Unit 3 What would you like？PartC（教案）-2024-2025学年人教PEP版英语五年级上册

Unit 3 What would you like？PartC教案——2024-2025学年人教版英语五年级上册 一、教学目标 知识目标 学生能够复习巩固本单元所学的关于食物、饮料的单词，如 “sandwich, salad, hamburger, ice cream, tea, beef noodles, fish sandwich” 等，以及描述食物特征的形容词 “fresh, healthy, delicious, hot, sweet”。 熟练掌握句型 “What would you like to eat/drink? I'd like...” 及其拓展运用。 理解并能朗读 Story time 部分的小故事，掌握其中的重点词汇与短语，并能理解故事的幽默之处。 能力目标 能够在实际情境中灵活运用本单元的词汇和句型进行点餐、讨论食物喜好等交流活动，提高口语表达和交际能力。 通过阅读故事，培养学生的阅读理解能力和推理判断能力，学会从文本中获取关键信息。 提升学生的写作能力，能够用英语写一段关于自己饮食喜好或推荐食物的短文。 情感目标 引导学生关注饮食健康，养成良好的饮食习惯，同时尊重不同的饮食文化和个人饮食偏好。 在教学过程中，充分关注学生的情感体验，尊重学生的个体差异，对学生的表现给予及时的肯定和鼓励，尤其是对学习有困难的学生要耐心指导，体现教师的人文关怀，增强学生学习英语的自信心和乐趣。 二、教学重难点 教学重点 系统复习本单元的重点知识，强化学生对词汇、句型的记忆与运用。 指导学生理解 Story time 故事内容，体会故事中的幽默与情感，掌握故事中的重点语言点。 教学难点 帮助学生在真实情境中自然流畅地运用所学知识进行交流，避免语言生硬和机械。 引导学生理解故事背后所传达的文化内涵和价值观，培养学生的跨文化交际意识和批判性思维能力。 三、教学方法 情境教学法、任务驱动法、小组合作法、游戏教学法、读写结合法 四、教学过程 （一）Warming-up Greetings T: Hello, boys and girls. Nice to see you again. How are you feeling today? Ss: Fine, thank you. And you? T: I'm very well. Let's start our new English lesson. Sing a song T: First, let's sing a song together. “What Would You Like?” （播放歌曲视频，师生一起跟唱，营造轻松愉快的学习氛围，同时复习本单元的核心句型） （二）Revision Word review T: Now, let's review the words we learned in this unit. I will show you some pictures, and you tell me the words and describe them using the adjectives we learned. （展示各种食物和饮料的图片，学生说出单词并运用形容词描述，如 “This is a hamburger. It looks delicious.”） Then ask students to spell the words and read them aloud together. Sentence pattern review T: Next, we review the sentence patterns. I will ask you some questions, and you answer them using the correct sentence patterns. For example, “What would you like to eat for breakfast? What would you like to drink for lunch?” （通过问答形式，复习句型 “What would you like to eat/drink? I'd like...”，检查学生的掌握情况） （三）Presentation Introduction of Story time T: Today we are going to read a very interesting story. Look at the pictures in the textbook. What can you see? What do you think the story is about? （引导学生观察故事中的图片，预测故事内容，激发学生的阅读兴趣） Ss: I can see some animals and food... Maybe they are going to have a meal. T: Let's read the story and find out. Reading the story Let students read the story silently for the first time and circle the new words and phrases. Then read it aloud together, and the teacher helps students understand the new words and phrases, such as “thirsty” (口渴的), “favourite” (最喜欢的). Explain the meaning and usage of these words and phrases, and let students make sentences with them. （四）Practice Group work: Story retelling Divide the students into groups of four. Let them discuss and retell the story in their own words. Each group can choose a different way to retell the story, such as acting it out, making a dialogue, or simply telling it. （鼓励学生发挥创意，用不同的方式复述故事，培养学生的合作学习能力和口语表达能力） After the group work, each group presents their retelling to the class. The other groups listen carefully and give comments and suggestions. Pair work: Food preference survey Let students work in pairs. They ask and answer about their food preferences using the sentence patterns “What would you like to eat/drink? I'd like...” and record the answers. Then they report the survey results to the class. For example, “My partner would like to eat a hamburger and drink a cola. But I would like to have a salad and a cup of tea.” （通过这个活动，让学生在实际情境中运用所学句型，同时了解同学们的饮食喜好） Walk around the classroom and listen to the students' conversations. Offer help and guidance if necessary. （五）Production My favorite food writing T: Now, based on our discussion and the story we read, I want you to write a short passage about your favorite food. You should describe the food using the words and sentence patterns we learned. For example, “My favorite food is pizza. It is delicious. It has fresh tomatoes, cheese and ham on it. I often eat it for dinner.” （让学生写一篇关于自己最喜欢食物的短文，锻炼学生的写作能力，同时让学生回顾自己的饮食喜好，引导他们关注食物的营养搭配） Give students some time to write. After writing, ask some students to read their passages aloud. The other students listen carefully and give praise and suggestions. For example, “I like your description of the pizza. It makes me want to try it.” This can help students improve their writing skills and also build their confidence. Emotional education and sharing T: We have talked a lot about our food preferences. We should know that different people like different foods, and that's okay. We should respect and understand each other. Also, we should choose healthy foods to keep our body strong. （结合学生的写作和交流内容，进行情感教育，引导学生尊重他人的饮食选择，养成健康的饮食习惯） T: Now, let's share some healthy eating habits. Who wants to start? （让学生分享一些健康的饮食习惯，进一步强化健康饮食理念） （六）Summary T: Let's summarize what we have learned today. We reviewed the words and sentence patterns, read a story, did some retelling and writing. What do you think is the most important thing you learned? （引导学生回顾本节课所学的重点知识，检查学生的掌握情况） Then ask students to summarize what they have learned in this class and what they still need to improve. 五、教学反思 在整个教学过程中，通过多种教学活动的设计，学生积极参与到课堂学习中来，对本单元的知识进行了较为系统的复习和巩固。在情感教育方面，注重引导学生尊重他人的饮食差异，养成健康的饮食习惯，学生们能够积极分享健康饮食的经验，初步树立了正确的饮食观念。然而，在教学过程中可能还需要更加关注个别学习困难学生的需求，在小组活动和写作指导方面可以给予他们更多的个性化辅导，以确保每个学生都能在原有基础上有所提高，在今后的教学中应不断改进教学方法和策略，提高教学质量，充分体现教师的人文关怀，让每个学生都能在英语学习中感受到乐趣和成就感。 学科网（北京）股份有限公司 $$