小学英语人教版 (PEP)五年级上册Unit 3 What would you like? Part A教案

这是一份小学英语人教版 (PEP)五年级上册Unit 3 What would you like? Part A教案，共4页。

Unit 3 What wuld yu like?教案
第二课时(A . Let’s try ＆ Let’s talk)
Unit 3 What wuld yu like?教案
第三课时(A . Let’s spell)
教学目标
1.知识目标：能听、说、读、写单词ice cream, tea, sandwich, hamburger和salad；能灵活运用句型“—What wuld yu like t eat/drink ? —I’d like ...”正确问答所需食物或饮品。
2.能力目标：能结合实际情境运用所学的词汇及句型进行对话。
3.情感目标：能培养良好的饮食习惯，不挑食，爱惜粮食。
教学重点
掌握Let's learn部分的单词，能结合所学句型替换关键词问答所需食物或饮品。
教学难点
能够准确、形象地表演Rle-play部分的对话。
教学准备
图片、录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
以歌曲热身，活跃课堂气氛，通过自由对话激发学生对本课知识的学习兴趣。
Greetings (师生之间打招呼问候)
Let's sing—What wuld yu like t eat tday?
教师播放视频歌曲，让学生听音乐跟唱。Play the vide. Let students sing tgether with the music.
Free talk
呈现食物和饮品图片，教师和学生讨论所需食物或饮品。Shw the picture f fd and drinks. Discuss with students abut what they want:
a. What wuld yu like t eat?
b. What wuld yu like t drink?
Step 2 Presentatin&Practice
在学习新词的同时，创设情景，用新词操练核心句型，做到词不离句。
将单词的操练放在句型中进行，提高学生的语言运用能力。
1. Lead in
呈现Let's learn图片，看图回答问题。Shw the picture f“Let’s learn” n the PPT. Lead students t bserve it carefully and answer the the questins.
T: Lk! Wh are they?What can yu see n the table?
Ss: Sarah and her mther.
Ss: ...(Students can answer in Chinese)
T: Yes, they are eating. What wuld Sarah like t eat? Let’s listen.
2. New wrds（单词/句型学习）
(1)教授单词sandwich。Teach the wrd“sandwich”. Lead students listen and find the answer.
T: What wuld Sarah like t eat?
Ss: Sandwich.
T: Right. It’s “sandwich”.
Shw the picture f “sandwich” and help students learn the wrd “sandwich” (sand+ wich =sandwich). Ask students t pay attentin t the prnunciatin.And then teach the plural frm f “sandwich”.
T: Nw I’m Sarah’s mther, and yu are Sarah. I ask and yu answer. What wuld yu like t eat?
Ss: I’d like a sandwich, please.
Then exchange the rles. The teacher writes dwn the sentences n the blackbard. At the same time, students read them alud.
(2)教授单词hamburger。Teach the wrd“hamburger”. Shw the picture f Sarah and her mther in “Let’s learn”.
T: Lk!What wuld Sarah like t eat? Pint t the hamburger.
Ss: Hamburger.
The teacher plays the recrding f “hamburger”.Students fllw it t read. Then the teacher teaches the plural frm f “hamburger” hamburgers.
T: I eat a hamburger. But I’m still hungry. I’d like tw anther ne. Hw many hamburgers d I eat?
Ss: Tw hamburgers.
T: Great! “Hamburgers” is the plural frm f “hamburger”.
(3)教授单词salad。Teach the wrd“salad”.
Ask students t guess. Try t ask mre students t answer. Then shw the picture. Students learn t read the wrd “salad” after the recrding. Write dwn the wrd “salad” n the blackbard. Then shw the pictures f different kinds f salad. Students practice reading it in every grup.
(4)教授单词ice cream和tea。Teach the ther five wrds in a similar way.
T: Sarah is almst full. What else wuld she like t eat r drink? Can yu guess?
Ss: Ice cream, tea...
(5)看图连线。(Lk and match)
呈现单词和图片，看图连线。Shw the pictures f fd and the wrds n the PPT . Ask students t lk and match.
(6)Let’s sing。
Practice.（单词/句型操练）
3. Let’s learn
(1)看视频听读单词和课文。Play the vide f “Let’s learn”. Students read the dialgue after the recrding. Then read tgether. Pay attentin t the prnunciatin and the intnatin.
(2)呈现Let's learn图片，结合图片进行单词、句型操练。Shw the picture f “Let’s learn”. Practice the dialgue between Sarah and her mther with students. The teacher acts Mther. All the students act Sarah. Use the class schedule t ask and answer like this:
T: What wuld yu like t eat?
Ss: I’d like ...
(3)将食物和饮品进行分类总结，并将对话表演出来。Shw sme pictures f fd. Students lk and classify the fd and drinks. Practice the dialgue in pairs. Then act ut the dialgue.
T: What wuld yu like t eat/drink?
Ss: I’d like t eat/drink ...
Step 3 Cnslidatin&Extensin
创设情境，让学生在情境中合理运用所学词汇和句型，培养学生的语言综合运用能力。向学生宣传珍惜粮食的理念：合理膳食，才能拥有一个健康的身体。
1. Rle-play
(1)展示Zm 和Zip点餐图片。Shw the picture f “Rle-play” n the PPT. Lead students t talk abut their rders. Then fill in the rder frm:
T: Lk! Zm and Zip are ging t a restaurant. They are rdering. What wuld they like t eat/drink? Let’s have a lk!
T: What wuld Zm like t eat? .
S1: ...
T: What wuld Zm like t drink? .
S1: ...
T: What abut Zip? What wuld Zip like t eat/drink?
Ss: ...
(2)写下自己的点单，小组操练并进行展示。
T: Lk! Zm and Zip can write their rders. Can yu? Nw try t talk with yur partner and write dwn yur partner’s rder.
Ask sme students t shw their wn dialgues in class accrding t the rders in “Pair wrk”.
2. Grup wrk (Little waiter)
Step 4 Hmewrk
作业：(1)Read and recite the wrds abut fd and drinks.
(2)D a survey. Ask yur friends what they wuld like t eat r drink.
教学
反思
词汇教学采用多种方式，以词汇学习为主线，以话题操练为中心，词不离句，创设英语学习情景。
板书
设计
Unit 3 What wuld yu like?
—What wuld yu like t eat/drink?
—I’d like t eat/drink...
sandwich, hamburger, salad, ice cream, tea.
教学目标
1.知识目标：能听、说、认读单词thirsty；能掌握并灵活运用句型“—What wuld yu like t eat/drink? —I’d like ...”问答所需的食物或饮品。
2.能力目标：能运用所学的句型谈论对饮食的需求。
3.情感目标：让学生养成良好的饮食习惯。
教学重点
掌握句子“What wuld yu like t eat/drink?”并能做出相应的回答。
教学难点
能准确地运用英语问答所需食物或饮品。
教学准备
录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
Greetings (师生之间打招呼问候)
Play a game
看图快速说出单词。Shw pictures f fd and drinks ne by ne n the PPT . Let students lk and say the wrds quickly.
Review
结合句型操练食物单词。Shw sme fd n the table n the PPT. Ask students t make a dialgue accrding t the charts.
T: What wuld yu like t eat/drink?
Ss: I’d like t eat a/an/sme...
Lead in
看视频理解单词hungry。Play the vide. Let students t watch and answer: What’s the meaning f “hungry”?
Step 2 Presentatin&Practice
两个部分话题过渡自然流畅, 呈现完整的对话，让学生整体感知文本，提升学生的听力能力和对文本的理解能力。
先引导学生将食物和饮品类单词、词组进行分类，再来进行问与答的练习，逐步深入，大大地降低操练难度，能够更好地提升学生的参与热情和参与度，激发学生的兴趣。
1. Let’s try
(1)呈现Sarah和妈妈图片，猜问题答案。Shw the picture f Sarah and her mum n the PPT.
T: Sarah is hungry. (D the actin f “hungry”.) What wuld she like t eat? Read the cntent f “Let’s try”. Guess the answers.
Students say ut their guessing.
(2)听音频回答问题并核对答案。Let students read the three wrds abut fd in the part. Then the teacher plays the recrding. Ask students t try t catch the key infrmatin, such as bread, chicken.
Let students listen carefully and fill in the blanks. Then check the answers with students.
T: Can yu find the sentence with answers? Read it ut. (Shw the listening material n the PPT)
Ss: ...
T: Great. Let’s listen and read it tgether.
2. Let’s talk
(1)呈现Sarah爸爸的图片导入Let's talk部分，猜测对话内容。
T: Lk! Sarah’s father cmes hme frm wrk. What are they talking abut? Can yu guess?
Let students lk at the picture f “Let’s talk” and talk abut it.
(2)听音频回答问题。
T: Let’s listen and answer the questins.
a. Hw des Sarah’s father feel?
b. What are they talking abut?
Play the recrding f“Let’s talk”and check the answer tgether.
(3)看视频回答问题，讲解区分单词hungry和thirsty。
T: They are talking abut fd. And Sarah’s father is hungry and thirsty.
Say the wrds “thirsty” and “hungry” in a tne f emphasis with sme actins. Help students learn the wrds “thirsty” and “hungry” with actins.
T: What wuld Sarah’s father like t eat?What wuld Sarah’s father like t drink? Let’s watch and answer the tw questins.
Play the vide f“Let’s talk”and then shw the answers n the PPT.
(4)听音频跟读对话，讲解重点句型—What wuld yu like t eat? —I’d like t eat...
a.听音频模仿对话。The teacher plays the recrding. Students read after it and pay attentin t the prnunciatin and the intnatin. Then students read tgether. Bys read first, then girls read. They can have a cmpetitin. At last, students read freely.
b.讲解句型。Explain that “I’d like...” equals t “I wuld like...” and teach students t read the tw sentence patterns. Then write them dwn n the blackbard. Students practice these sentence patterns n the blackbard after the teacher.
(5)再读对话，根据所给信息填空并表演对话。
a. 根据所给信息填空。Read again. Then fill in the blanks accrding t fllw infrmatin.
b. 练习对话，并在全班进行表演。Let students practice the dialgue in pairs, and then invite sme pairs t act ut the dialgue in class.
Practice.
3. Ask and answer
(1)呈现“Ask and answer”中食物单词，将单词进行分类。
(2)用所给单词操练句型 “What wuld yu like t eat/drink? —I’ like t eat/drink ...”
Shw the picture f “Ask and answer”.
Students ask and answer accrding t the PPT. They can d like this：
A：What wuld yu like t eat? B：I’d like sme...
A：What wuld yu like t drink? B：I’d like sme...
4. Pair wrk
选择并猜测食物，操练句型。Shw the dialgue and sme fd n the PPT. Ask students t chse ne f the cvers and guess. Try t ask mre students t answer. Then remve the cver. Shw the picture. Let students wrk in pairs t practice the dialgue.
Step 3 Cnslidatin&Extensin
1. D a survey
为家人制作食物订单，完成表格。
—What wuld yu like t eat/drink? —I’d like…
2. Gd t knw
文化拓展—西方餐饮礼仪。
3. Exercise
(1)单项选择。
(2)连词成句。
Step 4 Hmewrk
作业：(1)Find mre wrds abut fd and drinks.
(2)Act the dialgue n P24 with friends after class.
教学
反思
教学设计流程清晰，各环节之间过渡自然，具有层次感，有效地利用各种资源，激发了学生的兴趣，提高了课堂的教学效率。
板书
设计
Unit 3 What wuld yu like?
—What wuld yu like t eat?
—A sandwich, please.
—What wuld yu like t drink? —I’d like sme water.
I wuld like = I’d like
教学目标
1.知识目标：了解单词中字母组合的两种不同发音规则并完成相应习题。
2.能力目标：掌握字母组合w的发音规则。
3.情感目标：培养学生自主学习、合作学习的习惯。
教学重点
掌握字母组合w在单词中的发音规则。
教学难点
能读出符合字母组合w发音规则的单词；能根据字母组合w两种不同的发音将单词归类。
教学准备
录音机、录音带、课件。
教学过程
批注
Step 1 Warm-up
以游戏方式热身，活跃课堂气氛，激发学生学习兴趣。
Greetings (师生之间打招呼问候)
Let's chant
听音频，唱歌谣。Shw the chant n the PPT. Play the recrding. Let students fllw it t sing.
Let’s rder
呈现食物和饮品，根据句型以小组为单位编对话。Students wrk in grups. Chse ne student as a waiter/waitress.The thers are custmers. Ask students t rder dishes. Teacher can make a mdel.
Step 2 Presentatin&Practice
创设情景进行教学，一步一步引导学生自己找出相同的字母组合并归纳正确的发音，让学生更加深入地理解和掌握所学的语音知识，加深印象。
1. Lead in
呈现Zm和Zip沙滩度假场景。Shw the picture f Zm and Zip n the beach.
T: Lk! Zm and Zip are having a hliday n the beach. What can yu see in the picture?
Ss: ...
T: What are Zm and Zip talking abut? Let’s have a lk!
2. Learn the letter cmbinatin“w”（第一种发音/aʊ/）
(1)分别教授单词ww/flwer/dwn/cw。
a. Teach the wrd“ww”. Shw the picture f a surfer by n the PPT.
T: Lk, what’s the by ding?
Ss: Surfing in the sea.(Students can answer in Chinese.)
T: Yes. What des Zip say?
Ss: Ww! It’s cl.(Mark the letter cmbinatin “w” in red)
Stress the wrd “ww”. Lead students t read it.
b. Teach the wrd“flwer”.
T: What des Zm see?
Ss: Flwers.
T: Are they beautiful?
Ss: Yes...
T: Yu can say“Ww! Hw beautiful!”.(Mark the letter cmbinatin “w” in red)
Stress the wrd “flwer”. Lead students t read it.
c. Teach the wrd“dwn”. Shw the picture f the wind n the PPT.
T: Here cmes the wind.What can yu see?
Ss: The flwers dwn and dwn and dwn.(Lead students t say the sentence.)
Stress the wrd “dwn”. Lead students t read it.
d.Teach the wrd“cw”.
T: Hw des Zip feel?What wuld Zm like t eat?
Ss: Zip is thirsty. Ice cream.
T: What wuld Zm like t drink? It’s white. It’s frm cws.
Stress the wrd “cw”. Lead students t read it.
Ss: ...
(2)呈现单词ww/flwer/dwn/cw，找出字母组合w的发音规律。
a. Shw the pictures and the wrds “ww”“flwer”“dwn”and“cw” n the PPT. Lead students t bserve them carefully and try t find ut the same letter cmbinatin“w”. Then write it dwn n the blackbard.
b. Ask students t listen t the recrding f the fur wrds and try t cnclude the right prnunciatin f the letter cmbinatin“w”. Encurage students t say their pinins. Then shw the phnetic symbl /aʊ/ n the PPT.
c. Let’s spell. Lead students t spell the three wrds. Then give sme ther example wrds t practice.
3. Learn the letter cmbinatin“w”（第二种发音/əʊ/）
(1)分别教授单词windw/yellw/slw/snw。
a. Teach the wrds“windw”and “yellw”. Shw the picture f Zm and Zip standing in frnt f the yellw windw n the PPT.
T: Lk! What des Zm and Zip see? What clur is the windw? (Mark the letter cmbinatin “w” in red)
Ss:A yellw windw.
Stress the wrds“windw”and “yellw”. Lead students t read it.
b. Teach the wrd“slw”.
T: What’s near the windw?
Ss:A snail.
T: Is it slw r fast?
Ss: It’s slw.
Stress the wrd “slw”. Lead students t read it.
c. Teach the wrd“snw”.
T: What des Zm and Zip see utside the windw?
Ss: Snw. (Mark the letter cmbinatin “w” in read)
Stress the wrd “snw”. Lead students t read it.
(2)呈现单词windw/yellw/slw/snw，找出字母组合w的发音规律。(同上)
Practice.（单词操练）
4. Let’s spell
(1)呈现Let's spell部分单词和图片,总结字母组合w两种发音。
T: What’s the same in these wrds? Ss: They all have “w”.
T: Yes! D they make the same sund? Let’s listen. And then discuss with yur partners.
The teacher plays the recrding f “Read, Listen and Chant”. Students listen t the recrding and repeat. After they discuss, the teacher asks sme students t answer the questin.
Ss: N! They make the sunds f /aʊ/ and /əʊ/.
Give evaluatins and write dwn the wrds with sunds n the blackbard. Emphasize “w” with red clur.
Ask students t read them after the recrding. Then ask sme students t stand up and read these wrds. Play the vide f“Read, listen and chant”, let students read, listen and chant.
(2)拼读单词并听音频跟唱歌谣。
Lead students t read these wrds like this：
cw—/k/-/aʊ/ flwer—/f/-/l/-/aʊ/-/ə /
ww—/w/-/aʊ/ dwn—/d/-/aʊ/-/n/
slw—/s/-/l/-/əʊ/ snw—/s/-/n/-/əʊ/
yellw—/j/-/e/-/l/-/əʊ/ windw—/w/-/ ɪ /-/n/-/d/-/əʊ/
The teacher plays the recrding f the chant f “Let’s spell”. Students listen t the chant and repeat. After reading tgether, students practice it between bys and girls. They can have a cmpetitin.
(3)听音频圈出单词。Shw the exercise f “Listen, circle and say” n the PPT.
Ask students t read all the wrds befre listening. Then play the recrding. Ask students t listen and circle the wrd in each grup.
Check the answers tgether. Present the listening materials and let students read them.
(4)听音频写单词。Shw the exercise f “Listen, write and say” n the PPT.
Let students bserve the pictures carefully and get t knw the tasks f the listening. Then play the recrding. Ask students t listen and fill in the blanks.
Step 3 Cnslidatin&Extensin
1.Let's try
Shw sme wrds with the letter cmbinatin “w”. Ask students t read the wrds ludly ne by ne.
2.Exercise
Step 4 Hmewrk
作业：(1)Listen, read and spell the wrds.
(2)Find mre wrds with “w”, which sunds /aʊ/ r /əʊ/.
教学
反思
整个教学设计侧重于培养学生自主学习的能力，通过让学生自己观察、找出规律、总结发音等方式，提高学生的自主探究能力和归纳总结能力。
板书
设计
Unit 3 What wuld yu like?
w/aʊ/:cw/flwer/ww/dwn
w/əʊ/:slw/snw/yellw/windw