人教PEP版小学英语五年级上册全册教案

1、人教新PEP版小学五年级英语上册全册教案Unit one What s he like?Lesson 1一教学内容Main scene Part A (let s try let s talk)二教学目标1能正确听，说，朗读“ Who is .?- He/She is.Whats he/she like? -He/She is. Ishe/she ？-Yes,he/she is. No, he/she is nt.”. 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,hard

2、-working,clever.能听懂，会说，会表演Let s talk 的内容并在真实场景中运用。三教学重难点重点：学生能够表演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 isWhats he/she like?He/She is Is he/she？Yes,he/she is. No, he/she in t.”四课前准备教师自制的单词卡 、录音机、录音带五教学过程Step1. Warming-ups look and say the names.教师出示本

3、单元通过多媒体播放一些卡通图片，分别展示年老，年轻，滑稽，有礼貌，工作努力，聪明，严格等外貌与性格特征，让学生认读，说一说这是谁，怎么样。 ) s listen and sing” Who s your teacher?”Step2. Presentation.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。Dialogue1: Who can you see in the picture?(Wu Yifan,Amy,Oliver and a teacher.)Dialogue2: What are they talking ab

4、out?(The teacher introduces classmates to each other.)Dialogue2: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。 s try let s talklisten 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， WuYifan 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、（ 5）学生两人一组，完成“Talk about your teachers”.（ 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。3.Make a survey.T: Who s your? Ss:T:What s he/she like?Step3. Consolidation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 is S1:Is he/she? S2:Yes,he/she is. No,he/she isn t.Step4 Homewor

6、k.完成课堂检测中的相关习题。.Make a new dialogue and act it ou t六板书设计Unit one What s he like?Main scene Part A （let s try let s talk）Who is he?- He is our music teacher.What s she like? - She s very kind.Is he young?-Yes,he is.Unit oneWhat s he like?Lesson 2一教学内容Part A let s learn/ ask and answer/ let s spell .二

7、教学目标.能够正确听，说,朗读 “ Who is ？ He/She is- What, s he/she like? He/She is Is he/she？Yes,he/she is. No, he/she int.”等询问某人是谁，外貌或性格怎么样的相关交 际用语。.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。.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。三教学重难点重点:学生能够表演let s learn的交际内容，能够根据实际情况用英语讨论人物。难点:用英语准确询问

8、并回答人物特征，如“Who is？ He/She is- What, s he/she like?He/She is Is he/she？Yes,he/she is. No, he/she in t.” 等。四课前准备单词卡片，录音机，磁带五教学过程Step1. Warming-up1.sing a song” Who s your teacher”2.show pictures and say出示一些学科教师图片，让学生快速说出来，如 Chinese teacher/math teacher/English teacher/art teacher/music teacher.T: Who s

9、 this man/woman?S: He/she is Step2. Presentation1.Look 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。 s learn 图片，快速让学生说出 Mr 还是 Miss。3.look at the pictures and sa泊图说句子。如： Mr Young is our musi

10、c teacher.He is old.4.播放课本插图，两人一组选择图片讨论。Step3 ConsolidationGroup work:小组讨论任课老师。.准备好一张你喜欢的老师的画像，并向你的组员介绍。.让学生表演，以检查学生对本课句型的掌握情况，对做得好的学生予以表扬。Step4 Homework.Copy the words of let s learn.Make a dialogue about your teachers.六板书设计Unit one What s he like?Part A let s learn ask and answer let s spelloldyou

11、ng funnykindstrictWho s your art teacher?-Mr Jones.Is he young?-Yes,he is.Unit one What s he like?Lesson 3一教学内容Part B let s try let s talk二教学目标“Who s？He/she is What s he/she like? He/She is Is he/she？Yes,he/she is. No, he/she isri t.”等询问某人是谁，怎么样的相关交际用语。.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

12、用。.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。三教学重难点重点：学生能够表演Let s talk 的交际内容。难点：能用 Who s ？He/She is Is he/she？Yes,he/she is. No, he/she isnt.” 进行真 实交际。四课前准备词卡，课件五教学步骤Step1 Warmirg-up1.sirg a sorg” who s your teacher?” s lister ard chart.Step2. Presertatior.学习let s trylister ard tick (2)Lister ard arswer s ta

13、lk(1)教师针对对话设计相关问题，引导学生思考。(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。3.学生小组内讨论自己的老师。S1： Who is your Chirese(math/Erglish/art/PE/music) teacher?S2:Mr/MsS1： What s he/she like? S2:He/She is Step3 CorsolidatiorStudent show their dialogue.Step4 Homework.Read let s talk。.Make a new dialogue and act

14、it out.六板书设计Unit one What s he like?Part B let s try let s talkknowWhat s she like?- She s kind.herIs she strict?-Yes,sometimes.Unit one What s he like?Lesson 4一教学内容Part B Read and write二教学目标.教学要点能听懂、会说句型： He can speak English and Chinese. He makes me finish myhomework. He s very helpful at home能够在实

15、际情境中正确应用这些句型；.能够正确使用be 动词；.帮助学生养成尊师重教的美德。三教学重难点重点：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。四课前准备词卡，课件五教学步骤：Step 1 Warm-up.Review the words.微师说出汉语，学生说英语，拼写并造句。). Free talk ( Who s your . teacher? Is he/ she .？ )Step 2 Presentation Today I ll introduce a robot. His name is Robin. What s Robin l

16、ike? Is he strong? Is he hard-working? Is he he helpful at home? Let s meet Robin now.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。.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 robot.T:Is Robin？ S1:Yes,he is./No, he isn t.My grandpa made him. He make me finish my homework. Robin is short but s

17、trong. He can speak English and Chinese.听录音，跟读并理解句意。.教师领读，学生模仿，齐读，再请个别学生领读。6.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 is He s He Step 3 Consolidation(1)教师播放Story time 视频，请学生四人一组进行讨论，然后回答问题： Do they have anew English teacher? Who s their new PE teacher? Is the new PE teacher a

18、 football player? What s their PE teacher like?讲解故事大意，跟读故事Step 4 Homework熟读 Read and write.六板书设计Unit one What s he like?Part B Read and writemake madeMy grandpa made him.He make me finish my homework.Unit two My weekLesson 1一教学内容Main scene Part A (let s try let s talk)二教学目标能听、 说、 读、 写单词“Monday” ，“Tu

19、esday” ， “Wednesday” ， “Thursday” ， “Friday” ，“Saturday/，“Sunday 禾口 “weekend。能在创设的实际情景中灵活运用句型“ What do you have on？，“I have”。能完成“ Let s play”部分的对话任务。能听懂、会唱歌曲“ Days of the week” 。激发学生的学习热情，鼓励学生就班级的课程表和同学进行交流。三教学重难点重点：理解 Main scene中的句子，会用 “What do we have on Fridays?have a PE class.?“Do you often?-No,

20、I dont”进行场景对话。教学难点：能够听懂，会说，会表演Main scene。四教学准备单词卡，录音机五教学步骤Step 1 .Warm up“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 s o clock now. ”教师补充It s time for Englishclass. ”帮助学生复习课程的英语表达。Step 2.Main sceneT:What day is it today?T:What do you have o

21、n Mondays?书，理解，弓I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?他书，理解，弓I导学生做肯定或否定回答)Ss:Yes,I do./No,I don t.通过师生间反复问答感知句型。Step 3 .Let s tryListen and fill in the blanks.Step 4 Let s talk(1) 教师针对对话设计相关问题，引导学生思考。(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。学生用所学句型替换关键词进行对话练习。S1： What

22、do we have on Mondays?Ss:We haveStep 6 Summary师生一起总结本节课学习的词汇和句型。Step 7 Homework听录音，跟读本部分内容。将本节课学习的新单词在四线三格内抄写六遍。制作本班英文班课程表。六板书设计Unit two My weekMain scene Part A (let s try let s talk)What do you have on Mondays?I have a PE class.-Do you often play sports?(read books )-No,I don t.Unit two My weekLes

23、son 2一教学内容Part A Let s learn Let s play Let s spell二教学目标.能够正确听，说，朗读“What do you have on Fridays?-I have a PE class.? ” “Is itMonday?.-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。.能够正确听，说，认t表示星期的名词Monday,Tuesday,Wednesda殍词汇。三教学重点重点 :能够正确听，说，朗读What do you have on Wednesdays-I have Chinese,Englis，hmaths and music

24、.Is it Monday?.-Yes./No.难点 :能够运用所学句型进行真实场景对话。四教学准备单词卡，日历,课程表，录音机Step 1.Warm up(1)教师放Start部分的歌谣Let s chant录音，学生复习巩固有关星期的新单词和课程名称。(2)日常口语练习，内容可参考如下：A ： What day is it today？B ： Its TuesdayA ： What do you have?B: I have P E class I like Tuesdays1.学习 Lets learn(1)引导学生看Lets learn部分的课程表，教师扮演robot,学生扮演 Wu

25、Yifan,实时 提问：T:What do you have on Mondays?Ss:I have Chinese,English,maths an 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。s play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.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。教师请几对学生上讲台表演对话。S

26、tep 3 Consolidation看谁反应快教师用手势表示1 7 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” 。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 musidF完接着往下问，注意替换问旬中的星期。回答流畅正确 的学生可以坐下，答错的学生先站着。比一比哪知坐着的学生多，哪组赢。根据Lets learn的内容编Lets chant让学生读一读。Monday,Monday,Monday,Chinese,English,

27、maths,music on Monday.Tuesday, Tuesday, Tuesday, maths,science,art on Tuesday.Wednesday,Wednesday,WednesdayonWednesday.Thursday ,Thursday ,Thursday onThursday .Friday,Friday,FridayFriday.Step 4 Summary师生一起总结本节课学习的词汇和句型。Step 5 Homework听录音，跟读本部分内容。将本节课学习的新单词在四线三格内抄写六遍。制作本班英文班课程表。六板书设计Unit two My weekM

28、onday Tuesday Wednesday Thursday FridaySaturday Sunday f weekend-What do you have on ？-I have / We have Unit two My weekLesson 3一教学内容Part B let s try let s talk二课时目标能听、说、认读单词 story book,read books, play football,play ping-pong,listen to music” 和“ park” 。能听懂、 会说句子 “ Do you often read books in this pa

29、rk?” ，“ I like this park very much.” ， “ Me too.”。能完成“Let s try ”部分的听力任务。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。三教学重难点重点： 1. 能听、 说、 认读新词。 2. 能听懂、 会说句子 “ Do you often read books in this park?” ，“ 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。四教学准备. 教师准备多媒体课件、录音机和录音带、词卡。. 学

30、生准备人物头饰、画笔和画纸。五教学过程Step 1 Warm-upStep2学习 Lets talkT: It s Saturday afternoon. Zhang Peng and Sarah are in the park. They are talking now.Let s listen to the tape and see what the yre talking about.2.针对对话提出相关问题，引导学生阅读，理解对话。 What s that in Sarah s hand? Does Sarah often read books in the park? What do

31、es Zhang Peng often do in the park? Do they like the park?Answer: It s a story-book. No, she doesn t. He often plays football. Yes, they do.播放录音，学生跟读，注意模仿录音中的语音、语调。.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”。Step3. Consolidation (巩固)Let s try明确听力任务第一次播放教学录音，学生根据录音内容完成练习。第二次播放教学录音，师生一起核对答案。Step4.Homework （

32、布置作业）听录音，跟读B. Let s talk 部分内容。把本节课学习的生词在四线三格内抄写六遍。六板书设计Unit two My weekPart B let s try let s talkoften -Do you often read books in this park?-No,I don t.park - Do you often play football here?-Yes,I do.I like this park very much.Unit two My weekLesson 4一教学内容Part B let s learn Group work二课时目标能听、说、认读

33、短语wash my clothes,watch TV, do homework,read books,play football.能够在真实语境中正确运用以上五个词组描述周末活动。三教学重难点重点： 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。四教学准备录音机、录音带、词卡、挂图。五教学过程Step 1 Warm-up利用教学挂图呈现B Lets talk板块的对话情景，学生表演对话，教师请 3组学生上

34、台表演。最后一组演完之后，教师说： Zhang Peng often plays football on the weekend.What about Amy and Chen Jie?出示 B Let s learn 部分的挂图。Step2. Let s learn.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?（!问，弓I导学生回答 ）Yes,I do./No,I don t. （教师板书）.教师

35、提问 What do you do on the weekend学生自由谈论周末活动。.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。.播放录音，学生跟读。.学生两人一组，将短语带入重点句型问答练习。Step3.Group work.教师设置问题： What does Wu Yifan/Chen Jie/Oliver do on t

36、he weekend?生带着问题看 书找答案。.教师对学生提问：What do you do on the weekend?.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。“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 read books第三名学生在前面的基础上再加

37、上一个新词组，依此类推。.抄写B. Lets learn部分的单词。. 两人一组练习模仿例句练习对话。六板书设计Unit two My weekPart B let s learn Group work-Do you often wash your clothes on the weekend?-Yes,I do.Unit two My weekLesson 5一教学内容Part B Read and write二课时目标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。能够根据提供的信息模仿对话，补全新的对话。三教学重难点重点：能够读懂对话，完成判断信息正误的活动。难点：能

38、够根据提供的信息模仿对话，补全新的对话。四教学准备录音机、录音带、词卡、挂图。五教学过程Step 1 Warm-up师生间问答，复习本单元的核心句型，引入新课。T:What day is it today?What do you have on?Do you oftenon?Step2. Read and write.T:What does Wu Yifan have on Fridays?What does Wu Yifan do on the weekend?Do you know?播放录音，要求学生带着问题听录音，并画出相关答句。.教师利用BLets learn挂图呈现一周课程安排表，分

39、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，并联系 often和sometimes所表示的 频率差别。.引导学生用often和sometimes分别谈谈自己的周末活动。.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，机器人建议他做运动。You should play sports every day.Here is a new schedule for you.（板书should schedule,带学生认读。）.完成活动Tic

40、k or cross。.抄写B. Lets learn部分的单词。. 两人一组练习模仿例句练习对话。六板书设计Unit two My weekPart B Read and writeShould scheduleUnit three What would you like?Lesson 1一教学内容A. Let s learn A. Role-play二课时目标.能听、说、读、写单词 “ sandwich”， “salad, hamburger, ice cream” 不口 “tea”。. 能在创设的实际情景中灵活运用句型“ What would you like to eat / drin

41、k?” ， “I d like ”.能完成“ Role-play”部分的任务。. 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。三教学重点.能听、说、读、写单词 “ sandwich”， “salad, hamburger, ice cream” 不口 “tea”。. 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工。四教学难点能完成“Role-play ”部分的任务。五教学准备教师准备多媒体课件、录音机和录音带、词卡。学生人物头饰。六教学步骤Free talkT: Good morning,

42、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.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 are T: What s your favourite food? Ss: My favourite food is Step 2 .Preview教师用多媒体课件出示以前学习过的食物单词图片，全班学生说出相应的汉语。学生同桌合作，谈论最喜欢的食物。

43、What s your favourite food?My favourite food is 三、新课呈现(Presentation)A. Let s learn教学新单词师生对话。T: What do you like, Chinese food of western food? Ss: I like T: Some like Chinese food and some like western 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

44、次出示三文治、 沙拉、 汉堡包和冰激凌的图片， 引出单词“sandwich” ，“Ip “i” 工r e ”salad , hamburger 无口 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。教师拿出食物图片，与学生进行对话，如：T: What would you like to eat, S1?I d like ，please.T: Here you are. What would you like

45、 to eat, S2?I d like ，please.第一次播放教学录音，全班学生跟着录音读。第二次播放教学录音，全班学生分男女生跟着录音读。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。A. Role-play教师请两位学生站起来示范读对话。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务员该有的表现表演到位。教师请几组学生上讲台表演对话，并评选出“最佳表演者” .四、巩固延伸( Consolidation & Extension )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： “ Wha

46、t would you like to eat?”，第二位学生说:“I d like，并问第三位学生“ What do you like to eat?,以 此类推。课堂练习选择与其他不同类的选项：C. hamburgerC. ice creamC. tofuC. salad()A. sandwichB. tea()A. saladB. fish()A. teaB.water()A. CokeB. juiceCheck the answer B, B, C, C五、课堂小结(Summary)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Homework

47、)将本节课学习的新单词在四线三格内抄写六遍。听录音，跟读本部分内容。在画纸上画出自己今天吃的早餐和午餐。六板书设计Unit three What would you like? sandwich salad hamburger ice cream tea - What would you like to eat / drink?-I d like Unit three What would you like?Lesson 2一教学内容A. Let s talk Let s try二课时目标.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。

48、.能完成“ Let s try”部分的听力任务。. 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。三教学重难点重点：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”的话题。四教学准备录音机、录音带、词卡。五教学过程一、课前热身（Warm-up）Step.1. Free talkT: Hello, boys and girls.Ss: Hello, teacher.T: How are you today?Ss: Fine, thank you. And you?T: I m fine,

49、 too. What do you have for breakfast?Ss: I have for 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。学生拿出食物词卡，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”。A. Let s talk教学单词) 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 somet

50、hing to drink., 由止匕弓I 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 for some water to drink.” 由止匕引出新单词。) 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”。) 学生同桌合作，谈论自己想喝些什么饮料，如：I m t

51、hirsty.What would you like to drink?I d like some water.Here you are.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 their talking.第一次播放教学录音，全班学生跟着录音读。第二次播放教学录音，学生听完录音后回答下面问题： Who s hungry? What would Father like to eat?

52、 What would Father like to drink?Answer: Father. A sandwich. Some water.第三次播放教学录音，全班学生分角色跟着录音读，提醒学生在跟读的过程中药注意模仿录音中的语音、语调。学生拿出人物头饰， 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” ，并给予小礼物作为奖励。Ask and answer让学生自己读一读本部分的例词。请两位学生站起来示范对读对话。学生同桌合作，用例词替换对话中的关键词，编写对话。教师请两三对学生上讲台表演编写的新对话。Step.4.ConsolidationA. Let s

53、try明确听力任务T: Sarah is hungry. What would she like to eat? Listen and fill in the blanks.先让学生观察图片，然后播放教学录音；播放第一遍录音师，学生根据录音内容完成填空任务；播放第二次录音时，师生一起核对答案。让学生自制一份营养午餐的菜谱，并在小组内进行交流。参考句型：I have for lunch today.Do you have ？What do you have for lunch today?课堂练习用适当的词完成下列句子： I m . I want something to eat. I like

54、 salad. What you? What do you for lunch?Check the answer hungry, about, have师生一起总结本节课所学生的词汇与句型， 说说本节课的重难点， 教师评价学生的表 现。鼓励学生关注自己的饮食状况，养成良好的饮食习惯。. 将本节课学习的新单词在四线三格内抄写六遍。.听录音，跟读A. let s talk部分内容。六板书设计Unit three What would you like? thirsty drinkI m thirsty.-What would you like to eat / drink?-Id like Uni

55、t three What would you like?Lesson 3一教学内容B. Let s learn Look, write and say二课时目标能听、说、读、写单词 “ fresh，“healthy，“hot” 和 “sweet” “delicious”。能询问最喜欢的食物，如“What s your favourite food?” 。能用所学的形容词简单描述自己喜欢的食物。三教学重难点重点： 能听、说、读、写单词“ fresh，“healthy，“hot”和“sweet”。能询问最喜欢的食物，如“What s your favourite food?” 。难点：能简单讲述自

56、己喜欢某种食物的原因。录音机、录音带、词卡。五教学过程. Free talkT: Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: Very well, thanks.T: What would you like for breakfast, S1?Ss: I d like T: What would you like for breakfast, S2?Ss: I d like .请一两对学生上讲台表演“ A. Let s talk”部分的对话。.教师播放两遍歌曲“ What wou

57、ld you like to eat today?的录音。播放第一遍录音时，全班学生一起跟着小声唱歌曲；播放第二遍录音时，全班学生分男女生比赛唱歌。. 学生同桌合作，谈论彼此最喜欢的东西，如颜色、科目、日常活动等。What s your favourite colour?My favourite colour is blue / brown / white / What about you?My favourite colour is yellow / black / orange / What s your favourite subject?My favourtie subject is

58、maths / English / What about you?S1: My favourite subject is B. Let s learn教师利用多媒体课件分别呈现新鲜的、健康的、美味的、辣的和甜的食物，引出单词 “fresh”，“healthy”，“delicious”，“hot” 和 “sweet。教师带领学生读几遍单词，然后全班学生分男女生读，最后学生在小组内读，小组成员相互纠正不准确的发音。第一次播放教学录音，全班学生跟着录音读。第二次播放教学录音，全班学生分角色跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。学生同桌合作练习表演对话，然后请一两对学生上讲台表

59、演。同桌合作，用例词替换对话中的关键词编写对话，然后教师请两三对学生上讲台表演。B. Look, write and say学生根据图片完成句子。教师请一位学生站起来示范读Zoom 说的话。学生根据图片说说自己喜欢什么食物以及原因，如“ I like vegetable. They re healthy.What about you?”学生拿出画纸和画笔，自制健康食谱，并向同桌介绍。用is或are填空： The apples sweet. The fish fresh. The grapes sour.Check the answer are, is, are师生一起总结本节课学习的词汇和句型

60、， 说说本节课的重难点， 教师评价学生的表现。鼓励学生关注自己的饮食状况，养成良好的饮食习惯。. 将本节课学习的新单词在四线三格内抄写六遍。.听录音，跟读B. Let s learn部分内容。 六板书设计Unit three What would you like?B. Let s learn B. Look, write and say fresh healthy delicious hot sweet What s your favourite food?Ice cream. It s sweet.I love ice cream. It s sweet. What about you?U