Unit 3 第6课时 B Read and write （Word教案）-【优翼·学练优】2025-2026学年五年级英语上册同步备课（人教PEP版）

Unit 3 What would you like?教案 第六课时(B . Read and write ＆ Let’s check＆ Let’s wrap it up ＆ C . Story time) 教学目标 1. 能听、说、认读单词Dear和onion；能理解Read and write部分的内容，了解信件的书写格式；能了解名词单数变复数的一些简单规则。（语言能力） 2. 能够保持健康的饮食习惯，坚持绿色生活。（文化意识） 3. 能通过观察图片进行预测，辅助对听力文本的理解；能识别、提 炼、概括语篇的关键信息和主要内容。（思维品质） 4. 能积极参与课堂活动，大胆尝试表演。（学习能力） 教学重点 能读懂Read and write部分的内容并完成相关练习；能了解英文信件的书写格式。 教学难点 掌握名词单数变复数的基本方法并能在实际中运用。 教学准备 录音机、录音带、课件。 教学过程 批注 Step 1 Warm-up · Greetings (师生之间打招呼问候) · Look and say (看图片说出单词) · Free talk (呈现图片和句型，学生自由讨论) T: —What would you like to eat/drink? S1:—I’d like _____, please.What would you like to eat/drink? S2:—I’d like _____, please.What would you like to eat/drink? ... Step 2 Presentation&Practice 1. Read and write (1)呈现鸡肉冰淇淋图片，激发学生好奇心。Show the picture of chicken ice cream. T: Look! What’s this? Who made it? And why? Ss: ... (2)呈现Robin, Wu Binbin and Grandpa图片，看图回答问题。 T: Who are they? Ss: Robin, Wu Binbin and Grandpa. T: Who made the chicken ice cream? Do they like it? Ss: Robin. No... (3)呈现两张便条，在便条中圈画出答案。 a.Who wrote the notes? Who did they write to? b. Underline the food (4)根据便条内容，回答问题。 a.快速读课文，回答问题。 1) What’s Wu Binbin’s favourite food? Why? (Answer: Ice cream. It’ s sweet.) 2) What’s Grandpa’s favourite food? Why? (Answer: Chicken. It’s delicious.) a.Students read quickly and underline the key sentences. The teacher checks the answers like this：Dear×××, can you answer Question 1/2/3? Emphasize the word “dear”. After checking the answers, explain the word “dear” to students with a word card and make some examples： Dear Mum, Dear Dad, … b.精读课文，判断句子对错。 Students underline the key sentences with lines and then finish the exercises with a tick or a cross. 1.Wu Binbin doesn’t like beef, but he likes chicken. ( ) 2.Wu Binbin doesn’t like salad. ( ) 3.Grandpa likes vegetables, but he doesn’t like carrots. ( ) Check the answers. (5)理解两个重难点句型，看图填空，并完成课本第一部分习题。Help students understand the two sentences: I don’t like beef, but chicken is OK. I like vegetables but not carrots. Then ask students to read and fill. (课件出示：教材P29 Read and write板块第一部分的答案) Students read and tick the picture. The teacher checks the answer with students. T: If you are Robin, what will you cook? Encourage students to think and say. The answers that students give can be various. (6)听音频跟读课文并复述故事。 a. Students read after the recording.Pay attention to the pronunciation, the intonation, the sense group and the pausing. Read together. Read freely. Then act out in groups. b. Evaluate Robin. Then try to retell the story. (7)完成课本练习，给Robin写信。 T: What would you like to eat? You can write to Robin. Tell him what you would like to eat. And he can cook for you. But how to write? Let’s watch the two notes and pay attention to the several factors of writing a note. Show the factors of writing a note on the PPT. Then students try to write and pay attention to the writing criteria. · Practice. 2. Let’s check (1)呈现“Listen and tick” 图片，引导学生观察并描述图片. Ask students to observe the three pictures and find the differences. Ask three students to say them out. (2)帮助学生理解提问问题。Lead students to understand the sentence “What would Amy like?”. Explain that the sentence contains two meanings：What would Amy like to eat? What would Amy like to drink? (3)听音频打勾，核对答案。Ask students to try to catch the key information，such as two sandwiches, a salad, tea. Then play the recording. Let students listen to it and tick the right picture. Then check the answer together. (4)根据上题所选图片，填写答案。Ask students to read the sentence “What is Amy’s favourite drink?” and fill in the answer according to the picture they ticked. (5)听音频跟读课文。 3. Let’s wrap it up (1)观察并总结规律。 a. Show the pictures of one banana and some bananas with the words “banana” and “bananas”. Let students compare the difference. Emphasize the letter “s” at the end of the word with a red circle. Then teach other words “pear/pen/book…” in the same way. Lead students to conclude the general rule of the plural nouns： Add “s” to the end of the singular nouns. b.Show the pictures of one sandwich and two sandwiches with the words “sandwich” and “sandwiches”. Let students compare the difference. Emphasize the letters “es” at the end of the word with a red circle. Then teach other words “peach/dress/class/dish/fox/box/potato/tomato…” in the same way. Lead students to conclude the rule of some plural nouns whose singular forms end with “s/x/ch/sh/o”：Add “es” to the end of the singular nouns. Help students understand and remember the rules like this：Potatoes and tomatoes are vegetables. (2)完成表格。Fill in the table. Ask students to fill in the table according to the rules. (3)核对答案。Check the answers. Check the answers and verify the rules with the words of the table. Step 3 Consolidation&Extension Story time (1)呈现Zoom和Zip在农场图片，看图回答问题。 T: Look! Where are Zoom and Zip? Ss: ... (2)看视频回答问题。 Play the video. Let students watch and answer: What are they doing? Ss: They are making a salad. (3)读故事回答下列问题。 a. What vegetables for the salad? b. How do they make a vegetable salad? (3)跟读故事。 Step 4 Homework 作业：(1) Listen, read and recite the text on P29. (2) Write a letter to Robin, tell him about your favourite food. 教学 反思 采取任务型阅读，综合考察学生的归纳概括能力和对语篇结构的理解能力。教学中有效地渗透阅读策略，层层递进，注重学生学习方法的培养以及语言的综合运用。 板书 设计 Unit 3 What would you like? dear,onion My favourite food is ... It’s/They’re ... ... is my favourite food/vegetable. I like ... but not ... I don’t like ... but ... is/are OK. 1 学科网（北京）股份有限公司 $