人教版五年级上册英语全册教案

1、Unit 1What's he like?第一课时Main scene & Part A Let's try , Let's talk1能正确听、说、朗读“Who is？He/She isWhat's he/she like？He/She isIs he/she？Yes，he/she is.No，he/she isn't.”2能正确听、说、认读表示人物外貌与性格特征的形容词old，young，funny，kind，strict，polite，hard­working，clever。3能听懂、会说、会表演Let's talk 的内

2、容并在真实场景中运用。重点：能表演Main scene 和Let's talk的交际内容，能够根据实际情况用英语讨论他人外貌与性格特征。难点：用英语准确询问并回答人物特征，如：“Who is？He/She isWhat's he/she like？He/She isIs he/she？Yes，he/she is.No，he/she isn't.”学生自制的单词卡，录音机，录音带等。Step 1Warming­up1查出下列单词的意思：(1)old(2)young(3)funny (4)kind(5)strict2翻译下列句子。(1)Who's your

3、 Chinese teacher?_(2)Is he/she tall?_3我们以前学过的描写人物外貌和性格特征的词语有：_Step 2Presentation1学习Main scene。(1)出示Main scene中的部分教学挂图，让学生观察。(2)看图回答问题。Dialogue 1：Who can you see in the picture？(Wu Yifan，Amy，Oliver and a teacher.)Dialogue 2：What are they talking about？(The teacher introduces classmates to each other.

4、)Dialogue 3：Who is a new student？(Oliver)(3)听录音，模仿朗读，理解对话内容。(4)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。2学习Let's try和Let's talk部分(1)Listen and tick.听录音，完成探究学习第一题。(2)创设情境：这节课我们和Oliver，Wu Yifan一起去了解Mr Young。(3)看Let's talk部分的课文插图，听录音，模仿朗读，理解意思。(4)根据Let's talk内容尝试分角色朗读对话。(5)学生两人一组，完成“Talk about your t

5、eachers.”(6)学生表演，以检查学生对本课对话的掌握情况，对做得较好的学生予以表扬。3Make a survey.T：Who's your？Ss：T：What's he/she like?Step 3Consolidation三人一组，发现并用我们学过的句型讨论小组内每个成员的三个优点。S1：Who's that？S2：S1：What's he/she like?S2：He/she isS1：Is he/she？S2：Yes，he/she is.( No，he/she isn't.)Step 4Homework第二课时Part A Let'

6、;s learn & Ask and answer1能够正确听、说、朗读“Who is？He/She isWhat's he/she like？He/She isIs he/she？Yes，he/she is.No，he/she isn't.”等询问某人是谁、外貌或性格怎么样的相关交际用语。2能够正确听、说、认读表示人物外貌和性格特征的形容词old，young，funny，kind，strict等词汇。3能够听懂、会说、会表演Let's learn的内容并在真实场景中运用所学语言进行真实交流和运用。重点：能够表演Let's learn的交际内容，能够根据

7、实际情况用英语讨论人物。难点：用英语准确询问并回答人物特征，如“Who is？He/She isWhat's he/she like？He/She isIs he/she？Yes，he/she is.No，he/she isn't.”等。单词卡片，录音机，磁带。Step 1Warming­up1认真观察P5的图片后连线：Mr JonesoldMiss White funnyMr Li youngMr Young strictMiss Green kind2Show pictures and say.出示一些学科教师图片，让学生快速说出来，如Chinese teache

8、r/maths teacher/English teacher/art teacher/music teacher.T：Who's this man/woman?S：He/she isStep 2Presentation1Look and guess.看图片，猜一猜。教师出示刚才展示的教师图片，让学生猜一猜教师是什么性格？T：Guess，what's he/she like?S：Is he/she strict/funny？T：Yes，he/she is./No，he/she isn't.两组示范后，教师将卡片交给学生，进行生生对话。2展示Let's learn

9、 图片，快速让学生说出Mr还是Miss。3Look at the pictures and say.看图说句子。如：Mr Young is our music teacher.He is old.4播放课本插图，两人一组选择图片讨论。Step 3Consolidation1课堂练习反义词对对碰。tall oldyoung thinbig shortstrong small2Group work：小组讨论任课老师。每个学生准备好一张你喜欢的老师的画像，并向你的组员介绍。做得好的学生予以表扬并代表小组在班级上表演。Step 4Homework第三课时Part B Let's try &am

10、p; Let's talk1继续学习“Who's？He/she isWhat's he/she like? He/She isIs he/she？Yes，he/she is.No，he/she isn't.”等询问某人是谁、怎么样的相关交际用语。2能够听懂、会说、会表演Let's talk的内容并在真实场景中运用所学语言进行真实交流和运用。3在对话交流中使学生养成用英语交流的习惯，培养良好的语音语调和语感。重点：能够表演Let's talk的交际内容。难点：能用“Who's？He/She isIs he/she？Yes，he/she is

11、.No，he/she isn't.”进行真实交际。单词卡片，课件。Step 1Warming­up1.我爱记单词。quietfriendlyfunnystrict2用单词卡片复习A Let's learn 中的单词并用它们来描述一个自己喜欢的老师。Step 2Presentation1学习Let's try(1)Listen and tick(2)Listen and answer2学习Let's talk(1)教师针对对话设计相关问题，引导学生思考。(2)听录音，模仿朗读，理解对话内容。(3)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。3学

12、生小组内讨论自己的老师。S1：Who is your Chinese(maths/English/art/PE/music) teacher?S2：Mr/MsS1：What's he/she like?S2：He/She isStep 3Consolidation1Students show their dialogues.2按要求完成句子。(1)What's she like？(英译汉)She's kind._(2)Do you know her？(作肯定回答)_(3)She is kind.(改成一般疑问句)_Step 4Homework第四课时Part BLet&

13、#39;s learn, Match and say & Read and write1能听懂、会说句型：He can speak Chinese and English.He makes me finish my homework！He is very helpful at home.能够在实际情境中正确应用这些句型。2能够正确使用be动词。3养成尊师重教的美德。重点：学生能够理解Read and write短文内容。难点：能用He/She is进行真实交际。单词卡片，课件。Step 1Warming­up我爱记单词。shortstrongcleverhard­w

14、orkinghelpfulstrictStep 2Presentation1Today I'll introduce a robot.His name is Robin.What's Robin like？Is he strong？Is he hard­working？Is he helpful at home？Let's meet Robin now.2请学生认真阅读，然后想一想主人是怎样描述机器人的，要求学生边阅读边完成表格。3学生完成表格后，教师用问答的方式核对答案。T：Do you know Robin?S1：Yes，he is a _T：Is Rob

15、in？S1：Yes，he is./No，he isn't.4讲解语言难点。My grandpa made him.He makes me finish my homework.Robin is short but strong.He can speak Chinese and English.5听录音，跟读并理解句意。6教师领读，学生模仿，齐读，再请个别学生领读。7请学生独立设计一个机器人，先画一张草图然后用语言对机器人的外貌特征加以描述，如：I have a robot.His name isHe'sHeStep 3Consolidation教师播放Meet Robin的Fl

16、ash，学生认真观察后作答。What's Robin like？Read and tick()or cross(×)thinhard­workingcleverstronghelpfulstrictoldtallshortStep 4Homework第五课时Part ALet's spell & Part B Let's check1字母y在单词末尾的发音规律。2熟练运用Mr/Missis our teacher./What'she/she like的句型。3养成尊师重教的美德。重点：字母y的发音规律。难点：能用He/She is进行

17、真实交际。单词卡片，课件。Step 1Warming­up我爱记单词。mytrywhyshysunnystorybabyhappyStep 2Presentation1今天我们学习字母“y”的发音。大家看下面的单词，找到“y”并读一读。baby，happy，windy，sorry2学生先读黑板上的，然后读P6上的。小结：字母“y”在单词的末尾常发两种不同的音，所以我们常把它叫半元音字母。3完成P6的Listen，number and say。4完成P6的Listen，write and say。Step 3Consolidation小小翻译家。1这个婴儿很开心。他有很多糖果。_2今天

18、天气晴朗。我们打算举办一个家庭聚会。_Step 4Homework1牢记字母“y”的发音规律，抄写以“y”结尾的单词。2尝试以“My teacher”为题，写几句话介绍一下自己的某位老师。第六课时Part BLet's wrap it up & Part C Story time1能够正确使用be动词。2巩固“What's he/she like？”句型的学习。3养成尊师重教的美德。重点：be动词的正确使用。难点：“Is he/she？”的肯定与否定的不同回答方式。课件。Step 1Warming­up我爱记单词。shortstrongtallfootball

19、playertentothreeStep 2Presentation1be在英语中的意思是“是”。它就像孙悟空一样有三根救命毫毛。它们分别是：am、is和 are。请同学们牢记下面的顺口溜，并用它们来正确填空。我是am，你是are，is连着他、她、它，所有的复数都是are。2请学生认真背诵和记忆。一分钟后完成P10的Think and match和Choose and write。3两分钟后对答案。对答案前让几个学生背一背顺口溜。4Learn Story time先让学生自己看一看这个小故事，了解故事的大概意思。(1)win：赢，胜利shoot：射门(2)Rabbit scores ten g

20、oals.兔子得了十分。Step 3Consolidation1教师播放Story time 视频，请学生分组进行讨论，然后回答问题：(1)Do they have a new PE teacher?(2)Who's their new PE teacher?(3)Is the new PE teacher a good football player?(4) What's their PE teacher like?2讲解故事大意，跟读故事。3这个故事告诉我们一个什么道理？(Don't judge a book by its cover.不可以貌取人。)Step 4H

21、omeworkUnit 2My week第一课时Main scene & Part A Let's try , Let's talk1能听、说、读、写单词“Monday”“Tuesday”“Wednesday”“Thursday”“Friday”“Saturday”“Sunday”和“weekend”。2能在创设的实际情景中灵活运用句型“What do you have on？”“I have”。3能完成“Let's play”部分的对话任务。4能听懂、会唱歌曲“Days of the week”。5激发学习的热情，鼓励学生就班级的课程表和同学进行交流。重点：理

22、解Main scene中的句子，会用“What do we have on Fridays？I have a PE class.”“Do you often？No，I don't.”进行场景对话。难点：能够听懂、会说、会表演Main scene。单词卡，录音机。Step 1Warming­up1放两遍歌曲“Days of the week”(P70)的录音。播放第一遍录音时，学生跟着录音小声唱歌曲；播放第二遍录音时，全班学生跟着录音一起大声唱歌曲，活跃课堂气氛。2教师询问时间，引导学生回答：“It'so'clock now.”教师补充“It's tim

23、e for English class.”帮助学生复习课程的英语表达。Step 2Main sceneT：What day is it today?T：What do you have on Mondays？(板书，理解，引导学生回答)Ss：I have(看本班课程表，根据实际情况回答。)T：Do you often play sports？(板书，理解，引导学生作肯定或否定回答)Ss：Yes，I do./No，I don't.通过师生间反复问答感知句型。Step 3Let's try用正确的介词填空。1Look_my picture.2We have Chinese，math

24、s and PE_Mondays.3I have a cooking class_your grandma.Step 4Let's talk1教师针对对话设计相关问题，引导学生思考。2听录音，模仿朗读，理解对话内容。3教师领读对话，学生模仿，齐读练习，生生对话，小组表演。Step 5Consolidation学生用所学句型替换关键词进行对话练习。S1：What do we have on Mondays?Ss：We haveStep 6Summary师生一起总结本节课学习的词汇和句型。Step 7Homework 第二课时Part ALet's learn & Let&

25、#39;s play1能够正确听、说、朗读“What do you have on Fridays？I have a PE class.”“Is it Monday？Yes./No.”等询问某一天课程以及是否是某一天的相关交际用语。2能够正确听、说、认读表示星期的名词Monday，Tuesday，Wednesday等词汇。重点：能够正确听、说、朗读“What do you have on Wednesdays？I have Chinese，English，maths and music.”“Is it Monday？Yes./No.”难点：能够运用所学句型进行真实场景对话。单词卡，日历，课程表

26、，录音机。Step 1Warming­up教师播放英文歌Days的Flash和录音。DaysSunday，Monday，Tuesday，Wednesday，Thursday，Thursday，Friday，Saturday.Sunday comes again.Sunday，Monday，Tuesday，Wednesday，Thursday，Thursday，Friday，Saturday，Sunday comes again.Step 2Presentation1学习Let's learn(1)引导学生看Let's learn部分的课程表，教师扮演robot，学生扮

27、演Wu Yifan，实时提问：T：What do you have on Mondays?Ss：I have Chinese，English，maths and music.(教师替换问句中的星期名词，针对课程表提问，反复练习句型。)(2)学生两人一组进行对话练习，巩固知识。2Let's play(1)教师请一位学生站起来与自己示范对话，如：T：You have English，Chinese，art and music.Ss：Is it Wednesday?T：No.Ss：Is it Friday?T：Yes.(2)学生同桌合作，仿照上面的示例编写类似的对话，练习并展示。(3)教师请

28、几对学生上讲台表演对话。Step 3Consolidation1看谁反应快。教师用手势表示17中任何一个数字，学生快速说出相应的星期，如教师用手势表示“1”，学生快速说出“Monday”。2接龙游戏。每组第一个学生问：What do you have on Mondays？下一个答：I have Chinese，English，maths and music.答完接着往下问，注意替换问句中的星期。回答流畅正确的学生可以坐下，答错的学生先站着。比一比哪组坐着的学生多，哪组赢。3根据Let's learn的内容编Let's chant让学生读一读。Monday，Monday，Mon

29、day，Chinese，English，maths，music on Monday.Tuesday，Tuesday，Tuesday，maths，science，Chinese art on Tuesday.Wednesday，Wednesday，Wednesdayon Wednesday.Thursday，Thursday，Thursdayon Thursday.Friday，Friday，Fridayon Friday.4我爱记单词。(任意发挥)星期：科目：Step 4Summary师生一起总结本节课学习的词汇和句型。Step 5Homework 第三课时Part BLet's tr

30、y & Let's talk1能听、说、认读单词“storybook，read books，play football，play ping­pong，listen to music”和“park”。2能听懂、会说句子“Do you often read books in this park？”“I like this park very much.”“Me too.”。3能完成“Let's try”部分的听力任务。4感知英语在日常生活中的实用性，鼓励学生学习有用的英语。重点： 能听懂、会说句子“Do you often read books in this p

31、ark？”“I like this park very much.”“Me too.”。难点：能灵活运用句型“Do you often？”询问他人的日常活动并作出相应的回答。1教师准备多媒体课件、录音机和录音带、词卡。2学生准备人物头饰、画笔和画纸。Step 1Warming­upT：What do you often do on the weekend?Step 2学习 Let's talk1介绍对话情景。T：It's Saturday afternoon.Zhang Peng and Sarah are in the park.They are talking n

32、ow.Let's listen to the tape and see what they're talking about.2针对对话提出相关问题，引导学生阅读、理解对话。(1)What's that in Sarah's hand?(2)Does Sarah often read books in the park?(3)What does Zhang Peng often do in the park?(4)Do they like the park?Answer：(1)It's a storybook.(2)No，she doesn't.

33、(3)He often plays football.(4)Yes，they do.3播放录音，学生跟读，注意模仿录音中的语音、语调。4同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”。Step 3Consolidation按要求完成句子。1Do you often play football here？(作肯定回答)_2Do you often read books in this park？(作否定回答)_Step 4Homework第四课时Part BLet's learn & Group work1能听、说、认读短语wash my clothes

34、，watch TV，do homework，read books，play football。2能够在真实语境中正确运用以上五个词组描述周末活动。重点：能听、说、认读短语wash my clothes，watch TV，do homework，read books，play football。难点：能灵活运用句型“Do you often？”询问他人的日常活动并作出相应的回答。录音机、录音带、词卡、挂图。Step 1Warming­up利用教学挂图呈现B Let's talk板块的对话情景，学生表演对话，教师请3组学生上台表演。最后一组演完之后，教师说：Zhang Peng

35、often plays football on the weekend.What about Amy and Chen Jie?出示B Let's learn 部分的挂图。Step 2Let's learn1播放Amy 和Chen Jie 对话录音，询问学生：Chen Jie 周末经常做什么？出示词卡，教学短语“wash my clothes”。板书句型：Do you often wash your clothes on the weekend？(提问，引导学生回答)Yes，I do./No，I don't.(教师板书)2教师提问“What do you do on t

36、he weekend？”学生自由谈论周末活动。3当学生讲到与本节课要学的短语相同的周末活动时，教师出示词卡教学短语，然后依次将短语“wash my clothes，watch TV，do homework，read books，play football”带入句型“Do you oftenon the weekend？”中对不同的学生提问，反复练习重点句型。4播放录音，学生跟读。5学生两人一组，将短语带入重点句型问答练习。Step 3Group work1教师设置问题：What does Wu Yifan/Chen Jie/Oliver do on the weekend？学生带着问题看书找答

37、案。2教师对学生提问：What do you do on the weekend?3学生小组内“开火车”问答，第一个学生提问。What do you often do on the weekend？第二个学生回答完接着问下一个，以此类推。Step 4Consolidation1我爱记词汇。洗衣服打扫房间看电视做作业看书踢足球2“滚雪球游戏”。教师对学生提问：What do you often do on the weekend？第一名学生回答：I often do my homework.第二名学生重复第一名学生的回答后再加上新的词组，如I often do my homework and r

38、ead books.第三名学生在前面的基础上再加上一个新词组，依此类推。Step 5Homework第五课时Part ALet's spell&Part B Read and write1能够在图片的辅助下读懂吴一凡和机器人的对话，完成判断信息正误的活动。2能够根据提供的信息模仿对话，补全新的对话。3知道字母组合“ee”和“ea”的发音：i。重点：能够读懂对话，完成判断信息正误的活动。难点：能够根据提供的信息模仿对话，补全新的对话。录音机、录音带、词卡、挂图。Step 1Let's spell1学生自己写出下列单词，并自找规律。(1)绵羊，牛肉，遇见(2)茶， 吃， 读

39、2教师明确答案，并圈出字母组合，小结。(1)，(2)， ， 字母组合“ee”和“ea”一般发音是：i(长音)3教师指导学生完成教材16页的练习。Step 2Warming­up师生间问答，复习本单元的核心句型，引入新课。T：(1)What day is it today?(2)What do you have on？(3)Do you oftenon？Step 3Read and write1T：What does Wu Yifan have on Fridays？What does Wu Yifan do on the weekend？Do you know?播放录音，要求学生带着

40、问题听录音，并画出相关答句。2教师利用A Let's learn挂图呈现一周课程安排表，分别在Chinese，maths，English，art，music等课程下做标记，引导学生注意课程出现的频率，并讲解often和sometimes所表示的频率差别。3引导学生用often和sometimes分别谈谈自己的周末活动。4教师提问：Do you like sports？学生回答后，教师继续问：Does Wu Yifan like sports？吴一凡不喜欢运动，Robin建议他做运动。You should play sports every day.Here is a new sched

41、ule for you.(板书should，schedule，带学生认读。 )5完成活动Tick or cross。Step 4Homework1抄写B Let's learn部分的单词。2两人一组练习模仿例句练习对话。第六课时Part BLet's check，Let's wrap it up & Part C Story time1复习与巩固每周七天的单词，科目的单词。2Do开头的一般疑问句的肯定与否定回答。3合成词的构造与使用。重点：重点单词的使用。难点：肯定与否定的回答。录音机，录音带，词卡，挂图。Step 1Warming­up师生间问答，复

42、习本单元的核心句型，引入新课。T：(1)What day is it today?(2)What do you have on？(3)Do you oftenon？完成P20的Listening part。(1)Listen and number.(2)Read and circle.Step 2合成词先观察合成词的结构，再照样子写一写。bathroombirthdayStep 3Story time1T：What will Zoom and Zip do?播放故事视频录音。2我爱记词汇。do some shoppingnotebookrulercrayonfootballpencilmone

43、y3根据短文填空。(1)They have _ on Mondays and Wednesdays.(2)They have maths on _(3)They need _ for art class.(4)They don't have enough money to buy a _4复述这个小故事。Step 4HomeworkUnit 3What would you like?第一课时Main scene & Part A Lets learn，Role­play1能听、说、读、写单词“sandwich”“salad”“hamburger”“ice cream”

44、和“tea”。2能在创设的实际情景中灵活运用句型“What would you like to eat/drink？”“I'd like”。3能完成“Role­play”部分的任务。4继续保持学生对学习英语的兴趣，激发学生用英语进行交流的热情。1能听、说、读、写单词“sandwich”“salad”“hamburger”“ice cream”和“tea”。2能在创设的实际情景中灵活运用句型“What would you like to eat/drink？”“I'd like”。3能完成“Role­play”部分的任务。1教师准备多媒体课件、录音机和录音带、

45、词卡。2学生人物头饰。Step 1Warming­up1Free talkT：Good morning，everyone.Welcome back to school.How are you today?Ss：Fine，thank you.T：Nice to see you again.Ss：Nice to see you，too.2教师拿出学生以前学习过的食物图，师生进行对话，如：T：What are these?Ss：They areT：What's your favourite food?Ss：My favourite food isStep 2Preview1我们以前

46、学过哪些食物和饮料的单词：(1)Food：_(2)Drink：_教师用多媒体课件出示以前学习过的食物单词图片，全班学生读出单词并说出相应的汉语。2学生同桌合作，谈论最喜欢的食物。S1：What's your favourite food?S2：My favourite food isStep 3Presentation1A.Let's learn(1)教学新单词 师生对话。T：What do you like，Chinese food or western food(西餐)?Ss：I likeT：Some like Chinese food and some like west

47、ern food.What western food do you know?Ss：T：Today let's learn some popular western food.教师用多媒体课件依次出示三明治、沙拉、汉堡包和冰激凌的图片，引出单词“sandwich”“salad”“hamburger”和“ice cream”。T：Do you know what English people like to drink？They like to drink tea. 教师把生词写在黑板上，带领学生读几遍，然后让学生分组比赛读、分男女生读。(2)教师拿出食物图片，与学生进行对话，如：T：W

48、hat would you like to eat，S1?S1：I'd like，please.T：Here you are.What would you like to eat，S2?S2：I'd like，please.(3)第一次播放教学录音，全班学生跟着录音读。(4)第二次播放教学录音，全班学生分男女生跟着录音读。(5)学生拿出人物头饰，替换对话中的关键词，重新编写对话，然后教师请两三对学生上讲台表演对话。2A.Role­play(1)教师请两位学生站起来示范读对话。(2)学生同桌合作，一人扮演客人，一人扮演服务员，模仿示例表演对话，提醒学生表演时要把客人与服

49、务员该有的表现表演到位。(3)教师请几组学生上讲台表演对话，并评选出“最佳表演者”。Step 4Consolidation & Extension1句子接龙。把全班学生分成八大组，每组的第一位学生问第二位学生：“What would you like to eat？”，第二位学生说：“I'd like”，并问第三位学生“What would you like to eat？”，以此类推。2课堂练习谁与众不同？()(1)A.sandwichBmilkChamburger()(2)A.salad Bfish Cfork()(3)A.tea Bwater Cbeef()(4)A.ri

50、ce Bjuice CsaladStep 5Summary师生一起总结本节课学习的知识，学生说一说还有什么不懂的地方以及自己学习中遇到的困难。Step 6Homework第二课时Part ALets try & Lets talk1能听、说、认读单词“drink”和“thirsty”。2能询问别人想吃(喝)些什么并作出相应的回答。3能完成“Let's try”部分的听力任务。4提高学生合作学习的能力，能灵活运用所学句型聊关于“饮食”的话题。重点：能听、说、认读单词“drink”和“thirsty”，能询问别人想吃(喝)些什么并作出相应的回答。难点：能灵活运用所学句型聊关于“饮食

51、”的话题。录音机，录音带，词卡。Step 1Warming­up1Free talkT：Hello，boys and girls.Ss：Hello，teacher.T：How are you today?Ss：Fine，thank you.And you?T：I'm fine，too.What do you have for breakfast?Ss：I havefor breakfast.T：It's time for our class.Here we go!2教师依次出示上节课学习的新词卡片，全班学生大声说出相应的汉语意思。Step 2Preview学生拿出食物

52、词卡，同桌合作，一人问：“What would you like to eat？”，另一人抽取词卡并回答：“I'd like”。Step 3PresentationALet's talk1教学单词(1)教师做“口渴”的动作，说：“Oh，I'm thirsty.”，然后再做“喝水”的动作，说：“I'd like to have something to drink.”，由此引出新单词“drink”和“thirsty”。教师也可以用多媒体课件出示“乌鸦喝水”的故事，介绍说：“Look，the crow is thirsty now.It's looking

53、for some water to drink.”由此引出新单词。(2)教师用多媒体课件出示几种饮料的图片，如水、橙汁、可乐、茶等，问：“What would you like to drink？”，学生选择自己喜欢的饮料并回答：“I'd like to drink some”。(3)学生同桌合作，谈论自己想喝些什么饮料，如：S1：I'm thirsty.S2：What would you like to drink?S1：I'd like some water.S2：Here you are.2介绍对话情景T：It's in Sarah's family.They're talking about what to eat and drink.Let's listen to the tape and know something about th