2022年秋季学期PEP人教版五年级英语上册Unit3教案总案.pdf

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1、Unit3 What would you like?一、教材分析本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是能够听、说、读、写核心句型“一What would you like to eat/drink?Id like.”“一Whafs your favouritefood?一I love.“；能够听、说、读、写五个食品饮料类单词和词组“tea,ice cream,hamburger,salad,sandwich”以及五个描述食物特征的单词“fresh,healthy,delicious,hot,sweet”。二、

2、学情分析五年级英语在小学英语教学中起着承上启下的作用，既是四年级的衍生，又是六年级的铺垫。我们要帮助学生培养良好的英语学习习惯和学习方法。要求学生先从养成阅读习惯做起，再到怎样学习英语，后到提高英语学习能力。激发学习兴趣，养成自主学习的习惯和方法。平时在教学中，注意抓好学生的书写、理解与归纳等良好的学习习惯。加强学生基础知识的掌握，对知识的延伸与拓展需深入了解，特别是对各知识的融会贯通，灵活理解与运用。注重开发性使用对教材，做到“吃透”教材的前提下，大胆创新，对于知识的重难点力求把握准确，突破有法。对基本技能的训练，通过创设新的情景，让学生在变化的情景中去运用，在理解的基础上去训练，而不是变成

3、大量的、机械的、重复的操练，因为操练并不发展意义，重复并不引起理解，反而加重学习负担，降低学习效率，引起学生的厌恶。同时，重视能力的培养。三、教学目标1知识与能力1.能 够 听、说、读、写句 型“一What would you like to eat/drink?Idlike”Whats your favourite food?一I love.2.能够在情景中运用句型 一What would you like to eat/drink?一Id like.”询问并回答某人想要吃什么、喝什么。3.能够在情景中运用句型“一Whafs your fovourite food/drink?一I love

4、.”询问并回答最喜欢的食物或饮品。4.能够理解对话大意，按照正确的意群及语音、语调朗读对话，并能进行角色扮演。5.能够按照正确的意群和语音、语调朗读吴一凡和爷爷留给Robin的便条,理解便条内容并完成读后选图活动及补全个性化便条的写的活动。6.能够听、说、读、写五个食品饮料类单词和词组“tea,ice cream,hamburger,salad,sandwich”以及五个描述食物特征的单词“fresh,healthy,delicious,hot,sweet”7.能够在模拟点餐对话时正确使用上述单词，并能在有意义的语境中运用上述单词描述食物或饮品的味道及其他特征。8.能够在模拟点餐时运用上述单词

5、填写菜单，或者根据图片的提示填充合适的单词描述食物或饮品。9.能够读出符合ow发音规则的单词；并能够根据发音拼写出符合ow发音规则的单词。2 情感态度价值观1.能够保持健康的饮食习惯，坚持绿色生活。2.能够了解中西方饮食方面的文化差异，如：餐具差异、餐桌礼仪、主食差异等。四、课时安排第一课时：Part A Lets try&Lefs talk第二课时：Part A Lefs learn&Role-play第三课时：Part A Lefs spell第四课时：Part B Lefs try&Lefs talk第五课时：Part B Lefs learn&Look,write and say第六课

6、时：Part B Read and write&Lefs check&Lets wrap it up第七课时：Story timeThe first periodPart A Lefs try&Lefs talk内容分析本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、认读单词“drink”和“thirsty”。能够掌握四会句子What would you like to eat/drink?”并能用Id like”作答。知识与能力1.使学生对核心句型在听觉上有所感知，并完成听录音、选词补全句子的练习。2

7、.学生能够在图片和教师的帮助下理解对话大意。3.学生能够按照正确的意群及语音、语调朗读对话，并能够进行角色表演。4.学生能够在情景中运用句型“一What would you like to eat/drink?rdlike”询问并回答自己想要吃什么、喝什么。5.学生能够在语境中理解新单词“sandwich,drink和thirsty”的意思，并能够正确发音。过程与方法强化基于任务的英语学习方法。情感态度价值观通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力，培养学生的语言综合运用能力。与此同时，升华学生的情感，让学生体会父母辛苦工作的不易，从而关心和敬爱父母

8、。教学重难点教学重点1.学生能够听、说、认读单词“drink”和“thirsty”。2.学生能够掌握四会句子What would you like to eat/drink?”并能用Idlike.”作答。教学难点学生能够在情景中灵活运用所学句型谈论关于“饮食”的话题。教学准备教学课件、课文视频、单词卡片、人物头饰等。教学媒体选择多媒体，录音。教学活动1.角色扮演；2.游戏；3.观看动画。教学过程Step 1:Warm-up&Lead-in1.Greetings.2.Enjoy the song What would you like to eat today?（出示课件）（1）Play the

9、 song for the first time.Students only enjoy,and then try to follow itto sing.（2）Play the song again.Ask students to choose the words that appear in the song.The teacher ticks or crosses the words after students say the words.T:Whats in the song?Ss:Bread/noodles/fish/chicken/bananas/beef.3.Lead-in.S

10、how the picture of the main scene on page 22 on the PPT.（出示课件）Thesentences of the picture are covered.T：Look!This is Sarahs family.They are ready for dinner.What are they talkingabout?Sarahs mothers favourite food is salad.Sarahs father likes sandwiches.Oh,they are talking about food.Write down the

11、topic Unit 3 What would you like?on the blackboard.设计意图：优美而轻快的歌曲快速地活跃课堂气氛，不仅让学生反复感知核心句型，而且通过选择歌曲中出现的食物，为Lets try板块扫清障碍，起到“一石三鸟”的作用。Step 2:Presentation1.Lets try.T：Sarah is hungry.（Do the action of“hungry.）What would she like to eat?Read the content of“Lets try”.（出示课件）Guess the answers.Students say o

12、ut their guessing.Then the teacher plays the recording.（出示课件）Ask students to try to catch the key information,such as bread,chicken.Let students listen carefully and fill in the blanks.Then check the answers withstudents.（课件出示：教 材P24 Lefs try板块的听力材料及答案）Ask students to read the sentences with answers

13、.设计意图：话题很自然地从Sarah过渡到Sarahs father,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。2.Lets talk.（1 ）Learn Picture 1.（出示课件）Listen and answer.T：Look at the picture!What are they talking about?Ss：They are talking about food.T：Yes.Sarahs father comes back home.He is very tired.Is he hungry?Lefslisten carefully.Play

14、 the recording.（课件出示：教 材P24 Lefs talk板块的第一段音频）Letstudents listen and try to answer the question.T：Is Sarah5s father hungry?Ss：Yes,he is.Watch and answer.T：Sarah would like some bread and chicken.Sarah9s father is hungry.Whatwould he like to eat?Lets watch the cartoon.Then try to find the answer.Play

15、 the cartoon.（课 件 出 示：教 材P24 Lefs talk板 块 的 第 一段 视 频）Sarah s father would likeA.some bread B.a sandwich C.some chickenLead students to watch and find the answer.Show the picture of“sandwich”andhelp students learn the word sandwich”（sand+wich=sandwich）.（出示课件）Askstudents to pay attention to the pronun

16、ciation.T：Now Im Sarahs mother,and you are her father.I ask and you answer.Whatwould you like to eat?Ss：A sandwich,please.Then exchange the roles.The teacher writes down the sentences on theblackboard.At the same time,students read them aloud.（2）Learn Picture 2.（出示课件）（DObserve the picture and answer

17、.T：Sarahs father is full now.But he is thirsty.What would he like to drink?T：（Point to the water.）Look!Whats this?Ss：Water!/A cup of water.T：Yes.Water!Sarah9s father is thirsty.What would he like to drink?Ss：Some water.T：Yes,hed like some water.Say the words“thirsty”and drink in a tone of emphasis w

18、ith some actions.Help students learn the words“thirsty and drink“with word cards and actions.Watch and answer.T：Now,you are Sarahs father and Im Sarah.Watch the cartoon and try toanswer my question.（课件出示：教 材P24 Lefs talk板块的第二段视频）T：What would you like to drink?Ss：Id like some water.Explain that Id li

19、ke.”equals to“I would and teach students to readthe two sentence patterns.Then write them down on the blackboard.Students practicethese sentence patterns on the blackboard after the teacher.设计意图：以w a te r引出th i r s ty和dr i n k的学习。然后让学生带着任务观看文本视频，通过找出问题的答案，引导他们学习核心句型，培养他们的阅读技巧。3.Read and act.(1)Read

20、after the recording.The teacher plays the recording.(出示课件)Students read after it and payattention to the pronunciation and the intonation.Then students read together.Boysread first,then girls read.They can have a competition.At last,students read freely.(2)Role-play.First,the teacher can make a mode

21、l.Then students work in pairs.It can be donebetween the teacher and students or boys and girls.(3)Act out the dialogues.Let students act out the dialogues with the headwears.Praise the students who doa good job and then correct the mistakes.Encourage more students to participate.Step 3:Practice1 Can

22、 you find their houses?(出示课件：一些与食物相关的词汇，并呈现两个类别，及food和drink,让学生根据词汇意思进行分类)T：Look,these words lose their ways.Can you help them find their houses?Students finish the task.Check the answers together.Help students say some sentences with the sentence pattern Id like some.”according to the words above.2

23、 Ask and answer.Show the picture of“Ask and answer”.(出示课件)Students ask and answer according to the PPT.They can do like this：A：What would you like to eat?B：rd like some.A：What would you like to drink?B：Id like some.Students can play the game“Drive a train“to practice.The first student asks,andthe se

24、cond student answers.Then they can exchange.设计意图：让学生在情景中合理运用所学词汇和句型创编写新的对话，运用所学语言知识进行交际，培养学生的语言综合运用能力。Step 4:Consolidation&Extension1.Make a new dialogue.Students work in groups of four.T：Now try to make a new dialogue in your groups.First,Ill make a model withone of you.T：Hi!Are you hungry/thirsty?

25、SI：Yes.(Im hungry/thirsty.)T：What would you like to eat/drink?SI：Id like some bread/orange juice.T：Here you are.SI：Thank you.2.Show their new dialogues.Ask some groups to show their dialogues.Give evaluations to them.3.Emotional education.Show some pictures.（课件出示：不同职业的爸爸妈妈辛苦工作的图片）Leadstudents to car

26、e for and love their parents.板书设计Unit 3 Ufh0t would you一W Artrt would 邪心/必 to“67 bJhat would you lik tc drink?A pl皿5/d 恤$omr d lik=t would I*作业设计完 成 核心课堂/一本好卷本节课习题。教学反思1.本节课以学生为本，以问题为导向，逐步引导学生自主学习，圆满完成学习任务。2.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。3.通过观察图片、预测情景，培养了学生的观察能力和逻辑思维能力。4.整节课

27、突出语言的语用功能。通过创设合理的情景，帮助学生在情景中使用所学语言，培养了学生的语言综合运用能力。5.通过拓展和延伸，培养学生的情感态度及价值观。6.板书设计重点突出，简明扼要，给学生语言的输出提供了支架，对课堂教学起到了很好的辅助作用。The second periodPart A Lefs learn&Role-play内容分析本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。教学重点是学生能够听、说、读、写并熟练运用五个食物饮品类单词和词组“ice cream,tea,hamburger,sandwich,salad”。课

28、时目标知识与能力1.学生能够听、说、读、写五个食物饮品类单词和词组“ice cream,tea,hamburger,sandwich,salad”。2.学生能够在语境中正确运用这五个单词和词组模拟点餐并填写菜单。3.学生能够在语境中正确运用这五个单词及词组，在模拟点餐对话时，能够写出相应食物和饮品的名称。过程与方法创设情景，引导学生掌握基于情境的词汇句型学习及综合运用技巧。情感态度价值观提高学生口语表达能力，增强团队合作精神，发展学生自我学习能力，并向学生宣传健康饮食的理念：合理膳食，才能拥有一个健康的身体。教学重难点教学重点学生能够听、说、读、写并熟练运用五个食物饮品类单词和词组“ice c

29、ream,tea,hamburger,sandwich,salad”。教学难点学生能够在语境中熟练运用核心句型及所学词汇。教学准备教学课件、课文视频、转盘等。教学媒体选择多媒体，录音。教学活动4.角色扮演；5.游戏；6.观看动画。7.小组合作竞争教学过程Step 1:Warm-up&Lead-in1.Greetings.2.Quick response.Show some words and phrases on the PPT one by one and ask students to readout the words and the phrases quickly and loudly

30、.Such as“chicken,rice,Coke,fish ”设计意图：用游戏来复习已经学过的食物饮品类单词和词组，吸引学生的注意力，激发学生的参与热情，为后面的操练环节做准备的同时，自然地导入新课。Step 2:Presentation1.Learn the word sandwich”.Point to the last word and ask：Whats this?Ss：Sandwich.T：Right.It9s“sandwich”.The teacher plays the recording of“sandwich”.（课 件 出 示,各 种 三 明 治）Students re

31、ad after it.And then the teacher shows different kinds of sandwiches on thePPT.T：Look!What are these?Please read together.T：All these are sandwiches.The es sounds/i z/.And“sandwiches“is theplural form of“sandwich”.The teacher writes down the word“sandwich”on the blackboard.And studentsread it severa

32、l times after the teacher.Then read the word one by one.T：（with actions）Im hungry.Fd like a sandwich.And Im thirsty.Td like someorange juice.I will go to a restaurant with my friends.Look!This is my order.（课件出示）T：Can you ask me some questions according to my order?Students ask the teacher questions

33、like“What would you like to eat?or Whatwould you like to drink?”Ss：What would you like to eat?T：Id like a sandwich,please.Ss：What would you like to drink?T：Id like some orange juice.2.Learn the words hamburger”and“tea”.Show a boy and a girl on the PPT and introduce them.（课件出示：Tom 和 Sarah的图片）T：They a

34、re my friends Tom and Sarah.They are hungry and thirsty,too.Theygo to the restaurant with me.Look,this is Toms order.（课件出示）The teacher plays the recording of“hamburger”.（课件出示）Students follow itto read.Then the teacher shows some pictures of hamburgers.T：（Point to the beef hamburger.）Whats this?Ss：It

35、s a beef hamburger.T：（Point to the chicken hamburger.）Whats this?Ss：Its a chicken hamburger.Ask boys and girls to read.They can have a competition.Write down the word“hamburger“on the blackboard.T：Tom is full now.But hes thirsty.He would like some tea.Play the recording of tea and write it down on t

36、he blackboard.（课件出示）Students read after it.Then the teacher shows the pictures of green tea”and redtea”.（课件出示）Students read them.T：Now you are Tom.I ask and you answer.OK?Ss：OK.T：What would you like to eat,Tom?Ss：Id like a hamburger,please.T：What would you like to drink?Ss：Id like some tea.Then let

37、students practice the dialogue between boys and girls and then exchangethe roles.3.Learn salad”and uice cream.T：rd like a sandwich and some juice.Tom would like a hamburger and tea.How about Sarah?Look,this is her order.(课件出示)T：What would Sarah like to eat?Can you guess?Ask students to guess.Try to

38、ask more students to answer.Then remove the firstcover.Students learn to read the word salad”after the recording.(课件出示)Writedown the word“salad“on the blackboard.Then show the pictures of salad.Studentspractice reading it in every group.Point to Sarahs order and ask.T：What else would Sarah like?Lefs

39、 have a look.Remove the second cover.Ask students to learn to read ice cream,after therecording.(课件出示)Then explain ice and cream“and write down the phraseon the blackboard.Students practice in groups.They can have a competition.Ask students to practice the key sentence patterns between the groups ac

40、cordingto Sarahs order.They can do like this：Group One：What would you like to eat,Sarah?Group Two：rd like some salad and ice cream.T：What would Sarah like to drink?Guess.Ss：.Remove the third cover and make a funny face.T：Nothing!She isnt thirsty.Haha!4.Read and act.(1)Students read the dialogue afte

41、r the recording.(课件出示：教材 P25 Lefslearn 板块的音频)Then read together.Pay attention to the pronunciation and theintonation.(2)Students practice the dialogue in groups.(3)Act out the dialogue.Step 3:Practice1.A turntable game.(1)Put the new words and phrase on the turntable.Turn the turntable and askstuden

42、ts to read the words and the phrase.(2)Divide students into two groups and turn the turntable.Group One asks andGroup Two answers with the key sentence patterns What would you like toeat/drink?一Id like Then exchange.2.Pair work.(课件出示：教 材P25 Role-play板块的图片)T：Look!Zoom and Zip are talking about food a

43、nd drinks.They can write theirorders.Can you?Now try to talk with your partner and write down your partnersorder.3.Role-play.Ask some students to show their own dialogues in class according to the ordersin“Pair work”.Step 4:Consolidation&Extension1.A little waiter/waitress.Students work in groups.Ch

44、oose one student as a waiter/waitress.The others arecustomers.The teacher gives out a menu to every group.Ask students to order dishes.The teacher can make a model.2.Act out the dialogues.Ask some groups to act out.Students choose the best waiter/waitress and the bestcustomer.3.Emotional education.S

45、how some pictures of food and drinks.（课件出示）Help students know thehealthy food and the unhealthy food.Ask students to have a healthy diet.板书设计Unit 3 Uhat would youMndufkh M camlAlh9t W0M/清.60 st/dri栉k?一Mb.作业设计完 成 核心课堂/一本好卷本节课习题。教学反思1.本节课以游戏热身，带领学生快速进入英语学习，调动了学生的学习热情。2.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

46、句，创设英语学习情境。3.注意培养学生的学习方法和策略，丰富多彩的练习活动培养学生的合作精神，提高学生的语言综合运用能力。4.力争抓住课堂教学契机，在传递语言知识的同时适时进行情感教育和人文渗透。5.板书设计清晰简洁，重点突出，一目了然。The third periodPart A Let s spelI内容分析本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校餐厅里点餐的场景来展开的。这一课时和音标有关，学生能够掌握字母组合。w在单词中的发音，能够读准Lets spell板块的例词，并完成本部分的练习。课时目标知识与能力1.学生能够通过听例词发音，观察例

47、词结构中共有的特征，学 习ow在单词中的发音规则。2.学生能够根据ow的发音规则读出新单词，并能够根据发音拼写出符合规则的单词。3.学生能够在单线上正确规范地书写句子。过程与方法设计教学游戏，使学生掌握基于游戏进行语言学习的技巧和方法。情感态度价值观培养学生独立思考的习惯，树立学习英语的自信心。教学重难点教学重点学生能够掌握字母组合ow在单词中的发音，能够读准Lets spell板块的例词，并完成本部分的练习。教学难点学生能够自主发现并总结ow的发音规则，并根据发音规则读出新单词。教学准备教学课件、语音例词单词卡等。教学媒体选择多媒体，录音。教学活动小组合作教学过程Step 1:Warm-up

48、&Lead-in1.Greetings2.Lead-in.Show some pictures of food and drinks and ask students to practice the keysentence patterns.（出示课件）T：What would you like to eat/drink?Ss：.（课件出示：一头奶牛、一些鲜花和一些青草的图片）T：What would the cow like to eat,flowers or grass?Ss：.设计意图：通过师生问答活动复习旧知，活跃课堂气氛。通过图片和对话，引出新知，让学生初步感知字母组合OW在单词中的

49、发音。Step 2:Presentation1.Look and find.Show a picture of a cow with the word cow on the PPT and ask,Whatsthis?”（出示课件）Then show a picture of some flowers with the word“flower”andsay,Wow!There are some flowers.How beautiful!（出示课件）At last,show a picture with the word“down”.In the picture,a girl sits dow

50、nbeside the flowers.（出示课件）And say,“The girl likes flowers.She sits down andenjoys the beautiful flowers.9 9Lead students to find the rule：All these words include the letter combination“ow”.Emphasize ow with red colour.（课件出示：开着窗户的房子图片，窗外有一棵树，树上有黄叶和一只蜗牛；单词“window,yellow,slow）T：What can you see?（Point