2026秋新教材人教PEP版五年级上册英语Unit 5 Food we eat单元整体教学设计

第第页2026秋新教材人教PEP版五年级上册英语Unit5Foodweeat单元整体教学设计Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）1Topic（课题）Unit5FoodweeatPartALet’stalkType（课型）NewLessonTextanalysis（语篇研读）What:Teachfoodvocabulary(beef,rice,chickensoup,salad,icecream)andorderingfoodusing"Whatwouldyoulike?"How:Uselistening,dialoguereading,role-playandorderingpracticetopresentanddiscussfoodpreferences.Why:Real-liferestaurantandhomecontextshelpstudentstalkaboutfoodchoicesandhealthyeatinghabits.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillaskforandorderfoodusing"Whatwouldyoulike?""I'dlike..."and"CanIhavesome...?"2.LearningAbilityGoalStudentswilllistenforkeyinformation,actoutfoodorderingdialogues,andwritetheirownorders.3.ThinkingQualityGoalStudentswillcomparefoodchoicesandunderstandtheimportanceofbalancedmeals.4.CulturalAwarenessGoalStudentswillappreciatedifferentfoodculturesandunderstandtheimportanceofhealthyeating.Keyanddifficultpoints（教学重难点）Keypoint：Masterfoodvocabularyandorderingphrases"Whatwouldyoulike?""I'dlike...""CanIhavesome...?"Difficultpoint：Use"wouldlike"correctlyanddistinguish"eat"from"drink"inorderingcontexts.Teachingaids（教学准备）PPT,audioplayer,foodflashcards,menuworksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsfoodpicturesandasks:"Whatfooddoyoulike?Whatdoyoueatforlunch?"Studentsshare:"Ilikerice!Ilikechicken!"Teachersays:"TodayOliverishungry.Hetalkstohismumaboutfood.Let'sseewhathewouldliketoeat!"Theclassisready.Presentation（呈现）1ListenandTick–Oliver'sOrderTeacherplaysthedialogue.Studentslistenandtick:"HowisOliverfeelingnow?(hungry)WhatwouldOliverliketodrink?"Teacherchecksanswers.Thisbuildslisteningcomprehension.2WatchandAnswer–WhatDoesOliverWant?Teachershowsthedialogue.Studentsanswer:"WhatwouldOliverliketoeat?(beefandrice)WhatdoesMumoffer?(chickensoup,salad)WhatdoesOliverwantfordessert?(icecream)Howmuchicecream?(justalittle)"Thispresentstargetlanguagenaturally.3ListenandRepeat–OrderingTalkTeacherplaysthedialoguesentencebysentence.Studentsrepeatwithnaturalintonation.Teacheremphasizes"I'dlike"and"Wouldyoulike...?"Thisensuresaccuratepronunciation.4RolePlay–ActItOutStudentsworkinpairstoactoutOliverandMum.Twopairsperforminfront.Thisbuildsconfidencethroughperformance.5Look,WriteandRole-PlayTeachershowstheordertemplate.Studentswritetheirownorder:"Whatwouldyouliketoeat?I'dlike..."Theypracticeinpairs.Thisapplieslanguagepersonally.Practice（操练）1PairWork–OrderFoodStudentAplayswaiter:"Whatwouldyouliketoeat?"StudentB:"I'dlikebeefandrice."StudentA:"Whatwouldyouliketodrink?"StudentB:"CanIhavesomewater?"Theyswitchroles.2GroupWork–MenuTimeEachgroupmakesasimplemenu.Groupssharetheirmenusandtakeordersfromclassmates.Consolidation（巩固）Todaywelearnedtoorderfoodwith"Whatwouldyoulike?""I'dlike..."and"CanIhavesome...?"Oliverhadbeef,rice,chickensoup,saladandalittleicecream.Mumremindedhimthatvegetablesaregoodforus.Remember:enjoyyourfood,buteatabalancedmeal–somemeat,somevegetables,somerice.Healthyfoodmakesusstrong.Whatwouldyouliketoeattoday?Homework（作业）Level1(Basic)Readthedialoguethreetimesandpracticeorderingfood.Level2(Intermediate)Writefoursentencesaboutwhatyouwouldlikefordinner.Level3(Advanced)Makeamenuforyourfamilydinnerandrole-playwithfamily.Blackboarddesign（板书设计）Reflection（教后反思）Thelessonintroducedfoodorderingeffectively.Studentsenjoyedtherole-playandsharedtheirfoodpreferencesenthusiastically.Moststudentscoulduse"I'dlike"correctly.However,someconfused"eat"with"drink"–morepracticeisneeded.Thehealthyeatingmessagewaswellreceived.The"justalittle"icecreamalsotaughtmoderation.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）2Topic（课题）Unit5FoodweeatPartALet’slearnType（课型）NewLessonTextanalysis（语篇研读）What:Teachfoodanddrinkvocabulary(dumplings,soup,chicken,beef,salad,cake,milk,tea,juice,icecream).How:Usepicturerecognition,menureading,dialoguepractice,andorderwritingtopresentandpracticefoodwords.Why:Real-lifemenucontexthelpsstudentslearnfoodvocabularyandpracticeorderingmealsinEnglish.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillread,sayandwritefoodanddrinkwordsanduse"Whatwouldyouliketoeat/drink?"toorder.2.LearningAbilityGoalStudentswillrecognizefoodwordsfrompictures,makesimplemenus,androle-playorderingfood.3.ThinkingQualityGoalStudentswillcategorizefoodanddrinkitemsandmakechoicesfromamenu.4.CulturalAwarenessGoalStudentswillappreciatedifferentfoodculturesandunderstandtheimportanceofbalancedeating.Keyanddifficultpoints（教学重难点）Keypoint：Masterfood/drinkvocabularyanduse"Whatwouldyouliketoeat/drink?"toorderfromamenu.Difficultpoint：Distinguish"eat"from"drink"anduse"some"correctlywithuncountablenouns(soup,tea,juice,milk).Teachingaids（教学准备）PPT,foodflashcards,menuworksheets,realfoodpictures,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsamenupictureandasks:"Whatfooddoyousee?Whatdoyouliketoeat?"Studentsshare:"Ilikedumplings!Ilikecake!"Teachersays:"Todaywelearnmorefoodwords.ZhangPengandAmyareorderingfood.Let'sseewhattheywouldlike!"Theclassisready.Presentation（呈现）1LookandSay–FoodWordsTeachershowseachfoodpictureonebyone.Studentsshoutthewords:"Dumplings!Soup!Chicken!Beef!Salad!Cake!Icecream!Milk!Tea!Juice!"Teacherwritesthemontheboard.Studentsrepeatwithactions.Thisbuildsvocabulary.2ListenandRepeat–MenuChantTeacherchantsrhythmically:"Dumplings,soup,chicken,beef!Salad,cake,icecream!Milk,tea,juice–whatdoyoulike?"Studentschantandpointtopictures.Thisbuildsmemory.3ReadandSay–ZhangPengandAmyTeachershowsthemenuandsentences:"ZhangPengwouldliketoeatdumplingsandbeef.Hewantssomegreenteatoo.Amywouldliketoeatahamburgerandsomeicecream."Teacheraskscomprehensionquestions.Thispresentsvocabularyincontext.4AskandAnswer–OrderingPracticeTeachershowsthedialogue:"Whatwouldyouliketoeat?I'dlikeahamburgerandsomeicecream."Studentsrepeat.Teacherasksmorequestions:"Whatwouldyouliketodrink?"Studentsanswer.Thispracticesordering.5WriteandSay–MakeYourOrderTeachershowstheblankmenuwith"beefnoodles."Studentswritetheirownorder:"Whatwouldyouliketoeat/drink?I'dlike..."Studentspracticewithpartners.Thisapplieslanguagepersonally.Practice（操练）1PairWork–Role-PlayOrderingStudentA:"Whatwouldyouliketoeat?"StudentB:"I'dlikedumplingsandsoup."StudentA:"Whatwouldyouliketodrink?"StudentB:"I'dlikesometea."Theyswitchroles.2GroupWork–MakeaMenuEachgroupcreatesasimplemenuwithfoodanddrinks.Groupssharetheirmenusandtakeordersfromclassmates.Consolidation（巩固）Todaywelearnedmanyfoodwords–dumplings,soup,chicken,beef,salad,cake,icecream,milk,teaandjuice.ZhangPenglikesdumplingsandbeefwithgreentea.Amylikeshamburgersandicecream.Therearesomanydeliciousfoods!Remember:enjoyyourfood,buteatabalancedmeal–somemeat,somevegetables,somericeornoodles.Whatwouldyouliketoeat?Choosewisely!Homework（作业）Level1(Basic)Readthefoodwordsaloudthreetimesandcopyeachone.Level2(Intermediate)Writefoursentencesaboutwhatyouwouldliketoeatanddrink.Level3(Advanced)Makeamenuforyourfavouriterestaurantwithfiveitems.Blackboarddesign（板书设计）Reflection（教后反思）Thefoodwordswereintroducedeffectivelythroughpicturesandmenus.Studentsenjoyedthemenu-makingactivity.Mostcoulduse"I'dlike"correctly.However,somestudentsstruggledwithusing"some"beforeuncountablenouns–morepracticeisneeded.Therole-playorderingwasverypopularandstudentsspokeconfidently.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）3Topic（课题）Unit5FoodweeatPartALet’sspellType（课型）NewLessonTextanalysis（语篇研读）What:Teachthepronunciationruleof"oo"withtwosounds:/ʊ/(book,cook,foot,good)and/uː/(cool,food,zoo,too,tool).How:Usechantreading,wordsorting,listeningdiscriminationandcreativesentencewritingtopracticephonicsnaturally.Why:Phonicsinstructionthroughrhythmandcontexthelpsstudentsdecodewordsandbuildreadingfluencyeffectively.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillidentify,readandspell"oo"wordsandpronounceboth/ʊ/and/uː/soundscorrectly.2.LearningAbilityGoalStudentswilllistenforphoneticpatterns,categorizewordsbysound,andapplyphonicsknowledgetonewwords.3.ThinkingQualityGoalStudentswillcompareandanalyze"oo"wordpatterns,discoveringthedifferentsoundsthroughinductivereasoning.4.CulturalAwarenessGoalStudentswillenjoyEnglishrhythmandrhymes,developingpositiveattitudestowardEnglishpronunciationlearning.Keyanddifficultpoints（教学重难点）Keypoint：Masterthetwo"oo"sounds(/ʊ/and/uː/)inwordslikebook,cook,foot,good,cool,food,zoo,too,tool.Difficultpoint：Distinguishthetwosoundsandapplythecorrectpronunciationtounfamiliar"oo"words.Teachingaids（教学准备）PPT,audioplayer,wordcards,chantvideo,worksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsacookbookandasks:"Whatisthis?Whatsounddoyouhearinbookandcook?"Studentssay:/ʊ/!Teachershowsfoodandasks:"Whatsounddoyouhearinfoodandcool?"Studentssay:/uː/!Teachersays:"Todaywelearntwosoundsfor'oo'–shortandlong!"Theclassiscurious.Presentation（呈现）1ListenandChant–RhythmTimeTeacherplaysthechantaudio.Studentslistenandpatthebeat.Teacherasks:"Whatwordsdoyouhearwith'oo'?"Studentsshout:"Look,cook,cookbook,good,food,cool!"Teachershowsbothsoundsontheboard.Studentschantwithactions:cook(stir),look(peer),book(read),food(eat),cool(thumbsup).Thisbuildsphoneticawareness.2FindandSort–WordDetectiveTeachershowsthechanttextonthescreen.Studentscomeupandcircle"oo"words.Teacherasks:"Whichwordshavetheshort/ʊ/sound?Whichhavethelong/uː/sound?"Studentssort:/ʊ/-look,cook,cookbook,good;/uː/-food,cool.Thisdevelopsinductivethinking.3ReadandSay–BlendingPracticeTeachershowsnewwords:foot,too,zoo,tool,wood,moon,room,soon.Studentssoundoutandidentifythe"oo"sound.Teacherflashescardsfasterandfaster.Thisbuildsdecodingfluency.4ListenandGroup–SoundDiscriminationTeacherplaystheaudiofor"Readandsay.Thenlistenandgroup."Studentslistenandgroupwords:book,foot,good,cook(/ʊ/)andcool,too,tool,zoo(/uː/).Theycheckanswersinpairs.Thisdevelopslisteningdiscrimination.5Listen,WriteandSay–DictationChallengeTeachersaysthreesentenceswithmissingwords:"Iwantto____________.(cook/food)""I'dliketolookatthe______.(cookbook)""This______isreally______.(food/cool)"Studentswritethemissingwords.Thisappliesphonicsincontext.Practice（操练）1PairWork–WordSortRaceEachpairgetsasetofwordcards(book,foot,good,cook,cool,food,too,tool,zoo,wood).Studentssortinto/ʊ/and/uː/groups.Firstpairtofinishcorrectlywinsstickers.2GroupWork–CreateaSentenceEachgroupchoosesthree"oo"wordsandwritesonesentencetogether.Groupssharetheirsentences.Teacherwritesthebestonesontheboard.Consolidation（巩固）Todaywelearnedtwosoundsfor"oo"–theshort/ʊ/inbook,cook,foot,goodandthelong/uː/incool,food,too,tool,zoo.Yousangthechant,sortedthewordsandwrotesentencessowell!Remember:"oo"canbetricky–listencarefullyandpractice!Thecookbookhasgoodfoodanditlookscooltoo!Keeppracticingandyouwillmasterthesesounds!Homework（作业）Level1(Basic)Readthechantthreetimesandcircleall"oo"words.Level2(Intermediate)Writefivesentencesusing"oo"wordsfromthislesson.Level3(Advanced)Findfivenew"oo"wordsandidentifytheirsounds.Blackboarddesign（板书设计）Reflection（教后反思）Thechantwasengagingandthetwo"oo"soundswereclearlydemonstrated.Wordsortingshowedthatmoststudentsunderstoodthedifference.However,somestruggledwithlisteningdiscriminationbetween/ʊ/and/uː/–moreminimalpairpracticeisneeded.Thefoodtheme(cookbook,food)tiedwelltotheunit.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）4Topic（课题）Unit5FoodweeatPartBLet’stalk&Let’slearnType（课型）NewLessonTextanalysis（语篇研读）What:Teachwherefoodcomesfrom–coconutfromHainan,andplantpartsweeat:seeds,stems,leaves,roots.How:Uselistening,dialoguereading,pictureobservation,andplantpartwritingtopresentandpracticefoodsources.Why:Real-lifefoodsourcecontexthelpsstudentsunderstandwherefoodcomesfromandlearnplantvocabulary.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswilltalkaboutwherefoodcomesfromusing"Whereefrom?"andidentifyplantpartsweeat.2.LearningAbilityGoalStudentswilllistenforkeyinformation,observepictures,anddescribeplantpartsinwriting.3.ThinkingQualityGoalStudentswillunderstandwheredifferentfoodscomefromandidentifyedibleplantparts.4.CulturalAwarenessGoalStudentswillappreciatewherefoodcomesfromandunderstandtheconnectionbetweenplantsanddailymeals.Keyanddifficultpoints（教学重难点）Keypoint：Master"Whereefrom?"andplantparts(seed,stem,leaves,root)forfoodslikecarrot,celery,cabbage.Difficultpoint：Use"comefrom"correctlyandidentifywhichplantpartsdifferentfoodsare.Teachingaids（教学准备）PPT,audioplayer,plantpictures,foodcards,worksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsacoconutandasks:"Whatisthis?Wheredoesitcomefrom?"Studentsguess:"Fromatree!"Teachersays:"TodayBinbintalksaboutcoconuts.Let'slearnwhereourfoodcomesfrom!"Theclassiscurious.Presentation（呈现）1ListenandChoose–WhereDoesFoodComeFrom?Teacherplaysthedialogue.Studentslistenandchooseanswers:"Whataretheytalkingabout?(Food)WhichdrinkcomesfromYunnan?(Tea)"Teacherchecksanswers.Thisbuildslisteningcomprehension.2WatchandAnswer–CoconutsfromHainanTeachershowsthedialogue.Studentsanswer:"What'sBinbin'sfavouritefruit?(coconuts)Why?(niceandhealthy)Whatelsecanwedowithcoconut?(cookdeliciousmeals,makehouses)WheredoesBinbin'scoconutcomefrom?(Hainan)"Thispresentstargetlanguagenaturally.3ListenandRepeat–DialoguePracticeTeacherplaysthedialoguesentencebysentence.Studentsrepeatwithnaturalintonation.Teacheremphasizes"Whereefrom?"Thisensuresaccuratepronunciation.4RolePlay–ActItOutStudentsworkinpairstoactoutMrsGreenandBinbin.Twopairsperforminfront.Thisbuildsconfidence.5Let'sLearn–FromSeedtoFoodTeachershowspicturesofAmygrowingcarrots.Studentsobserve:"Amygrowscarrotsfromseeds.Shepullsupthecarrotbythestemandleaves.Shecookstheroot.Herrabbiteatstheleaves."Teacherasks:"Whatpartsdoweeat?(root)Whatdoestherabbiteat?(leaves)"Thispresentsplantvocabularyincontext.Practice（操练）1PairWork–AskandAnswerStudentA:"Wheredoesthecoconutwatercomefrom?"StudentB:"ItcomesfromHainan."StudentA:"Howmuchisit?"StudentB:"It's16yuan."Theyswitch.2GroupWork–PlantPartsMatchTeachershowspicturesofcarrot,celery,cabbage.Studentswritewhichpartweeat:"carrot-root,celery-stemandleaves,cabbage-leaves."Groupsshareanswers.Consolidation（巩固）Todaywelearnedwherefoodcomesfrom–Binbin'scoconutscomefromHainan.Wealsolearnedaboutplantparts–seeds,stems,leavesandroots.Weeatcarrots'roots,celery'sstemsandleaves,andcabbage'sleaves.Nexttimeyoueat,think:wheredoesthisfoodcomefrom?Whatpartoftheplantisit?Foodhasajourneyfromfarmtotable.Let'sappreciateeverybite!Homework（作业）Level1(Basic)Readthedialoguethreetimesandpractice"Whereefrom?"Level2(Intermediate)Writefoursentencesaboutwheredifferentfoodscomefrom.Level3(Advanced)Researchonefruitorvegetableandwriteaboutwhereitcomesfrom.Blackboarddesign（板书设计）Reflection（教后反思）Thelessonconnectedfoodtoplantseffectively.Studentswerefascinatedbycoconuthousesandcarrotgrowing.Mostcoulduse"comefrom"correctly.However,somestruggledwithplantpartsvocabulary–morepicturesandrealexamplesneeded.The"eatvs.rabbiteats"comparisonwashelpful.Studentsenjoyedthinkingaboutfoodsources.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）5Topic（课题）Unit5FoodweeatPartBReadandwriteType（课型）NewLessonTextanalysis（语篇研读）What:Teachreadingcomprehensionaboutthelotusplant–roots,seeds,leavesandhowpeopleeatthem.How:Usereading,tablecompletion,questionansweringandreflectionactivitiestopracticecomprehension.Why:Reading-to-writingapproachdevelopscomprehensionskillsandbuildsknowledgeaboutplantfoods.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillreadaboutthelotusplantanddescribeitspartsandusesusingtargetlanguage.2.LearningAbilityGoalStudentswillextractinformation,completeatable,andanswercomprehensionquestions.3.ThinkingQualityGoalStudentswillanalyzeinformation,categorizeplantparts,andreflectonlearning.4.CulturalAwarenessGoalStudentswillappreciateplant-basedfoodsandunderstandhowdifferentpartsofplantsareused.Keyanddifficultpoints（教学重难点）Keypoint：Readthelotusplanttext,completethetablewithplantparts,looks,anduses.Difficultpoint：Extractspecificinformationfromtextandsummarizeinthetableformat.Teachingaids（教学准备）PPT,plantpictures,worksheet,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsalotusflowerpictureandasks:"Whatisthis?Wheredoesitgrow?"Studentsanswer.Teachersays:"Todaywereadaboutthelotusplant.It'sbeautifulanddelicious!Weeatitsroots,seedsandleaves.Let'sread!"Theclassiscurious.Presentation（呈现）1LookandPredict–TheLotusPlantTeachershowsthetitleandpictures.Studentspredict:"Whatisthelotusplant?Whatpartscanweeat?"Studentsshareideas.Teacherwritespredictionsontheboard.Thisbuildsreadinginterest.2ReadandFind–LotusFactsStudentsreadthetextquicklyandfind:"Wheredoesthelotusplantgrow?(inlakesaroundtheworld)Whatpartscanweeat?(roots,seeds,leaves)"Thisbuildsskimmingskills.3ReadandAnswer–ComprehensionStudentsreadagainandanswerthreequestions:"Wheredoesthelotusplantoftengrow?(inlakes)Whatpartscanweeat?(roots,seeds,youngleaves)Whatcanpeopledowithlotusleaves?(eatthem,cookriceinthem)"Teacherchecksanswers.Thisdevelopsreadingcomprehension.4ReadandComplete–TableFillTeachershowsthetable.Studentsfillitin:roots–big,brown,yellow,delicious–cookinmanyways;seeds–small,round–cookandeat;leaves–big,round,green–eatyoungleaves,cookriceinleaves.Thisorganizesinformationclearly.5ReadandReflect–3-2-1ActivityTeacherintroduces"3thingsIlearnt,2thingsIwanttolearnmoreabout,1questionIhave."Studentswrite:"3things–lotusgrowsinlakes,weeatroots/seeds/leaves,leavescanwraprice;2things–otherplantsweeat,whereitgrows;1question–canweeattheflowers?"Thisdevelopsdeeperthinking.Practice（操练）1PairWork–ShareYourAnswersStudentAsharestheirtablewithStudentB.StudentBchecksandaddsmissinginformation.Theyswitch.Teacherwalksaroundandhelps.2GroupWork–3-2-1ShareEachgroupsharestheir3-2-1answers.Groupscomparequestions.Teacherwritesthebestquestionsontheboard.Consolidation（巩固）Todaywereadaboutthelotusplant–abeautifulflowerthatgrowsinlakes.Weeatitsroots,seedsandleaves.Rootsarebiganddelicious;seedsaresmallandround;leavesarebigandgreen–wecanevencookriceinthem!Nexttimeyouseealotus,remember:thisplantgivesussomuchfood!Natureisamazing.Whatotherplantsdoweeat?Let'sexploremore!Homework（作业）Level1(Basic)Readthelotustextaloudthreetimes.Level2(Intermediate)Writefivesentencesaboutthelotusplant.Level3(Advanced)Researchanotherplantweeatandwriteaboutitsparts.Blackboarddesign（板书设计）Reflection（教后反思）Studentswerefascinatedbythelotusplant.Thetablecompletionhelpedorganizeinformation.The3-2-1activityencourageddeeperreflection.Moststudentscouldidentifythethreeedibleparts.However,somestruggledwithvocabularylike"roots"and"seeds"–morevisualsupportisneeded.Thetextwasengagingandaccessible.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）6Topic（课题）Unit5FoodweeatPartCProject&ReadingtimeType（课型）NewLessonTextanalysis（语篇研读）What:Teachproject-basedplantgrowthpresentationandreadingaboutthehistoryofteafromChinatotheworld.How:Uselistening,sentencecompletion,draftwriting,readingandclasssharingtoconsolidatethewholeunit.Why:Project-basedandreading-basedlearningconsolidatesunitknowledgemeaningfullythroughcreation,presentationandapplication.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswilldescribehowaplantgrowsusing"First,Then,Next,Finally"andtalkaboutteahistory.2.LearningAbilityGoalStudentswilllistenfordetails,completesentences,writeadraft,andpresenttheirworktotheclass.3.ThinkingQualityGoalStudentswillsequenceplantgrowthstagesandorganizeinformationforapresentation.4.CulturalAwarenessGoalStudentswillappreciatethehistoryofteaandunderstandwhereourfoodcomesfrom.Keyanddifficultpoints（教学重难点）Keypoint：Consolidatefoodandplantlanguagethroughtheplantgrowthpresentationandteahistoryreading.Difficultpoint：Usesequencewords(First,Then,Next,Finally)correctlyandpresentplantgrowthclearly.Teachingaids（教学准备）PPT,audioplayer,worksheets,drawingmaterials,readingtext,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherasks:"Whatplantsdoyouknow?Howdotheygrow?"Studentsshare.Teachersays:"Todaywelearnhowacarrotgrowsandreadaboutthehistoryoftea.Wewillalsomakeourownplantpresentations!"Theclassisready.Presentation（呈现）1ListenandWrite–FarmLunchTeacherplaystheaudio.Studentslistenandcompletethetable:"ChenJie-whattoeat?whattodrink?(tea)Mike-rice,avegetablesalad-whattodrink?Binbin-rice,chicken,carrots-whattodrink?"Teacherchecksanswers.Thisbuildslisteningcomprehension.2SeeHowaCarrotGrows–Completeth