人教PEP版五年级上册英语Unit 3 What would you like单元整体教学设计

人教PEP版五年级上册英语Unit3Whatwould

youlike?单元整体教学设计

主备人辅备人

上课时间课时6审核人

单元主题Unit3Whatwouldyoulike?

Period1

ALc*tstry

飞Letstalk

Dinnerathone

Period2

ALefsleam

Role-play

BLcfswrapitup

Dinnerattherestaurant

Period3

单元子主ALefsspell

combination

题及课时

Whatwould

Period4

安排youlike?BLetsuy

Ler$talk

Lct,scheck

Today'smenu

Periods

BLetslearn

Look,wireandsay

Descriptionofdifterentfood

Period6

BReadandwrite

CStotytime

Consolidation&Extension

学生通过三、四年级的学习，已有一些食物类(juice,egg,milk,

学情分析

bread,cake,fish,rice,water,beef,chicken,noodles,soup,vegetables

(知识基

等)词汇基础。在四年级上册也已熟悉了关键句型CanIhavesome

础、认知

water?Whatwouldyoulike?Tdlikesome...Helpyourself.等。

特点、生

因此本课教学可通过对旧知的复习，逐步过度到新知，引导下

活经验)

进行思考，讨论，并主动将新旧知识组合在一起成为一个整体。该

第1页共36页

单元话题贴合学生生活实际，与学生日常饮食息息相关，在新授过

程中应当注意渗透合理饮食，营养均衡这一健康理念。

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Whatwouldyouliketoeat/drink?

单元教材

-rdlike...”"-What*syourfavouritefood?—Ilove...They9re

分析

delicious."；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”。

本单元结束时学生能够：

1.能够听、说、读、写句型"一Whatwouldyouliketoeat/drink?—C

dlike...n"—What'syourfavouritefood?—Ilove...”

2.能够在情景中运用旬型“一Whatwouldyouliketoeat/drink?—I'

dlike...”询问并回答某人想要吃什么、喝什么；以及运用句型“一

What'syourfavouritefood/drink?-Ilove...”询问并回答最喜欢的

食物或饮品

3.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

单元总目4.能够听、说、读、写五个食品饮料类单词和词组“tea,icecream,

标hamburger,salad,sandwichM以及五个描述食物特征的单词“fresh,

healthy,delicious,hot,sweet"。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

5.能够掌握字母组合ow在单词中的发音规则，即ow在单词中发

/au/或/加/;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0W发音规则的单词

6.能够在单线上完成抄写句子的活动，做到书写规范正确

7.能够在教师的帮助下总结名词单、复数的变化规律，并学会利用

规律记忆名词的复数形式

第2页共36页

8.通过参与本单元开展的活动，能够保持健康的饮食习惯，坚持绿

色生活。

第1课时

课时内容PartALet'stry&Let'stalk

上课时间审核人

1.［What］主要内容/主题意义

本单元的重要话题是食物。本课时Let'stry部分通过一段听力进行

旧知复习，为学习新知搭好语言支架。Let'stalk通过爸爸下班回家，

一家人用晚餐时的对话情景，让学生感知重点句型及其语用情景。

2.fWhy］文本意图

本课时为第三单元第一课时A部分的对话课。主要围绕Whatwould

youliketoeat?I'dlikesome...句型展开教学活动。要求学生能够听

懂、会说这些对话，并在实际情境中进行运用。

教材分析

3.［How］文本结构/语言修辞

在三年级上册Unit5Lei'seat!已经学习过句型I'dlikesomejuice,

please.Hereyouare.Tmhungry!CanIhavesomewater,please?在四

年级上册Unit5Dinner'sready已经学习过句型Whatwouldyou

like?Tdlikesomesoupandbread,please.Helpyourself.等句型。本

课时核心语言Whatwouldyouliketoeat/drink?是对前面句型的延

伸和拓展。

第3页共36页

l.Let'stry部分，学生能够对核心句型在听觉上有所感知，并能够

完成听录音、选词补全句子的练习

2.Let'stalk部分，学生能够在图片和教师的帮助下理解对话大意

;通过丰富的课堂活动，能够按照正确的意群及语音、语调朗读对

教学目标话，并能够进行角色表演,能够在情景中运用句型"-Whatwould

youliketoeat/drink?—I'dlike...”询问并回答自己想要吃什么、喝

什么

3.学生能够在语境中理解新单词“sandwich”和“thirsty”的意思，

并能够正确发音

1.学生能够掌握四会句子"Whalwouldyouliketoeat/drink?”

教学重并能用aVdlike...”作答。

难点2.学生能够在实际情景中灵活运用所学句型谈论关于“饮食”

的话题。

教具准备PPT课件、课文录音、视频、单词卡片、人物头饰

教学过程个性

修改

Step1:Warm-up&Lead-in

1.Greetings.

2.Enjoythesong一Whatwouldyouliketocattoday?(出示课件)

(1)Playthesongforthefirsttime.

(2)Playthesongagain.Askstudentstochoosethewordsthat

appearinthesong.Theteacherticksorcrossesthewordsafter

studentssaythewords.

iWf住IT出LLI示

Whot'sinthesong?

b"eadnoodlesfish

chickenbananasbeef

3.Lead-in.

Showthepictureofthemainsceneonpage22onthePPT.(出示

课件)Thesentencesofthepicturearecovered.

第4页共36页

T：Look!ThisisSarah'sfamily.Theyarereadyfordinner.What

aretheytalkingabout9Sarah'smother'sfavouritefoodissalad.

Sarah'sfatherlikessandwiches.Oh,theyaretalkingaboutfood.

Writedownthetopic"Unit3Whatwouldyoulike?”onthe

blackboard.

Step2:Presentation

1.Let'stry.

T：Sarahishungry.（Dotheactionof"hungry”.）Whatwouldshe

liketoeat?Readthecontentof"Let'stry”.（出示课件）Guessthe

answers.

Studentssayouttheirguessing.Thentheteacherplaysthe

recording.（出示课件）Askstudentstotrytocatchthekey

information,suchasbread,chicken.

Letstudentslistencarefullyandfillintheblanks.Thencheckthe

answerswilhstudents.（课件出示:教材P24Lei'stry板块的听力

材料及答案）

Encouragestudentstoreadthesentenceswithanswers.

2.Let'stalk.

（1）LearnPicture1.（出示课件）

©Listenandanswer.

T：Lookatthepicture!Whataretheytalkingabout?

Ss：Theyaretalkingaboutfood.

T：Yes.Sarah'sfathercomesbackhome.Heisverytired.Ishe

hungry?Let'slistencarefully.

Playtherecording.（课件出示：教材P24Let'stalk板块的第一

段音频）Letstudentslistenandtrytoanswerthequestion.

T：IsSarah5sfatherhungry?Ss：Yes,heis.

②Watchandanswer.

第5页共36页

T：Sarahwouldlikesomebreadandchicken.Sarah'sfatheris

hungry.Whatwouldheliketoeat?Let'swatchthecartoon.Thentry

tofindtheanswer.

Playthecartoon.(诛件出示：教材P24Lcfstalk板块的第一段

视)

产课件出示.

Sarah'sfatherwouldlike.

A.somebreadB.asandwichC.somechicken:

Studentswatchandfindtheanswer.Showthepictureof

“sandwich”andhelpstudentslearntheword“sandwich”(sand+

wich二sandwich).(出示课件)Remindstudentstopayattentiontothe

pronunciation.

T:NowrmSarah'smother,andyouareherfather.Iaskandyou

answer.Whatwouldyouliketoeat?

Ss：Asandwich,please.

Thenexchangetheroles.Theteacherwritesdownthesentences

ontheblackboard.Atthesametime,studentsreadthemaloud.

(2)LearnPicture2.(出示课件)

©Observethepictureandanswer.

T：Sarah'sfatherisfullnow.Butheisthirsty.Whatwouldhelike

todrink?

T：(Pointtothewater.)Look!Whal'sthis?

Ss：Water!/Acupofwater.

T：Yes.Water!Sarah'sfatheristhirsty.Whatwouldheliketo

drink?

Ss：Somewater.

T：Yes,heMlikesomewater.

Saythewords“thirsty”and“drink“inatoneofemphasiswith

someactions.Helpstudentslearnthewords“thirsty”and“drink”

withwordcardsandactions.

第6页共36页

②Watchandanswer.

T：Now,youareSarah'sfatherandI'mSarah.Watchthecartoon

andtryloanswermyqueslion.(课件出示：教材P24Let'stalk板块

的第二段视频)

T：Whatwouldyouliketodrink?Ss：I'dlikesomewater.

Explainthat"I'dlike...”equalsto“Iwouldlike...”andteach

studentstoreadthetwosentencepatterns.Thenwritethemdownon

theblackboard.Studentspracticethesesentencepatternsonthe

blackboardaftertheteacher.

3.Readandact.

(1)Readaftertherecording.

Theteacherplaystherecording.Studentsreadafterit

andpayattentiontothepronunciationandtheintonation.Then

studentsreadtogether.Boysreadfirst,thengirlsread.Theycanhave

acompetition.Atlast,studentsreadfreely.

(2)Role-play.

First,theteachercanmakeamodel.Thenstudentsworkinpairs.

Itcanbedonebetweentheteacherandstudentsorboysandgirls.

(3)Actoutthedialogues.

Letstudentsactoutthedialogueswiththehead-wear.Praisethe

studentswhodoagoodjobandthencorrectthemistakes.Encourage

morestudentstoparticipate.

Step3:Practice

I.Askandanswer.

ShowthepictureofuAskandanswerv.(出示课件)

StudentsaskandansweraccordingtothePPT.Theycandolike

this：

第7页共36页

A：Whatwouldyouliketoeat?B：rdlikesome...

A：Whatwouldyouliketodrink?B：IMlikesome...

Studentscanplaythegame“Driveatrain”topractice.Thefirst

studentasks,andthesecondstudentanswers.Thentheycan

exchange.

Step4:Extension

1.MakeanewdialoJgue.

Studentsworkingroupsoffour.

T：Nowourschoolisbuildingacanteeninourschool.Pleasehelp

schooltomakeaninvestigationaboutyourclassmates1favourite

food.Thekeysentencepatternslearnedtodaywillhelpyou.First,I'll

makeamodelwithoneofyou.

T：Whatwouldyouliketoeat/drink?SI：I'dlikesomebread/

orangejuice.

2.Showtheirnewdialogues.

Asksomegroupstoshowtheirdialogues.Giveevaluationsto

them.

3.Emotionaleducation.

Showsomepictures.（课件出示：不同职业的爸爸妈妈辛苦.I：作

的图片）Leadstudentstocareforandlovetheirparents.

Step5:Sum-up

1.Sentencepatterns

一Whatwouldyouliketoeat/drink?—I'dlike...

2.Newwords:sandwich,thirsty

第8页共36页

1.Copythekeysentences.

作业

2.Practicethedialogues.

Unit3would火Bk?

板书-WUeWMUyou碗S—U/Mwould货Wtodrink?

设计—4MrWwidr.；­f/bkgwn^MTUT.

r/如…，/皿出碗…

教学反思

第2课时

PartALet'slearn&Role-play&Let,swrapit

课时内容

up

上课时间审核人

本课时由Let,slearn和Role-play两部分组成。在Let'slearn部

分通过Sarah和Mum在餐厅用餐的情境呈现了5个新词汇“ice

cream,tea,hamburger,sandwich,salad”以及核心句型“一What

wouldyouliketoeat?—I'dlikeasandwich,please.”

教材分析通过第一课时学习的铺垫，学生对于核心句型已经较为熟悉，

因此重点可通过创设符合情境的对话引出生词。另外，icecream,

hamburger,sandwich,salad在之前课堂中也已经出।现过，重点可以放

在帮助学生巩固记忆词形、发音和单复数变化上。单词tea是第一

次出现的生词，词形较为简单，在新授时可适当融入一些文化元素。

Let'swrapitup部分通过两栏表格对比，呈现了英语中可数名

第9页共36页

词变复数的两种形式（直接加-s和加-es）,与本课时内容关联度大，

可作为练习巩固拓展。

1.Lei'slearn部分，学生能够听、说、读、写五个食物饮品类

单词和词组“icecream,tea,hamburger,sandwich,salad"；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

教学目标2.学生能够总结名词单数变复数的基本规则，并根据要求完成

Let'swrapitup的表格

3.Role-play部分，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

1.能够听、说、读、写并熟练运用五个食物饮品类单词和词

教学重组“icecream,tea,hamburger,sandwich,salad”,并能够在语境中熟练

难点运用核心句型及所学词汇。

2.理解英文中一些可数名词变复数词尾加-es的规律

教具准备PPT课件、课文录音

教学过程个性

修改

Step1:Warm-up&Lead-in

1.Greetings.

2.Quickresponse.

ShowsomewordsandphrasesonthePPTonebyoneandask

studentstoreadoutthewordsandthephrasesquicklyandloudly.

.atAUiz.__

CORyourwd冷outloudly?

dvetenriceCotaebreadvegetablesapplejuice

waterhotdojorangejuicebeefcoffeenoodlessandwich

Step2:Presentation

1.Learntheword“sandwich”.

Pointtothelastwordandask：What'sthis?

Ss：Sandwich.

第10页共36页

T：Right.Ifs“sandwich”.

Playtherecordingof"sandwich”.（出示课件）Studentsread

afterit.AndthenshowdifferentkindsofsandwichesonthePPT.

T：Look!Whatarcthese?Pleasereadtogether.

T：Allthesearesandwiches.The"es”sounds/iz/.And

“sandwiches”isthepluralformof“sandwich”.

Theteacherwritesdowntheword“sandwich“onthe

blackboard.Andstudentsreaditseveraltimesafterthetape.Then

readthewordonebyone.

T：（withactions）I'mhungry.Tdlikeasandwich.AndI'mthirsty.

I'dlikesomeorangejuice.Iwillgotoarestaurantwithmyfriends.

Look!Thisismyorder.Myorder.

「•酬出#、

Myorder

F«odosandwichOneMon9cjye

T：You'rewaiter.Whatwillyouaskme?

Studentsasktheteacherquestionslike“Whatwouldyouliketo

eat?"or"WhatwouldyouHketodrink?”

Ss：Whatwouldyouliketoeat?T：rdlikeasandwich,please.

Ss：Whatwouldyouliketodrink?T：Tdlikesomeorangejuice.

•••

2.Learnthewordsl<hamburgernand“tea”.

ShowaboyandagirlonthePPTandintroducemem.（课件出

示：Tom和Sarah的图片）

笫11页共36页

T：TheyaremyfriendsTomandSarah.Theyarehungryand

thirsty,too.Theygototherestaurantwithme.Look,thisisTom's

order.

，一课件出示••:

Tom'sorder

FoocahamburgerDrinktea

Theteacherplaystherecordingof“hamburger”.(出示课

件)Studentsfollowittoread.Thentheteachershowssomepictures

ofhamburgers.

厂*出录、

I6①⑥，够

horabunicrbeefhamburgerdiickcnhamburger

I__________________________________________________________________/

T：(Pointtothebeefhamburger.)What'sthis?

Ss：It'sabeefhamburger.

T：(Pointtothechickenhamburger.)What'sthis?

Ss：It'sachickenhamburger.

Askboysandgirlstoread.

WritedowntheworduhamburgerMontheblackboard.

T:(Pointtoallthehamburgers)Whatarethese?

Ss:They*rehamburgers.

Writedownthepluralformofhamburger.

T：Tomisfullnow.Buthe'sthirsty.Hewouldlikesometea.

Playtherecordingof“tea”andwriteitdownontheblackboard.

(出示课件)

Studentsreadafterit.Thentheteachershowsthepicturesof

ugreentea"and"blacktea”.(出示课件)Encouragestudentsread

them.

T：NowyouarcTom.Iaskandyouanswer.OK?Ss：OK.

T：Whatwouldyonliketoeat,Tom?Ss：Tdlikeahamburger,

第12页共36页

please.

T：Whatwouldyouliketodrink?Ss：rdlikesometea.

Encouragestudentstopracticethedialoguebetweenboysand

girlsandthenexchangetheroles.

3.Learn“salad"and“icecream”.

T：rdlikeasandwichandsomejuice.Tomwouldlikea

hamburgerandtea.HowaboutSarah?Look,thisisherorder.

Sarah'sorder

Food；。。1

T：WhatwouldSarahliketoeat?Canyouguess?

Askstudentstoguess.Trytoaskmorestudentstoanswer.Then

removethefirstcover.Studentslearntoreadtheword“salad“after

therecording.（出示课件）Writedowntheword“salad”onthe

blackboard.Thenshowthepicturesofsalad.Studentspractice

readingitineverygroup.

PointtoSarah'sorderandask.

T：WhatelsewouldSarahlike?Let'shavealook.

Removethesecondcover.Encouragestudentstoread”ice

creamnaftertherecording.（出示课件）Thenexplain“ice”and

“cream"andwritedownthephraseontheblackboard.Students

practiceingroups.

第13页共36页

Encouragestudentstopracticethekeysentencepatternsbetween

thegroupsaccordingtoSarah'sorder.Theycandolikethis：

GroupOne：Whatwouldyouliketoeat,Sarah?

GroupTwo：rdlikesomesaladandicecream.

T：WhatwouldSarahliketodrink?Guess.Ss：…

Removethethirdcoverandmakeafunnyface.

T：Nothing!Sheisn'tthirsty.Haha!

4.Readandact.

(1)Studentsreadthedialogueaftertherecording.(课件出示：教

材P25Let'slearn板块的音频)Thenreadtogether.Payattentionto

thepronunciationandtheintonation.

(2)Studentspracticethedialogueinpairs.

(3)Actoutthedialogue.

Step3:Practice

Role-play(课件出示：教材P25Role-play板块的图片)

T：Look!ZoomandZiparetalkingaboutfoodanddrinks.They

canwritetheirorders.Canyou?Nowtrytotalkwithyourpartnerand

writedownyourpartner'sorder.

3.Showtime

Asksomestudentstoshowtheirowndialoguesinclassaccording

totheordersin“Pairwork”.

Step4:Extension

l.Alittlewaiter/waitress.

第14页共36页

Studentsworkingroups.Chooseonestudentasawaiter/waitress.

Theothersarecustomers.Theteachergivesoutamenutoevery

group.Askstudentstoorderdishes.Theteachercanmakeamodel.

2.Actoutthedialogues.

Asksomegroupstoactout.Studentschoosethebest

waiter/waitressandthebestcustomer.

3.Emotionaleducation.

Showsomepicturesoffoodanddrinks.（出示课件）Help

studentsknowthehealthyfoodandtheunhealthyfood.Askstudents

tohaveahealthydiet.

Step5:Sum-up

1.Keywords:sandwich（sandwiches）,hamburger（hamburgers）,

tea,salad（既可以是可数名词salads,也可以是不可数名词）,ice

cream（当单个冰激凌的时候为可数icecreams,集合名词时不可

数）

2.Keysentencepatterns:一Whatwouldyouliketoeat/drink?

一I'dlike...

1.Listentotherecordingof"Let'slearn"3times.

作业

2.Copythenewwordsandkeysentencepatterns.

Unii3WM2k?

板书

设计ZWiumm「d的

第15页共36页

教学反思

第3课时

课时内容PartALet,sspell

上课时间审核人

本课时主要介绍了常见字母组合0W在单词中的发音，即0W

在单词中通常有两种发音/aW和/。（（示例词汇中的cow,flower,

wow,yellow,window都是接触认读过的，对于学生来说难度不高，

因此在新授时可更偏重于新授down,slow,snow.

由于语音知识本身较为枯燥，因此，为增加语音学习的趣味性，

可通过发现示例词汇间的练习，创建一个简短的小故事来逐一呈现

目标词汇，并且通过分组PK的方式提高学生学习兴趣。要重视引

教材分析导学生通过自己的朗读和思考去发现OW字母组合的发音规律。该

过程中，教师宜采用鼓励性评价语，使得学生能够在学习过程中获

得成就感。

通过Listen,circleandsay部分检测学生的掌握程度，并及时进

行教学调整。

Listen,writeandsay部分应鼓励学生自行通过发音规则，尝试

拼写出横线上的词汇。评价方式，可采用同桌之间互相批改，集体

订正的方式。

1.学生能够通过听例词发音，观察例词结构中共有的特征，学习ow

在单词中的发音规则/au/&/ao/

教学目标

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

第16页共36页

3.学生能够在单线上正确规范地书写句子

1.学生能够掌握字母组合ow在单词中的发音，能够读准Lefsspell

教学重板块的例词，并完成本部分的练习。

难点2.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。

教具准备PPT课件、课文录音、视频、单词卡片

教学过程个性

修改

Step1:Warm-up&Lead-in

1.Greetings.

2.Lead-in.

Showsomepicturesoffoodanddrinksandaskstudentsto

practicethekeysentencepatterns.（出示课件）

T：Whatwouldyouliketoeat/drink?Ss：…

（课件出示：一头奶牛、一些鲜花和一些青草的图片）

T：Whatwouldthecowliketoeat,flowersorgrass?Ss：…

Step2:Presentation

I.Lookandfind.

Showapictureofacowwiththeword“cow"onthePPTand

ask,"What'sthis?”（出示课件）Thenshowapictureofsome

flowerswiththeword“flower“andsay,uWow!Therearesome

flowers.Howbeautiful!”（出示课件）

Atlast,showapicturewiththeword"down.Inthepicture,a

girlsitsdownbesidetheflowers.（出示课件）Andsay,“Thegirl

likesflowers.Shesitsdownandenjoysthebeautifulflowers.n

Leadstudentstofindtherule：AHthesewordsincludetheletter

combination“ow”.Emphasize“ow"withredcolour.

第17页共36页

（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：Whatcanyousee?（Pointtothewindowinthepicture.）

Ss：Icanseeawindow.

T：Great!Andwecanseesomeyellowleavesandasnail.The

snailisslow.

Dotheactiontoexplaintheword“slow”.T：Winteriscoming.

Whatcanwesee?（课件出示：冬天雪花纷飞的场景和单词“snow”）

Ss：Snow./雪。

T：Super!Wecanseewhitesnow.

Leadstudentstofindtherule：Allthesewordsincludetheletter

combination“ow”.

2.Listenandfind.（课件出示:教材P26Let'sspell板块第一

部分的单词）

T：Findthesamelettersinthesewords,boysandgirls!Ss：They

allhave"ow”.

T：Yes!Dotheymakethesamesound?Let,slisten.Andthen

discusswithyourpartners.

TheteacherplaystherecordingofuRead,ListenandChant”.（出

示课件）Studentslistentotherecordingandrepeat.Aftertheir

discuss,teacherencouragesstudentstoanswerthequestion.

Ss：No!Theymakethesoundsof/ao/and/oo/.

Giveevaluationsandwritedownthewordswithsoundsonthe

blackboard.Emphasize“ow”withredcolour.

3.Read,listenandchant.

（课件出示：教材P26Let'sspell板块第一部分的图片）

Leadstudentstoreadthesewordslikethis：

cow—/k/-/a（Vflower—/f/-/l/-/ao/-/o/

wow一/w/-/ao/down一/d/-/ao/-/n/

第18页共36页

slow—/s/-/l/-/o（Vsnow-/s/・/n/-/oo/

yellow-/j/-/e/-/l/-/o＜）/window-/w/-/i/-/n/-/d/-/o（）/

Explainthepronunciationmethodsandhelpstudentsknow/ao/

and/ao/throughthevideoonteachingphoneticsymbols（for

example,aBBCvideoonteachingphoneticsymbols）.

Theteacherplaystherecordingofthechantof"Let'sspell（出

示课件）Studentslistentothechantandrepeat.Afterreading

together,studentspracticeitbetweenboysandgirls.

Step3:Practice

1Listen,circleandsay.

（课件出示：教材P26Let'sspell板块第二部分的内容）

Encouragestudentstoreadthewordsbythemselvesfirst.Then

playtherecording.（出示课件）Studentslistenandcircle.Invitea

studenttosharetheanswersandthereasons.

Playtherecordingagain.（出示课件）Checktheanswerstogether.

Encouragestudentstoreadallthesewordsagain.（课件出不：教材

P26Let,sspell板块第二部分的听力材料及答案）

2.Listen,writeandsay.

（课件出示：教材P26Let'sspell板块的第三部分的内容）

Encouragestudentstoobservethepicturesandguesstheanswers.

Thenplaytherecording.（出示课件）Studentslistento（herecording

andtrytowritedowntheanswers.

Playtherecordingagain.（出示课件）Checkanswerswith

students.（课件出示：教材P26Let'sspell板块第三部分的听力材

料及答案）Thenencouragestudentstoreadthesentencestogether

andtochooseonesentencefromabovetowritedownontheline.

第19页共36页

Step4:Extension

Activity:AmIright?

Takeoutthewordcardswiththelettercombination“ow”.Ask

somestudentstoreadoutthewordsloudlyonebyone.Ifsomeoneis

right,theotherstudentssay"Yes."Ifsomeoneiswrong,theother

studentssay"No."Thentheyreadouttherightpronunciation

loudly.Playthegamelikethis:

Theteachershowsthecardandsomeonesays：cow-/kao/?

Ss：Yes!

Theteachershowsthecardandsomeonesays：snow-/snau/?

Ss：No!/snau/.

Step5:Sum-up

"ow"has2sounds:/ao/and/eo/

1.Readthewordsof"Let'sspell“afterclass.

2.Writethewordsonyourexercisebookwithoutreferringtothe

作业

textbook.

3.FinishPartAexercisesonyourworkbook.

Unit3UJhatwouldyoulike?

板书

cowflow"wowdown/au/

设计

slowsnowyellowwindow/do/

第20页共36页

教学反思

第4课时

PartBLet'stry&Let'stalk&Lei's

课时内容

check

上课时间审核人

本课时分为两个部分,Letstry和Let'staikoLet'stry板块是为

核心句型What'syourfavoritefood/drink?而设计的听的活动，旨在

使学生能够借助图片及指令语的提示听懂简短对话，抓住关键信

息，提高听的能力。本活动的目的是使学生对新句型在听觉上有所

感知，并完成听录音将人物与他们喜欢的饮料连线的活动，为进入

BLet'stalk板块的对话学习做好准备。

Let'stalk部分学习的核心句型是What'syourfavouritefood?I

教材分析love...They'redelicious.询问并回答最喜欢的事物。教材通过Sarah

与张鹏看菜单的情景介绍他们喜欢的食物，请学生感知上述句型的

语义及语用情景。

学生在三年级上册，四年级上下册都分别学习了蔬菜和食物的

单词，为本课时介绍最爱的食物奠定一定的单词基础。在通过PanA

的学习之后，学生已具备了相关的词汇量。

在教学过程中，教师应引导学生注意养成良好的饮食习惯，提

醒学生多吃健康的蔬菜瓜果，不暴饮暴食等。

1.听懂、理解Let'stry中的内容，并根据录音完成听力活动。

教学目标2.从听觉上感知B部分的核心句型，为进入对话学习做好准备，理

解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色

第21页共36页

扮演。

3.在情景中运用句型“一What'syourfavouritefood/drink?—I

love-They'redelicious.”询问并问答最喜欢的食物。

4.在语境中理解新单词“delicious”的意思，并正确发音。

5.运用句型“What'syourfavouritefood?”完成调查活动并尝试进行

口头汇报。

重点：学生能够听、说、认读单词“favourite"，掌握四会句子"What's

教学重yourfavouritefood/drink?M并能做出相应的回答。

难点难点：学生能够在情景中灵活运用所学句型谈论关于“最喜爱的食

物或饮品”的话题。

教具准备PPT课件、课文录音、视频、人物头饰等。

个性