.分组。(大苹果生小苹果) T: Look! Today each group has a big apple , try your best to get more small apples for your group . OK? 4. Review. （教师出示若干张食物图片） T: Look! Wow! So many delicious food！Do you remember them? Let’s chant and review some food words. OK? For example: Mutton, Mutton, I like mutton. 学生根据教师快速出示的食物图片吟唱自编的歌谣。教师及时给予小组奖励。（设计意图：利用自编的歌谣激趣，既可以使学生兴趣盎然地走进新知领域，又可以使学生在快速闪图的过程中巩固单词，扩大了单词认知与复习。） Step2. Prentation 1. Make Students
