人教版 (PEP)五年级上册Unit 3 What would you like? Part B一等奖课件ppt

教学过程

批注

Step 1 Warm-up

以歌曲热身，活跃课堂气氛。

       Greetings (师生之间打招呼问候)

       Let's sing—Pizza

教师播放视频歌曲，让学生听音乐跟唱。Play the video. Let students sing together with the music.

       Sharp eyes

呈现食物和饮品图片，学生快速说出单词。Show the picture of food and drinks. Ask students to read them loud as quickly as they can.

Step 2 Presentation&Practice

在学习新词的同时，创设情景，运用多种方式帮助学生理解单词含义。

将单词的操练放在句型中进行，提高学生的语言运用能力。

1. Lead in

创设Sarah美食之旅场景，导入新课学习。Show the picture of Sarah standing in the food street on the PPT. Lead students to look and say.

T: What can you see in the picture? Where is Sarah?

Ss: ...(Students can answer in Chinese)

T: OK. Let’s follow Sarah and start the food tour!

2. New words（单词/句型学习）

(1)教授单词sweet。Teach the word“sweet”.

T: Sarah comes to a sweet shop. What can you see in the shop?

Ss: …

T: What does Sarah like? Guess!   

Show the picture of “sweet” in “Let’s learn”.

T: Look! Sarah likes ice cream, because it’s sweet.

The teacher shows a card with the word “sweet” and reads it. Students read after the teacher.

Take out a candy.

T：Ice cream is sweet. The candy is sweet, too. What else?

Ss: Cake, apples, candies...

Then write down “sweet” on the blackboard.

Practice “sweet” row by row.

(2)教授单词healthy。Teach the word“healthy”. Show a riddle about salad on the PPT.

T: It’s a kind of western food. You can see vegetables and fruit in it, like apples, strawberries, bananas. It’s healthy. Can you guess?

Ss: Salad.

T: Yes, it’s salad. It’s healthy.

The teacher shows a card with the word “healthy” and reads the word three times slowly. Students read after the teacher. The teacher emphasizes its pronunciation of the end of the word and writes it down on the blackboard.

T: Is/are the hamburger/juice healthy?

Ss: Yes/No...

T: Great! We should eat more healthy food.

(3)教授单词fresh。Teach the word“fresh”.

T: Sarah comes to a green grocery store. What can you see in the store?

Ss: …

T: Do you know where they are from?

T: Can you see the green leaves? They are very fresh.

The teacher shows a card with the word “fresh” and reads the word three times slowly. Students read after the teacher. The teacher shows two tomatoes. One is fresh, and the other isn’t fresh. Help students say: This tomato is fresh. This one isn’t fresh. Then the teacher writes down “fresh” on the blackboard.

Practice “fresh” between boys and girls.

Show some pictures of vegetables and fruits. Let students judge fresh or not fresh.

(4)教授单词hot/delicious。

Teach the other two words in a similar way.

(5)看图说单词。

呈现Let's learn图片。Show the pictures of “Let’s learn” on the PPT . Ask students to say the words.

(6)火眼金睛。

       Practice.（单词/句型操练）

3. Let’s learn

(1)看视频回答问题。Play the video of “Let’s learn”. Let students watch and answer.

T: What’s Chen Jie’s favourite food? Why?

Ss: Ice cream. It’s sweet.

Students read the dialogue after the recording. Then read together. Pay attention to the pronunciation and the intonation.

(2)创设Sarah and her friends standing around the table场景，结合图片进行单词、句型操练。Create the situation of Sarah and her friends standing around the table. Practice the dialogue between Sarah and her friends with students. The teacher acts Sarah. All the students act Sarah’s friends. Use the class schedule to ask and answer like this:

T: What’s your favourite food?  

Ss: ______. It’s/They’re ...

4. Pair work

呈现食物转盘，两人小组练习对话。Show the turntable with the picture of food on the PPT. Turn the turntable and ask students to practice the dialogue in pairs. Then share it with the class.

T: What’s your favourite food?  

Ss: ______. It’s/They’re ...

Step 3 Consolidation&Extension

1. Look, write and say

完成练习并根据图片造句。Show the picture of “Look,write and say” on the PPT. Lead students to fill in the blanks.

Then check the answers with students and ask students in different groups to say sentences according to the four pictures.

S1：I like/love chicken. It’s very delicious. What about you?

S2：I like/love vegetables. They are fresh and healthy. What about you?

S3：…

2. Group work

小组活动。Students work in groups of four. One plays the role of reporter and asks the others about their favourite food/drinks/fruits and the reasons. He / She can ask by using the key sentence patterns in this lesson.

3. Read and fill in the blanks

Step 4 Homework

作业：(1) Listen, read and recite the words.

(2) Copy the words.

(3) Talk with your parents about your favourite food/drink.

教学

反思

本节课围绕着描述食物味道和特征的单词展开教学。基于单元整体设计，创设情景—Sarah的美食之旅为线索，逐步呈现和教学五个目标词汇。

板书

设计

Unit 3 What would you like?

T: What’s your favourite food?  

Ss: ______. It’s/They’re ...

fresh/healthy/delicious/hot/sweet.