Unit 5 Food we eat Part C Project （教案）-2026-2027学年人教PEP版英语五年级上册

该教案聚焦植物生长顺序描述（First/Then/Next/Finally）与茶的历史传播，通过英文儿歌《Growing Plants》律动和饮食话题自由问答导入，衔接已学饮食词汇，搭建从已知到未知的学习支架。 特色在于融合语言学习与跨学科探究，借助植物生长动画、茶叶实物观察、信息拼图游戏等，培养语言能力（口头展示生长过程）、文化意识（茶起源中国增强自信）、思维品质（时间线梳理逻辑）。任务型活动如“小组展示准备”“茶文化问答挑战”，提升学生表达与合作能力，为教师提供丰富教学资源与互动设计。

Unit 5-Food we eat 课时安排 共6课时 第5课时 教学内容 Unit 5 - Part C Project: Make a presentation about how a plant grows & Reading time 教学目标 ☆语言知识目标 1.词汇：掌握相关的词汇，如 hungry, beef, ice cream, little, dumpling, tea, hamburger, Mrs, coconut, interesting, seed, pull, stem, root, lotus, lake, world, round, different, way等。 2.掌握核心句型： What do you want to eat/drink? I want to eat/drink... First/Then/Next/Finally... 描述植物生长顺序 Tea comes from... / Tea is popular in... 3.能听懂、朗读并复述植物生长过程和茶的历史相关短文。 ☆思维&情感&文化目标 1.思维目标：通过梳理植物生长步骤和茶的发展脉络，培养顺序逻辑思维和信息归纳能力。 2.情感目标：感受植物生长的生命力，养成珍惜食物的意识；体会茶文化的魅力，培养对自然与传统文化的热爱。 3.文化目标：了解茶起源于中国，知晓茶在世界的传播，增强文化自信；认识胡萝卜等常见蔬菜的生长知识。 教学重难点 重点：掌握 First/Then/Next/Finally 描述事物发展顺序的句型。 能清晰描述胡萝卜的生长过程。 了解茶的历史与传播，掌握核心文化知识点。 难点：用连贯的英文完成植物生长过程的口头展示。 理解并运用一般过去时讲述茶的历史发展。 教学准备 多媒体课件：包含课文图片、植物生长动画、茶的历史短视频。 实物教具：胡萝卜实物、茶包、不同种类的茶叶（绿茶、红茶等）。 学具：空白生长步骤图、单词卡片、课堂练习单。 歌曲音频：《Growing Plants》英文儿歌。 教学过程 一、Warm-up 1.歌曲导入：播放英文儿歌《Growing Plants》，带领学生跟着节奏拍手律动，歌词中重复出现 grow, seed, plant 等核心词汇，帮助学生快速进入英语课堂氛围。 2.自由问答： T: What’s your favourite vegetable/fruit? S1: My favourite vegetable is carrot. T: Do you know how it grows? 引出本节课主题 —— 植物的生长与茶文化。 二、Presentation & Practice It is lunchtime on the farm. Listen and write down what the children want. 1.简单引入：展示农场午餐场景图，提问：It’s lunchtime on the farm. What do the children want to eat and drink? 2.新授讲解： 播放课文听力音频，引导学生关注人物饮食需求。 讲解核心句型：What to eat / What to drink → I want to eat.../ I want to drink... 结合表格梳理人物信息：Chen Jie: drink tea Mike: eat a vegetable salad Binbin: eat rice and carrots 带读词汇：vegetable salad, carrots, tea 3.练习活动： “点餐角色扮演”：两人一组，一人扮演农场孩子，一人扮演食堂阿姨，用句型进行点餐对话。 表格填空：完成课文表格填写，巩固词汇和句型。 See how a carrot grows. Complete the sentences and talk. 1.简单引入：展示胡萝卜生长四格漫画，提问：Look at the pictures! How does a carrot grow? 2.新授讲解： 逐图讲解生长步骤，结合图片标注核心词汇：seed, sprout, root, stem, leaf, carrot。 梳理顺序句型： First, we plant the seed in spring or autumn. Then a sprout will grow from the seed. Next, the carrot (root) will grow big and strong. We eat this part of a carrot. Finally, we will pull up the carrot by the leaves and stem. 强调 First/Then/Next/Finally 的逻辑顺序，带读完整句子。 3.练习活动： “生长排序游戏”：打乱生长步骤卡片，学生分组合作排序并复述句子。 “画图描述”：学生画出胡萝卜生长图，用 First/Then/Next/Finally 进行口头描述。 Prepare for a presentation. & Make a presentation in class. 1.简单引入：展示展示任务单，说明：We need to make a presentation about a plant. Let’s prepare! 2.新授讲解： 讲解展示框架： Name of the plant(s): ______ Where does it / do they come from? ______ How does it / do they grow? (First/Then/Next/Finally...) 结合示例句子：Look! This is my favourite vegetable. It comes from... This is how you grow it. First... 3.练习活动： “小组展示准备”：4 人一组，选择一种植物（如胡萝卜、向日葵），完成展示草稿填写。 “口头预演”：每组推选代表，用英文进行 1 分钟展示。 Reading time 1.简单引入 实物激趣：拿出茶包和干茶叶，让学生观察、闻气味，提问： T: Look! What’s this? (Ss: Tea!) T: Do you drink tea? What do you know about tea? 话题导入：板书课题 The history of tea，告诉学生：Today we’ll learn the story of tea—how people started to drink tea, and how it travelled around the world. 2. 新授讲解 Step 1: 整体感知（听读结合） 播放课文录音，学生边看图边听，初步感知课文内容。 提问：How many parts are there in the text? (5 parts) What does each part talk about? Step 2: 分段精讲（结合图片逐句解析） Para 1 (At first...) 展示图 1：人们吃茶叶的场景，讲解：At first, people didn’t drink tea. They ate tea leaves! 对比现在：Now we drink tea, but long ago, people ate the leaves directly. 带读：tea leaves, At first, people didn’t drink tea. Para 2 (Later...) 展示图 2：煮茶的场景，讲解：Later, more people began to drink tea. They put tea leaves in hot water to make a drink. 强调：began = start to do（过去式），make a drink = 泡茶 互动：How do you make a cup of tea? (引导学生说：Put tea leaves in hot water!) Para 3 (Tea was first popular...) 展示图 3：茶传播路线图，讲解： Tea was first popular in China. Then it travelled to Japan and other countries. In the 1700s, tea became popular in the UK. 补充：travelled to = 传到，became popular = 变得流行 带读：China, Japan, UK, travelled to, became popular Para 4 (In China, some people...) 展示图 4：用茶叶做菜、做蛋糕和冰淇淋的图片，讲解： People like to cook chicken and eggs with tea leaves. They make cakes and ice cream with tea too! 拓展：Tea is not only for drinking—we can eat it! 带读：cook... with..., cakes, ice cream Para 5 (Now, tea is popular...) 展示图 5：不同种类茶叶的图片，讲解： Now, tea is popular all over the world. There is green tea, black tea, flower tea... Most tea comes from China! 文化强调：China is the home of tea! 增强学生文化自信 带读：all over the world, green tea, black tea, flower tea, comes from Step 3: 结构梳理 板书时间线：At first → Later → Then → Now 带领学生用关键词填充时间线，梳理逻辑顺序。 3. 练习活动 活动 1：信息拼图游戏（Group work） 将课文 5 个段落的关键信息剪成卡片（如 “At first, people ate tea leaves”“Later, people drank tea” 等）。 4 人一组，打乱卡片，合作按时间顺序拼好，并大声朗读。 最快拼完且朗读正确的小组获得 “Tea History Star” 贴纸。 活动 2：茶文化问答挑战（Whole class） 教师提问，学生举手回答（可用中文或英文）： Where does most tea come from? (Most tea comes from China!) What did people do with tea leaves at first? (They ate tea leaves!) When did tea become popular in the UK? (In the 1700s!) What can we make with tea leaves? (Chicken, eggs, cakes, ice cream...) What kinds of tea do you know? (Green tea, black tea, flower tea...) 活动 3：小小故事家（Pair work） 两人一组，用 At first/Later/Then/Now 复述茶的历史。 提示句型：At first, people ate tea leaves. Later, people drank tea. Then, tea travelled to Japan and the UK. Now, tea is popular all over the world. 邀请 2 组学生上台展示，教师给予鼓励评价。 三、Summary & Production 1 1.课堂总结： 师生共同回顾：植物生长的四个步骤（First/Then/Next/Finally）、茶的历史与传播。 齐读核心句型和词汇，强化记忆。 2.成果产出： “小小讲解员”：邀请 2-3 名学生上台，分别展示植物生长过程或介绍茶文化。 教师给予积极评价，鼓励学生大胆表达。 板书设计 Plant Growth & Tea Culture How does a carrot grow? First: plant the seed Then: a sprout grows Next: carrot (root) grows big Finally: pull up by leaves & stem The history of tea At first: eat tea leaves Later: drink tea (hot water + leaves) Then: China → Japan → UK Now: popular all over the world; from China 作业设计 1.基础作业：抄写本课核心词汇（plant, seed, carrot, tea 等）各 3 遍，朗读课文 2 遍。 2.拓展作业：画一幅植物生长图，并用 First/Then/Next/Finally 写 5 句英文描述。 和家人分享茶的历史知识，用中文讲述 “茶的故事”。 3.实践作业：尝试泡一杯茶，观察茶叶变化，下节课分享感受。 教学反思 1.亮点：通过歌曲、游戏、角色扮演等多种形式，充分调动学生积极性；将植物生长与茶文化结合，兼顾语言学习与文化渗透。 2.不足：部分学生对 First/Then/Next/Finally 的顺序运用不够熟练，口语展示时紧张卡顿。 3.改进方向：下次课增加更多顺序描述的口语练习，设计分层任务，让不同水平学生都能参与展示；补充更多实物观察活动，加深对植物生长的理解。 学科网（北京）股份有限公司 $