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英语五年级上册Unit 3 What would you like? Part A第一课时教案及反思
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这是一份英语五年级上册Unit 3 What would you like? Part A第一课时教案及反思，共8页。
The first perid(第一课时)
Part A Let’s try & Let’s talk
▶教学内容与目标
▶教学重点
1.学生能够听、说、认读单词“drink”和“thirsty”。
2.学生能够掌握四会句子“What wuld yu like t 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
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文录音、视频、单词卡片、人物头饰等。
Teaching purpse
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。然后通过观察、讨论主情景图，导入本单元的话题。
▶教学过程教材分析
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。教学重点是能够听、说、读、写核心句型“—What wuld yu like t eat/drink?—I’d like…” “—What’s yur favurite fd？ —I lve…”；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, delicius, ht, sweet”。
教学目标
知识与能力目标:
句型
·能够听、说、读、写句型“—What wuld yu like t eat/drink?—I’d like…”“—What’s yur favurite fd? —I lve…”
·能够在情景中运用句型“—What wuld yu like t eat/drink? —I’d like…”询问并回答某人想要吃什么、喝什么
·能够在情景中运用句型“—What’s yur favurite fd/drink? —I lve…”询问并回答最喜欢的食物或饮品
·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
·能够按照正确的意群和语音、语调朗读吴一凡和爷爷留给Rbin的便条，理解便条内容并完成读后选图活动及补全个性化便条的写的活动
词汇
·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, delicius, ht, 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
·能够在模拟点餐时运用上述单词填写菜单，或者根据图片的提示填充合适的单词描述食物或饮品
语音
·能够掌握字母组合w在单词中的发音规则，即w在单词中发/a/或//
·能够读出符合w发音规则的单词；并能够根据发音拼写出符合w发音规则的单词
·能够在单线上完成抄写句子的活动，做到书写规范正确
情感态度、文化意识、学习策略目标：
·能够保持健康的饮食习惯，坚持绿色生活
·能够了解中西方饮食方面的文化差异，如：餐具差异、餐桌礼仪、主食差异等
·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
·能够根据w的发音规则拼读、拼写单词
课时安排
第一课时： Part A Let’s try ＆ Let’s talk
第二课时： Part A Let’s learn ＆ Rle-play
第三课时： Part A Let’s spell
第四课时： Part B Let’s try ＆ Let’s talk
第五课时： Part B Let’s learn ＆ Lk, write and say
第六课时： Part B Read and write ＆ Let’s check ＆ Let’s wrap it up
课时教学内容
课时教学目标
Let’s try
·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
Let’s talk
·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 wuld yu like t 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
Step 1: Warm-up & Lead-in
1. Greetings.
2. Enjy the sng—What wuld yu like t eat tday?(出示课件)
(1) Play the sng fr the first time. Students nly enjy, and then try t fllw it t sing.
(2) Play the sng again. Ask students t chse the wrds that appear in the sng. The teacher ticks r crsses the wrds after students say the wrds.
3. Lead-in.
Shw the picture f the main scene n page 22 n the PPT. (出示课件) The sentences f the picture are cvered.
T：Lk! This is Sarah’s family. They are ready fr dinner. What are they talking abut? Sarah’s mther’s favurite fd is salad. Sarah’s father likes sandwiches. Oh, they are talking abut fd.
Write dwn the tpic “Unit 3 What wuld yu like?” n the blackbard.
Step 2: Presentatin
Teaching purpse
引导学生进行预测，培养学生的听力技巧。
1. Let’s try.
T：Sarah is hungry. (D the actin f “hungry”.) What wuld she like t eat? Read the cntent f “Let’s try”. (出示课件) Guess the answers.
Students say ut their guessing. Then the teacher plays the recrding. (出示课件) Ask students t try t catch the key infrmatin, 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 t read the sentences with answers.
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。
Teaching purpse
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：Lk at the picture! What are they talking abut?
Ss：They are talking abut fd.
T：Yes. Sarah’s father cmes back hme. He is very tired. Is he hungry? Let’s listen carefully.
Play the recrding. (课件出示：教材P24 Let’s talk板块的第一段音频) Let students listen and try t answer the questin.
T：Is Sarah’s father hungry? Ss：Yes, he is.
②Watch and answer.
T：Sarah wuld like sme bread and chicken. Sarah’s father is hungry. What wuld he like t eat? Let’s watch the cartn. Then try t find the answer.
Play the cartn. (课件出示：教材P24 Let’s talk板块的第一段视)
Lead students t watch and find the answer. Shw the picture f “sandwich” and help students learn the wrd “sandwich” (sand+ wich =sandwich). (出示课件) Ask students t pay attentin t the prnunciatin.
T：Nw I’m Sarah’s mther, and yu are her father. I ask and yu answer. What wuld yu like t eat?
Ss：A sandwich, please.
Then exchange the rles. The teacher writes dwn the sentences n the blackbard. At the same time, students read them alud.
Teaching purpse
通过让学生仔细观察图片，培养学生的观察能力和逻辑思维能力。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。
(2)Learn Picture 2. (出示课件)
①Observe the picture and answer.
T：Sarah’s father is full nw. But he is thirsty. What wuld he like t drink?
T：(Pint t the water.) Lk! What’s this?
Ss：Water!/A cup f water.
T：Yes. Water! Sarah’s father is thirsty. What wuld he like t drink?
Ss：Sme water.
T：Yes, he’d like sme water.
Say the wrds “thirsty” and “drink” in a tne f emphasis with sme actins. Help students learn the wrds “thirsty” and “drink” with wrd cards and actins.
②Watch and answer.
T：Nw, yu are Sarah’s father and I’m Sarah. Watch the cartn and try t answer my questin. (课件出示：教材P24 Let’s talk板块的第二段视频)
T：What wuld yu like t drink? Ss：I’d like sme water.
Explain that “I’d like…” equals t “I wuld like…” and teach students t read the tw sentence patterns. Then write them dwn n the blackbard. Students practice these sentence patterns n the blackbard after the teacher.
Teaching purpse
本环节旨在强化学生对文本的阅读及理解。在语境中落实核心句型的运用，确保学生能正确而流利地朗读。
3. Read and act.
(1) Read after the recrding.
The teacher plays the recrding. (出示课件) Students read after it and pay attentin t the prnunciatin and the intnatin. Then students read tgether. Bys read first, then girls read. They can have a cmpetitin. At last, students read freely.
(2) Rle-play.
First, the teacher can make a mdel. Then students wrk in pairs. It can be dne between the teacher and students r bys and girls.
(3) Act ut the dialgues.
Let students act ut the dialgues with the headwears. Praise the students wh d a gd jb and then crrect the mistakes. Encurage mre students t participate.
Step 3: Practice
Teaching purpse
先提供食物和饮品类单词、词组作为语言支架，引导学生表达自己所需，后利用“开火车”游戏进行问与答的练习，逐步深入，大大地降低操练难度，能够更好地提升学生的参与度和参与热情，激发学生的兴趣。反复的操练可以强化学生对目标句型的理解与掌握。
1 Can yu find their huses?
T：Lk, these wrds lse their ways. Can yu help them find their huses?
Students finish the task.
Check the answers tgether. (出示课件)
Help students say sme sentences with the sentence pattern “I’d like sme…” accrding t the wrds abve.
2 Ask and answer.
Shw the picture f “Ask and answer”. （出示课件）
Students ask and answer accrding t the PPT. They can d like this：
A：What wuld yu like t eat? B：I’d like sme…
A：What wuld yu like t drink? B：I’d like sme…
Students can play the game “Drive a train” t practice. The first student asks, and the secnd student answers. Then they can exchange.
Step 4: Cnslidatin & Extensin
1. Make a new dialgue.
Students wrk in grups f fur.
Teaching purpse
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。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。
T：Nw try t make a new dialgue in yur grups. First, I’ll make a mdel with ne f yu.
T：Hi! Are yu hungry/thirsty? S1：Yes. (I’m hungry/thirsty.)
T：What wuld yu like t eat/drink? S1：I’d like sme bread/ range juice.
T：Here yu are. S1：Thank yu.
2. Shw their new dialgues.
Ask sme grups t shw their dialgues. Give evaluatins t them.
3. Emtinal educatin.
Shw sme pictures. (课件出示：不同职业的爸爸妈妈辛苦工作的图片) Lead students t care fr and lve their parents.
▶板书设计
▶作业设计
1. Cpy the key sentences.
2. Practice the dialgues.
3. D the exercises. (见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶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。
▶Teaching Cntents & Teaching Aims
Let’s try
·Be able t perceive the key sentence patterns f Part A and finish the listening task.
Let’s talk
·Be able t understand the main ideas f the dialgues with the help f the pictures and the teacher.
·Be able t read the dialgues accrding t the crrect prnunciatin, intnatin and sense grup and act them ut.
·Be able t use the key sentence patterns t ask and answer in real situatins.
·Be able t understand the new wrds in the cntext and prnunce them crrectly.
▶Teaching Pririties
·Be able t listen, speak and read the wrds “drink, thirsty”.
·Be able t master the sentence “What wuld yu like t eat/drink?” and answer with the sentence pattern“I’d like…”
▶Teaching Difficulties
·Be able t use the sentence patterns t talk abut the tpic f diet in the real situatin flexibly.
▶Teaching Prcedures
（续表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Enjy the sng—What wuld yu like t eat tday？
3. Lead-in.
Shw the picture f page 22.
1. Greetings.
2. Enjy the sng and chse the wrds that appear in the sng.
3. Lk at the picture.
Create a pleasant learning atmsphere. Activate students’ learning interest. Help students perceive the key sentence patterns. Lead in the new lessn.
Presentatin
1. Let’s try.
Lead students t guess. Play the recrding. Check the answers with students.
Guess the answers. Listen t the recrding and fill in the blanks. Check the answers with the teacher.
Cultivate students’ listening skills by leading students t predict.
2. Let’s talk.
(1) Learn Picture 1.
①Listen and answer.
Shw the picture. Ask a questin. Play the recrding.
②Watch and answer.
Ask a questin t lead students t understand the dialgue. Play the cartn. Teach the wrd “sandwich” and the key sentences.
①Listen t the recrding and answer the questin.
②Watch the cartn and answer the questin. Learn the wrd “sandwich” and the key sentences.
Help students get an verall perceptin f the dialgue.
Imprve their abilities f listening and deepen their understanding f the text. Enhance their impressin f the key sentence patterns effectively.
(2) Learn Picture 2.
①Observe the picture and answer. Shw the picture and ask questins. Lead students t think. Teach the wrds “thirsty, drink” with wrd cards and actins.
②Watch and answer.
Play the cartn. Teach the key sentence patterns and explain that “I’d like…” equals t “I wuld like…”
Lk at the picture and watch the cartn. Answer the questins. Learn the wrds“thirsty, drink”， the key sentence patterns “—What wuld yu like t drink? —I’d like…” and understand that “I’d like…” equals t “I wuld like…”
Cultivate students’ bservatin and lgical thinking abilities by the picture. Help students find ut the key infrmatin by watching the cartn. Use questins t lead students t learn the key sentence patterns. Cultivate students’ reading skills.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Presentatin
3. Read and act.
Play the recrding and make a mdel.
Read after the recrding. Read tgether and read freely. Practice the dialgues and act them ut.
Help students read and understand the text. Cnslidate the use f the key sentence patterns in cntext. Make sure students read the dialgues crrectly and fluently.
Practice
1. Can yu find their huses? Shw tw huses and sme wrds.
2. Ask and answer.
Shw the picture f “Ask and answer”.
1. Help the wrds find their huses. Practice the sentence pattern “I’d like…” accrding t the wrds.
2. Practice the key sentence patterns thrugh the game.
Enhance students’ participatin. Aruse students’ learning interest and enthusiasm. Help them understand and grasp the key wrds and sentence patterns by a series f activities.
Cnslidatin
&
Extensin
1. Make a new dialgue.
2. Shw their new dialgues.
3. Emtinal educatin.
1. Wrk in grups t make dialgues.
2. Shw the dialgues.
3. Lk at these pictures and think.
Cultivate students’ cmprehensive language using abilities by letting them make up new dialgues and shwing. Achieve the emtinal gals by asking students t bserve the pictures and think.
Hmewrk
1. Cpy the key sentences.
2. Practice the dialgues.
3. D the exercises.
The first perid(第一课时)
Part A Let’s try & Let’s talk
▶教学内容与目标
▶教学重点
1.学生能够听、说、认读单词“drink”和“thirsty”。
2.学生能够掌握四会句子“What wuld yu like t 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
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文录音、视频、单词卡片、人物头饰等。
Teaching purpse
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。然后通过观察、讨论主情景图，导入本单元的话题。
▶教学过程教材分析
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。教学重点是能够听、说、读、写核心句型“—What wuld yu like t eat/drink?—I’d like…” “—What’s yur favurite fd？ —I lve…”；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, delicius, ht, sweet”。
教学目标
知识与能力目标:
句型
·能够听、说、读、写句型“—What wuld yu like t eat/drink?—I’d like…”“—What’s yur favurite fd? —I lve…”
·能够在情景中运用句型“—What wuld yu like t eat/drink? —I’d like…”询问并回答某人想要吃什么、喝什么
·能够在情景中运用句型“—What’s yur favurite fd/drink? —I lve…”询问并回答最喜欢的食物或饮品
·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
·能够按照正确的意群和语音、语调朗读吴一凡和爷爷留给Rbin的便条，理解便条内容并完成读后选图活动及补全个性化便条的写的活动
词汇
·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, delicius, ht, 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
·能够在模拟点餐时运用上述单词填写菜单，或者根据图片的提示填充合适的单词描述食物或饮品
语音
·能够掌握字母组合w在单词中的发音规则，即w在单词中发/a/或//
·能够读出符合w发音规则的单词；并能够根据发音拼写出符合w发音规则的单词
·能够在单线上完成抄写句子的活动，做到书写规范正确
情感态度、文化意识、学习策略目标：
·能够保持健康的饮食习惯，坚持绿色生活
·能够了解中西方饮食方面的文化差异，如：餐具差异、餐桌礼仪、主食差异等
·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
·能够根据w的发音规则拼读、拼写单词
课时安排
第一课时： Part A Let’s try ＆ Let’s talk
第二课时： Part A Let’s learn ＆ Rle-play
第三课时： Part A Let’s spell
第四课时： Part B Let’s try ＆ Let’s talk
第五课时： Part B Let’s learn ＆ Lk, write and say
第六课时： Part B Read and write ＆ Let’s check ＆ Let’s wrap it up
课时教学内容
课时教学目标
Let’s try
·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
Let’s talk
·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 wuld yu like t 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
Step 1: Warm-up & Lead-in
1. Greetings.
2. Enjy the sng—What wuld yu like t eat tday?(出示课件)
(1) Play the sng fr the first time. Students nly enjy, and then try t fllw it t sing.
(2) Play the sng again. Ask students t chse the wrds that appear in the sng. The teacher ticks r crsses the wrds after students say the wrds.
3. Lead-in.
Shw the picture f the main scene n page 22 n the PPT. (出示课件) The sentences f the picture are cvered.
T：Lk! This is Sarah’s family. They are ready fr dinner. What are they talking abut? Sarah’s mther’s favurite fd is salad. Sarah’s father likes sandwiches. Oh, they are talking abut fd.
Write dwn the tpic “Unit 3 What wuld yu like?” n the blackbard.
Step 2: Presentatin
Teaching purpse
引导学生进行预测，培养学生的听力技巧。
1. Let’s try.
T：Sarah is hungry. (D the actin f “hungry”.) What wuld she like t eat? Read the cntent f “Let’s try”. (出示课件) Guess the answers.
Students say ut their guessing. Then the teacher plays the recrding. (出示课件) Ask students t try t catch the key infrmatin, 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 t read the sentences with answers.
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。
Teaching purpse
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：Lk at the picture! What are they talking abut?
Ss：They are talking abut fd.
T：Yes. Sarah’s father cmes back hme. He is very tired. Is he hungry? Let’s listen carefully.
Play the recrding. (课件出示：教材P24 Let’s talk板块的第一段音频) Let students listen and try t answer the questin.
T：Is Sarah’s father hungry? Ss：Yes, he is.
②Watch and answer.
T：Sarah wuld like sme bread and chicken. Sarah’s father is hungry. What wuld he like t eat? Let’s watch the cartn. Then try t find the answer.
Play the cartn. (课件出示：教材P24 Let’s talk板块的第一段视)
Lead students t watch and find the answer. Shw the picture f “sandwich” and help students learn the wrd “sandwich” (sand+ wich =sandwich). (出示课件) Ask students t pay attentin t the prnunciatin.
T：Nw I’m Sarah’s mther, and yu are her father. I ask and yu answer. What wuld yu like t eat?
Ss：A sandwich, please.
Then exchange the rles. The teacher writes dwn the sentences n the blackbard. At the same time, students read them alud.
Teaching purpse
通过让学生仔细观察图片，培养学生的观察能力和逻辑思维能力。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。
(2)Learn Picture 2. (出示课件)
①Observe the picture and answer.
T：Sarah’s father is full nw. But he is thirsty. What wuld he like t drink?
T：(Pint t the water.) Lk! What’s this?
Ss：Water!/A cup f water.
T：Yes. Water! Sarah’s father is thirsty. What wuld he like t drink?
Ss：Sme water.
T：Yes, he’d like sme water.
Say the wrds “thirsty” and “drink” in a tne f emphasis with sme actins. Help students learn the wrds “thirsty” and “drink” with wrd cards and actins.
②Watch and answer.
T：Nw, yu are Sarah’s father and I’m Sarah. Watch the cartn and try t answer my questin. (课件出示：教材P24 Let’s talk板块的第二段视频)
T：What wuld yu like t drink? Ss：I’d like sme water.
Explain that “I’d like…” equals t “I wuld like…” and teach students t read the tw sentence patterns. Then write them dwn n the blackbard. Students practice these sentence patterns n the blackbard after the teacher.
Teaching purpse
本环节旨在强化学生对文本的阅读及理解。在语境中落实核心句型的运用，确保学生能正确而流利地朗读。
3. Read and act.
(1) Read after the recrding.
The teacher plays the recrding. (出示课件) Students read after it and pay attentin t the prnunciatin and the intnatin. Then students read tgether. Bys read first, then girls read. They can have a cmpetitin. At last, students read freely.
(2) Rle-play.
First, the teacher can make a mdel. Then students wrk in pairs. It can be dne between the teacher and students r bys and girls.
(3) Act ut the dialgues.
Let students act ut the dialgues with the headwears. Praise the students wh d a gd jb and then crrect the mistakes. Encurage mre students t participate.
Step 3: Practice
Teaching purpse
先提供食物和饮品类单词、词组作为语言支架，引导学生表达自己所需，后利用“开火车”游戏进行问与答的练习，逐步深入，大大地降低操练难度，能够更好地提升学生的参与度和参与热情，激发学生的兴趣。反复的操练可以强化学生对目标句型的理解与掌握。
1 Can yu find their huses?
T：Lk, these wrds lse their ways. Can yu help them find their huses?
Students finish the task.
Check the answers tgether. (出示课件)
Help students say sme sentences with the sentence pattern “I’d like sme…” accrding t the wrds abve.
2 Ask and answer.
Shw the picture f “Ask and answer”. （出示课件）
Students ask and answer accrding t the PPT. They can d like this：
A：What wuld yu like t eat? B：I’d like sme…
A：What wuld yu like t drink? B：I’d like sme…
Students can play the game “Drive a train” t practice. The first student asks, and the secnd student answers. Then they can exchange.
Step 4: Cnslidatin & Extensin
1. Make a new dialgue.
Students wrk in grups f fur.
Teaching purpse
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。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。
T：Nw try t make a new dialgue in yur grups. First, I’ll make a mdel with ne f yu.
T：Hi! Are yu hungry/thirsty? S1：Yes. (I’m hungry/thirsty.)
T：What wuld yu like t eat/drink? S1：I’d like sme bread/ range juice.
T：Here yu are. S1：Thank yu.
2. Shw their new dialgues.
Ask sme grups t shw their dialgues. Give evaluatins t them.
3. Emtinal educatin.
Shw sme pictures. (课件出示：不同职业的爸爸妈妈辛苦工作的图片) Lead students t care fr and lve their parents.
▶板书设计
▶作业设计
1. Cpy the key sentences.
2. Practice the dialgues.
3. D the exercises. (见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶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。
▶Teaching Cntents & Teaching Aims
Let’s try
·Be able t perceive the key sentence patterns f Part A and finish the listening task.
Let’s talk
·Be able t understand the main ideas f the dialgues with the help f the pictures and the teacher.
·Be able t read the dialgues accrding t the crrect prnunciatin, intnatin and sense grup and act them ut.
·Be able t use the key sentence patterns t ask and answer in real situatins.
·Be able t understand the new wrds in the cntext and prnunce them crrectly.
▶Teaching Pririties
·Be able t listen, speak and read the wrds “drink, thirsty”.
·Be able t master the sentence “What wuld yu like t eat/drink?” and answer with the sentence pattern“I’d like…”
▶Teaching Difficulties
·Be able t use the sentence patterns t talk abut the tpic f diet in the real situatin flexibly.
▶Teaching Prcedures
（续表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Lead-in
1. Greetings.
2. Enjy the sng—What wuld yu like t eat tday？
3. Lead-in.
Shw the picture f page 22.
1. Greetings.
2. Enjy the sng and chse the wrds that appear in the sng.
3. Lk at the picture.
Create a pleasant learning atmsphere. Activate students’ learning interest. Help students perceive the key sentence patterns. Lead in the new lessn.
Presentatin
1. Let’s try.
Lead students t guess. Play the recrding. Check the answers with students.
Guess the answers. Listen t the recrding and fill in the blanks. Check the answers with the teacher.
Cultivate students’ listening skills by leading students t predict.
2. Let’s talk.
(1) Learn Picture 1.
①Listen and answer.
Shw the picture. Ask a questin. Play the recrding.
②Watch and answer.
Ask a questin t lead students t understand the dialgue. Play the cartn. Teach the wrd “sandwich” and the key sentences.
①Listen t the recrding and answer the questin.
②Watch the cartn and answer the questin. Learn the wrd “sandwich” and the key sentences.
Help students get an verall perceptin f the dialgue.
Imprve their abilities f listening and deepen their understanding f the text. Enhance their impressin f the key sentence patterns effectively.
(2) Learn Picture 2.
①Observe the picture and answer. Shw the picture and ask questins. Lead students t think. Teach the wrds “thirsty, drink” with wrd cards and actins.
②Watch and answer.
Play the cartn. Teach the key sentence patterns and explain that “I’d like…” equals t “I wuld like…”
Lk at the picture and watch the cartn. Answer the questins. Learn the wrds“thirsty, drink”， the key sentence patterns “—What wuld yu like t drink? —I’d like…” and understand that “I’d like…” equals t “I wuld like…”
Cultivate students’ bservatin and lgical thinking abilities by the picture. Help students find ut the key infrmatin by watching the cartn. Use questins t lead students t learn the key sentence patterns. Cultivate students’ reading skills.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Presentatin
3. Read and act.
Play the recrding and make a mdel.
Read after the recrding. Read tgether and read freely. Practice the dialgues and act them ut.
Help students read and understand the text. Cnslidate the use f the key sentence patterns in cntext. Make sure students read the dialgues crrectly and fluently.
Practice
1. Can yu find their huses? Shw tw huses and sme wrds.
2. Ask and answer.
Shw the picture f “Ask and answer”.
1. Help the wrds find their huses. Practice the sentence pattern “I’d like…” accrding t the wrds.
2. Practice the key sentence patterns thrugh the game.
Enhance students’ participatin. Aruse students’ learning interest and enthusiasm. Help them understand and grasp the key wrds and sentence patterns by a series f activities.
Cnslidatin
&
Extensin
1. Make a new dialgue.
2. Shw their new dialgues.
3. Emtinal educatin.
1. Wrk in grups t make dialgues.
2. Shw the dialgues.
3. Lk at these pictures and think.
Cultivate students’ cmprehensive language using abilities by letting them make up new dialgues and shwing. Achieve the emtinal gals by asking students t bserve the pictures and think.
Hmewrk
1. Cpy the key sentences.
2. Practice the dialgues.
3. D the exercises.
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