2021学年Unit 5 Food I like精品教学设计

Title

Look and learn     Look and say  

Aims

Language aims:

1.Using nouns to indicate the food items.e.g. salad,carrot,fish,chicken,banana

2.Using Wh-questions to ask about one’s food preferences.e.g. What do you like eating?

3.Using modelled sentences to answer the questions .e.g. I like eating….

Ability aims:

1.Through the teacher's guidance, let the students pronounce the key

words, phrases and sentences correctly.

2.Using modelled sentences to ask about one’s likes.

 Emotional aims:

Help the students build their self- confidence in English learning

Developing aims:

1.Let the students talk about their favourite food.

2.Tell them how to keep health and the importance of balanced diet.

Main points

Using modelled sentences to ask about one’s food preferences and provide a response to factual questions. e.g. What do you like eating? I like eating…

Difficult points

1.The difference of cn. and un.

2.Using modelled sentences to ask about one’s food preferences and provide a response to factual questions. e.g. What do you like eating? I like eating…

Teaching aids

Power Point , masks of little animals

Procedures

Step

Contents

Methods

Purpose

Pre-task preparation

chant

Revision

Say together:

Play, play, I like playing.

Fly, fly, I like flying.

Sing, sing, I like singing.

Ride, ride, I like riding.

Eat, eat, I like _eating_.

1.T:What do you like eating?

Ps: Eating, eating, I like eating____.

Yummy, yummy.

Chant 是低年级学生最容易操练的方式，充分培养学生的口头能力。简单的儿歌非常顺利的引入新授单词eating.

承上启下，用新知识复习水果的单词，过度非常自然。

While-task procedure

1.banana

 bananas

What do you like eating?

I like eating bananas.

2.carrot(carrots)

What do you like eating______?

I like eating carrots.

They are nice.

3. salad

apple/orange/banana/pear/

peach salad

I like eating____ salad.

It’s nice.

What do you like eating for dinner?

I like eating____ salad.

It’s_____.(nice,sweet,….)

4. fish

 fish soup

I like eating fish.It’s nice.

I like eating fish soup,too.

5.chicken

I like eating chicken.

It’s delicious.

T: What does Big Banana Wolf like eating?

 Teach: banana

 Read and spell it.

2.(Show two bananas)

To elicit: bananas

Say :Bananas, bananas, I like eating bananas.

To elicit: I like eating bananas.

Read the sentence.

3（Listen）Teach:

What do you like eating?’

Read the sentence.

4.Do pair work.

1.(Pleasant Goat appears)

 Listen and guess who is my friend

(Show Mr. Rabbit)

Teach: carrot

Compare with parrot.

To elicit the sound of /t/.

Read a rhyme.

I can see a carrot.

I can see a parrot.

A carrot and a parrot.

A carrot is on a parrot.

2.Look and say:

Hello, I’m Mr. Rabbit.

I like eating carrots. They are nice.

3.To elicit the sound of /ts/.

4. Practise like this.

5.Ask and answer:

What do you like eating, Mr. Rabbit?

I like eating carrots. They are nice.

6. Practise like this:

7.Make a short dialogue.

 1.(Listen)

T: Look, Pleasant Goat and his friends are having dinner. Guess! What does Beautiful Goat like eating?

To elicit: salad

Read and spell.

Rhyme: Salad, salad, apple salad.

      Salad, salad, I like eating apple salad. Nice and sweet.

2.Practise:I like eating_____ salad.

It’s nice.

3.T: I like eating fruit salad for dinner. What do you like eating for dinner?

To elicit: for dinner

Read the sentence.

4.Pair work.

1.Listen and circle.

2.(Screen)Look ,Big Big Wolf is fishing.

Teach: fish

3.Read a rhyme:

Fish, fish, swim like a fish.

Fish, fish, I like eating fish.

4.T:Do you like eating fish? What do you like eating for dinner?

Ps answer and read:

I like eating fish. It’s nice.

I like eating fish soup, too.

Yummy, yummy.

5.Group work.

1.(Look and listen)

Teach: chicken

Read and spell.

2.Read the sentences:

I like eating chicken.

It’s delicious.

3.Pair work:

通过猜谜的小游戏

进一步激发了学生学习的兴趣，由兔子自然而然的联想到胡萝卜，为新授carrot做铺垫。

适当的渗透辅音发音教学能很好的帮助低年级的学生理解记忆单词。

让学生扮演活泼可爱的小动物进行对话，学生觉得既有趣又敢说，想说，激发学生说的欲望。

创设喜羊羊和他的小伙伴们吃晚餐的情景，引出喜羊羊爱吃色拉，这是个全新单词，甚至对我们农村的孩子们来说有点抽象，所以老师让学生亲身品尝一下自己做的色拉，并且通过儿歌，师生、生生之间的操练来进行巩固、操练。

听说读写是学生的基本功，在此环节设计了听力训练，提高学生听的能力和对所学知识的认读能力。

这个儿歌看似简单，却能让学生知道fish有两层含义：鱼和鱼肉。

Chicken是新单词，但由旧单词chick引出来，从字，形，意上都方便学生记忆和理解，大大降低了难度。

Post-task activity

Play a game:

Brain storm.

Dialogue

1.(Listen)T: What can you hear?

Ps answer. Let’s help the chick with Pleasant Goat, OK?

Climb the word mountain.

Read and choose.

T: Congratulations! Look,the goats are having a party! Let’s join them.

Make a dialogue.

创设营救小鸡的情景，把学习当作一件有意义的事，通过边玩边学，巩固了新知，达到了教学目标！

综合运用，提高学生语言运用能力。

德育渗透的必要性，教育学生不能挑食，均衡饮食，多吃蔬菜少吃荤菜，才能保持健康！

Assignment

Homework

1.Copy the new words and

sentences.

2. Make the salad for your father and mother.

3. Make a dialouge with your deskmate.

开展亲子活动，激发学生学习动机，让学生学会感恩，学会报答父母的养育之恩。

板

书

设

计

Module 2 Unit 2 My favourite food

           bananas    corrots  salad   chicken   fish

          What do you like eating?

          I like eating_______.

教

学

反

思

（建议从目标反思、过程反思、效果反思、改进意见等方面反思）

Title

Play a game   Listen and enjoy

Aims

Language aims:

1. Using Wh-questions to ask about one’s food preferences.

e.g.What do you like eating?

2.Using the modelled sentences to answer the question:

e.g.I like eating…..

   I like ….,too.

Ability aims:

1. Pronouncing the sentences correctly.

2.Using modelled sentences to ask about one’s favourite food.

Emotional aims:

Help the students build their self- confidence in English learning

Developing aims:

Make a new rhyme with other nouns.

Main points

Using modelled sentences to ask about one’s likes.

Difficult points

I like eating…,too.

Teaching aids

Power Point

Procedures

Step

Contents

Methods

Purpose

Pre-task preparation

Song

Revision

1.Sing and act:《 I like ice cream》

I like ice cream, I like ice cream,

Cold and sweet. Cold and sweet.

2.Encourage the students to sing this song with other nouns.

e.g. apples/oranges/fish…

1 Read and spell the words

2.Ask and answer in pairs:

  A: What do you like eating?

B: I like eating….

轻松活泼的儿歌营造英语的氛围，引导学生进入学习的状态。

让学生替换食物的词提高学生灵活运用的能力，同时让学生感受成功，激发学生的学习兴趣。

复习旧知为新知识做铺垫。

While-task procedure

1.I like eating…,too.

2.I like eating____.

 I like eating_____.

 I like eating ____ and____.

3.Make a short dialogue.

1.T:Look.The animal friends are eating their food.

T(Mr.Rabbit): Mr.Hippo, what do you like eating?

Ps(Mr.Hippo):I like eating carrots.

T(Mr.Rabbit):I like eating carrots, too.

2.Read the sentence, understand the meaning of “too”.

3.Quick response:

T: I like eating…

Ps: I like eating…,too.

4.Make a short dialogue:

A: What do you like eating?

B: I like eating_____.

A: I like eating______,too.

1.T:I like eating chicken.

   I like eating carrots.

Ask: What do I like eating?

Ps answer: Chicken and carrots.

To elicit: and

T: Yes. I like eating chicken and carrots.

2.Read the sentences.

3.Qucik response:

T: I like A. I like B.

Ps: I like A and B.

(T-Ps /Pa-Pb)

4.(Show many kinds of food)

Make a short dialogue.

A: What do you like eating?

B: I like eating____.

  I like eating____.

  I like eating____ and ____.

A:I like eating____ and ____, too.

可爱的小动物的头饰能引起学生的注意，边表演边说，为学生营造了自然的情景。

稍加点拨学生马上能领会too的含义与用法。

培养学生连续说的能力要从简单的说起，先模仿例句,再放手让他们自己大胆的说，从而克服学生胆怯的心理，发挥其主观能动性。

综合运用，提高学生语言运用能力的同时加强了同学间的合作精神。对话形式也是针对新旧知识衔接非常有效的方式之一。

Post-task activity

Listen and enjoy

Exercises

1.Play the casstte, students listen and repeat.

2.Read the rhyme together.

3.Make a new rhyme with other food..

4.Do Workbook P20，21PartsC,D and Task

听录音模仿语音语调，提高学生语感。

替换单词，提高学生改编儿歌的能力，鼓励学生有创新的表现。

Assignment

Homework

1.Read and imitate the tape

2.Copy the words and sentences.

板

书

设

计

Module 2 Unit 2 My favourite food

What do you like eating?

I like eating_____.

I like eating_____.

I like eating _____and____.

教

学

反

思

（建议从目标反思、过程反思、效果反思、改进意见等方面反思）

Title

Do a survey     Learn the sounds

Aims

Language aims:

1. Using Wh-questions to ask about one’s food preferences.

e.g. What do you like eating best?

2.Using the modelled sentences to answer the question:

e.g. I like eating fish best . It’s nice.

3. Pronouncing the sounds correctly:[h]

Ability aims:

Through the teacher's guidance, let the students do a survey

Emotional aims:

Encouraging the students to like speaking English.

Developing aims:

To help the students make a simple report after doing a survey.

Main points

Using modelled sentences to ask about one’s favoutite food.

Difficult points

Make a simple report: ____ is the favourite food in our group.

Teaching aids

Power Point

Procedures

Step

Contents

Methods

Purpose

Pre-task preparation

Rhyme

Revision

T and Ps say it together

<I like chicken. I like carrots. I like eating chicken and carrots……>

1.Write the words and phrases from memory

营造英语氛围，引导学生进入学习英语的状态。

While-task procedure

1.Play a guessing game.

It’s______.

They are_______.

(nice/delicious/sweet/yummy…)

2.Make a short dialogue

3. What do you like best?

I like eating___ best.

4.Do a survey

____ is the favourite food in our group.

5.Learn the sounds:[h]

1.(Show an apple)T: Close your eyes, children.

Ask some children touch it.

T: Touch this. Is it rough?

Ps: No. It’s smooth.

T: Is it hard?

Ps: Yes, it is.

T: Smell it.

Ps: It’s nice.

T: Taste it.

Ps: Yummy, yummy.

T: What is it?

Ps: It’s an apple.

T: Yes. Do you like eating apples?

Ps: Yes. I like eating apples.

T: I like eating apples, too.

  They are sweet.

To elicit: They are sweet.

2.Read the sentence

3.(Show more food, ask them to taste )

Try to say:

I like eating fish. It’s nice.

I like eating bananas.

They are sweet.

4. Make a short dialogue

A: What do you like eating?

B: I like eating____.

It’s/They’re____.(nice, sweet, delicious, yummy)

C: I like eating____.

It’s/They’re____.(nice, sweet, delicious, yummy)

1. (Watch the screen) T: What do you like eating best?

To elicit: I like eating ____best.

2.More oral practice.

1.Look at the book on P19,review the words fist, then ask the students tick the food items they like.

T: What do you like eating?

P1: I like eating ____ ,____and_____.

T: What do you like eating best?

P1: I like eating ____ best.

(T-Pa/Pa-Pb)

2. Group work: (Divide the class into groups of four and have the students do the survey by asking other group members what they like eating.)

P1: What do you like eating best?

P2: I like eating ____ best. It’s nice.

P3: I like eating ____ best. Yummy, yummy.

P4: I like eating ____ best.

…..

3. Show a model:

T:____ is the favourite food in our group.

4.Read the sentence .

5.Encourage the students try to say out their report.

1.Read and spell the words:

hand  hen 

2..Imitate the sounds: [h]

3.Clap hands and say:

[h] [h] hand   [h] [h] hen

4.More words:

[h] hard  hear  he  hair   head….

通过触觉，感觉，味觉，全方位的接触让学生对这个猜谜的游戏很感兴趣，鼓励每个学生大胆的用英语表达自己的感受。

让学生尝各种食物，然后会表达出吃的感觉。

综合运用，提高学生语言运用能力。Pair work可以培养学生间的交流合作精神。开放性对话培养学生的创造、想象力。

对于二年级的学生来讲，作小组调查难度较大，因此老师的指导、示范很重要，拓展句型要加强领读，让学生学会说并敢于说。

熟悉的单词引入字母发音的教学，有利于学生对字母--发音建立起联系，便于记忆。

Post-task activity

Exercises

1. Listen and fill in the blanks

2.Listen and choose

3.Look and choose

通过几个简单的练习及时巩固新知，也通过练习反馈，及时作出调整。

Assignment

Homework

1.Listen and read .

2.Copy the words and sentences.

3.Do a survey with your parents.

板

书

设

计

Module 2 Unit 2 My favourite food

I like ___ best. It’s nice.(sweet/delicious/yummy…)

_____ is the favourite food in our group.

[h]  hand  hen

教

学

反

思

（建议从目标反思、过程反思、效果反思、改进意见等方面反思）