(共33张PPT)
英 语
PEP版 五年级（上册）
Unit 3
What would you like
Part A
Let's try & Let's talk
1.能够按照正确的意群及语音、语调朗读对话，并能够进行角色表演；
2.能够在情景中运用句型“—What would you like to eat/drink —I’d like…”询问并回答自己想要吃什么、喝什么；
3.能够在语境中理解新单词“sandwich, drink”和“thirsty”的意思，并能够正确发音。
学习目标
Sing a song
Warm up
Bread / noodles / fish / chicken / bananas / beef ...
What’s in the song
Warm up
What’s your favourite food
The sandwich is delicious.
Salad.
They are talking about .
Lead in
food
Warm up
Sarah is hungry.
What would she like to eat
Presentation
Let’s try
Presentation
Presentation
Sarah: Mom, I’m hungry.
Mom: What would you like to eat
Sarah: I like some bread and chicken, please.
Mom: Here you are. Have some chicken sandwiches.
Sarah: Thanks, mom.
Presentation
bread
chicken
Presentation
What are they talking about
Is Sarah’s father hungry
Let’s talk
Presentation
Father: I’m hungry.
Mother: What would you like to eat
Father: A sandwich,please.
Mother: OK.
Presentation
Presentation
Now， let’s answer
1.What are they talking about
They are talking about food.
2. Is Sarah’s father hungry
Yes,he is.
Presentation
sandwich
n.
[ s nw t ]
三明治
可数名词，复数形式为 sandwiches
Presentation
Sarah’s father is full now.
But he is thirsty.
What would he like to drink
Presentation
thirsty
adj.
[ θ sti]
渴的，口渴的
Presentation
drink
n.& v.
[dr k]
喝; 饮料
Presentation
Presentation
Father: I’m hungry.
Mother: What would you like to eat
Father: A sandwich,please.
Mother: OK.
Sarah: What would you like to drink
Father:I’d like some water.I’m thirsty!
Sarah:Here you are.
Father:Thanks.
Presentation
Role-play
I’m hungry .
What would you
like to eat？
...
Presentation
I’m thirsty.
What would you
like to drink？
...
Presentation
Act out the dialogues
Presentation
drink
eat
fish
juice
milk
noodles
cola
hamburger
salad
water
Can you find their houses
Practice
drink
eat
fish
juice
milk
noodles
cola
hamburger
salad
water
Practice
water
chicken and bread
rice and vegetables
orange juice
tea
beef noodles
What would you
like to eat？
I’d like...
Practice
water
chicken and bread
rice and vegetables
orange juice
tea
beef noodles
What would you
like to drink？
I’d like...
Practice
Make a new dialogue
I’d like some bread.
Hi! Are you hungry
Yes,I’m hungry.
What would you like to eat
Here you are.
Thank you.
Practice
I’d like some orange juice.
Hi! Are you thirsty
Yes,I’m thirsty.
What would you like to drink
Here you are.
Thank you.
Practice
They are our mothers and fathers.
They have many jobs.
Practice
Unit Three What would you like
Part A Let's try & Let's talk
—What would you like to eat
—I’d like some...
—What would you like to drink
—I’d like some...
课堂小结
https://www.21cnjy.com/help/help_extract.php中小学教育资源及组卷应用平台
The first period
Part A Let’s try & Let’s talk
内容分析
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。教学重点是学生能够听、说、认读单词“drink”和“thirsty”。能够掌握四会句子“What would you like to eat/drink ”并能用“I’d like…”作答。
知识与能力
使学生对核心句型在听觉上有所感知，并完成听录音、选词补全句子的练习。
学生能够在图片和教师的帮助下理解对话大意。
学生能够按照正确的意群及语音、语调朗读对话，并能够进行角色表演。
学生能够在情景中运用句型“—What would you like to eat/drink —I’d like…”询问并回答自己想要吃什么、喝什么。
学生能够在语境中理解新单词“sandwich, drink”和“thirsty”的意思，并能够正确发音。
过程与方法
强化基于任务的英语学习方法。
情感态度价值观
通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力，培养学生的语言综合运用能力。与此同时，升华学生的情感，让学生体会父母辛苦工作的不易，从而关心和敬爱父母。
教学重难点
教学重点
学生能够听、说、认读单词“drink”和“thirsty”。
学生能够掌握四会句子“What would you like to eat/drink ”并能用“I’d like…”作答。
教学难点
学生能够在情景中灵活运用所学句型谈论关于“饮食”的话题。
教学准备
教学课件、课文视频、单词卡片、人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
角色扮演；
游戏；
观看动画。
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Enjoy the song—What would you like to eat today (出示课件)
(1) Play the song for the first time. Students only enjoy, and then try to follow it to sing.
(2) Play the song again. Ask students to choose the words that appear in the song. The teacher ticks or crosses the words after students say the words.
T: What’s in the song
Ss: Bread / noodles / fish / chicken / bananas / beef ...
3. Lead-in.
Show the picture of the main scene on page 22 on the PPT. (出示课件) The sentences of the picture are covered.
T：Look! This is Sarah’s family. They are ready for dinner. What are they talking about Sarah’s mother’s favourite food is salad. Sarah’s father likes sandwiches. Oh, they are talking about food.
Write down the topic “Unit 3 What would you like ” on the blackboard.
设计意图：优美而轻快的歌曲快速地活跃课堂气氛，不仅让学生反复感知核心句型，而且通过选择歌曲中出现的食物，为Let’s try板块扫清障碍，起到“一石三鸟”的作用。
Step 2: Presentation
1. Let’s try.
T：Sarah is hungry. (Do the action of “hungry”.) What would she like to eat Read the content of “Let’s try”. (出示课件) Guess the answers.
Students say out their guessing. Then the teacher plays the recording. (出示课件) Ask students to try to catch the key information, such as bread, chicken.
Let students listen carefully and fill in the blanks. Then check the answers with students. (课件出示：教材P24 Let’s try板块的听力材料及答案)
Ask students to read the sentences with answers.
设计意图：话题很自然地从Sarah过渡到Sarah’s father, 呈现完整的对话，让学生整体感知文本，提升学生的听力能力和对文本的理解能力。
2. Let’s talk.
(1)Learn Picture 1. (出示课件)
①Listen and answer.
T：Look at the picture! What are they talking about
Ss：They are talking about food.
T：Yes. Sarah’s father comes back home. He is very tired. Is he hungry Let’s listen carefully.
Play the recording. (课件出示：教材P24 Let’s talk板块的第一段音频) Let students listen and try to answer the question.
T：Is Sarah’s father hungry Ss：Yes, he is.
②Watch and answer.
T：Sarah would like some bread and chicken. Sarah’s father is hungry. What would he like to eat Let’s watch the cartoon. Then try to find the answer.
Play the cartoon. (课件出示：教材P24 Let’s talk板块的第一段视频)
Lead students to watch and find the answer. Show the picture of “sandwich” and help students learn the word “sandwich” (sand+ wich =sandwich). (出示课件) Ask students to pay attention to the pronunciation.
T：Now I’m Sarah’s mother, and you are her father. I ask and you answer. What would you like to eat
Ss：A sandwich, please.
Then exchange the roles. The teacher writes down the sentences on the blackboard. At the same time, students read them aloud.
(2)Learn Picture 2. (出示课件)
①Observe the picture and answer.
T：Sarah’s father is full now. But he is thirsty. What would he like to drink
T：(Point to the water.) Look! What’s this
Ss：Water!/A cup of water.
T：Yes. Water! Sarah’s father is thirsty. What would he like to drink
Ss：Some water.
T：Yes, he’d like some water.
Say the words “thirsty” and “drink” in a tone of emphasis with some actions. Help students learn the words “thirsty” and “drink” with word cards and actions.
②Watch and answer.
T：Now, you are Sarah’s father and I’m Sarah. Watch the cartoon and try to answer my question. (课件出示：教材P24 Let’s talk板块的第二段视频)
T：What would you like to drink Ss：I’d like some water.
Explain that “I’d like…” equals to “I would like…” and teach students to read the two sentence patterns. Then write them down on the blackboard. Students practice these sentence patterns on the blackboard after the teacher.
设计意图：以water引出thirsty和drink的学习。然后让学生带着任务观看文本视频，通过找出问题的答案，引导他们学习核心句型，培养他们的阅读技巧。
3. Read and act.
(1) Read after the recording.
The teacher plays the recording. (出示课件) Students read after it and pay attention to the pronunciation and the intonation. Then students read together. Boys read first, then girls read. They can have a competition. At last, students read freely.
(2) Role-play.
First, the teacher can make a model. Then students work in pairs. It can be done between the teacher and students or boys and girls.
(3) Act out the dialogues.
Let students act out the dialogues with the headwears. Praise the students who do a good job and then correct the mistakes. Encourage more students to participate.
Step 3: Practice
1 Can you find their houses (出示课件：一些与食物相关的词汇，并呈现两个类别，及food和drink，让学生根据词汇意思进行分类)
T：Look, these words lose their ways. Can you help them find their houses
Students finish the task.
Check the answers together.
Help students say some sentences with the sentence pattern “I’d like some…” according to the words above.
2 Ask and answer.
Show the picture of “Ask and answer”. (出示课件)
Students ask and answer according to the PPT. They can do like this：
A：What would you like to eat B：I’d like some…
A：What would you like to drink B：I’d like some…
Students can play the game “Drive a train” to practice. The first student asks, and the second student answers. Then they can exchange.
设计意图：让学生在情景中合理运用所学词汇和句型创编写新的对话，运用所学语言知识进行交际，培养学生的语言综合运用能力。
Step 4: Consolidation & Extension
1. Make a new dialogue.
Students work in groups of four.
T：Now try to make a new dialogue in your groups. First, I’ll make a model with one of you.
T：Hi! Are you hungry/thirsty S1：Yes. (I’m hungry/thirsty.)
T：What would you like to eat/drink S1：I’d like some bread/ orange juice.
T：Here you are. S1：Thank you.
2. Show their new dialogues.
Ask some groups to show their dialogues. Give evaluations to them.
3. Emotional education.
Show some pictures. (课件出示：不同职业的爸爸妈妈辛苦工作的图片) Lead students to care for and love their parents.
板书设计
作业设计
完成本节课习题。
教学反思
1.本节课以学生为本，以问题为导向，逐步引导学生自主学习，圆满完成学习任务。
2.教学设计流程清晰，各环节之间过渡自然，具有层次感，有效地利用各种资源，激发了学生的兴趣，提高了课堂的教学效率。
3.通过观察图片、预测情景，培养了学生的观察能力和逻辑思维能力。
4.整节课突出语言的语用功能。通过创设合理的情景，帮助学生在情景中使用所学语言，培养了学生的语言综合运用能力。
5.通过拓展和延伸，培养学生的情感态度及价值观。
6.板书设计重点突出，简明扼要，给学生语言的输出提供了支架，对课堂教学起到了很好的辅助作用。
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