人教PEP版英语五年级上册 Unit3 partB 配套教案

Unit 3 What would you like?教案

第一课时(B . Let’s learn ＆ Look,write and say)

1.知识目标：能听、说、读、写单词hot，sweet，healthy，delicious和fresh并能灵活运用这些词来解释自己喜欢或不喜欢某种食物或饮教学目标 品的原因。

2.能力目标：能用所学的形容词简单描述自己对食物或饮品的喜好。

3.情感目标：教育学生要养成均衡的饮食习惯。

教学重点 掌握Let's learn部分的单词。

教学难点 熟练运用所学的词汇表达食物或饮品的特征。

教学准备 图片、录音机、录音带、课件。

教学过程

Step 1 Warm-up

➢ Greetings (师生之间打招呼问候)

➢ Let's sing—Pizza

批注

以歌曲热教师播放视频歌曲，让学生听音乐跟唱。Play the video. Let students

身，活跃课sing together with the music.

堂气氛。

➢ Sharp eyes

呈现食物和饮品图片，学生快速说出单词。Show the picture of food

and drinks. Ask students to read them loud as quickly as they can.

Step 2 Presentation&Practice

1. Lead in

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创设Sarah美食之旅场景，导入新课学习。Show the picture of Sarah

standing in the food street on the PPT. Lead students to look and say.

T: What can you see in the picture? Where is Sarah?

Ss: ...(Students can answer in Chinese)

T: OK. Let’s follow Sarah and start the food tour!

2. New words（单词/句型学习）

(1)教授单词sweet。Teach the word“sweet”.

T: Sarah comes to a sweet shop. What can you see in the shop?

Ss: …

T: What does Sarah like? Guess!

Show the picture of “sweet” in “Let’s learn”.

T: Look! Sarah likes ice cream, because it’s sweet.

在学习新词的同时，创设情景，The teacher shows a card with the word “sweet” and reads it. Students

运用多种方式帮助read after the teacher.

Take out a candy.

T：Ice cream is sweet. The candy is sweet, too. What else?

Ss: Cake, apples,

Then write down “sweet” on the blackboard.

(2)教授单词healthy。Teach the word“healthy”. Show a riddle about

salad on the PPT.

T: It’s a kind of western food. You can see vegetables and fruit in it, like

Practice “sweet” row by row.

apples, strawberries, bananas. It’s healthy. Can you guess?

Ss: Salad.

T: Yes, it’s salad. It’s healthy.

The teacher shows a card with the word “healthy” and reads the word

three times slowly. Students read after the teacher. The teacher emphasizes

学生理解单词含义。

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its pronunciation of the end of the word and writes it down on the

blackboard.

T: Is/are the hamburger/juice healthy?

Ss:

T: Great! We should eat more healthy food.

(3)教授单词fresh。Teach the word“fresh”.

T: Sarah comes to a green grocery store. What can you see in the store?

Ss: …

T: Do you know where they are from?

T: Can you see the green leaves? They are very fresh.

The teacher shows a card with the word “fresh” and reads the word three

times slowly. Students read after the teacher. The teacher shows two

tomatoes. One is fresh, and the other isn’t fresh. Help students say: This

tomato is fresh. This one isn’t fresh. Then the teacher writes down “fresh”

on the blackboard.

Practice “fresh” between boys and girls.

Show some pictures of vegetables and fruits. Let students judge fresh or

not fresh.

(4)教授单词hot/delicious。

Teach the other two words in a similar way.

(5)看图说单词。

呈现Let's learn图片。Show the pictures of “Let’s learn” on the PPT .

Ask students to say the words.

(6)火眼金睛。

➢ Practice.（单词/句型操练）

3. Let’s learn

(1)看视频回答问题。Play the video of “Let’s learn”. Let students watch

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and answer.

T: What’s Chen Jie’s favourite food? Why?

Ss: Ice cream. It’s sweet.

Students read the dialogue after the recording. Then read together. Pay

attention to the pronunciation and the intonation.

(2)创设Sarah and her friends standing around the table场景，结合图片进行单词、句型操练。Create the situation of Sarah and her friends standing

around the table. Practice the dialogue between Sarah and her friends with

students. The teacher acts Sarah. All the students act Sarah’s friends. Use

the class schedule to ask and answer like this:

T: What’s your favourite food?

Ss: ______. It’s/They’re ...

4. Pair work

呈现食物转盘，两人小组练习对话。Show the turntable with the picture

of food on the PPT. Turn the turntable and ask students to practice the

dialogue in pairs. Then share it with the class.

T: What’s your favourite food?

Ss: ______. It’s/They’re ...

将单词的操练放在句型中进行，提高学生的语言运用能力。

Step 3 Consolidation&Extension

1. Look, write and say

完成练习并根据图片造句。Show the picture of “Look,write and say”

on the PPT. Lead students to fill in the blanks.

Then check the answers with students and ask students in different

groups to say sentences according to the four pictures.

S1：I like/love chicken. It’s very delicious. What about you?

S2：I like/love vegetables. They are fresh and healthy. What about you?

S3：…

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2. Group work

小组活动。Students work in groups of four. One plays the role of

reporter and asks the others about their favourite food/drinks/fruits and the

reasons. He / She can ask by using the key sentence patterns in this lesson.

3. Read and fill in the blanks

Step 4 Homework

作业：(1) Listen, read and recite the words.

(2) Copy the words.

(3) Talk with your parents about your favourite food/drink.

本节课围绕着描述食物味Unit 3 What would you like?

道和特征的单词展开教学。基教学

反思

于单元整体设计，创设情景—Sarah的美食之旅为线索，逐步呈现和教学五个目标词汇。

板书

设计

T: What’s your favourite food?

Ss: ______. It’s/They’re ...

fresh/healthy/delicious/hot/sweet.

Unit 3 What would you like?教案

第二课时(B . Let’s try ＆ Let’s talk)

1.知识目标：能听、说、认读单词favourite；掌握句型“What’s your

教学目标

favourite food?”及其答语。

2.能力目标：能运用所学句型谈论最喜欢的食物并简单说明原因。

3.情感目标：教育学生养成健康的饮食习惯。

教学重点

熟练运用“What’s your favourite food?”及其答语谈论最喜欢的食物并说出原因。

教学难点 掌握单词favourite的发音；能在实际情景中运用本课时的重点句型

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进行交际。

教学准备 录音机、录音带、课件。

教学过程

Step 1 Warm-up

➢ Greetings (师生之间打招呼问候)

➢ Sing the song—What would you like?

➢ Look and say

(1)看图快速说出单词。Let students look at pictures and say the words

quickly.

(2)呈现所有食物和饮品单词，引导学生自由讨论。Show all the

pictures of food and drink on the PPT. Lead students to talk about them.

T: Look! I like eating. They’re delicious. Do you like them? What do

you like/love?

Ss: ... I like/love ...

➢ Lead in

(1)结合句子学习理解单词favourite。Help students get the meaning of

“favourite”.

T: I like/love salad.(Show one heart) I like/love beef. (Show two hearts)

I like/love noodles.(Show three hearts)

T: So I can say “My favourite food is noodles.”

Write down “favourite” on the blackboard and help students learn the

word. Split the word into syllables to teach the word. The emphasis is on

the first syllable of the word. Let students practice the word syllable by

syllable.

(2)学生两人小组操练句型“—What's your favourite food/drink?—My

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批注

favourite food/drink is ...”。

Step 2 Presentation&Practice

1. Let’s try

(1)呈现Let's try图片，听音频连线。Show the picture of “Let’s try” on

the PPT.

T: Look! Who are they? What can you see?

Ss: Zhang Peng and Sarah. Milk and grape juice.

T: Yes. We can see grapes on the box.

T: Zhang Peng and Sarah are thirsty. What would they like to drink?

Then the teacher plays the recording. Ask students to try to catch the key

information, such as Zhang Peng-grape juice, Sarah-milk.

Students listen carefully and match. The teacher checks the answers with

students.

(2)看图填空并进行问答练习。

T: What’s Zhang Peng’s favourite drink?

Ss: Zhang Peng’s favourite drink is grape juice.

T: What’s Sarah’s favourite drink?

Ss: Sarah’s favourite drink is milk.

T: OK. Now girls act Sarah, boys act Zhang Peng. Let’s ask and answer.

Girls: What’s your favourite drink?

采用任务Boys: My favourite drink is ... What’s your favourite drink?

型教学法，Girls: ...

让学生先(3)呈现听力材料，听音频跟读。(Show the listening material on the

整体感知PPT)

T: Let’s listen and read it together.

2. Let’s talk

(1)创设Zhang Peng and Sarah去食堂场景，导入Let’s talk部分学习。

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文本，后细致了解文本，获取关键信息并

T: Zhang Peng and Sarah is hungry. They are going to the lunch room.

回答问题，让学生全Do you know lunch room?

面、正确地Ss: ...

理解文本。

(2)呈现Let's talk图片，看图回答问题。

a. What’s this?

b. What do they have today?

Let students look at the picture of “Let’s talk” and talk about it.

(3)听音频/看视频回答问题。

将两个部T: Let’s listen and answer the questions.

分话题进a. What’s Zhang Peng’s favourite food? Why?

Play the recording of“Let’s talk”and check the answer together.

b. What’s Sarah’s favourite food?

Play the video of“Let’s talk”and then show the answers on the PPT.

(4)呈现听力材料，听音频跟读课文，并画出答案所在句子。

a.听音频模仿对话。The teacher plays the recording. Students read after

行联系整合和总结，让学生整体感知文本，提升学生对课时文本的理it and pay attention to the pronunciation and the intonation. Then students

解能力。

read together. Boys read first, then girls read.

b. 画出答案所在句子。 Find the sentences with the answers.

(5)再读对话，根据对话回答问题并进行总结，表演对话。

a. 根据对话回答问题。

What do they have today?

Do they like today’s lunch?

b.根据表格信息总结Zhang Peng’s和Sarah’s favourite food/drink。

c. 练习对话，并在全班进行表演。Let students practice the dialogue in

pairs, and then invite some pairs to act out the dialogue in class.

➢ Practice.

3. Do a survey and report(课件出示：教材P27 Let’s talk板块第二部分

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的表格)

(1) Students work in groups of four. One plays the role of a reporter and

asks the others about their favourite food and drinks, and then fills in the

form.

The teacher can make a model.

(2) Make a report.

Ask several “reporters” to report the findings of the investigation.

Make a model：

Sarah’s favourite food is fish. Her favourite drink is milk. Zhang Peng’s

favourite food is… His favourite drink is…

…

4. Pair work

in pairs to practice the dialogue.

两人小组，操练句型。Show the dialogue on the PPT. Let students work

Step 3 Consolidation&Extension

1. Do a survey

呈现菜单和对话，模拟点餐。

2. Exercise

选择填空。

3. Emotional education

Please try to balance your diet by eating more fruits and vegetables.

合理膳食，均衡营养。

Step 4 Homework

作业：(1)Read and recite the dialogue on P27.

(2)Copy the sentences:

What's your favourite food? Noodles. They're delicious.

(3)Do a survey in your class, then make a report.

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文本的教学采用任务型教学教学

反思

法，培养学生的综合语言运用能力，突出重点，突破难点。

板书

设计

Unit 3 What would you like?

favourite

—What’s your favourite

food/drink?

—My favourite food/drink is ...

Unit 3 What would you like?教案

第三课时(B . Read and write ＆ Let’s check＆ Let’s

wrap it up ＆ C . Story time)

1.知识目标：能听、说、认读单词Dear和onion；能理解Read and write部分的内容，了解信件的书写格式；能了解名词单数变复数的一些教学目标 简单规则。

2.能力目标：培养学生的阅读能力和归纳总结知识的能力。

3.情感目标：教育学生要珍惜粮食，亲近大自然。

教学重点

能读懂Read and write部分的内容并完成相关练习；能了解英文信件的书写格式。

教学难点 掌握名词单数变复数的基本方法并能在实际中运用。

教学准备 录音机、录音带、课件。

教学过程

Step 1 Warm-up

➢ Greetings (师生之间打招呼问候)

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批注

➢ Look and say (看图片说出单词)

➢ Free talk (呈现图片和句型，学生自由讨论)

T: —What would you like to eat/drink?

S1:—I’d like _____, would you like to eat/drink?

S2:—I’d like _____, would you like to eat/drink?

...

Step 2 Presentation&Practice

1. Read and write

(1)呈现鸡肉冰淇淋图片，激发学生好奇心。Show the picture of

chicken ice cream.

T: Look! What’s this? Who made it? And why?

Ss: ...

(2)呈现Robin, Wu Binbin and Grandpa图片，看图回答问题。

T: Who are they?

Ss: Robin, Wu Binbin and Grandpa.

T: Who made the chicken ice cream? Do they like it?

Ss: Robin. No...

(3)呈现两张便条，在便条中圈画出答案。

wrote the notes? Who did they write to?

b. Underline the food

(4)根据便条内容，回答问题。

a.快速读课文，回答问题。

1) What’s Wu Binbin’s favourite food? Why? (Answer: Ice cream. It’ s

sweet.)

2) What’s Grandpa’s favourite food? Why? (Answer: Chicken. It’s

delicious.)

ts read quickly and underline the key sentences.

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The teacher checks the answers like this：Dear×××, can you answer

Question 1/2/3?

Emphasize the word “dear”. After checking the answers, explain the

word “dear” to students with a word card and make some examples： Dear

Mum, Dear Dad, …

b.精读课文，判断句子对错。

Students underline the key sentences with lines and then finish the

exercises with a tick or a cross.

Binbin doesn’t like beef, but he likes chicken. ( )

Binbin doesn’t like salad. ( )

a likes vegetables, but he doesn’t like carrots. ( )

Check the answers.

(5)理解两个重难点句型，看图填空，并完成课本第一部分习题。Help

students understand the two sentences:

I don’t like beef, but chicken is OK. I like vegetables but not carrots.

Then ask students to read and fill.

(课件出示：教材P29 Read and write板块第一部分的答案)

Students read and tick the picture. The teacher checks the answer with

students.

T: If you are Robin, what will you cook?

Encourage students to think and say. The answers that students give can

be various.

(6)听音频跟读课文并复述故事。

a. Students read after the attention to the pronunciation,

the intonation, the sense group and the pausing. Read together. Read freely.

Then act out in groups.

b. Evaluate Robin. Then try to retell the story.

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(7)完成课本练习，给Robin写信。

T: What would you like to eat? You can write to Robin. Tell him what

you would like to eat. And he can cook for you. But how to write? Let’s

watch the two notes and pay attention to the several factors of writing a

note.

Show the factors of writing a note on the PPT. Then students try to write

and pay attention to the writing criteria.

➢ Practice.

2. Let’s check

(1)呈现“Listen and tick” 图片，引导学生观察并描述图片. Ask

students to observe the three pictures and find the differences. Ask three

students to say them out.

(2)帮助学生理解提问问题。Lead students to understand the sentence

“What would Amy like?”. Explain that the sentence contains two

meanings：What would Amy like to eat? What would Amy like to drink?

(3)听音频打勾，核对答案。Ask students to try to catch the key

information，such as two sandwiches, a salad, tea. Then play the recording.

Let students listen to it and tick the right picture. Then check the answer

together.

(4)根据上题所选图片，填写答案。Ask students to read the sentence

“What is Amy’s favourite drink?” and fill in the answer according to the

picture they ticked.

(5)听音频跟读课文。

3. Let’s wrap it up

(1)观察并总结规律。

a. Show the pictures of one banana and some bananas with the words

“banana” and “bananas”. Let students compare the difference. Emphasize

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the letter “s” at the end of the word with a red circle. Then teach other

words “pear/pen/book…” in the same way. Lead students to conclude the

general rule of the plural nouns： Add “s” to the end of the singular nouns.

the pictures of one sandwich and two sandwiches with the words

“sandwich” and “sandwiches”. Let students compare the difference.

Emphasize the letters “es” at the end of the word with a red circle. Then

teach other words “peach/dress/class/dish/fox/box/potato/tomato…” in the

same way. Lead students to conclude the rule of some plural nouns whose

singular forms end with “s/x/ch/sh/o”：Add “es” to the end of the singular

nouns.

Help students understand and remember the rules like this：Potatoes and

tomatoes are vegetables.

(2)完成表格。Fill in the table.

Ask students to fill in the table according to the rules.

(3)核对答案。Check the answers.

Check the answers and verify the rules with the words of the table.

Step 3 Consolidation&Extension

Story time

(1)呈现Zoom和Zip在农场图片，看图回答问题。

T: Look! Where are Zoom and Zip?

Ss: ...

(2)看视频回答问题。

Play the video. Let students watch and answer: What are they doing?

Ss: They are making a salad.

(3)读故事回答下列问题。

a. What vegetables for the salad?

b. How do they make a vegetable salad?

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(3)跟读故事。

Step 4 Homework

作业：(1) Listen, read and recite the text on P29.

(2) Write a letter to Robin, tell him about your favourite food.

采取任务型阅读，综合考察学生的归纳概括能力和对语篇结教学

反思

构的理解能力。教学中有效地板书

渗透阅读策略，层层递进，注设计

重学生学习方法的培养以及语言的综合运用。

Unit 3 What would you like?

dear,onion

My favourite food is ...

It’s/They’re ...

... is my favourite food/vegetable.

I like ... but not ...

I don’t like ... but ... is/are OK.

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