Unit 3What would you like -B-教案、教学设计-部级公开课-人教版pep五年级上册英语(配套课件编号：21a24).doc

1、UnitUnit 3 3 W Whathat wouldwould youyou like?like? 一教学内容：一教学内容：Part B. Lets learn & Look, write and say 二教学目标二教学目标: : 1. 能听、说、读、写四会单词：delicious, hot, sweet, fresh, healthy. 2. 能用英语询问最喜欢的食物， 如 “What s your favourite food?” 。 3. 能用所学的形容词简单描述自己喜欢的食物。 三教学重难点三教学重难点: : 重点：能听、 说、 读、 写单词delicious, hot, swe

2、et, fresh, healthy. 以及能询问最喜欢的食物，如“Whats your favourite food?” 。 难点：能简单讲述自己喜欢某种食物的原因。 四四. .教学准备教学准备: : 单词卡片，各类水果和食品实物以及各类食物卡片。 五教学过程五教学过程 StepStep 1.1.WarmingWarming upup 1. Lets sing.师生齐唱健康歌。 2. Free talk （1）T: Good morning, boys and girls. My name is Viki. Please say hello to me. （2） 师生齐看视频。 T:What

3、s the video about? Who will you thank on Thanksgiving day？ (3)教师介绍主题：I want to thank my parents , and in the class I plan to design a thanksgiving menu for them. StepStep 2.Presentation2.Presentation 1. 教师用多媒体课件分别呈现以前学过的食物图片，头脑风暴，复 习所学食物单词。 接着教师出示食品实物， 问学生 what would you like ? 学生说出食品名称后把相应的食品给学生，并且

4、口头输入 It is healthy/fresh/hot/sweet/delicious.然后教师利用多媒 体呈现鸡肉图片，并描述：for me, I like the chicken. And I like beef better. But I like fish best. So my favourite food is fish.教读单词 favourite.教师接着问学生 Do you know why I like fish best? Because it makes me smarter, and it is good for our health. So I think it

5、is healthy. 播放录音,学生跟 读单词 healthy. 正音字母组合 th, 全班分小组读，然后请学生 单个朗读。最后教师用食物面包、葡萄引导学生说出 Look at the bread/grape, it is healthy.再拿出 fish 卡片说：The fish is healthy, so can we choose it for the menu?教师把卡片贴进 菜单后接着提问：what other food is healthy? 2. 教师拿出香蕉卡片问：What about bananas? Are they healthy? Do you like banan

6、as? Lets buy some bananas.屏幕呈现不新 鲜的香蕉，教师问：can we choose these bananas? 再出现新鲜 的香蕉，so how about these ones? Because they are fresh. 播放录音,学生跟读单词 fresh， 正音字母 e 和字母组合 sh, 再分 组跟读,最后一组同学轮流朗读单词。再指着不新鲜的香蕉问学 生：Why not choose these bananas? Because they are not fresh. 最后让学生观察图片，点学生替换横线处的单词用英语描述食品 是否新鲜。 3. 教师作总

7、结：Since the bananas are fresh, can we choose them for the menu? Now look at my menu, we choose fish and bananas because they are healthy and fresh. And they are also my favourite food. Now I want to know whats your favourite food?黑板上呈现该重点句型， 带读句子。然后教师再次展现实物 问学生 whats your favourite food?学生作答后追问原因。当

8、学生回答 beef 时，要求该学生品尝牛肉，然后问 Is it yummy? If some food is yummy, we also can say it is delicious.播放 录音,学生跟读单词 delicious.跟读该单词设置一个小游戏，教 师的手出示数字几，学生就跟读几遍。然后，教师拿出牛肉条， 让学生模仿教师闻牛肉，并作出美味的样子说：I like beef, it is delicious.最后师生一起把 beef 选入菜单。 4. 教师继续介绍：we all like healthy food, fresh food and delicious food. But

9、 there are some other food, maybe you do not like. 课件呈现辣椒照片问学生：Do you like them? Why? 呈 现句子 they are hot.教师做出辣的手势。再接着呈现糖果图片 问：How about candies? They are sweet. 同时教授这两个单词， 出示单词卡片 hot，男生站起来读， 出示单词卡片 sweet, 女生站 起来读。 读完后教师接着说： Viki has prepared some secret food. And I need three students to taste my fo

10、od. Then you guess which is hot(作出辣的手势)？which is sweet(作出甜蜜的表情)? 教师邀请三位学生上台，分别给他们吃辣的凤爪，柠檬和糖，学 生作出不同表情后，让台下学生猜哪个辣，哪个甜。并指着吃柠 檬的学生问，do you like sour food? Do you like sweet food? I like ice cream. Lets choose it for the menu. So what other food is sweet too?让学生思考回答。 StepStep 3.Practice3.Practice 1. 呈现所

11、有新知单词， 进行 missing game 游戏， 要求学生把 missing word 大声地读出来。 2.2. 小组同桌之间进行合作对话，围绕主题句型 Whats your favourite food?作答并说明原因。 StepStep 4.Consolidation4.Consolidation 教师做总结：thanks for helping me to finish my menu, now its your turn to design your own menu.学生拿出菜单，要求学生把自 己的喜欢的食物贴在菜单上，并且在食物下面写上喜欢的原因，如： It is delici

12、ous.或者 They are fresh.小组合作完成菜单后，请几 组同学介绍自己的菜单。介绍完后，将四组菜单贴在黑板上，再问学 生 which is best? Why? 通过学生制作的菜单，分析哪份制作的健 康，从而引出食物金字塔，鼓励学生关注自己的饮食状况，养成良好 的饮食习惯。 StepStep 5.Homework5.Homework 1. 完成网上作业。 2. 做调查，完成表格内容。 六板书设计六板书设计 Unit 3What would you like? Whats your favourite food? Fish. Its healthy. freshdelicious hotsweet