Unit 5 Food we eat （教学设计）-2026-2027学年人教PEP版英语五年级上册

该小学英语教学设计围绕“Food we eat”主题，涵盖食物词汇（dumplings, milk等）、植物部位词汇（seed, stem等）及点餐、询问来源等核心句型。通过歌曲、图片观察等导入，从食物认知到植物生长构建逻辑链，借助菜单模板、生长排序图等支架衔接前后知识。 特色在于跨学科整合与项目式学习，如通过胡萝卜生长图文故事学习植物部位，结合Project完成从排序到演讲的输出，培养语言能力（描述生长过程）、思维品质（归纳排序）和文化意识（茶文化阅读），助力学生综合运用语言，为教师提供系统教学活动设计。

Unit 5 Food we eat 1. 主题 本单元聚焦“人与自然”和“人与社会”主题下“饮食与农业”主题群，围绕“食物从哪里来”子主题内容，通过任务“Make a presentation about how a plant grows”引导学生学习点餐用语、了解食物来源、认识植物的不同部分及其用途，培养健康饮食意识和珍惜食物的情感。 2.语篇分析 教材语篇 语篇类型 语篇育人功能 语篇内容结构 语篇语言特点 开篇页（How do we get food? & Listen and sing） 歌曲与开篇活动 通过歌曲《Eat and drink》和主问题“How do we get food?”，激发学生对食物来源的好奇心，初步感知食物的多样性。 开篇页包含主问题、Draw and answer（画三种最喜欢食物）、Look and think（观察图片中的食物），后接一首歌曲。结构为“绘画→观察→歌曲”。 运用一般现在时，疑问句“What do you see? Which food do you like best?”，歌词重复，节奏明快。 A Let's talk & Look, write and role-play 日常对话与角色扮演 通过Oliver和妈妈的对话（Oliver饿了，点餐beef and rice、chicken soup、salad、ice cream），学习点餐用语和健康饮食建议，培养礼貌点餐和均衡饮食意识。 对话分七轮：表达饥饿→询问想吃什么→点主菜→询问汤→同意→建议沙拉→请求冰淇淋→同意但少量→感谢。Look, write and role-play提供订单模板，要求学生补充并表演。 使用“What would you like to eat? I'd like...”“Would you like some...?”“语言真实自然，体现关爱和健康引导。 A Let's learn & Write and say 词汇学习与写作 学习常见食物词汇（dumplings, milk, chicken, cake, soup, beef, ice cream, hamburger, juice, beef noodles），运用句型点餐并记录他人喜好。 词汇部分以菜单形式呈现九个食物单词；Write and say部分给出Zhang Peng和Amy的喜好示例（Zhang Peng would like to eat dumplings and beef...），要求学生仿写。菜单中还包含beef noodles。 使用“... would like to eat ...”第三人称表达，疑问句“What would you like to eat/drink? I'd like...”，语言简洁，适合仿写。 A Let's spell 语音学习（字母组合） 通过听音、跟读韵文、读词分组、听写句子、写句子等活动，帮助学生感知并归纳字母组合“oo”在单词中的两种发音（长音/u:/和短音/u/），培养拼读和书写能力。 活动分四步：听音跟读韵文（Look! Look! I can cook!...）；读词并分组（book, foot, good, too, tool, zoo, cook, cool）；听音写词补全句子；用“oo”词写句子。 韵文押韵，例词丰富，包含长短音对比，句子简短，任务明确。 B Let's talk & Look, ask and answer 日常对话与问答活动 通过Mrs Green和Binbin关于椰子的对话（Binbin喜欢椰子水、椰子可做菜、椰树叶可盖房子、椰子来自海南），学习询问食物来源和价格，培养对食物产地的认知和跨地域文化意识。 对话分七轮：询问最爱水果→回答椰子→问原因→答因椰子水健康→补充椰子可做菜→补充椰树叶可盖房子→问来源→答海南。Look, ask and answer部分练习价格和来源问答。 使用“What's your favourite fruit? Why do you like...? Because...”“Where does your coconut come from? “How much is...?”，语言自然，信息丰富。 B Let's learn & Look, write and say 词汇学习与科学探究 通过Amy种胡萝卜的图文故事（从种子到根部可食、叶子给兔子吃），学习植物各部分名称（seed, stem, leaves, root），并运用这些词汇描述不同蔬菜的可食部分（carrot→root, cabbage→leaves, peas→seeds），培养科学观察和语言表达能力。 第一部分以四幅图描述胡萝卜生长过程：种种子→拔萝卜→煮根→兔子吃叶；第二部分Look, write and say给出三种蔬菜（carrots, cabbage, peas），要求学生写出可食部分；第三部分Think of a plant and its parts，要求学生写一种植物及其可食部分。 使用一般现在时，动作动词（grows, pulls up, cooks, eats），名词（seed, stem, leaves, root），句子简短，图文对应清晰。 Read and write 读写任务 通过阅读关于荷花的短文，了解荷花的生长环境（lakes around the world）、可食用的部分（roots, young leaves）、用途（cook rice in leaves），完成表格和读后任务，培养信息提取、归纳和批判性思维。 任务分三部分：阅读短文（三段：荷花外观和生长环境→莲藕可食→荷叶可食及用途）；Read and answer（三个问题）；Read and fill in the table（植物部分、外观、用途）；Read and say（3-2-1总结）。 使用一般现在时，描述性语言（big brown and yellow roots, big round and green leaves），科普文体，语言规范。 Project: Make a presentation about how a plant grows 项目活动 通过听音记录儿童想吃的食物、完成胡萝卜生长过程排序（plant seed→seedling→grow big and strong→pull up by stem and leaves）、选择一种植物准备演讲（画图、写草稿）、班级展示，梳理植物生长过程，培养科学探究、写作和口语表达能力。 项目分四步：听音填写Chen Jie, Mike, Binbin的想吃的食物；排序胡萝卜生长并补全句子；准备演讲（选植物、画图、写草稿）；班级展示。流程清晰，从输入到输出。 综合运用本单元核心句型“What to eat/drink”，植物生长顺序词（First, Then, Next, Finally），以及“It comes from... This is how you grow it.”，语言规范，任务真实。 Reading time 配图短文 通过茶的历史与文化短文（五个阶段：最初吃茶叶→开始泡茶喝→在中国流行并传到日本、英国→用茶叶做菜做甜点→现在茶遍及全球），了解茶的不同用途和茶文化的传播，培养跨文化意识和阅读兴趣。 短文分五段，每段配图：第一段（人们吃茶叶）；第二段（泡茶喝）；第三段（茶在中国流行并传向世界）；第四段（用茶叶做菜、蛋糕、冰淇淋）；第五段（茶遍及全球，中国是主要产地）。结构按时间顺序，逻辑清晰。 使用一般过去时和一般现在时，时间词（At first, Later, In the 1700s, Now），因果逻辑（so, but），语言简洁，信息量大。 3.单元教学目标 （1）能在语境中理解并正确跟读食物词汇（dumplings, milk, chicken, cake, soup, beef, ice cream, hamburger, juice, beef noodles）和植物相关词汇（seed, stem, leaves, root, flower, carrot, cabbage, peas），并能运用这些词汇描述食物和植物。 （2）能在语境中感知、理解核心句型“What would you like to eat/drink? I'd like...”“Would you like some...?”“Can I have some...?”“Where does ... come from? It comes from...”“How much is...?”的含义，并能模仿运用。 （3）能听懂、跟唱歌曲《Eat and drink》，归纳字母组合“oo”的发音规律（/u/或/u:/）；能读懂描述点餐、食物来源、植物生长和茶文化的对话、短文，提取关键信息，完成读写任务。 （4）能感受食物的多样性和来源的丰富性，理解植物各部分与人类饮食的关系，认识茶文化的传播历程，树立珍惜食物、尊重劳动、热爱自然的价值观。 4.单元学习任务 学生能在“Make a presentation about how a plant grows”的语境中，模仿运用主题词汇和核心句型完成项目化系列任务，包括：点餐对话、询问食物来源、描述植物生长过程、制作植物生长演示文稿并在班级展示。做到语音语调正确，表达较流畅，内容完整，态度自然大方。 5. 单元主题内容框架图 教学 内容 Unit 5 Food we eat A let’s talk 批注 教学 目标 1. 在看图、听录音、看动画的过程中，获取、梳理Oliver感到饥饿时与妈妈的对话内容，理解对话大意，知道均衡膳食、合理搭配食物对健康的重要性；（学习理解） 2. 在教师的帮助下，按照正确的语音、语调分角色表演对话，感知句子的重读、连读与意群停顿；（应用实践） 3. 运用核心句型“What would you like to eat/drink? I’d like …” “Would you like …? Yes, please. / No, thanks.”完成“Look, write and role-play”活动，进行点餐对话；（应用实践） 4. 简要评价对话中Oliver妈妈的建议（牛肉米饭、鸡汤、沙拉、少量冰淇淋），结合自身情况为自己设计一份营养均衡的午餐，体会健康饮食的合理性。（迁移创新） 教学重难点 教学重点: 1. 掌握点餐及回应句型：“What would you like to eat/drink?” “I’d like …” “Would you like …?” 2. 理解并运用表示食物的名词：beef, rice, chicken soup, salad, ice cream等 教学难点: 1. “would like”的缩略形式I’d like的正确使用 2. 在角色扮演中礼貌地提出请求和表达感谢 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing 1）Sing a song about “food” 2） What food do you hear in the song? Activity2: Look and say Show the pictures on P50. What food do you see? Which food in the picture do you like the best? Step2: Presentation Activity1: Listen and tick 1)Show Oliver is at home. Listen and tick. 2) Then check the answer. Activity2: Read and predict 1) What do you see in the picture? A clock. 2)What time is it? It’s 12 o’clock. I see some food. What food do you see? Rice, meat, salad, ice-cream, soup. Maybe it’s lunch time. Activity3: Listen and choose 1) What food do you hear? Beef, rice, chicken soup, vegetable salad, ice cream. 2) Listen again. What food would Oliver like? Oliver would like some ....(Beef and rice. Some ice cream.) 3) Check and learn What would you like to eat? I’d like beef and rice. Can I have some ice-cream, please? Activity4: Watch and find out 1) What’s Mum’s advice? Would you like some chicken soup too? You should also have some salad. Vegetables are good for you. Yes, but just a little. Why? Ice-cream is not healthy food. Cold, too sweet, a lot of fat. 2) Mini Show Activity5: Choose and say Activity6:Listen and imitate Activity7: Role-play Step3: Consolidation Activity1: Look and say What food do you see on the book? Activity2: Look, write and role-play on P52 Step4: Extension Activity1: Enjoy a video Healthy food and unhealthy food Homework: 1. Listen and repeat the text for three times. 2. Recite “Let’s talk” 3. List the food they’ve learned 板书设计 教 学 反 思 教学 内容 Unit 5 Food we eat A let’s learn 批注 教学 目标 1. 在看图、听录音、看动画的过程中，获取、梳理Zhang Peng和Amy在食堂看菜单点餐的信息，理解菜单中不同食物类别的划分（主食、荤素、小吃、饮品）；（学习理解） 2. 在教师的帮助下，运用句型“What would you like to eat/drink? I’d like …”进行问答，正确朗读并运用食物词汇：dumplings, noodles, hamburger, milk, soup, tea, juice, chicken, beef, salad, cake, ice cream；（应用实践） 3. 完成“Write and say”活动，补全菜单中的食物名称，并分角色扮演服务员与顾客进行点餐；（应用实践） 4. 结合Project步骤1（听录音写农场午餐），为自己或同伴设计一份包含主食、蛋白、蔬菜和饮品的午餐菜单，并在小组内分享，体会食物多样性与合理搭配。（迁移创新） 教学重难点 教学重点: 1. 听、说、读、写食物与饮品词汇：dumplings, noodles, hamburger, milk, soup, tea, juice, chicken, beef, salad, cake, ice cream 2. 运用“What would you like to eat/drink?”进行点餐问答 教学难点: 1. 可数名词与不可数名词的区分（如noodles, dumplings可数；milk, soup不可数） 2. 菜单分类的合理性及点餐对话的完整表达 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Sing a song about “food and drink” Activity2: Recall and say What would Oliver like to eat? Activity3:Ask and answer What do you see? I see some food and drinks. A: What would you like to eat? B: I’d like some_____. A: What would you like to drink? B: I’d like some ______. Step2: Presentation Activity1: Listen and find out Show Zhang Peng and Amy. 1) Where are they? In the restaurant. 2) What’s on the menu? Read the words together. Teach the words: dumplings Activity2: Listen and fill What would Amy like to eat? Teach the words: hamburger, ice cream Teach the sentence: Amy would like to eat a hamburger and some ice cream. Explain: would like 想要 Activity3: Listen and fill Show Zhang Peng’s order. Zhang Peng: I’d like some dumplings and beef. And I’d like to drink some green tea. Zhang Peng would like to eat ___________ and ________. He wants some _____ too. Activity4: Listen and imitate Step3: Consolidation Activity1: Think and say Is Zhang Peng / Amy's food healthy? Why? Activity2: Look and write 1) Finish the menu on P53. Check the spelling 2) Make a new dialogue Step4: Project Activity1: Listen and write on P58 1) Listen and fill in the table 2) Read and report Chen Jie would like to eat __________. She wants some ______ too. Mike would like to eat __________. He wants some ______ too. Binbin would like to eat __________. He wants some ______ too. Homework: 1. Listen and repeat the text for three times. 2. Recite “Let’s learn” 3. Write your partners order XXX would like to eat __________. He/She wants some ______ too. 板书设计 教 学 反 思 教学 内容 Unit 5 Food we eat A let’s spell 批注 教学 目标 1. 在听录音、学唱歌谣的过程中，感知、辨别字母组合“oo”在单词中的两种发音：长音/uː/（如food, cool, too）和短音/ʊ/（如look, cook, good）；（学习理解） 2. 在教师的帮助下，观察、归纳“oo”的发音规律（在字母k前常发短音/ʊ/，在多数情况下发长音/uː/），尝试拼读含有“oo”的单词；（应用实践） 3. 借助拼读规则，在单线上正确拼写单词，完成句子的听写与仿写，做到书写规范；（应用实践） 4. 简要评价歌谣中张鹏的烹饪行为，再次思考“How do we get food?”，体会烹饪的乐趣与健康饮食的创意（如用食物制作有趣的拼盘）。（迁移创新） 教学重难点 教学重点: 1. 掌握“oo”在单词中的两种发音规律，能正确区分长音/uː/和短音/ʊ/ 2. 能根据规律拼读、拼写例词（cook, look, good, book, food, cool, too, zoo等） 教学难点: 1. 区分“oo”在不同单词中的长短发音，尤其注意在k前常发短音，但“food”例外 2. 在单线上正确书写包含“oo”的完整句子 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Sing a song about “food” Review some food: dumpling, beef, tea, hamburger, ice cream Activity2: Let’s review 1)Look and say Chen Jie would like to eat __________. She wants some ______ too. Mike would like to eat __________. He wants some ______ too. Binbin would like to eat __________. He wants some ______ too. 2) What would you like to eat/drink? I’d like to eat_____. I want ________ too. Step2: Presentation Show the picture on P52 Activity1: Read and say 1) Who do you see? Zhang Peng 2) What’ s in his hand? On the table? A cook book, some food Activity2: Listen and number Watch the video, then number the sentences Activity4:Watch and find out How is Zhang Peng’s cookbook? Activity5: Listen and imitate Activity6: Read, circle and sort What sound do you hear the most? /ʊ/ and /u:/sound. Circle the words with sound /ʊ/ and /u:/ /ʊ/: look, cook, book, /u:/: food, too Activity7: Read better in groups Read it as fast as you can. Step3: Consolidation Activity1:Enjoy and sort Enjoy a video about ‘oo’ Activity2: Listen and group on P54 Activity3: Look and say Activity4:Write and say on P54 Step4: Extension Activity1: Read a book with sound /ʊ/ and /u:/ Homework: 1. Listen and repeat the text for three times. 2. Recite “Let’s spell” 3. Make a mind map of sound /ʊ/ and /u:/ 板书设计 反 思 教学 内容 Unit 5 Food we eat B let’s talk 批注 教学 目标 1. 在看图、听录音、看动画的过程中，获取、梳理Binbin与Mrs Green关于椰子的对话内容，理解椰子的产地、用途及Binbin喜欢椰子的原因，了解植物在饮食、建筑等方面的作用；（学习理解） 2. 在教师的帮助下，按照正确的语音、语调分角色表演对话，感知重读与连读；（应用实践） 3. 运用核心句型“What’s your favourite fruit? Why do you like …? Where does … come from?”完成“Look, ask and answer”活动，询问和回答食物的价格及产地；（应用实践） 4. 简要评价对话中椰子多种用途的价值（可饮用、可烹饪、可盖房），并选择一种自己喜欢的水果或蔬菜，调查其产地、用途及生长方式，向全班做简单汇报，体会植物与人类生活的密切联系。（迁移创新） 教学重难点 教学重点: 1. 掌握询问喜好、原因和产地的句型：“What’s your favourite …?” “Why do you like …?” “Where does … come from?” 2. 理解并能回答产地及用途：It comes from … Because … 教学难点: 1. 正确使用because解释原因，形成完整因果句 2. 在创编对话中综合运用价格、产地、原因等多重信息 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing 1) Sing a song about “Eat and drink” 2) What food/drinks do you know? Activity2: Do a survey What’s your favourite food/drink? Ss: _______is/ are my favourite. Step2: Presentation Activity1: Listen and choose 1) Show Miss Green and the children. Listen and choose. 2) Read and check. Activity2: Read and predict Show the picture on P55. 1) Who? Binbin 2) What do you see? Coconut. Teach the words: Coconut Activity3: Listen and find out What are they talking about? Activity4: Listen and find out They are talking about the Coconuts. 1) What are Miss Green’s questions? What’s your favourite fruit, Binbin? Why do you like coconuts? Where does your coconut come from? 2) Read the picture of Coconut. Fruit, leaves, Coconut water... Activity5: Watch and find out Why does Binbin like coconuts? Reason1: ________________. (Coconut water is nice.) Reason2: ________________. (Coconut water is healthy.) Reason3: ________________. (We can cook delicious meals with coconut.) Reason4: ________________.( Some people make houses with coconut tree leaves.) Activity6: Enjoy some pictures to know coconuts Activity7: Listen and imitate Activity8: Role-play Step3: Consolidation Activity1: Fill and read Binbin’s favourite fruit is ______. Because ______________is nice and healthy. We can also _____________. And some people ___________________. They come from _________. Activity2: Look, ask and answer 1) Read 2) Fill and read A: How much ______ the apples? B: ________ 18 yuan. A: Where do they come from? B: _______ come from ______. 3) Choose and ask and answer. (注意单复数的使用） Step4: Extension Activity1: Watch a video about coconut Homework: 1. Listen and repeat the text for three times. 2. Recite “Let’s talk” 3. 了解自己最喜欢的水果，说一说为什么喜欢，这种水果还有什么用，产自哪里。 板书设计 教 学 反 思 教学 内容 Unit 5 Food we eat B let’s learn 批注 教学 目标 1. 在看图、听录音、看动画的过程中，获取、梳理Amy种植、收获、烹饪胡萝卜的过程，理解植物不同部位（seed, stem, root, leaves）的名称及功能，知道我们常吃的蔬菜是植物的哪些部分；（学习理解） 2. 在教师的帮助下，运用句型“… grows … from seeds.”描述植物生长过程，并正确使用seed, stem, root, leaves等词汇；（应用实践） 3. 完成“Look, write and say”活动，根据图片补全句子，写出不同蔬菜我们食用的部位；（应用实践） 4. 结合Project步骤2、3、4（观察胡萝卜生长、选择一种植物做展示），选择一种自己喜欢的植物，画出其生长过程并写出介绍（名称、产地、种植步骤、食用部位），在班级内做展示汇报，体会植物从种子到餐桌的全过程。（迁移创新） 教学重难点 教学重点: 1. 听、说、读、写植物部位词汇：seed, stem, root, leaves 2. 了解胡萝卜的生长过程：plant seeds → a seed grows → stem and leaves grow → pull up the carrot by the stem and leaves → eat the root 教学难点: 1. 区分stem（茎）和root（根）的形态与功能 2. 理解“Does every plant have a seed?”并能举例说明（如土豆用块茎繁殖） 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Sing a song about “plants” Activity2: Recall and say Binbin’s favourite fruit is ______. Because ______________is nice and healthy. We can also _____________. And some people ___________________. They come from _________. Activity2: Ask and answer Step2: Presentation Activity1: Read the pictures Show the picture on P56 1) Who do you see? Amy. 2) What does she do? Match the phrases with pictures grows carrots, pulls up the carrot, cook the carrot Activity2: Listen, choose and fill 1) Amy grows carrots from ______. Amy pulls up the carrot by the _______ and ________. Amy cooks the ________. Her rabbit eat the _________. 2) Teach the new words: seeds, stem, root, leaves 3) Let’s learn Activity3: Listen and imitate Step3: Consolidation Activity1: Fill and say Amy is introducing the carrot. This is the carrot. These are ______. They are small. These are the _____ and _____. We eat the ________. Activity2: Look, write and say 1) Look and say 2) write and say on P56 Step4: Project Activity1: Read and complete the sentences on P58 1) Read and write 2) Talk Activity2: Draw some pictures like P59 Activity3: Write a draft Activity4: Report Homework: 1. Listen and repeat the text for three times. 2. Recite “Let’s learn” 3. Finish the draft, and prepare for reporting 板书设计 教 学 反 思 教学 内容 Unit 5 Food we eat B Read and write 批注 教学 目标 1. 在阅读配图科普短文的过程中，获取、梳理荷花的生长地、外形特征、各部位（root, seed, leaf）的样貌及食用方法，理解语篇大意；（学习理解） 2. 在教师的帮助下，分析科普短文的结构（标题、插图对应文字、段落描述），完成“Read and fill in the table”活动，梳理荷花不同部位的信息；（应用实践） 3. 用正确的语音、语调跟读、朗读语篇，感知句子的升降调与连读；（应用实践） 4. 简要评价荷花各部位的实用价值，完成“Read and say”离席卡（3 things I learnt, 2 things I want to learn more about, 1 question I have），并与同伴交流，培养反思性阅读习惯。（迁移创新） 教学重难点 教学重点: 1. 读懂关于荷花的科普短文，提取生长地、可食用部位及其用途 2. 掌握信息表格的填写方法，了解科普类短文的图文对应特点 教学难点: 1. 理解“The big brown and yellow roots are delicious.”等描述性语言 2. 运用所学语言介绍一种植物的多个部位及其用途 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s Enjoy Enjoy a video about plants Activity2: Think and say What's your favourite fruit and vegetable? Activity3: Look and say Which parts of these plants do we eat? Step2: Presentation Activity1: Read the picture Read the picture on P57. Answer the questions. 1) What’s this? It’s a lotus plant. 2) What are these parts? Flowers, seeds, roots, stem, leaves Activity2: Read and match What are the four parts about? Read and circle the main words. Then match. 1) Lotus flowers 2) Lotus seed 3) Lotus roots 4) Lotus leaves Activity3: Read and answer on P57 Underline the key sentences or key words in the text. Then try to write down the answer. 1) Where does the lotus plant often grow? The Lotus plant often grows ____________. 2) What parts of the lotus plant can we eat? We can eat ________, _________ and _________. 3) What can people do with lotus leaves? They can eat the young leaves. They can also cook rice in the leaves. Activity4: Read and fill on P57 Activity5: Listen and imitate Activity6: Read in groups of 4 Step3: Consolidation Activity1: Let’s retell Activity2:Read and say on P57 Step4: Extension Enjoy a video about the lotus Homework: 1. Listen and repeat the text for three times. 2. Recite “Read and write” 板书设计 教 学 反 思 教学 内容 Unit 5 Food we eat Reading time 批注 教学 目标 1. 在阅读“The history of tea”的过程中，获取、梳理茶叶发展的历史脉络（早期吃茶叶→热水泡茶→茶在中国流行→传到日本和英国→现代茶的多样性），理解语篇大意，感受中国茶文化的魅力；（学习理解） 2. 在教师的帮助下，用时间轴或思维导图梳理茶的历史关键节点，并能用自己的语言复述其中两到三个阶段；（应用实践） 3. 完成Self-check中的自我评价，回顾本单元核心词汇与句型，反思自己的学习收获；（应用实践） 4. 简要评价茶文化的传播与多样性，结合Project内容分享自己最喜欢的食物或植物，讨论“How do we get food?”并总结本单元学到的关于食物来源、植物用途和健康饮食的知识。（迁移创新） 教学重难点 教学重点: 1. 理解茶的历史关键信息：最初吃茶叶→后来泡茶→中国→日本和英国→世界各地多种茶 2. 综合运用本单元食物、点餐、植物部位、产地询问等语言 教学难点: 1. 理解时间顺序词（at first, later, in the 1700s, now）在语篇中的作用 2. 完成Self-check并真实反思个人在食物知识和健康饮食方面的收获 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s Enjoy 1 )Enjoy a video about tea. 2)What’s the video about? It’s about “the history of tea” Teach the word: history Activity2: Look and say The teacher shows a picture of a cup of tea and asks: 1) What can you see in the picture? 2) Where does tea come from? Step2: Presentation Activity1: Read the title 1) Show the title of the text. Read and say: What’s it about? It’s about tea. 2) Show the pictures of the tea. Review the part of a plant. Leaves, stem, flower, seeds, root Activity2: Read and circle Students read the passage and circle the time markers. The teacher presents five time markers on the board/screen: at first → later → then → now Activity3: Read, match and fill The teacher presents the five time markers and five scrambled key events. Students work in groups to match them: Time Marker Key Event At first People ate tea leaves. Later People put tea leaves in hot water to make a drink. Then Tea spread to Japan, the UK and other countries. The class checks the answers together. Activity3: Watch and feel The teacher plays the recording. Students listen and repeat, paying attention to linking sounds and pauses. Teacher asks: What does “There really is a tea for everyone!” mean? Guide students to understand: There are many kinds of tea, so everyone can find one they like. Activity4: Listen and repeat Activity5: Read in groups Step3: Consolidation Activity1: Retell the story Retell the history of tea The teacher provides a language scaffold. Students try to retell: At first, people ______. Later, people ______. Then, tea ______. Now, people ______. Students try individually, then share in groups. Finally, 2–3 students present to the class. Step4: Extension Activity1: Enjoy a video Where does tea come from? How do you feel about Chinese tea? Do you like tea? Why or why not? Students express their opinions freely. The teacher guides them to appreciate the long history and global influence of Chinese tea culture. Homework: 1. Listen and repeat the text for three times. 2. Tell the history of tea to your family. 板书设计 教 学 反 思 学科网（北京）股份有限公司 $