五年级英语上第三单元教案.doc

五年级英语上第三单元教案教学目标：1. 能听、说、读、写单词ice cream, hamburger, tea, sandwich, 和salad。2. 能在创设的实际情景中灵活运用句型What would you like to eat？ Id like谈论自己喜欢的食物。3. 能用本课时单词卡片完成小组活动,操练新单词。教学重点：1. 能听、说、读、写单词ice cream, hamburger, tea, sandwich, 和salad。2. 能在创设的实际情景中灵活运用句型What would you like to eat？ Id like谈论自己喜欢的食物。教学难点：单词hamburger ,sandwich的读音和拼写。教法与教具准备：教与学的活动：修改补充内容Step 1. Warming up1. 教师播放歌曲What would you like to eat?2. 简单介绍喜欢的食物师生就自己喜欢的食物进行问答练习,如：What would you like for lunch?Id like some .设计意图通过和学生谈论自己喜欢的食物,自然地过渡到学习新的食物名称中去。Step2. Presentation1. A. Lets learn(1) 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 lets learn some popular western food.教师用多媒体课件依次出示三文治、沙拉、汉堡包和冰激凌的图片,引出单词“sandwich”,“salad”,“hamburger”和“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。(2) 教师拿出食物图片,与学生进行对话,如：T: What would you like to eat, S1?S1: Id like , please.T: Here you are. What would you like to eat, S2?S2: Id like , please.(3) 第一次播放教学录音,全班学生跟着录音读。(4) 第二次播放教学录音,全班学生分男女生跟着录音读。(3) 教师请几组学生上讲台表演对话,并评选出“最佳表演者”.Step 3. Practice 1教师利用单词卡片,闪词,让学生快速说出单词的拼写和意义。2. 利用单词卡片,一竖排为一组,进行单词接龙。3. 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：“What would you like to eat? ”,第二位学生说：“Id like ”,并问第三位学生“What do you like to eat?”,以此类推。Step4. Homework1.Write the words on the homework.2.Make a dialogue.板书设计： Unit 3 What would you like? - What would you like to eat / drink? - Id like 教学反思：课题Unit3 What would you like?第二课时教学目标：1、单词：hungry,thirsty2、句式：What would you like to eatdrink?Id (I would) like 3、学会用简单的英语表达自己的心里需求,比如饿了、渴了。教学重点：认读单词hungry,thirsty掌握句式：What would you like to eatdrink? Id (I would) like 教学难点：Im hungry. What would you like to eat? Im thirsty. What would you like to drink?教法与教具准备：教与学的活动：修改补充内容Step 1. Warming up1、free talk T：Hello, everyone！our class! Nice to see you! Ss: Nice to meet you!T：How old are you ? Ss:.2、复习单词 出示图片,认读单词 出示单词,读一读,认一认 跟师一起拼读单词3、ask and answer 1) T: What would you like to eat, Fang Haiying? S1: Id like. 2) T: What would you like to drink, Pan Yue? S2: Id like. 教师就着这两个句式,对班中德大部分学生进行提问,一方面帮助孩子们巩固单词,另一方面,也让学生更加的熟悉句型的运用。Step2. Presentation1、lets talk1) Im hungry. What would you like to eat?T: Its ten thirsty now. Im hungry.S1: Have some eggs.S2: Have some rice and fish. . T: I dont like chicken.(教师运用否定的回答,引导学生用句式What would you like to eat?进行提问,然后运用Id like.来进行回答)2) Im thirsty. What would you like to drink? 3) lets talk 教师播放录音,学生听对话试着回答问题： 是谁在对话？ 他们在聊什么 再听录音,说说爸爸和妈妈在讲什么,sarah 和爸爸又在讨论什么 看句子,听录音,学生跟读句子 学生自己试着朗读对话。 2、lets try 1)认读选项中的单词 2)听录音,完成内容,并核对 3、情景对话教师将所学食物卡片拿在手中,请一名学生任意抽取1、2张单词卡片,然后学生根据单词卡片上的单词说：Im thirstyhungry,班内其他学生一起提问What would you like to drinkeat? ,学生根据自己手中的单词进行相应的回答：Id like.Step 3. Practice 师生一起认读书的单词,并集体朗读几遍上 请两位学生分别扮演Amy 和Oliver 进行对话掩饰Step 4. Homework1.Write the words on the homework.2.Do the exercise.板书设计： Unit 3 What would you like?Im thirsty.What would you like to eat / drink?Id like Here you are.教学反思：课题Unit3 What would you like?第三课时教学目标：1.掌握字母ow在单词中的发音【au】或【u】,并能够将相应的单词自然拼读出来。2.复习Lets talk 部分的对话。3.能完成Read, listen and chant. Listen, circle and say和Listen ,write and say.4.帮助学生自然拼读出含有该字母的相应的单词。教学重点：掌握字母ow在单词中的发音- ow【au】或【u】教学难点：帮助学生自然拼读出含有该字母的相应的单词。教法与教具准备：教与学的活动：修改补充内容Step 1. Warming up请几个小组,把昨天自己编制的对话,向大家展示出来,并加以评价和奖励,A: Hello, Xinying. Im hungry. B: Have some noodles.A: No, thanks, I dont like noodles. B: What would you like to eat?A: Id like a sandwich, please. B: Sure, here you are.Step2. PresentationRead, listen and chant1).show the pictures of dogT: What is this? S1: Its a dog. T: How to spell it? S1: D-o-g, dog.Ask students what do you know? 闭音节Review “Aa, Ee, Ii, Oo, Uu” Aa-/ /, Ee-/ e/, Ii-/l/, Oo - Uu- / /2).ow- 【au】(出示花的图片) T: What is this? S1: Its a flower. T: Its o for ? S2: . 对flower的音标进行解析,从而师生一同发现ow- 【au】这个发音规则你们说说,你们知道的有关于ow- 【au】的单词 师生共同学习单词：cow, wow, down 3) ow-【u】 T: What colour is it? S: Its yellow.(拿出颜色卡片) T： Yes, its yellow. Ow is au ? 由此对话,得出ow的另一个发音：【u】 学习认读单词：slow, snow, window 4)听录音,跟读单词 5) lets chant 理解chant的内容 跟音乐唱chantStep 3. Practice 1、listen, circle and say1) 认识四组单词, 并读一读2) 听一听,写一写,对一对 2、Listen, write and say 1)看图说一说,猜一猜2)听一听,写一写3)核对一下,注意一线格的书写格式tep 4. Homework1.Write the words on the homework.2.Recite the dialogue.板书设计： Unit 3 What would you like?Whats your favourite food? Ice cream. Its sweet. I love ice cream. Its sweet. What about you?教学反思：课题Unit3 What would you like?第四课时教学目标：1、 单词hot, sweet,delicious,fresh,healthy,并能用这些单词对一些食物进行简单的描述2、 简单运用句式：Whats your favourite food?3、 对人称代词进一步的了解和认识教学重点：学习单词hot, sweet,delicious,fresh,healthy,并能用这些单词对一些食物进行简单的描述 教学难点：Healthy的发音较难掌握。教法与教具准备：教与学的活动：修改补充内容Step 1. Warming up1、Sing together教师播放Lets sing部分录音,学生跟唱歌曲,适当强调歌词中的语句Something sweet？的意思。Step2. Presentation1、Lets learn （1） 教师出示白糖,说：Heres some sugar. Its . 让学生说出sweet. 提示单词中的字母组合ee发i：。（2）出示冒着热气的汤和冰块,然后说：The soup is hot. The ice is cold. 引导学生说出hot有热和烫的意思。Cold有冷和冰的意思。 再次出示一些辣椒,然后说：They are red. They are hot,too.引导学生知道hot同样有辣的意思。（3）教师出示一根新鲜的黄瓜,问：Whats this? 学生回答：Its a cucumber.继续问：Is it salty？ Is it sour？ Is it sweet？并分别引导学生做出相应回答。教师说：Its a fresh cucumber.引导学生学习单词fresh. 让学生说说现在季节中有的新鲜的蔬菜和水果：are fresh.（4）教师出示一个西红柿,问：Is the tomato salty？Is it sweet？ Is it sour？Is it fresh？学生回答后,教师说：Tomatoes are healthy, too. Tofu is healthy. Mutton is healthy. Onions are healthy. 引导学生理解单词healthy的意思,带读单词,强调healthy中ea和th的发音,帮助学生准确掌握单词的读音。让学生说出一些对健康有益的食品：is/are healthy.（5）出示一盘红烧鱼,T: I like fish. Its yummy. Its delicious.引导学生学习单词delicious.(6)听录音,跟读单词：fresh, healthy, delicious, hot, sweet.Step 3. Practice look, write and say 1) 观察书上的四幅画,对画中事物进行简单的描述 2) 填一填,说一说 3) 师生核对,特别强调一线格上的格式Step. Homework1.Write the words on the homework. 2.Read the dialogue.板书设计： Unit 3 What would you like?Whats your favourite food?I love beef noodles.Well, lets see.We have beef noodles and fish sandwiches today.教学反思：课题Unit3 What would you like?第五课时教学目标：1.熟练运用句式Whats your favourite fooddrink? I love 2.巩固加强有关于食物的单词教学重点：运用句式Whats your favourite fooddrink? I love 在情景中的应用。教学难点：单词favorite的发音较难掌握。教法与教具准备：教与学的活动：修改补充内容Step 1. Warming up1、lets Sing 教师播放Lets sing部分录音,学生跟唱歌曲,2、free talk T: Do you like fish？（mutton,pork,eggplants,grapes.） S: Yes,I do.或No, I dont. T: Why？ S:.(鼓励学生用上节课所学的单词,进行回答)3、单词复习 1)出示单词卡片,认读单词 2)听老师的描述,猜一猜Step2. Presentation1、 favourite出示一张水果盘,首先,学生来说说你看见了什么水果,并用I like 的句式说出你喜欢的水果。 然后教师说：I like apple,banana and orange. 再次指向banana说：I like banana. 在旁边画上一张笑脸；指向apple说：I like apple better. 并在旁边画两张笑脸；指向orange说：I like orange best. 在旁边画三张笑脸最后指图说：So,my favourite food is fish. 出示favourite的单词卡,领读单词。2、 Whats your favourite fooddrink?T: Whats your favourite fooddrink?S: My favourite fooddrink is (引导学生用句式进行回答,并知道drink的名词用语是饮料不是喝) 3、lets talk 播放Lets talk部分录音两遍。提问：Whats Zhang Pengs favourite food? Whats Sarahs favourite food? What are they have today? 再听录音,跟读对话 两人一组朗读对话。4.、lets try 说说人物,和饮料听录音,完成连线,并核对Step 3. Practice 同桌两人先用所学句型谈论各自喜欢的食品,并运用所学形容词简单说明原因：I like. Its / They are. ；然后讨论共同喜欢的食品： I like. Do you like.? 完成中间表格的句子：We like.向全班汇报：I like. My partner likes. We like.Step 4. Homework1.Write the words . 2.Make a dialogue.板书设计： Unit 3 What would you like?This is one banana. Theyre two bananas.This is one sandwich. Theyre two sandwiches.教学反思：课题Unit3 What would you like?第六课时教学目标：1、熟练运用句式：Whats your favourite fooddrink?My favourite fooddrink is.,2、准确理解Read and write中对话的意思。3、听懂理解story time 的内容4、了解英语中的书信格式教学重点：运用句式Whats your favourite fooddrink? My favourite fooddrink is.,在情景中的应用。教学难点：准确理解Read and write中对话的意思,听懂理解story time 的内容教法与教具准备：教与学的活动：修改补充内容Step 1. Warming up1、 lets sing: what would like to eat today?2、free talk What would like to eatdrink?教师就着这个句式对班中的大部分学生进行提问,并鼓励正确的运用：I like 来回答,然后询问：Whats favourite fooddrink?使用My favourite fooddrink is .3、Why dou you like? T: Whats your favourite fooddrinkfruit? Why? Ss: Its.教师就着疑问,和学生一起一起复习味道的单词：sweet、sour、hot、cold、delicious、healthy、fresh等词。S