Unit 3 What would you like （教案）人教PEP版 英语五年级上册

这是一份Unit 3 What would you like （教案）人教PEP版 英语五年级上册，共5页。
第二课时一、课时内容教科书第25页：Let’s learn Role-play 二、课时分析通过第一课时的学习，学生们已经初步了解了"What would you like to eat / What would you like to drink"这两个句型。本节课将在此基础上进一步扩展，让学生了解更多食物名称，并将它们应用到实际对话中。"Let's Learn"部分在第一课时情景对话的基础上，展示了更多常见食物和饮料的名称。重点呈现了句型"What would you like to eat?" / "What would you like to drink?"，并通过形象的图文展示使学生更容易吸收和掌握，拓展了学生的交际用语，为他们今后的学习奠定了基础。"Role-play"活动旨在训练学生运用"Let's Learn"部分中的重点单词和句型。通过Zip询问并记录Zoom想吃什么、想喝什么的活动，培养学生对这两个核心句型及其回答的灵活应用能力。此活动的另一个重要目的是让学生在表演中练习运用本课时的新词汇，实现学以致用的效果。本节课是本单元的第二课时，是对第一课时对话情景的延展与拓展。重点掌握"What would you like to eat / What would you like to drink / I'd like…"这三个句型。同时，通过考查学生对常见食物和饮料的分类，进一步巩固学习内容。鉴于本课时涉及多种食物和饮料的种类，我计划收集具有代表性的东西和西方食物的图片。将它们制作成PPT课件、学生手卡、微课视频等，通过多样化的游戏和活动，为学生创造更多英语对话场景。在课堂上，学生将成为主要参与者，而教师则扮演导师的角色。同时，我将努力确保每位学生都能充分参与，没有“空闲”时间，始终处于充满兴奋和愉悦的学习、练习、表演状态中。我希望每位学生在课堂结束时都能感受到自己的成长和收获。三、课时目标1.能够听、写、读、写5个食物和饮料名称：salad，sandwich，hamburger，Ice cream，tea。2.能够听说读写重点句型：What would you like to eat?/what would like to drink?/I’d like…3.能够在真实的语境中正确、熟练运用这五个单词，完成询问并回答人物的饮食需求。4.能够听懂、会说、会表演问答对话的内容，并且在真实情境灵活运用所学重点词句进行真人面对面对话交流。四、课时重难点1.重点（1）掌握五个新单词：salad，sandwich，hamburger。Ice cream，tea。（2）掌握三个重点句型：What would you like to eat?/what would like to drink?/I’d like…2.难点（1）能够在真实的语境中正确、熟练运用这五个单词，完成询问并回答人物的饮食需求。（2）能够听懂、会说、会表演问答对话的内容，并且在真实情境灵活运用所学重点词句进行真人面对面对话交流。五、教学准备 教师课前精心制作ppt课件，有关食物，饮料的图片或真实的食物饮料。准备好录音设备。六、教学过程Class Warm-up: Free ConversationTeacher (T): Good morning, boys and girls! Students (Ss): Good morning, Miss/Mr… T: It's 10:30 am now, and I'm starting to feel a little hungry. How about you? What would you like to have for lunch? S1: I'd love some beef noodles. S2: I'm in the mood for rice and vegetables. S3: A hot dog sounds perfect to me. S4: I'd prefer to have some bread. T: How about drinks? What do you feel like having? S5: Just some water for me. S6: I'd go for a glass of orange juice. S7: Milk would be great for me. Design Intent: Starting with a friendly conversation, we engage students by discussing lunch preferences, allowing them to revisit key vocabulary from the previous lesson in a more natural way.Imitating a Classroom DramaTeacher: Let's pair up and create our own dialogues based on the "Let’s talk" activity from the last lesson. After practicing, a few groups will perform their dialogues in front of the class. Others will evaluate and choose the best performance. I'll be here to guide you. S1: It's dinner time. What do you want to eat? S2: I'm not sure, how about you? S1: Well, I'd like rice, chicken, and some potatoes. S2: I'm not a fan of potatoes. I'd prefer cabbage. And what drink do you want with dinner? S1: I'll have some tomato egg soup. How about you? S2: Water is fine. Design Intent: By letting students create their own dialogues, we encourage them to actively use the target language, reinforcing the sentence structures in a more interactive way.Lesson IntroductionLanguage IntroductionT: Do you like Chinese food or Western food? S1: I like Chinese food. T: What Chinese food do you know? S1: Noodles, rice, dumplings. S2: I like Western food. T: Today, we're going to explore some new foods. Let's get started.Picture IntroductionT: These are foods I often enjoy at home. Can you name them? Ss: Noodles, vegetables, rice, chicken. T: Do you recognize these? What are they? Ss: (Pointing to sandwich) That's a sandwich. (Teacher writes: sandwich)T: (Holding other pictures) Now, let's learn about these new foods and drinks. Design Intent: By incorporating the element of choice (Chinese vs. Western food), we capture the students' attention and introduce the lesson's topic in an engaging way.Presenting New VocabularyT: Look at Sarah and her mother having lunch. What's this? (Shows picture from the book) T: It's a sandwich. How do we spell it? Ss: S-A-N-D-W-I-C-H, sandwich. (Teacher writes: sandwich)T: Now, what about this? It's a kind of salad. S-A-L-A-D, salad. (Teacher writes: salad)T: Let's continue. This is a hamburger. H-A-M-B-U-R-G-E-R, hamburger. (Teacher writes: hamburger)T: And here we have ice cream and tea. I-C-E C-R-E-A-M, ice cream. T-E-A, tea. (Teacher writes: ice cream, tea) T: Now, let's read these words together. Ss: (Repeat after teacher)Design Intent: Combining visual aids with pronunciation practice, we ensure students are exposed to the new vocabulary in a multisensory manner.Listening and Practicing DialoguesT: Let's listen to a dialogue. What would Sarah like to eat? Ss: She would like a sandwich. T: Great! How about this question? (Writes "What would you like to eat?" on the board) S1: I'd like a salad. S2: I'd like a hamburger. T: (Emphasizing "an" before "ice cream") Perfect! And what would you like to drink? Ss: I'd like some tea. Design Intent: Using a listening exercise to reinforce sentence patterns and vocabulary, we make learning more interactive and dynamic.Role Play Activity: I'm a Little Waiter/WaitressT: Let's imagine we're in a restaurant. One student will be the waiter/waitress, and the others will be customers. Use the sentences we've learned to take orders and serve food and drinks. S1: (Waiter/Waitress) Can I help you? What would you like to eat? S2: (Customer) I'd like a sandwich. S1: (Waiter/Waitress) Sure, and for your drink? S2: (Customer) Some water, please. Design Intent: Turning the classroom into a restaurant setting makes the lesson more engaging and practical, allowing students to apply their learning in a real-life context.Review and Consolidation ActivitiesQuick Flashcard Word RecallT: Let's play a game! I'll show you pictures quickly, and you need to say the word as fast as you can. Get ready to respond! (Displays images, students respond rapidly.)Radish Squatting GameT: Let's form teams and play a game called "Radish Squatting." Each team member picks a word card, says the word, and does a squat. Then, they pass the card to the next person. The team that finishes first wins!Free Inquiry ActivityT: In pairs, ask at least three classmates what they would like to eat and drink. Take notes on their answers. Then, share your findings with the class.Creative Extension: Cultural Food PosterAssign students to create posters showcasing different countries' food cultures, including both Chinese and Western dishes. Encourage them to use English to describe traditional foods from various countries.Interactive Practice: Pass the StoryIn small groups, continue the story based on the dialogue you've practiced. Share your created dialogues with the class, using the new vocabulary and sentence patterns.Class Wrap-upT: Today, we learned some new words and sentence structures. Can anyone tell me the words we learned today? (Students respond.) T: Great job! Keep practicing, and you'll become even better at using these phrases.Homework ExtensionDesign a restaurant menu with a variety of dishes and drinks. Use the sentence patterns "What would you like to eat?" and "What would you like to drink?" to create descriptions for each item.Remember, the key is to maintain a balance between learning and fun, engaging students through various activities that cater to their interests and abilities.板书设计Unit3 Class 2重点单词：sandwich 三明治 salad 沙拉 fruit salad水果沙拉 vegetable salad 蔬菜沙拉ice cream 冰淇淋 hamburger 汉堡包 tea 茶 重点句型：What would you like to eat? What would you like to drink? I’d like…