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Unit 3 What would you like （教案） 人教PEP版英语五年级上册
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这是一份Unit 3 What would you like （教案） 人教PEP版英语五年级上册，共6页。
第五课时一、课时内容教科书第29页：Read and write Let’s check二、课时分析Read and write部分围绕本单元核心句型"What's your favourite food?"展开，以阅读和写作为主要训练方法。Let's check部分延续了核心句型"What would you like?"，以听力训练为主。这两个部分的内容结合起来，从听、读和写三个方面对学生本单元的学习进行了全面的总结和考核。在第一部分Read and write中，分为两个小环节。首先，学生需要阅读短文并回答问题；接着，他们需要仿照短文中的句子写一段话。第一个环节为第二个环节提供了基础，学生是否能够理解短文中的句子结构将影响他们在写作训练中是否能够准确表达。本课时的短文涵盖两封信件，两封信主题相同，句型也相似，重要句型包括："My favourite food is…"，"I like…but not…"，"I don’t like…but…is OK"。在这一部分的学习中，理解短文是基础，掌握核心句型则是关键，只有掌握核心句型才能在写作中运用自如。听、说、读、写是英语学习的四项基础技能。在三、四年级，学生的英语学习侧重于听、说、读方面，而写方面的要求主要集中于写单词。然而，进入五年级后，经过两年的学习，学生应该开始练习运用书面表达的方式来传递信息，完成日常交际。将阅读与写作结合是培养小学生写作能力的一种方式。通过阅读短文，然后进行仿写、补全句子等练习，可以激发学生的写作兴趣，同时提高他们的语言运用能力。在五年级，英语教师应该开始注重学生写作技能的培养和训练。在写作训练之后，Let's check板块继续对学生的听力能力进行考核。这一板块包括两个听力环节。首先，学生需要根据听到的内容选择正确的图片；然后，他们需要再次听录音内容，根据所听到的内容和提出的问题填写完整的句子。这个板块的设计要求学生不仅理解句子的意思，还要听懂英语内容。在听录音之前，教师应该提醒学生仔细分析听力部分的题目，阅读指令语，为即将听到的录音内容进行相对准确的预测。这种准确的预测能力可以通过认真审题来培养，对提高学生听力的准确性非常有帮助。本课时是第三单元的最后一个课时，旨在通过综合运用新知识点，对学生进行全面的考查和总结。因此，可以设计一些侧重于知识点综合应用的游戏活动来辅助教学，提高学生在英语学习中的全面素质。三、课时目标1、会听、说、认读单词：Dear, onion2、能够运用重要句型：My favourite food is…/I don’t like…but…is OK./I like…but not… 进行简单的写作。3、能听懂核心句型：What would…like?/What is…favourite drink?四、课时重难点课时重点1、会听、说、认读单词：Dear, onion2、能听懂核心句型：What would…like?/What is…favourite drink?3、能够在图片的帮助下正确理解吴斌斌和爷爷写给罗宾的信，能够按照正确的意群即语音、语调朗读信件。4、能够运用重要句型：My favourite food is…/I don’t like…but…is OK./I like…but not… 进行简单的写作。课时难点能够运用重要句型：My favourite food is…/I don’t like…but…is OK./I like…but not… 进行简单的写作。五、教学准备教师课前精心制作PPT课件，准备相关单词卡片六、教学过程1. Warm-up:T: Hello, boys and girls.Ss: Hello, Miss/Mr…(Teacher shows cards with the 5 words learned in the previous lesson)T: Please read these words loudly, like this: "fresh, fresh新鲜的," OK?Ss: OK.(Teacher shows each word card one by one, students read aloud)Ss: Fresh, fresh, 新鲜的. Healthy, healthy 健康的. Delicious, delicious 美味的. Hot, hot 辣的. Sweet, sweet, 甜的.(Teacher divides students into groups of 5 and they form a train using the words to speak, avoiding repetition. Teacher provides a template: "I love ____. It is/They are ____. What about you?")Design Intent: Reviewing important words from the previous lesson. Reading words from the cards tests students' recognition ability. The train speaking exercise tests listening and speaking skills.2. Introduction:T: Do you like robots? Do you know what robots can do? Now let’s watch a video.(Teacher plays a video introducing robot functions, students watch.)Design Intent: Robots are an interesting topic for many, especially for fifth-grade students. Introducing robot functions can capture their attention and introduce the upcoming text "Robin will cook today."3. New Lesson Presentation:(1) Teaching the text "Robin will cook today"T: Our friend Robin is a robot too. He is very helpful at home. What can Robin do?(Teacher plays "Robin will cook today" video, students watch.)Design Intent: Video engages students visually, stimulating their senses. After watching the video, students might have some questions about the details, which encourages them to read the text more carefully.T: Students read the text on page 29 of the textbook, then answer questions on the PPT.Question 1: What is Binbin’s favorite food? __________________________Question 2: What is grandpa’s favorite food? _________________________Question 3: Wu Binbin doesn't like __________.A. chicken B. beefQuestion 4: Grandpa doesn't like __________.A. vegetables B. chicken C. carrotsAnswers: 1. Wu Binbin’s favorite food is ice cream.2. Grandpa’s favorite food is chicken.B 4. CDesign Intent: Reading provides accurate information for deep understanding. Answering questions after reading focuses their reading and understanding.T: Teacher guides students to read each sentence of this part, clarifying any doubts and explaining the meaning of "Dear" as "亲爱的," the plural form of "onion," and the sentence structures "I like…but not…/I don’t like…but…" as "我喜欢…但是不喜欢…" and "我不喜欢…但…还可以."T: Students translate the note from Binbin to Robin using the provided content, and teacher corrects their translations for fluency.Dear Robin, 亲爱的罗宾My favorite food is ice cream. 我最喜欢的食物是冰淇淋。It is sweet. 它是甜的。I don’t like beef but chicken is OK. 我不喜欢牛肉，但鸡肉还可以。Onions are my favorite vegetable. 洋葱是我最喜欢的蔬菜。I like salad very much. 我非常喜欢沙拉。Thank you! 谢谢你！Binbin 一帆Design Intent: Translating the text helps students understand sentence structures and practice reading English.T: Students complete the exercises on page 29 of the textbook. Teacher guides them to eliminate wrong choices and select the correct answers.Answers: The first picture.Design Intent: Tests comprehensive understanding and analytical skills.T: Students take turns reading the notes written by Wu Binbin and grandpa to robot Robin, while teacher corrects their pronunciation and pauses.(2) Writing PracticeT: Complete the dialogues based on prompts.A: What is your favorite food?B: My favorite food is beef noodles.A: What is your favorite drink?B: Milk, I like it very much.A: Do you like ice cream?B: No, I don’t like ice cream, it is too sweet.Design Intent: Dialogue completion tests sentence construction and grammar usage, building a foundation for writing.T: Divide the writing template on page 29 into 4 parts and distribute them randomly to groups of 4. Have them work together to complete the sentences and integrate them into a coherent paragraph.Design Intent: Imitative writing fosters writing skills.(3) Teaching Let's CheckIn this listening exercise, there are two questions. The first question involves analyzing pictures and choosing the correct one, which requires identifying similarities and differences between the options. This practice aims to develop purposeful listening.T: Play the listening recording, students listen and answer.T: Play the recording again, students paraphrase and check their answers.Listening material: What would Amy like? Listen and tickMum: Hey, Amy. What would you like for dinner?Amy: I’d like two sandwiches and a salad, please.Mum: What would you like to drink?Amy: Tea, please. It’s my favorite drink.Mum: OK. No problem.Answers: Picture 1Design Intent: Listening skills training, focusing on purposeful listening.Consolidation Practice(1) T: Show pictures from pages 22 and 23 of the textbook. Have students analyze the pictures and work in pairs to design dialogues using the core sentence patterns "What would you like to eat/drink?" and "What is your favorite food?" Incorporate key vocabulary words learned in this unit. Students then perform the dialogues.Design Intent: Integrating vocabulary and sentence patterns into dialogues for comprehensive application.(2) T: Divide students into pairs. Each pair chooses a theme from "What would you like" or "What is your favorite food" and creates a dialogue with questions. After practicing, selected pairs perform their dialogues in front of the class.Design Intent: Tests speaking, listening, and writing abilities in a comprehensive way.(3) Robin is at Your Home!If robot Robin wants to cook a delicious meal for you, what would you like to eat? Write a letter to him and share it with your classmates. You can use the writing template as a reference.Dear Robin,My favorite food is chicken; it's delicious. I also enjoy vegetables; they're healthy. However, I'm not a fan of onions. My sister loves sweet treats; ice cream is her favorite. She also likes vegetables but not potatoes.Thank you!XXXDesign Intent: Writing exercise to reinforce learning and encourage creativity.5. Conclusion:T: Students, in this lesson, we learned two new words: "Dear" and "onion." We also practiced using two key sentence structures: "I like…but not…" and "I don’t like…but…is OK." Remember these structures for writing. Listening, speaking, reading, and writing are all important aspects of learning English. Focus on improving your weaknesses, especially listening and writing. Let's end with the unit's theme song, "What would you like to eat today?"(Teacher plays the song, and the class sings along.)板书设计Unit 3 第五课时单词：Dear 亲爱的 句子：My favourite food is…onion洋葱 I like…but not… I don’t like…but…is OK
第五课时一、课时内容教科书第29页：Read and write Let’s check二、课时分析Read and write部分围绕本单元核心句型"What's your favourite food?"展开，以阅读和写作为主要训练方法。Let's check部分延续了核心句型"What would you like?"，以听力训练为主。这两个部分的内容结合起来，从听、读和写三个方面对学生本单元的学习进行了全面的总结和考核。在第一部分Read and write中，分为两个小环节。首先，学生需要阅读短文并回答问题；接着，他们需要仿照短文中的句子写一段话。第一个环节为第二个环节提供了基础，学生是否能够理解短文中的句子结构将影响他们在写作训练中是否能够准确表达。本课时的短文涵盖两封信件，两封信主题相同，句型也相似，重要句型包括："My favourite food is…"，"I like…but not…"，"I don’t like…but…is OK"。在这一部分的学习中，理解短文是基础，掌握核心句型则是关键，只有掌握核心句型才能在写作中运用自如。听、说、读、写是英语学习的四项基础技能。在三、四年级，学生的英语学习侧重于听、说、读方面，而写方面的要求主要集中于写单词。然而，进入五年级后，经过两年的学习，学生应该开始练习运用书面表达的方式来传递信息，完成日常交际。将阅读与写作结合是培养小学生写作能力的一种方式。通过阅读短文，然后进行仿写、补全句子等练习，可以激发学生的写作兴趣，同时提高他们的语言运用能力。在五年级，英语教师应该开始注重学生写作技能的培养和训练。在写作训练之后，Let's check板块继续对学生的听力能力进行考核。这一板块包括两个听力环节。首先，学生需要根据听到的内容选择正确的图片；然后，他们需要再次听录音内容，根据所听到的内容和提出的问题填写完整的句子。这个板块的设计要求学生不仅理解句子的意思，还要听懂英语内容。在听录音之前，教师应该提醒学生仔细分析听力部分的题目，阅读指令语，为即将听到的录音内容进行相对准确的预测。这种准确的预测能力可以通过认真审题来培养，对提高学生听力的准确性非常有帮助。本课时是第三单元的最后一个课时，旨在通过综合运用新知识点，对学生进行全面的考查和总结。因此，可以设计一些侧重于知识点综合应用的游戏活动来辅助教学，提高学生在英语学习中的全面素质。三、课时目标1、会听、说、认读单词：Dear, onion2、能够运用重要句型：My favourite food is…/I don’t like…but…is OK./I like…but not… 进行简单的写作。3、能听懂核心句型：What would…like?/What is…favourite drink?四、课时重难点课时重点1、会听、说、认读单词：Dear, onion2、能听懂核心句型：What would…like?/What is…favourite drink?3、能够在图片的帮助下正确理解吴斌斌和爷爷写给罗宾的信，能够按照正确的意群即语音、语调朗读信件。4、能够运用重要句型：My favourite food is…/I don’t like…but…is OK./I like…but not… 进行简单的写作。课时难点能够运用重要句型：My favourite food is…/I don’t like…but…is OK./I like…but not… 进行简单的写作。五、教学准备教师课前精心制作PPT课件，准备相关单词卡片六、教学过程1. Warm-up:T: Hello, boys and girls.Ss: Hello, Miss/Mr…(Teacher shows cards with the 5 words learned in the previous lesson)T: Please read these words loudly, like this: "fresh, fresh新鲜的," OK?Ss: OK.(Teacher shows each word card one by one, students read aloud)Ss: Fresh, fresh, 新鲜的. Healthy, healthy 健康的. Delicious, delicious 美味的. Hot, hot 辣的. Sweet, sweet, 甜的.(Teacher divides students into groups of 5 and they form a train using the words to speak, avoiding repetition. Teacher provides a template: "I love ____. It is/They are ____. What about you?")Design Intent: Reviewing important words from the previous lesson. Reading words from the cards tests students' recognition ability. The train speaking exercise tests listening and speaking skills.2. Introduction:T: Do you like robots? Do you know what robots can do? Now let’s watch a video.(Teacher plays a video introducing robot functions, students watch.)Design Intent: Robots are an interesting topic for many, especially for fifth-grade students. Introducing robot functions can capture their attention and introduce the upcoming text "Robin will cook today."3. New Lesson Presentation:(1) Teaching the text "Robin will cook today"T: Our friend Robin is a robot too. He is very helpful at home. What can Robin do?(Teacher plays "Robin will cook today" video, students watch.)Design Intent: Video engages students visually, stimulating their senses. After watching the video, students might have some questions about the details, which encourages them to read the text more carefully.T: Students read the text on page 29 of the textbook, then answer questions on the PPT.Question 1: What is Binbin’s favorite food? __________________________Question 2: What is grandpa’s favorite food? _________________________Question 3: Wu Binbin doesn't like __________.A. chicken B. beefQuestion 4: Grandpa doesn't like __________.A. vegetables B. chicken C. carrotsAnswers: 1. Wu Binbin’s favorite food is ice cream.2. Grandpa’s favorite food is chicken.B 4. CDesign Intent: Reading provides accurate information for deep understanding. Answering questions after reading focuses their reading and understanding.T: Teacher guides students to read each sentence of this part, clarifying any doubts and explaining the meaning of "Dear" as "亲爱的," the plural form of "onion," and the sentence structures "I like…but not…/I don’t like…but…" as "我喜欢…但是不喜欢…" and "我不喜欢…但…还可以."T: Students translate the note from Binbin to Robin using the provided content, and teacher corrects their translations for fluency.Dear Robin, 亲爱的罗宾My favorite food is ice cream. 我最喜欢的食物是冰淇淋。It is sweet. 它是甜的。I don’t like beef but chicken is OK. 我不喜欢牛肉，但鸡肉还可以。Onions are my favorite vegetable. 洋葱是我最喜欢的蔬菜。I like salad very much. 我非常喜欢沙拉。Thank you! 谢谢你！Binbin 一帆Design Intent: Translating the text helps students understand sentence structures and practice reading English.T: Students complete the exercises on page 29 of the textbook. Teacher guides them to eliminate wrong choices and select the correct answers.Answers: The first picture.Design Intent: Tests comprehensive understanding and analytical skills.T: Students take turns reading the notes written by Wu Binbin and grandpa to robot Robin, while teacher corrects their pronunciation and pauses.(2) Writing PracticeT: Complete the dialogues based on prompts.A: What is your favorite food?B: My favorite food is beef noodles.A: What is your favorite drink?B: Milk, I like it very much.A: Do you like ice cream?B: No, I don’t like ice cream, it is too sweet.Design Intent: Dialogue completion tests sentence construction and grammar usage, building a foundation for writing.T: Divide the writing template on page 29 into 4 parts and distribute them randomly to groups of 4. Have them work together to complete the sentences and integrate them into a coherent paragraph.Design Intent: Imitative writing fosters writing skills.(3) Teaching Let's CheckIn this listening exercise, there are two questions. The first question involves analyzing pictures and choosing the correct one, which requires identifying similarities and differences between the options. This practice aims to develop purposeful listening.T: Play the listening recording, students listen and answer.T: Play the recording again, students paraphrase and check their answers.Listening material: What would Amy like? Listen and tickMum: Hey, Amy. What would you like for dinner?Amy: I’d like two sandwiches and a salad, please.Mum: What would you like to drink?Amy: Tea, please. It’s my favorite drink.Mum: OK. No problem.Answers: Picture 1Design Intent: Listening skills training, focusing on purposeful listening.Consolidation Practice(1) T: Show pictures from pages 22 and 23 of the textbook. Have students analyze the pictures and work in pairs to design dialogues using the core sentence patterns "What would you like to eat/drink?" and "What is your favorite food?" Incorporate key vocabulary words learned in this unit. Students then perform the dialogues.Design Intent: Integrating vocabulary and sentence patterns into dialogues for comprehensive application.(2) T: Divide students into pairs. Each pair chooses a theme from "What would you like" or "What is your favorite food" and creates a dialogue with questions. After practicing, selected pairs perform their dialogues in front of the class.Design Intent: Tests speaking, listening, and writing abilities in a comprehensive way.(3) Robin is at Your Home!If robot Robin wants to cook a delicious meal for you, what would you like to eat? Write a letter to him and share it with your classmates. You can use the writing template as a reference.Dear Robin,My favorite food is chicken; it's delicious. I also enjoy vegetables; they're healthy. However, I'm not a fan of onions. My sister loves sweet treats; ice cream is her favorite. She also likes vegetables but not potatoes.Thank you!XXXDesign Intent: Writing exercise to reinforce learning and encourage creativity.5. Conclusion:T: Students, in this lesson, we learned two new words: "Dear" and "onion." We also practiced using two key sentence structures: "I like…but not…" and "I don’t like…but…is OK." Remember these structures for writing. Listening, speaking, reading, and writing are all important aspects of learning English. Focus on improving your weaknesses, especially listening and writing. Let's end with the unit's theme song, "What would you like to eat today?"(Teacher plays the song, and the class sings along.)板书设计Unit 3 第五课时单词：Dear 亲爱的 句子：My favourite food is…onion洋葱 I like…but not… I don’t like…but…is OK
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