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视频标签：PEP五年级
所属栏目：小学英语优质课视频
视频课题：小学英语人教PEP五年级上册Unit 3 What would you like Part B
教学设计、课堂实录及教案：小学英语人教PEP五年级上册Unit 3 What would you like Part B
Unit 3 What would you like?
一．教学内容：Part B. Let’s learn & Look, write and say 二．教学目标:
1. 能听、说、读、写四会单词：delicious, hot, sweet, fresh,
healthy.
2. 能用英语询问最喜欢的食物，如“What’s your favourite food?”。 3. 能用所学的形容词简单描述自己喜欢的食物。 三．教学重难点:
重点： 能听、说、读、写单词delicious, hot, sweet, fresh, healthy.
以及能询问最喜欢的食物，如“What’s your favourite food?”。
难点：能简单讲述自己喜欢某种食物的原因。 四.教学准备:
单词卡片，各类水果和食品实物以及各类食物卡片。 五．教学过程 Step 1. Warming up
1. Let’s sing.师生齐唱健康歌。 2. Free talk
（1）T: Good morning, boys and girls. My name is Viki. Please say hello to me.
（2）师生齐看视频。T:What’s the video about? Who will you thank
on Thanksgiving day？
(3)教师介绍主题：I want to thank my parents , and in the class I plan to design a thanksgiving menu for them. Step 2.Presentation
1. 教师用多媒体课件分别呈现以前学过的食物图片，头脑风暴，复
习所学食物单词。接着教师出示食品实物，问学生what would you like ? 学生说出食品名称后把相应的食品给学生，并且口头输入It is healthy/fresh/hot/sweet/delicious.然后教师利用多媒体呈现鸡肉图片，并描述：for me, I like the chicken. And I like beef better. But I like fish best. So my favourite food is fish.教读单词favourite.教师接着问学生Do you know why I like fish best? Because it makes me smarter, and it is good for our health. So I think it is healthy. 播放录音,学生跟读单词healthy. 正音字母组合th, 全班分小组读，然后请学生单个朗读。最后教师用食物面包、葡萄引导学生说出Look at the bread/grape, it is healthy.再拿出fish卡片说：The fish is healthy, so can we choose it for the menu?教师把卡片贴进菜单后接着提问：what other food is healthy?
2. 教师拿出香蕉卡片问：What about bananas? Are they healthy?
Do you like bananas? Let’s buy some bananas.屏幕呈现不新鲜的香蕉，教师问：can we choose these bananas? 再出现新鲜的香蕉，so how about these ones? Because they are fresh.
播放录音,学生跟读单词fresh，正音字母e和字母组合sh, 再分组跟读,最后一组同学轮流朗读单词。再指着不新鲜的香蕉问学生：Why not choose these bananas? Because they are not fresh. 最后让学生观察图片，点学生替换横线处的单词用英语描述食品是否新鲜。
3. 教师作总结：Since the bananas are fresh, can we choose them
for the menu? Now look at my menu, we choose fish and bananas because they are healthy and fresh. And they are also my favourite food. Now I want to know what’s your favourite food?黑板上呈现该重点句型，带读句子。然后教师再次展现实物问学生what’s your favourite food?学生作答后追问原因。当学生回答beef时，要求该学生品尝牛肉，然后问Is it yummy? If some food is yummy, we also can say it is delicious.播放录音,学生跟读单词delicious.跟读该单词设置一个小游戏，教师的手出示数字几，学生就跟读几遍。然后，教师拿出牛肉条，让学生模仿教师闻牛肉，并作出美味的样子说：I like beef, it is delicious.最后师生一起把beef选入菜单。
4. 教师继续介绍：we all like healthy food, fresh food and
delicious food. But there are some other food, maybe you do not like. 课件呈现辣椒照片问学生：Do you like them? Why? 呈现句子they are hot.教师做出辣的手势。再接着呈现糖果图片问：How about candies? They are sweet. 同时教授这两个单词，
出示单词卡片hot，男生站起来读，出示单词卡片sweet, 女生站起来读。读完后教师接着说：Viki has prepared some secret food. And I need three students to taste my food. Then you guess which is hot(作出辣的手势)？which is sweet(作出甜蜜的表情)?教师邀请三位学生上台，分别给他们吃辣的凤爪，柠檬和糖，学生作出不同表情后，让台下学生猜哪个辣，哪个甜。并指着吃柠檬的学生问，do you like sour food? Do you like sweet food? I like ice cream. Let’s choose it for the menu. So what other food is sweet too?让学生思考回答。 Step 3.Practice
1. 呈现所有新知单词，进行missing game游戏，要求学生把missing word 大声地读出来。
2. 小组同桌之间进行合作对话，围绕主题句型What’s your favourite food?作答并说明原因。 Step 4.Consolidation
教师做总结：thanks for helping me to finish my menu, now it’s your turn to design your own menu.学生拿出菜单，要求学生把自己的喜欢的食物贴在菜单上，并且在食物下面写上喜欢的原因，如：It is delicious.或者They are fresh.小组合作完成菜单后，请几组同学介绍自己的菜单。介绍完后，将四组菜单贴在黑板上，再问学生which is best? Why? 通过学生制作的菜单，分析哪份制作的健康，从而引出食物金字塔，鼓励学生关注自己的饮食状况，养成良好
的饮食习惯。 Step 5.Homework 1. 完成网上作业。 2. 做调查，完成表格内容。
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