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重大版小学英语五年级上册教(学)案(Unit 3)Unit 3 第三单元At the Table 吃饭时/在桌旁Lesson 1 第一课1.Look, listen and say(看，听，说)A:What would you like for dinner, Stanley?你晚餐想吃什么，Stanley?Stanley:I’d like some chicken and ice-cream.我想要些鸡肉和冰激凌。
C:Have some vegetables.吃些蔬菜。
Stanley:No, I don’t like vegetables.不，我不喜欢蔬菜。
A:Vegetables are good for you.蔬菜对你有好处。
Stanley:OK, some chicken, ice-cream and vegetables.好的，一些鸡肉，冰激凌和蔬菜。
Rex:What would you like for lunch?午餐你要吃什么？Max:I’d like some rice and soup.我要些米饭和汤。
2.Listen and Number听并标出序号( )vegetables蔬菜( )rice米饭( )noodles面条( )chicken鸡肉( )soup汤3.Let’s practise 让我们一起来练习吧Rex:What would you like for breakfast?早餐你要吃什么？Max:I’d like some bread and milk.我要些面包和牛奶。
使用这些食物做替换：1)chicken鸡肉potatoes土豆ice cream冰激凌rice米饭vegetables蔬菜noodles面条soup汤cake蛋糕pie馅饼2)banana香蕉apple苹果pear梨strawberries草莓water水milk牛奶tea茶grapes葡萄A:Have some strawberries.吃些草莓。
小学英语重大版五年级上册Unit3AttheTableLesson1教学设计【名师授课教案】1教学目标1. 能听、说、认读有关食物和三餐的单词;掌握四会词vegetable,noodles, chicken, ric e, soup,bread, tomato, potato, fish等,并能结合句子使用。
2.能听懂,会说What would you like for…? I’d like…Have some… . What would you r mother like for…? She’d like... Anything else…? And…并能在实际情景中运用。
3. 掌握字母组合oa , ow, fl, fr在单词中的发音, 能正确拼读单词。
4. 培养孩子不挑食的习惯,以及学会关心家人。
5. 了解西方饮食文化,培养学生跨文化交际意识。
2学情分析五年级,在食物单词和句型的学习上,有了一定基础,在学习本课时,有了单词的积累。
3重点难点重点:1. 能大胆、灵活运用“what would you like for…”向别人进行提问,并能用I’d like….这个句型进行回答。
2. 能听懂、会问“What would your mother like for…”,并能做相应的回答“ She’d like…”3. 能用句型Anything else? 作出进一步提问。
4. 能听说、认读本单元重点词汇。
难点:1. vegetable, anything, bread的正确发音;2. 能熟练掌握并使句型: What would you like for…? I’d like…What would your mo ther like for… ? She’d like …并能在实际情景中运用。
4教学过程4.1第一学时教学活动1【导入】presentationStep1: warm up1. 教师用“Hello,boys and girls!”问候全体学生。
Unit 3 At the TableLesson 1 教案一、教学内容Unit 3 At the Table Lesson 1二、教学目标:1.能听懂会说单词：bread, rice, milk, noodle, chicken, vegetable, soup, juice2.能正确运用句型：What do you like for…?I’d like….三、教学重点:1. 能正确朗读本单元的单词bread, rice, milk, noodle, chicken, vegetable, soup, juice2.能流畅表达日常购物交际用语：What would you like for…?I’d like….四、教学难点:能正确发音bread, rice, milk, noodle, chicken, vegetable, soup和juice，并能够对单词进行较好的整体认读。
五、课前准备:1教具准备牛奶，果汁各一盒，两个一次性杯子，面包、米饭、牛奶及果汁的单词图卡，及自制小图片各一套，实物玩具一个，多媒体辅助，录音机，拼图材料。
2 教学准备课前请同学自己准备水彩笔或蜡笔，一张纸，每一组分发一幅拼图，每人准备好四幅单词卡片。
3 板书准备黑板上预先写好课题Unit 3 At the Table Lesson 1。
六、教学过程A Free talk and revisiona) 师生问候: Good morning/afternoon, boys and girls. How are you? Is it sunny or rainy?b) Look and guess.老师准备好上一单元的两个单词pie和hamburger的拼图（多媒体flash）以每次递增出示不同部位的图片，让学生来猜是什么，并且要求学生把单词说出。
T: Look at this picture, can you guess? What’s that?Sa: A pie! (team, row, individual)...B Presentation and practice１. 学习单词bread, rice。
Unit 3 At the Table
Lesson 1 教案
一、教学内容
Unit 3 At the Table Lesson 1
二、教学目标:
1.能听懂会说单词：bread, rice, milk, noodle, chicken, vegetable, soup, juice2
2.能正确运用句型：What do you like for…?
I’d like….
三、教学重点:
1. 能正确朗读本单元的单词bread, rice, milk, noodle, chicken, vegetable, soup, juicew
2.能流畅表达日常购物交际用语：What would you like for…?
I’d like….
四、教学难点:
能正确发音bread, rice, milk, noodle, chicken, vegetable, soup和juice，并能够对单词进行较好的整体认读。
五、课前准备:
1教具准备
牛奶，果汁各一盒，两个一次性杯子，面包、米饭、牛奶及果汁的单词图卡，及自制小图片各一套，实物玩具一个，多媒体辅助，录音机，拼图材
料。
2 教学准备
课前请同学自己准备水彩笔或蜡笔，一张纸，每一组分发一幅拼图，每人准备好四幅单词卡片。
3 板书准备
黑板上预先写好课题Unit 3 At the Table Lesson 1。
六、教学过程
A Free talk and revision
a) 师生问候: Good morning/afternoon, boys and girls. How are you? Is it sunny or rainy?w
b) Look and guess.
老师准备好上一单元的两个单词pie和hamburger的拼图（多媒体flash）以每次递增出示不同部位的图片，让学生来猜是什么，并且要求学生把单词说出。
T: Look at this picture, can you guess? What’s that?
Sa: A pie! (team, row, individual)
...
B Presentation and practice
１. 学习单词bread, rice。
1). 老师鼓励学生自己打开身边的信封，两人一组完成拼图，并需要快速完成，抢答说出你的图形或图片是什么。
然后打开多媒体，进行听力，模仿单词教学
T: Now, I’ll give you a bigger surprise. Please take out the yellow
envelope. It’s a new puzzle for you. Do it as fast as you can! S: (兴趣浓厚，打开信封，开始拼图)
T: Who has finished? Hands up!
What have you got?
Sb: 面包
T: Yes! You’re clever! Look at the screen, children! Mum is coming, she will tell you. What are they? Listen!2
M: This is bread, （面包离妈妈较近，物体显示较大）（老师重复点击，让小孩自己悄悄模仿）
T: Are you ready? Can you say? Please hands up!
Ss: (大多数自信满满的举手，迫不及待地想回答问题)
T: (指向面包，并靠近面包) What’s this?
SD: Bread.
Se: This is bread.
Sf: This is bread.
Sg: This is bread.
……
T: (竖立大拇指)You’re good! (单独拿出卡片) Bread!
Ss: Bread!
T: (藏起图片，迅速展示图片)
Ss: Bread!
T: (由快到慢展示图片，又从慢到快展示图片，要求学生跟着自己的节奏朗读单词。
T: (重新回到多媒体页面)You see，this is bread. And is that bread, too?
Ss: No, it isn’t.
T: So what’s that? That is rice.
S: Rice!
T: Excellent! Here’s a prize for you!
(拿出米饭的图片，带领大家一起感受米饭，注意的是要让学生尽量放开嘴巴大声朗读)
T: Say after me! Rice-rice- rice (声音从低到高)
Ss: (聚精会神)Rice, rice, rice, rice, rice! (声音从低到高)
2). 老师拿出面包和米饭的图片，让学生进行快速反应，然后老师说单词，学生快速从身边的卡片中挑出单词，并要跟随老师大声朗读单词。
T: Bread, bread, I like bread!
Ss: Bread, bread, I like bread.
T: Rice, rice, it is nice!
Ss: Rice, rice, it is nice!
3). A game (大小声游戏)
老师先请一位同学背对大家，再把随便一张单词卡片藏起来，让这位同学随着大家说单词的声音大小，把单词卡片找出来，声音大表示距离卡片越来越近了，声音小说明与卡片越来越远了。
2.学习单词milk 和juice
老师拿出一盛有白色的液体的玻璃杯，让学生看颜色，学习单词milk。
学完牛奶后，以相同的方法呈现果汁，学习单词juice。
单词训练发音，先
个别发音，再全班级跟度，然后同桌配合按照顺序从前往后，或是从左往右读，最后拓展韵律读，套上句子I like…
T: Look! Think it over. T: What’s it?
T: Milk! (气流发音)
S: (抢答)Milk!
T: (引向个别到集体发音)Milk! Ss: Milk
Ss: Milk! （听录音，让学生跟读发音）
T: (出示单词图片)Milk, milk, I like milk!
Ss: Milk, milk, I like milk!
T: Smell it! Is it milk?
Ss: No, it isn’t.
T: (Pour the juice to another cup and drink a little) It’s yummy! Ss: (抓住机会，想要知道里面是什么) Let me have a try!
T: What’s it? Haha, it’s juice, it’s nice! (解释果汁，和美味) T: Do you like juice?
S: Yes, I do!
T: Taste it! Is it nice?
S: Yes, it’s yummy!
T: (拿出果汁瓶) Juice, juice, it is nice!(升调，降调)
Ss: Juice, juice, it is nice!
Make a new chant:
把每个单词讲的韵律句，用多媒体展示出，配上可爱的动画，以及节奏较强的音乐，一起拍手说一说。
给图片让学生替换单词。
Bread, bread, I like bread.
Rice, rice, it is rice.
Milk, milk, I like milk.
Juice, juice, it is nice.
_____, ______, I like ______.
_____, ______, it is _______.
...
C. Consolidation
1. Game 1: I say you say
老师把四张单词以及之前容易说错的单词混淆在一起，当老师说对单词时，跟着老师说，当老师说错时，需要举手，让老师停下，并集体说You say… I say…
T: (图片bread) Rice.
S: （举手喊停）You say rice, I say bread.
2. Game 2: Look and catch
老师打开多媒体，设置好单词，从颜色，方位以及大小三方面快速变化，单词也随之不停调换，学生每看到一次变换就要说出单词，直到结束。
3. Group work
老师在黑板上简要画出一食品店，画一些学生喜欢吃的东西，再要求学生把自己喜欢吃的东西画出，然后送到食品店,需要说I’d like…，老师先请一位学生扮演服务员，和他一起表演购买食品的情景。
最后邀请学生扮演顾客，老师当起服务员，做对话示范。
每组由一个人当服务员，管理图片，其他几位扮演消费者，购买商品。
a. T: Rice，please.
S1: Here you are!
T: Thanks
b. T: What would you like for breakfast?
S: Milk, please.
T: Here you are!
S: Thank you.
D. Assign homework
１. 听磁带，大声朗读单词。
２. 做一调查, 看什么食物最受欢迎。
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