教科EEC版五下Unit1 What Would You Like to Eat -Class 1 Textbook p.4-ppt课件-(含教案)--(编号：50161).zip

教科版教科版 五年级下册五年级下册 Unit1 What Would You Like to Eat? 第第2课时课时 Warm-up Lets watch （单击图片可播放动画） Lead-in Free talk What would you like to eat/drink? Id like Presentation Look and say hamburgerFrench fries What would you like to eat? pizza pienoodles Presentation Look and say What would you like to drink? Cokejuicelemonade Presentation Look and guess 2. What would they like? 1. Where are they? They are in the snack bar. They would like something to eat and drink. Presentation Listen and choose -What would you like to eat? -Id like a _, some _, and a _. Presentation Listen and fill -Can I help you? -Yes, please. Id like _ hamburgers, some French fries, and _ apple pies. three five Presentation What does Sandy want? Does Sandy eat the things here? She wants four cokes and two orange juices. Listen and answer Yes, she is. Practice What would you like to eat? Id like How about you? Thats okay with me./ Id like Ask and answer Presentation Talk together Practice Read and role-play A. Listen and number the pictures. Practice 1 32 Check up Practice B. Listen and choose the correct picture. Then complete the answer. -Where are they going? -Theyre going to the _. -What does Tina want to eat? -He wants to eat a _, some _, and a Coke. -What time is it now? -Its _ _. 2 1 3 snack bar hamburger Frech fries twelveoclock Practice C. Read and check in the table. Practice Practice D. Read and fill in the blanks. bored sleepy hungry play have go bored play hungry have sleepy go Practice E. Write a complete sentence on the line. like Id hot dog a a Coke and . _ a on snack bar the corner theres . _ Its thirty one . already _ Id like a hot dog and a Coke. Theres a snack bar on the corner. Its already thirty one. Practice B. Id like everything. What would you like to eat? Id like a hamburger. Summary 本课所学的重点句型是什么？ -What would you like to eat? -Id like 1/3 Unit1 第第 1 课时教学设计课时教学设计 【内容来源内容来源】教育科学出版社（三起点）五年级下册 Unit1 【主主 题题】What Would You Like to Eat? 一、学习目标一、学习目标 Function：能够听懂并能回答状态和感觉。 Expression：- Whats wrong with you? -Im very tired. Vocabulary：would, would like, snack bar, corner, glad, How is it going? Just great! together 二、教学步骤与建议二、教学步骤与建议 Warm-up 1. 教师与学生互相问候。 2. 经过了漫长的寒假，在新学期的第一节课，教师可以和大家以自由交谈 的形式拉近彼此之间的距离。与学生一起聊一聊他们在假期都做了哪些有意思 的事情？是不是还记得我们上学期在英语课上认识的那些好朋友？今天来上学 之前都做了哪些准备工作？早饭吃的是什么？以此激发学生用英语表述的欲望 和积极性。教师引导学生尽量说英语。 3. 学生与教师用英语互动之后，教师继续问问题以便导入本单元的教学内 容。 T: What did you do before school? What did you eat for breakfast? Are you hungry now? Are Sandy and her friends hungry after shopping? 4. 教师启发学生回忆上学期第 7 单元中桑迪他们购物的故事，并自然地引 入本单元的故事情境及人物行为活动。 Listen and Speak l. 了解本单元的主要故事内容和学习目标。 (1)教师让学生看教科书第 4-5 页图片，并说一说图中人物都是谁？让学生 猜想一下故事内容。可以让学生用自己的语言简单地说一说故事内容。在听录 2/3 音之前，教师指导学生对教科书的内容和将出现的情况进行思考和推测，还可 以开展讨论和发表见解。 (2)教师让学生听教科书第 4-5 页课文录音内容并整体了解本单元的故事内 容。 (3)教师与学生一起说一说听到的内容，并自然地导入本单元的学习目标。 2. 重点理解教科书第 4 页课文的知识内容。 (1)教师播放第 4 页课文的录音内容。在听录音之前，教师先简单明了地以 预设问题的形式提示学生关注重点学习目标，让学生们带着问题有针对性地听 录音。 说一说桑迪和东东买了什么礼物？ 看到蒂诺难受的表情，问他怎么了？ 故事发生在几点钟？ 图 2 中比利指向远处，远处有什么？ 桑迪他们在路上遇见了谁？ (2)在听完录音之后，教师和学生一起讨论听录音之前的预设问题。教师可 以根据学生的认知水平和预设问题的难易程度，适当地用中文句子或者简单明 了的英文向学生提问，引导学生尽量用英文回答问题，同时鼓励学生敢于用英 语表达自己的想法。 在讨论预设问题的过程中，教师可以进行词汇教学，将本单元的新授词汇 放到完整的句子中，从而让学生掌握词汇的发音、语义和用法。 词汇(句型)教学：would like, snack bar, comer, glad, How is it going? would like 意为“想要” ，其语气比用 like 婉转些。后面接名词或代词， 表示“具体要”某样东西。例如，Id like two sweaters for my dad. snack bar：教师可以分别将短语拆分为两个词汇进行讲解。 a. 教师首先向学生举例说明都有哪些食物是 snack。 T: candy, cake, ice creams are snacks. b. bar：音译为“吧” ，这个单词常见于我们的生活之中，例如， “wine bar”翻译成“酒吧” ， “coffee bar”翻译成“咖啡吧”等。教师可以让学生们说 3/3 一说他们知道的 bar。 c. 教师将短语 snack bar 写在黑板上，让学生猜一猜这个词组的含义。也可 以用英文提问学生，使大家对短语产生好奇并通过思考得出的答案产生深刻的 印象。 T: What can we do in a snack bar? comer：意为角落，拐角，街角教师可以指向教师的墙角以此让学生理解 comer 的意思。教师也可以在黑板上画出街道的简笔画并明确指出街角的位置。 Glad to see you.可替代的同类用语：Nice to see you. Good to see you. Happy to see you. How is it going?可替代的同类用语：Whats up? Whats going on? Whats happening? How are you doing? How are you? (3)教师根据和学生讨论的情况可以了解学生对知识的理解程度并给予有针 对性地讲解或者必要的翻译。 3. 教师再次播放第 4 页课文的录音内容，让学生进行跟读训练。 (1)教师鼓励学生大声跟读。让学生在跟读的过程中整理所学词句并发现和 纠正自己的不足之处。 (2)在全体跟读之后，教师鼓励学生从全班、小组、个人等形式朗读课文。 4. 以小游戏的形式巩固本课重点内容。 活动一活动一 活动名称：Are you hungry? 活动目的：通过学生熟悉的歌曲练习表达自己的状态。 活动教具：词汇卡片(hungry, thirsty, tired .) 活动方法： (1)教师向学生展示卡片，让学生看着卡片上人物的状态说一说这些词的表 达。 (2)教师运用卡片与学生做问答的练习。如： T: Are you hungry? 4/3 S1: Yes, I am. T: Have some bread, S1: Thank you. T: Are you thirsty? S2: Yes, I am. T: Have some water. (3)教师采用两只老虎这首儿歌的旋律，以本课时重点表达为主要歌词 带着学生唱一唱。 Are you hungry? Are you hungry? Yes, I am. Yes, I am. Have some bread. Have some bread. Oh! Thank you. Oh! Thank you. 活动二活动二 活动名称：Whats wrong with you? 活动目的：将本课的重点问答句子编排成朗朗上口的小歌谣以便让学生练 习描述状态和感觉。 活动教具：词汇卡片(tired, scared, bad cold .) 活动方法： (1)教师向学生出示词汇卡片(sleepy, tired, bored，bad cold)并让学生认读 单词。 (2)教师以闪卡的形式出示卡片，让学生一边抢答单词一边做出相应的动作。 (3)教师做动作与学生互动问答。 Ss: Whats wrong with you? T: (教师做出疲劳的样子。)Im very tired. (4)教师请一名学生做动作并与班级其他学生互动问答。 Ss: Whats wrong with you? S1:(学生做出口渴的样子。)Im thirsty. (5)教师将问答的内容写在黑板上并让学生抄写在练习本上。 5/3 例如，What wrong with you? - Im very scared. What s wrong with you? - Im very tired. Whats wrong with you? - Im very exciting. Whats wrong with you? - I have a bad cold. (6)教师引领学生拍着手以一定的节拍，一起说一说黑板上的歌谣。 Wrap-up 1. 教师让学生跟着录音一起朗读课文内容。待学生读熟练之后，让学生尝 试背诵。 2. 教师让学生三人一组，在小组内按照课文内容分角色朗读。 3. 教师让学生课后收集一些食物图片。