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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

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