(共23张PPT)
Unit3 What would you like
A Let's talk
PEP 五年级上
Unit3 What would you like
A Let's talk
Sing a song
Food
Drink
Task 1 Let's classify
Food
Drink
Task 1 Let's classify
100
is
is
is
are
is
are
I ____ hungry.
Miss White ____ hungry.
He ____ hungry.
It ____ hungry.
Mike and John____ hungry.
My parents ____ hungry
am
am
Task 2 Let’s stamp
5
You ____ hungry.
are
are
His brother ____ hungry
is
They ____ hungry
are
They ____ thirsty.
are
thirsty
ir
/ :/
y
/i/
Task 3 Let's listen and write
Sarah is hungry. What would she like to eat
She would like some ______ and ______.
bread
chicken
20
I am back. I'm hungry and thirsty.
What would Sarah's father like to eat or drink
GUESS:
He would like a sandwich and some water.
Task 4 Let's listen and say
20
Let's watch
Task 5 Fill in the blanks
I’m ______.
What would you like to _____
__________, please.
OK.
____________________________
I’d like__________. I’m _______!
_____________.
Thanks.
hungry
eat
A sandwich
What would you like to drink
some water
thirsty
Here you are
10
Open the book and read
I’m hungry.
What would you like to eat
A sandwich, please.
OK.
What would you like to drink
I’d like some water. I’m thirsty!
Here you are.
Thanks.
Role play
I’m hungry.
What would you like to eat
A sandwich, please.
OK.
What would you like to drink
I’d like some water. I’m thirsty!
Here you are.
Thanks.
50
Welcome to the restaurant!
Restaurant
Group work
Group work
A: Welcome! Can I help you
B: Yes.
A: What would you like to eat / drink
B: I’d like ______________.
A: Would you like some __________
B: Yes, please./No, thanks.
A: OK. Here you are.
B: Thank you. How much
A:________ yuan.
One is A(the waiter).The others are B(the customers.
（一位同学做服务员，其他同学做顾客）
Good to know
Good to know
Cherish the food,
refuse to waste.
珍惜粮食
拒绝浪费
Summary
询问对方想吃/喝什么
What would you like to eat/drink
I'd like ......
Thank you!
谢谢
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https://www.21cnjy.com/help/help_extract.php中小学教育资源及组卷应用平台
一、听录音，选择你所听到的选项。
（ ）1. A. water B. noodles C. juice
（ ）2. A. hungry B. tea C. thirsty
（ ）3. A. eat B. drink C. sandwich
二、听录音，根据你所听到的内容给下列句子排序。
（ ）I’d like some meat.
（ ）What would you like to eat
（ ）Would you like some soup
（ ）I am thirsty.
三、看图片，选单词。
（ ）1. A. sandwich B. noodles
（ ）2. A. hungry B. thirsty
（ ）3. A. eat B. drink
（ ）4. A. water B. tea
四、单项选择。
（ ）1. —What________ you like to eat
—I’d like some beef, please.
A. will B. would C. are
（ ）2. She would like some________.
A. bread B. noodle C. chickens
（ ）3. —Do you like sandwiches
—________
A. Yes, I am. B. Thank you. C. No, I don’t.
五、连词成句。
1. would, what, you, eat, like, to ( )
_____________________________________
am, hungry, I (.)
_____________________________________
3. some, I, like, would, tea (.)
_____________________________________
六、为下列问句选择合适的答语。
（ ）1. What would you like to eat
（ ）2. Can I have some milk, please
（ ）3. Would you like some soup
（ ）4. What would you like to drink
听力材料：
一、1. noodles 2. hungry 3. sandwich
二、1. I am thirsty.
2. What would you like to eat
3. I’d like some meat.
4. Would you like some soup
答案：
一、1. B 2. A 3. C
二、3 2 4 1
三、1. A 2. A 3. A 4. B
四、1. B 2. A 3. C
五、l. What would you like to eat 2. I am hungry. 3. I would like some tea.
六、1. C 2. D 3. A 4. B中小学教育资源及组卷应用平台
课题 Unit 3 What would you like A Let’s talk 学科 英语 课型 听说课
课时 第二课时 教师 班级 五年级
教材分析 本课内容选取PEP教材五年级上册 Unit 3 What would you like 第二课时 A Let’s talk。本课程以Sarah一家关于饮食喜好对话为中心，让学生基本掌握和运用句型“What would you like to eat/ drink ”“I’d like a/an/some… ”及相关食物单词。根据新课标的要求“通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养”，我将结合教材与生活情境进行语言交际，让学生通过实际餐饮情景对话交际来熟练运用句型。
学情分析 本课时的教学对象是小学五年级学生，大部分学生对英语有着浓厚的学习兴趣，对英语充满好奇心。此前，他们已经积累了一定的听说读写英语能力，有较好的英语学习基础，并且养成良好的英语学习习惯。在学习本课内容前，学生对句型 What would you like to eat/drink I’d like a/an/some… 及相关食物单词 ice cream, hamburger, sandwich, salad, tea 基本掌握。
教学目标 语言能力(1) 能听说认读单词 hungry和 thirsty。(2)能在情景中运用句型 What would you like to eat/drink I’d like a /an/some… .询问并回答自己想要吃什么、喝什么。2. 学习能力(1)能在情景中使用句型，并进行日常用语的交流。 (2)具备一定的语义学素养，区分drink和eat所对应的饮料和食物。3. 思维品质(1)通过轻松愉快的氛围，鼓励学生多思多想。(2)通过丰富的师生互动以及小组活动，鼓励学生在任务型教学环境下多说多读，培养合作意识，共同完成任务。4. 文化意识提高学生珍惜粮食的意识。
教学重点 对话的理解及核心句型：What would you like to eat/drink I’d like a /an/some.....的问答学习和运用。理解新单词thirsty的意思，并能够正确发音和运用。
教学难点 创设情景，在情景中熟练运用句型进行对话，并运用到日常生活中。
教学准备 1.小组评价材料。2.有关食物和饮品图片等。3.多媒体课件。
教学过程
教学环节 教师活动 学生活动 设计意图
Step1:Greeting Free talk Free talk with the teacher 师生互动，活跃气氛。
Step 2:Lead in 1.Sing a song: Food Song.2. Lead in the topic by saying I am hungry. Let’s go shopping.sentence practice:-What would you like -I’d like a/an/some...... Sing the song and answer questions. 以歌曲引入本节课创设的情景，操练本节课重点句型。
Step 3:Presentation&Practise Task 1 Let’s classifyClassify the food and differentiate the objects after drink/eat.- What would you like to drink/eat Introduce the rating form: you can get money if you finish the tasks. Answer thequestions and classify the food and drink. 通过情景导入，激发学生的学习兴趣。形象展示食物和饮料图片，强化区分food和drink的意识。
Task 2 Let’s stampGrammar practicing:Be+adj teach the word ‘thirsty’ Practise the grammar and learn the new word “thirsty”. 强化be+adj.的规则。为对话的阅读扫除障碍。
Task 3 Listen and writeBring in ‘Let’s try ’ by the hungry sound. Play the recording and finish the exercises. Listen and write down the answer. 作为预热活动，引导学生通过听的活动感知核心句型，为课文的学习做铺垫。
Task 4 Listen and sayBring in “Let’s talk” by the bell ring. Let them guess what Sarah wants to eat . Play the recording . Listen to the tape and answer the question. 整体感知对话，理解对话内容。
Task 5 Watch and fill in the blanks & Role playFill in the blanks by watching the video and read the dialogue. Read the dialogue together and talk in group. 通过朗读和表演加深对文本的理解。
Step 4：Consolidation Group workTeacher make an example of how to order food at the restaurant. Students play their roles. Act in the restaurant context. 创设情景，拓展对话教学，鼓励学生运用所学语言进行表达，以此提升口语表达能力。
Step 5：Summary Good to knowTeach student treasuring the food by watching the video of Mr. Yuan Longping. Summary Remember to cherish the food, refuse to waste. 教育学生珍惜粮食，拒绝浪费，以达到本节课的情感目标。
反思：
本节课的授课内容为PEP五年级上学期Unit3 What would you like A let’s talk。本节课是一节听说课，在通过研读文本，分析教材，及备课组老师们的指导下，我设计通过以食物歌曲引入本节课的重点句型，继而根据生活实际，依托文本，创设情境，设置任务，进行本节课的教学。通过学生再小组内的对话表演，引导学生在小组内自主合作学习。通过多种形式的语言交际性活动，让学生在真实的情境中运用本课重点句型。最后，以学生熟悉的袁隆平爷爷的事迹，教育学生拒绝浪费。
本节课孩子们的表现让我很惊喜，课堂气氛十分活跃，回答问题声音也非常响亮。由于事先没有对孩子们有很深入的了解，所以整节课我都采用学生日常生活与书本上已知的单词进行活动与练习。整节课或许是太投入与孩子们的互动中，因此对于一些环节与环节之间的连贯性处理得还是没那么好。另外，由于时间的把控不足，没有留给学生足够的时间对最后的小组活动进行操练，因此最后的展示部分觉得学生的表现没有像设想中好。而且对于一些口语表达严谨性，我在以后的教学中也要多注意。
