(共43张PPT)
PEP·五年级上册
A Let's try & Let's talk
(Dinner at home)
Unit 3
What would you like
Let’s chant
What’s the song about A.Colour B.food
√
Let’s chant
Revision
Mum, I’m hungry.
What would you like to eat
Sarah is hungry. What would she like to eat Listen and fill in the blanks.
She would like some _____ and ______.
bread
noodles
chicken
Let’s try
bread
chicken
Sarah: Mum, I’m hungry！
Mum: What would you like you like to eat
Sarah: I’d like some bread and chicken, please.
Mum: Here you are , dear. Have some chicken sandwiches.
Sarah: Thanks, Mum.
Listen and repeat
Let’s order our lunch online.
Great.
Let’s learn
Learn the word
food
drink
fruit
meat
vegetable
salad
￥ 10
sandwich
￥ 8
ice cream
￥ 12
hamburger
food
drink
fruit
meat
vegetable
salad
￥ 10
sandwich
￥ 8
ice cream
￥ 12
hamburger
food
drink
fruit
meat
vegetable
￥15
What would you like to eat
I’d like some salad.
food
drink
fruit
meat
vegetable
salad
￥ 10
sandwich
￥ 8
ice cream
￥ 12
hamburger
food
drink
fruit
meat
vegetable
￥15
salad
sandwich
￥ 8
ice cream
￥ 12
hamburger
food
drink
fruit
meat
vegetable
￥15
Would you like a sandwich
Yes,please.
可数名词sandwiches
Learn the word
food
drink
fruit
meat
vegetable
salad
￥ 10
sandwich
￥ 8
ice cream
￥ 12
hamburger
food
drink
fruit
meat
vegetable
￥15
salad
￥ 10
sandwich
ice cream
￥ 12
hamburger
food
drink
fruit
meat
vegetable
￥15
Would you like some ice cream
No,thanks.
Learn the word
food
drink
fruit
meat
vegetable
salad
￥ 10
sandwich
￥ 8
ice cream
￥ 12
hamburger
food
drink
fruit
meat
vegetable
￥15
salad
￥ 10
sandwich
￥ 8
ice cream
hamburger
food
drink
fruit
meat
vegetable
￥15
What would you like to eat
I’d like a hamburger.
Learn the word
food
drink
fruit
meat
vegetable
food
drink
fruit
meat
vegetable
￥ 5
tea
￥ 6
juice
￥ 4
coke
￥ 8
milk
food
drink
fruit
meat
vegetable
tea
￥ 6
juice
￥ 4
coke
￥ 8
milk
What would you like to drink
I’d like some tea.
Learn the word
What would Sarah like to eat
Watch and answer
What would you like to eat
Here you are, dear. Have some chicken sandwiches.
I‘d like a sandwich, please.
sandwich
Let’s check
ice cream
tea
hamburger
sandwich
salad
What can you see on the table
Let’s say
Let’s chant
What ,what, What would you like to eat
Hamburger,hamburger,I’d like a hamburger.
What ,what, What would you like to eat
Sandwich,sandwich,I’d like a sandwich.
What ,what, What would you like to drink
Tea,tea,I’d like some tea.
I’m hungry.
What would you like to ______
eat
I’d like a sandwich, please.
Here you are.
Thanks.
Ask and answer
I’m thirsty.
What would you like to ______
drink
I’d like some Coke, please.
Here you are.
Thanks.
Dialogue B
A: I’m thirsty.
B: What would you
like to drink
A: I’d like …
B: Here you are.
A: Thanks.
Dialogue A
A: I’m hungry.
B: What would you like
to eat
A: I’d like …
B: Here you are.
A: Thanks.
pair-work
orange juice
hamburger
sandwich
tea
bread
milk
salad
water
ice cream
beef noodles
chicken
orange juice
tea
hamburger
sandwich
milk
bread
salad
ice cream
beef noodles
A:What would you like to eat/drink B:I’d like …
Listen and finish your order.
Zoom’s order
Food: a sandwich, a hot dog, a hamburger…
Drink: some tea
What would you like to eat
What would you like to drink
I’d like a sandwich, a hot dog, a hamburger …
I’d like some tea.
Wu Binbin’s order
Food: rice, fish,
vegetables
Drink: soup
Sarah’s order
Food: salad,
chicken sandwich
Drink: juice
Wu Binbin would like to eat some_______________.
He would like to drink some____________________.
Sarah would like to eat some____________________.
She would like to drink some_____________________.
Tips:Sarah和Wu Binbin想吃点什么？喝点什么呢？根据提示完成文段。
Introduce
Group work
A: Can I help you
What would you like to …
B: I’d like …
A: OK. What would you like to …
B: I’d like ... Thank you.
A: You are welcome.
A: What would you like to …
C. …, please.
A: What about the …
C: … is OK.
Group-work
I‘m hungry and thirsty.
Task1: Watch and answer
1.What would Sarah’s father like to eat
2.What would Sarah’s father like to drink
1.What would Sarah’s father like to eat
A.some chicken
B.a hamburger
C.a sandwich
Father: I’m hungry.
Mother: What would you like to eat
Father: A sandwich , please.
Mother: OK.
2.What would Sarah’s father like to drink
A.water
B.tea
C.orange juice
Sarah: What would you like to drink
Father: I’d like some water. I’m thirsty!
Sarah: Here you are.
Father: Thanks.
Language points
询问对方想吃什么的句型
—What would you like to eat
—I’d like ...
询问对方想喝什么的句型
—What would you like to drink
—I’d like ...
Sarah: What would you like to drink
Father: I’d like some water. I’m thirsty!
Sarah: Here you are.
Father: Thanks.
Father: I’m hungry.
Mother: What would you like to eat
Father: A sandwich , please.
Mother: OK.
Listen and repeat
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.
Tips:选择其中一段或两段进行角色扮演，也可以选择复述文段。
Sarah’s father is ______. He would like to eat________.
Sarah’s father is ______. He would like to drink________.
Role play
Look. Sam is home. He is hungry and thirsty.
What would he say
Sam:Mum, I’m hungry.
Mum: ________________________
Sam: I’d like some salad.
Mum: What would you like to drink
Sam: _______________ I’m thirsty.
Mum: Here they are.
Sam: ________
What would you like to eat
A.What would you like to eat
B.Thanks.
C.I’d like some soup.
Thanks.
I’d like some soup.
Tips:读一读，
完成填空。
Read and fill
food
drink
Food or drink
What would you like to eat
What would you like to drink
chicken
and bread
salad
and rice
water
juice
soup
tea
What would you like to eat
What would you like to drink
I’d some....
I’d some....
Tips:小组合作，进行问答。
Ask and answer
Emotional education
We should keep a balanced diet.
Summary
words：
salad, sandwich, hamburger, ice cream, tea
sentences：
— What would you like to eat/drink
— I’d like …
谢谢
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（PEP版）五年级上学期
Unit3 What would you like 单元整体分析
一、单元整体概览
类别 内容
单元标题 Unit3 What would you like
主题 人与自我 人与社会 人与自然
单元主题 Healthy food and healthy life
主题群 生活与学习
单元子主题 饮食与健康 个人喜好与情感表达 身边事物与环境 同伴交往
主题意义 通过帮助学生认识到地域不同导致的晚餐食物的差异，关注到每一份晚餐的背后都有默默为此付出的人，引导学生理解每一份精心准备的食物里蕴含的感情，并激起学生主动承担为家人做晚餐的愿望。
2、课标分析
根据《义务教育英语课程标准(2022版)》相关要求，小学阶段英语课程教学目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心，培养学生一定的语感和良好的语音、语调基础，使他们形成初步用英语进行简单日常交流的能力，为进一步学习打下基础。按照基础教育阶段英语课程分纸总体区标省求，新课理留准带平气人分差对工年级学生全语言的力，文公意识.在课程实施这一块要求“加强单元教学的整体性”;明确了单元整体教学的重要性和必要性，要求教材各单元应围绕主题，选择适切的语篇材料，设计有利于学生接触、体验、感知、学习和运用语言的教学活动。
三、教材分析
本单元围绕Healthy food, healthy life这一主题开展，涉及四个语篇，包括三组对话，其中一篇是配图对话和一篇便条。
语篇→Dinner at home,它是一篇小学生日常生活对话。书本给出的主情景是Sarah放学回家后和爸爸妈妈在餐桌上吃饭的情景，主要句型是询问对方吃什么、喝什么及对应回答。
语篇二At the canteen,它也是一篇小学生日常生活对话。Sarah和Zhang Peng去学校餐厅吃饭，看着餐单，讨论喜欢的食物，语篇拓展和延伸了食物这一主题内容，呈现了有关询问自己喜欢的食物、品尝食物后的感受等相关语言及回答的基本句式。学生通过两个语篇的学习，能够与他人交流自己想吃和喜欢吃的食物。
语篇三Robin can cook,它是由两张吴斌斌和他爷爷写给机器人Robin的便条构成，其内容通过写各自的食物偏好告诉机器人Robin为它们准备好吃的食物。语篇要求学生根据真实生活中自己喜欢的食物，参考范例填充单词，完成一张留给机器人Robin的便条。
语篇四Dinner at the farm,讲述的故事内容是Zoom来到Zip的农场，Zip用农场里新鲜的食物做成健康美味的沙拉招待Zoom,它们互相合作，互相关心，享受自己做的健康美味食物，体验了农场里享受晚餐的快乐。整个故事宜传了健康饮食，引导学生多吃蔬菜沙拉等健康美味的食物。
四、学情分析
本单元的教学对象是小学五年级学生，大部分孩子对英语有着浓厚的学习兴趣，喜欢英语并愿意尝试用英语表达自己的想法，他们已经积累了一定的语言基础，具备基本的听说读写能力。学生在三年级上、下册和四年级上册接触过类似的话题，其中在三年级上册Unit 5 Let’s eat中，学生掌握句型I’d like some...和Can I have some...;核心单词：Juice, milk, bread等。在三年级下册Unit 5 Do you like pears 中，学生掌握句型：Do you like... Yes/No...;核心单词：pear, apple, orange, banana等。在四年级上册unit 5 Dinner’s ready 中，学生掌握句型：What would you like... I’d like...等核心句型和单词，所以五年级的学生对于饮食相关的食物和饮料有所了解，但是对于描述自己喜爱的食物及其原因，对中西方饮食文化的差异，对合理安排健康饮食还是认识不够全面，需要在本单元学习。
四、核心语言知识和技能与策略
单元主题： 饮食文化节
语篇 核心词汇 核心句式 技能与策略学习要点
（一）了解中西方饮食差异 有关食品类的单词：ice cream, tea, hamburger, sandwich, salad,drink, thirsty 询问并回答自己想要吃什么、喝什么：What would you like to eat/drink I’d like... ﹡根据图片和标题，推测对话的主题、语境及主要信息；﹡在语境中，根据单词的音、形、义学习词汇。
（二）谈谈自己最喜爱的食物 在语篇中理解新词：Delicious, beef noodles, favourite 询问和回答最喜欢的食物：What’s your favourite food I love...They’re delicious. ﹡通过询问并回答最喜欢的食物，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。
（三）介绍自己最喜欢的食物，并描述其的特征。 描述食物味道及特征的单词：fresh, healthy, delicious, hot, sweet 讨论最喜欢的食物及其原因：What’s your favourite food Ice cream. It’s sweet. ﹡在语境中，根据单词的音、形、义学习词汇。﹡能够在语境中运用这五个单词描述食物和饮品。
（四）了解现代科技对餐饮带来的改变 复习巩固本单元的单词：ice cream, sweet, salad, delicious等 写一写自己喜欢和不喜欢的食物：My favourite food is ice cream. It is sweet. I don’t like beef but chicken is OK. ﹡根据提供的对话支架，整合已学的单词和句型进行对话。﹡根据便条框架谈谈自己喜欢的食物和不喜欢的食物。
（五）品尝美食 复习巩固单元核心句型以及描述食品特征的单词：salad, tomatoes, carrots, onions, vegetables, fresh, delicious, healthy等 在语境中理解句型：No problem. The vegetables are so fresh. Please clean the vegetables. Be careful. Dinner at the farm is great! ﹡推断故事的画面、色彩、声音等传递的意义。﹡根据图片和核心语言推测故事的主要内容。﹡理解故事内容，朗读并表演故事
本单元的五个语篇从谈论“在家或餐厅点餐的问答”到“谈谈自己喜欢的食物和饮品”的表达方式，引导学会欣赏和尊重他人的饮食喜好，树立正确的价值观，保持合理健康的饮食习惯，坚持绿色生活。本单元在大任务“饮食文化节”的引领下划分为五个子话题，分为五个语篇进行课程教学，即“中西方饮食差异”“谈最喜爱的食物”“描述食物特征”“现代科技与饮食”“品尝美食”。各课时之间既相互独立，又紧密关联。各课时围绕单元主题和子话题展开，课时之间语言学习渗透在对语篇主题意义的探究中，学习活动由浅入深，理解性技能与表达性技能协同发展，有效帮助学生形成基于主题的结构化知识。
5、单元教学结构图
六、单元教学目标
单元教学目标 语篇
本单元学习后，学生能够：1.在情景中运用句型What would you like to eat/drink I’d like...和单词ice cream, tea, hamburger, sandwich, salad询问并回答自己想要吃什么、喝什么，了解中西方文化差异，树立国际视野，坚定文化自信。 （一）对话与词汇融合课Food around the world（第一课时）
2.在情景中运用句型What’s your favourite food I love...询问并回答最喜欢的食物，引导学生养成良好的饮食习惯，多吃健康的蔬菜瓜果，不暴饮暴食。 （二）对话与词汇融合课My favourite food（第二课时）
3. 在语境中理解描述食物味道及特征的单词，掌握其音形义，并能介绍自己最喜欢的食物及其原因。 （三）词汇课Describe the food（第三课时）
4.借助图片和在教师帮助下理解便条内容，了解便条的书写格式，获取写作技巧，写一写自己生活中喜欢和不喜欢的事物，了解现代科技对饮食行业的作用。 阅读课Robin will cook today（第四课时）
整合已学知识，理解故事故事内容，并能朗读和表演故事内容，掌握ow在单词中的发音规律，树立健康合理饮食观念，养成多吃健康美味的食物。 语音故事融合课Make a salad（第五课时）
8、教学评价
课时 Unit3 What would you like A let’s talk and let’s learn
语篇内容 Dinner at home 类型 词汇对话融合课
语篇分析 What: 本课时是本单元的第一课时，是A部分对话和单词的融合课。教材通过Sarah一家人用餐的情景展开对话词汇学习，询问并回答自己想要喝什么、吃什么，在语篇中学习五个有关食品类的单词的词形和意义。Sarah下午放学后肚子很饿，妈妈为她准备了丰富的晚餐，Sarah选择自己喜欢吃的食物，并主动关心刚下班回家的爸爸需要吃点什么和喝点什么。然后再创编Sam回家的情景，综合运用本课时的核心语言，然后进行拓展，对比中外饮食文化的差异。Why: 教材情景中对话交流用到的询问并回答自己想要吃什么、喝什么的语言，不仅可以提升学生独立思考的能力，还能培养学生与家人相互交流，互相关心的情感，通过对比中西方饮食的差异，树立国际视野，坚定文化自信，养成合理健康的饮食习惯。How: 本节课是一节对话和单词的融合课，将描述食品的五个单词巧妙地融入到语篇学习中，学习ice cream, tea, hamburger, sandwich和salad这五个单词地音形义，然后对接对话情景，展开对话学习，在情景中运用句型What would you like to eat/drink I’d like...通过Sarah一家人用餐的情景，感知和谐的家庭氛围，同时也了解到由于地域、人文差异导致中西方饮食也有很大的差异。
教学目标教学重点、难点 在听、说、认、读的活动中，掌握单词ice cream, tea, hamburger, sandwich，salad，thirsty的词形和意义，了解对话大意，运用正确的语音、语调朗读对话。（学习理解）在教师的帮助下，分角色，根据自己的能力选择表演的对话，根据教师已给的框架，补全对话，感知核心语言What would you like to eat/drink I’d like...在实际情景中的运用；（应用实践）简要评价Sarah一家人的用餐情景，感悟Sarah一家人和谐、温馨的家庭氛围，培养学生多关心家人的美好情感。（迁移创新）通过阅读拓展创编对话，综合运用本课时的核心句型和词汇询问他人或自己想要吃什么、喝什么，然后感悟中西方饮食文化的差异，树立国际视野，坚定文化自信。（应用实践）教学重点：掌握本课时的核心词汇和核心句型，学生能够在应用实践中运用本节课所学句型去询问并回答自己想要吃什么、喝什么，理解可数名词和不可数名词的单复数运用。教学难点：完成拓展部分的相关练习，正确使用可数名词和不可使名词的单复数运用，询问他人想吃什么和想喝什么。
资源选取及运用 教材、PPT及图片
教学过程：
教学目标 学习活动 效果评价
1.学习理解在听、说、认、读的活动中，掌握单词ice cream, tea, hamburger, sandwich，salad，thirsty的词形和意义。 1.Let’s chant2.Revision谁是大胃王3.Let’s try4.Let’s learnWhat would you like to eat I’d like some salad.Would you like a sandwich Yes,please.What would you like to eat I’d like a hamburger.5.Watch and answerWhat would Sarah like to eat Let’s checkI‘d like a sandwich, please.6.Let’s say：What can you see on the table 教师观察学生能否参与互动交流，根据需要调整领读与鼓励。教师根据学生发音情况，并且利用图片让学生理解短语的意思，给与指导与反馈教师根据学生不同的水平，结合教学中出现的问题给与指导与鼓励
设计意图：本阶段学习活动旨在帮学生在语境中理解学习内容，学习核心词汇和核心语言。学生在教师的指导下看图预测对话内容，在跟读模仿中模仿正确的语音语调，内化语言，为语言输出奠定基础。
教学目标 学习活动 效果评价
2.应用实践：在教师的帮助下，分角色，根据自己的能力选择表演的对话，根据教师已给的框架，补全对话，感知核心语言What would you like to eat/drink I’d like...在实际情景中的运用。 1.Let’s chant2.Ask and answer3.pair-work4.Listen and finish your order.5.Introduce6.Group workTask1: Watch and answer7.Listen and repeat8.Role play 教师观察学生运用核心语言进行交流的情况，根据学生表现给与指导与反馈。教师观察学生能否能够顺利完成连线题目，根据学生表现给与提示和指导。
设计意图：本阶段学习活动引导学生在游戏中巩固知识。特别是重点语句，在游戏中不知不觉完成知识的学习。
教学目标 学习活动 效果评价
3.迁移创新：简要评价Sarah一家人的用餐情景，感悟Sarah一家人和谐、温馨的家庭氛围，培养学生多关心家人的美好情感。 1.Read and fill2.Food or drink3.4.Ask and answer 教师观察学生在小组内运用所学语言交流，教师根据学生对问题的回应与反馈，引导讨论和正确的评价。及时给与帮助和鼓励
设计意图：本阶段的教学活动旨在帮助学生内化语言知识，将所学知识运用到实际中，从学习理解过渡到运用实践，为后面的迁移创新有了真实的感受和体验。
板书设计
阶梯式作业设计：
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