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_五年级上册教学计划全册教学目标 五年级上册学生用书Lets learn部分的词汇仍然是围绕话题归类出现的。这样有利于学生记忆和开展话题的讨论。本册Lets learn中的大部分词汇要求学生做到听、说、读、写四会掌握（即加粗的单词）。用来巩固复习词汇的活动主要是结对和小组活动，以及启发学生主动思考的活动。Lets talk部分依旧是一个浓缩了的情景会话，目标句型突出。为给学生提供灵活运用语言的机会，这一部分提供了可供替换的内容。Read and write部分的教学目标要求学生能读懂对话或短文；完成检测学生理解程度的填充句子练习；听、说、读、写四会掌握两组句子；完成一项综合运用所学语言的任务型语言活动。在Lets spell部分，本册安排了常见字母组合的发音，依旧是用绕口令的形式将含有这些字母组合的单词整合成趣味句子。本册教材的阶段复习密切围绕各单元话题展开，将所有需要复习的语言点融进有实际交际意义的活动之中，并增加了考察综合性阅读理解能力的语篇，以增进对语言知识的积累。1能听、说、读、写61个单词或短语以及7组句子和4个单句。（包括教师、课程、食物、家务活动、居家家具、自然景物等几个话题）。要求能在真实语境中正确运用并能读懂简短语篇。2能完成1个手工制作。3能听懂、会唱6首歌曲。4能听懂、会吟唱6首歌谣。5能完成6个自我评价活动。6能理解6个幽默小故事。7能了解6条日常生活谚语。教材重点难点重点：1、能按四会、三会的要求掌握所学单词。2、能按四会要求掌握所学句型。3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。难点：1、对四会要求掌握所学句型的灵活运用：对话、写作、阅读。2、教学内容与学生的生活经验知识层次的有机结合。3、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。Unit one Whats he like?Lesson 1一教学内容 Main scene Part A (lets try lets talk)二教学目标 1能正确听，说，朗读“Who is .? He/She is.Whats he/she like? He/She is. Is he/she? Yes,he/she is. No, he/she isnt.” 2.能正确听，说，认读表示人物外貌与性格特征的形容词 old ,young,funny,kind,strict,polite,hard-working,clever. 3.能听懂，会说，会表演Lets talk 的内容并在真实场景中运用。三教学重难点 重点：学生能够表演Main scene 和lets talk的交际内容，能够根据实际 情况用英语讨论他人外貌与性格特征。 难点：用英语准确询问并回答人物特征，如：“Who is ? He/She isWhats he/she like? He/She is Is he/she?Yes,he/she is. No, he/she isnt.” 四课前准备 教师自制的单词卡、光盘 五教学过程Step1. Warming-up1.Lets look and say the names.(教师出示本单元通过多媒体播放一些卡通图片，分别展示年老，年轻，滑稽，有礼貌，工作努力，聪明，严格等外貌与性格特征，让学生认读，说一说这是谁，怎么样。)2.Lets listen and sing”Whos your teacher?”Step2. Presentation1.学习Main scene（1）出示Main scene中的部分教学挂图，让学生观察。（2）看图回答问题。Dialogue1: Who can you see in the picture?(Wu Yifan,Amy,Oliver and a teacher.)Dialogue2: What are they talking about?(The teacher introduces classmates to each other.)Dialogue2:Who is a new student?(Oliver)（3）听录音，模仿朗读，理解对话内容。（4）教师领读对话，学生模仿，齐读练习，生生对话，小组表演。2.学习lets try lets talk （1）listen and tick.听录音，完成探究学习第一题。（2）创设情境：这节课我们和Oliver，WuYifan一起去了解Mr Young。（3）看lets talk部分的课文插图，听录音，模仿朗读，理解意思。（4）根据lets talk内容尝试分角色朗读对话。（5）学生两人一组，完成“Talk about your teachers.”（6）学生表演，以检查学生对本课对话的掌握情况，对做得较好的学生予以表扬。3.Make a survey.T: Whos your. .? Ss:. .T:Whats he/she like?Step3. Consolidation三人一组，发现并用我们学过的句型讨论小组内每个成员的三个优点。S1: Whos that. .? S2:. .S1:Whats he/she like? S2:He/she isS1:Is he/she. .? S2:Yes,he/she is. No,he/she isnt. Step4 Homework1.完成课堂检测中的相关习题。 2.Make a new dialogue and act it out。六板书设计Unit one Whats he like? Main scene Part A (lets try lets talk)Who is he?- He is our music teacher.Whats she like? - Shes very kind.Is he young?-Yes,he is.七教学反思Unit one Whats he like?Lesson 2一教学内容Part A lets learn/ ask and answer/ lets spell. 二教学目标 1.能够正确听，说，朗读“Who is ? He/She isWhats he/she like? He/She is Is he/she?Yes,he/she is. No, he/she isnt.”等询问某人是谁，外貌或性格怎么样的相关交际用语。 2.能够正确听，说，认读表示人物外貌和性格特征的形容词old,young,funny,kind,strict等词汇。 3.能够听懂，会说，会表演lets learn的内容并在真实场景中运用所学语言进行真实交流和运用。三教学重难点 重点:学生能够表演lets learn的交际内容，能够根据实际情况用英语讨论人物。 难点:用英语准确询问并回答人物特征，如“Who is ? He/She isWhats he/she like? He/She is Is he/she?Yes,he/she is. No, he/she isnt.”等。四课前准备 单词卡片，录音机，磁带五教学过程Step1. Warming-up1.sing a song”Whos your teacher”2.show pictures and say出示一些学科教师图片，让学生快速说出来，如Chinese teacher/math teacher/English teacher/art teacher/music teacher.T: Whos this man/woman?S: He/she is . .Step2. Presentation1.Look and guess.看图片，猜一猜。教师出示刚才展示的教师图片，让学生猜一猜教师是什么性格？T：guess,whats he/she like?S: Is he/she strict/funny?T:Yes,he/she is.No,he/she isnt.两组示范后，教师将卡片交给学生，进行生生对话。2.展示Lets learn 图片，快速让学生说出Mr还是Miss。3.look at the pictures and say.看图说句子。如：Mr Young is our music teacher.He is old.4.播放课本插图，两人一组选择图片讨论。Step3 ConsolidationGroup work:小组讨论任课老师。1.准备好一张你喜欢的老师的画像，并向你的组员介绍。2.让学生表演，以检查学生对本课句型的掌握情况，对做得好的学生予以表扬。Step4 Homework 1. Copy the words of lets learn.2. Make a dialogue about your teachers.6 板书设计Unit one Whats he like?Part A lets learn ask and answer lets spell old young funny kind strictWhos your art teacher?-Mr Jones.Is he young?-Yes,he is.7 教学反思Unit one Whats he like?Lesson 3一教学内容 Part B lets try lets talk二教学目标1.继续学习“Whos?He/she isWhats he/she like?” He/She is Is he/she?Yes,he/she is. No, he/she isnt.”等询问某人是谁，怎么样的相关交际用语。2.能够听懂，会说，会表演Lets talk的内容并在真实场景中运用所学语言进行真实交流和运用。3.在对话交流中使学生养成用英语交流的习惯，培养良好的语音语调和语感。三教学重难点 重点：学生能够表演Lets talk的交际内容。难点：能用Whos ?He/She is Is he/she?Yes,he/she is. No, he/she isnt.”进行真实交际。四课前准备 词卡，课件五教学步骤Step1 Warming-up1.sing a song”whos your teacher?”3.Lets listen and chant. Step2. Presentation1. 学习lets try（1）listen and tick (2)Listen and answer2.学习lets talk(1)教师针对对话设计相关问题，引导学生思考。(3)听录音，模仿朗读，理解对话内容。(4)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。3.学生小组内讨论自己的老师。S1：Who is your Chinese(math/English/art/PE/music) teacher?S2:Mr/Ms. .S1：Whats he/she like? S2:He/She is . .Step3 ConsolidationStudent show their dialogue.Step4 Homework1. Read lets talk。2.Make a new dialogue and act it out.六板书设计 Unit one Whats he like? Part B lets try lets talk know Whats she like?- Shes kind. her Is she strict?-Yes,sometimes.7 教学反思Unit one Whats he like?Lesson 41 教学内容 Part B Read and write2 教学目标1. 教学要点能听懂、会说句型：He can speak English and Chinese. He makes me finish my homework. Hes very helpful at home.能够在实际情境中正确应用这些句型；2. 能够正确使用be动词；3. 帮助学生养成尊师重教的美德。三教学重难点 重点：学生能够理解Read and write短文内容。难点：能用He/She is . .进行真实交际。四课前准备 词卡，课件五教学步骤： Step 1 Warm-up1.Review the words.(教师说出汉语，学生说英语，拼写并造句。)2. Free talk ( Whos your . teacher? Is he/ she .？)Step 2 Presentation1Today Ill introduce a robot. His name is Robin. Whats Robin like? Is he strong? Is he hard-working? Is he he helpful at home? Lets meet Robin now.2.请学生认真阅读，然后想一想主人是怎样描述机器人的，要求学生边阅读边完成表格。3.学生完成表格后，教师用问答的方式核对答案。 T:Do you know Robin? S1:Yes,he is a robot. T:Is Robin. .？ S1:Yes,he is./No, he isnt.4.讲解语言难点My grandpa made him. He make me finish my homework. Robin is short but strong. He can speak English and Chinese.5. 听录音，跟读并理解句意。6. 教师领读，学生模仿，齐读，再请个别学生领读。6.请学生独立设计一个机器人，先画一张草图然后用语言对机器人的外貌特征加以描述，如：I have a robot. His name is Hes He Step 3 Consolidation(1)教师播放Story time 视频，请学生四人一组进行讨论，然后回答问题：Do they have a new English teacher? Whos their new PE teacher? Is the new PE teacher a football player? Whats their PE teacher like?讲解故事大意，跟读故事Step 4 Homework 熟读Read and write.六板书设计Unit one Whats he like?Part B Read and write make made My grandpa made him. He make me finish my homework. 7 教学反思Unit two My weekLesson 1一教学内容 Main scene Part A (lets try lets talk)二教学目标 1. 能听、说、读、写单词“Monday”，“Tuesday”，“Wednesday”，“Thursday”，“Friday”，“Saturday”，“Sunday”和“weekend”。 2. 能在创设的实际情景中灵活运用句型“What do you have on ?”，“I have ”。3. 能完成“Lets play”部分的对话任务。4. 能听懂、会唱歌曲“Days of the week”。5. 激发学生的学习热情，鼓励学生就班级的课程表和同学进行交流。三教学重难点重点：理解Main scene中的句子,会用“What do we have on Fridays?-I have a PE class.? ”“Do you often. .?-No,I dont”进行场景对话。教学难点：能够听懂，会说，会表演Main scene。四教学准备单词卡，录音机五教学步骤Step 1 .Warmup1.放两遍歌曲“Days of the week”(P70)的录音。播放第一遍录音时，学生跟着录音小声唱歌曲；播放第二遍录音时，全班学生跟着录音一起大声唱歌曲，活跃课堂气氛。2. 教师询问时间，引导学生回答：“Its . .oclock now. ”教师补充Its time for English class. ”帮助学生复习课程的英语表达。Step 2.Main scene T:What day is it today? T:What do you have on Mondays?(板书,理解,引导学生回答) Ss:I have. .(看本班课程表，根据实际情况回答。) T:Do you often play sports?(板书,理解,引导学生做肯定或否定回答) Ss:Yes,I do./No,I dont.通过师生间反复问答感知句型。Step 3 .Lets tryListen and fill in the blanks.Step 4 Lets talk(1)教师针对对话设计相关问题，引导学生思考。(3)听录音，模仿朗读，理解对话内容。(4)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。Step 5.Consolidaion学生用所学句型替换关键词进行对话练习。S1：What do we have on Mondays?Ss:We have. .Step 6 Summary 师生一起总结本节课学习的词汇和句型。Step 7 Homework1. 听录音，跟读本部分内容。2. 将本节课学习的新单词在四线三格内抄写六遍。3. 制作本班英文班课程表。六板书设计Unit two My weekMain scene Part A (lets try lets talk) - What do you have on Mondays? - I have a PE class. -Do you often play sports?(read books )-No,I dont.7 教学反思 Unit two My weekLesson 21 教学内容Part A Lets learn Lets play Lets spell2 教学目标 1.能够正确听，说，朗读“What do you have on Fridays?-I have a PE class.? ”“Is it Monday?.-Yes./No.”等询问某一天课程以及是否是某一天的相关交际用语。 2.能够正确听，说，认读表示星期的名词Monday,Tuesday,Wednesday等词汇。三教学重点 重点:能够正确听，说，朗读What do you have on Wednesdays-I have Chinese,English，maths and music.Is it Monday?.-Yes./No. 难点:能够运用所学句型进行真实场景对话。四教学准备单词卡，日历,课程表，录音机五.教学步骤Step 1.Warmup(1) 教师放Start部分的歌谣Lets chant录音，学生复习巩固有关星期的新单词和课程名称。 (2)日常口语练习，内容可参考如下：A：What day is it today？B：Its TuesdayA：What do you have?B: I have PEclassI like TuesdaysStep 2.Presentation1. 学习Lets learn（1）引导学生看Lets learn部分的课程表，教师扮演robot,学生扮演Wu Yifan,实时提问：T:What do you have on Mondays?Ss:I have Chinese,English,maths an music.(教师替换问句中的星期名词，针对课程表提问，反复练习句型。) （2）学生两人一组进行对话练习，巩固知识。 2.Lets play (1) 教师请一位学生站起来与自己示范对话，如： T : You have English, Chinese, art and music. Ss: Is it Wednesday? T: No. Ss: Is it Friday? T: Yes.(2) 学生同桌合作，仿照上面的示例编写类似的对话，练习并展示。(3) 教师请几对学生上讲台表演对话。Step 3 Consolidation 1. 看谁反应快教师用手势表示17中任何一个数字，学生快速说出相应的星期，如教师用手势表示“1”，学生快速说出“Monday”。2. 接龙游戏每组第一个学生问：What do you have on Mondays?下一个答：I have Chinese,English,maths and music.答完接着往下问,注意替换问句中的星期。回答流畅正确的学生可以坐下，答错的学生先站着。比一比哪知坐着的学生多，哪组赢。3. 根据Lets learn的内容编Lets chant让学生读一读。 Monday,Monday,Monday,Chinese,English,maths,music on Monday. Tuesday, Tuesday, Tuesday, maths,science,art on Tuesday. Wednesday,Wednesday,Wednesday. .onWednesday. Thursday ,Thursday ,Thursday . .onThursday . Friday,Friday,Friday. .Friday.Step 4 Summary师生一起总结本节课学习的词汇和句型。Step 5 Homework1. 听录音，跟读本部分内容。2. 将本节课学习的新单词在四线三格内抄写六遍。3. 制作本班英文班课程表。六板书设计Unit two My week Monday Tuesday Wednesday Thursday Friday Saturday Sunday weekend - What do you have on ? - I have / We have 7 教学反思 Unit two My weekLesson 3一教学内容 Part B lets try lets talk 二课时目标1. 能听、说、认读单词story book,read books, play football,play ping-pong,listen to music”和“park”。2. 能听懂、会说句子“Do you often read books in this park?”，“I like this park very much.”，“Me too.”。3. 能完成“Lets try”部分的听力任务。4. 感知英语在日常生活中的实用性，鼓励学生学习有用的英语。三教学重难点重点：1. 能听、说、认读新词。2. 能听懂、会说句子“Do you often read books in this park?”，“I like this park very much.”，“Me too.”。难点：能灵活运用句型“Do you often ?”询问他人的日常活动并作出相应的回答。四教学准备1. 教师准备多媒体课件、录音机和录音带、词卡。2. 学生准备人物头饰、画笔和画纸。五教学过程Step 1 Warm-upStep2.学习 Lets talk1.介绍对话情景T: Its Saturday afternoon. Zhang Peng and Sarah are in the park. They are talking now. Lets listen to the tape and see what theyre talking about.2.针对对话提出相关问题，引导学生阅读，理解对话。 Whats that in Sarahs hand? Does Sarah often read books in the park? What does Zhang Peng often do in the park? Do they like the park? Answer: Its a story-book. No, she doesnt. He often plays football. Yes, they do.3.播放录音，学生跟读，注意模仿录音中的语音、语调。4.同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”。Step3Consolidation（巩固） Lets try (1) 明确听力任务 (2) 第一次播放教学录音，学生根据录音内容完成练习。 (3) 第二次播放教学录音，师生一起核对答案。Step4.Homework（布置作业）1. 听录音，跟读B. Lets talk部分内容。2. 把本节课学习的生词在四线三格内抄写六遍。六板书设计Unit two My weekPart B lets try lets talk often -Do you often read books in this park? -No,I dont. park - Do you often play football here? -Yes,I do.I like this park very much.七教学反思Unit two My weekLesson 4一教学内容 Part B lets learn Group work二课时目标1. 能听、说、认读短语wash my clothes,watch TV, do homework,read books,play football.2. 能够在真实语境中正确运用以上五个词组描述周末活动。三教学重难点重点：能听、说、认读短语wash my clothes,watch TV, do homework,read books,play football.难点：能灵活运用句型“Do you often ?”询问他人的日常活动并作出相应的回答。四教学准备录音机、录音带、词卡、挂图。五教学过程Step 1 Warm-up 利用教学挂图呈现B Lets talk板块的对话情景，学生表演对话，教师请3组学生上台表演。最后一组演完之后，教师说：Zhang Peng often plays football on the weekend.What about Amy and Chen Jie? 出示B Lets learn 部分的挂图。Step2. Lets learn1.播放Amy 和Chen Jie 对话录音，询问学生，Chen Jie 周末经常做什么？出示词卡，教学短语wash my clothes.板书句型： Do you often wash your clothes on the weekend?(提问，引导学生回答) Yes,I do./No,I dont.（教师板书）2.教师提问What do you do on the weekend?学生自由谈论周末活动。3.当学生讲到与本节课要学的短语相同的周末活动时，教师出示词卡教学短语，然后依次将短语wash my clothes，watch TV, do homework,read books,play football.带入句型Do you often. .on the weekend?中对不同的学生提问，反复练习重点句型。4. 播放录音，学生跟读。5. 学生两人一组，将短语带入重点句型问答练习。Step3.Group work1. 教师设置问题：What does Wu Yifan/Chen Jie/Oliver do on the weekend?学生带着问题看书找答案。2. 教师对学生提问：What do you do on the weekend?3. 学生小组内“开火车”问答，第一个学生提问。What do you often do on the weekend?第二个学生回答完接着问下一个，以此类推。Step4.Consolidation“滚雪球游戏”教师对学生提问：What do you often do on the weekend?第一名学生回答：I often do my homework.第二名学生重复第一名学生的回答后再加上新的词组，如I often do my homework and read books.第三名学生在前面的基础上再加上一个新词组，依此类推。Step5.Homework1. 抄写B. Lets learn部分的单词。2. 两人一组练习模仿例句练习对话。六板书设计Unit two My weekPart B lets learn Group work -Do you often wash your clothes on the weekend? -Yes,I do.七教学反思 Unit two My weekLesson 51 教学内容 Part B Read and write二课时目标1. 能够在图片的辅助下读懂吴一凡和机器人的对话，完成判断信息正误的活动。2. 能够根据提供的信息模仿对话，补全新的对话。三教学重难点重点：能够读懂对话，完成判断信息正误的活动。难点：能够根据提供的信息模仿对话，补全新的对话。四教学准备录音机、录音带、词卡、挂图。五教学过程Step 1 Warm-up师生间问答，复习本单元的核心句型，引入新课。T:What day is it today? What do you have on. .? Do you often. . on. .?Step2. Read and write1.T:What does Wu Yifan have on Fridays?What does Wu Yifan do on the weekend?Do you know?播放录音，要求学生带着问题听录音，并画出相关答句。2. 教师利用BLets learn挂图呈现一周课程安排表，分别在Chinese,maths,English,art,music等课程下做标记，引导学生注意课程出现的频率，并联系often和sometimes所表示的频率差别。3. 引导学生用often和sometimes分别谈谈自己的周末活动。4. 教师提问：Do you like sports?学生回答后，教师继续问：Does Wu Yifan like sports?吴一凡不喜欢运动，机器人建议他做运动。 You should play sports every day.Here is a new schedule for you.(板书should schedule，带学生认读。 )5. 完成活动Tick or cross。Step5.Homework1. 抄写B. Lets learn部分的单词。2. 两人一组练习模仿例句练习对话。六板书设计Unit two My weekPart B Read and write Should schedule七教学反思 Unit three What would you like?Lesson 1一教学内容 A. Lets learn A. Role-play二课时目标1. 能听、说、读、写单词“sandwich”，“salad”，“hamburger”，“ice cream”和“tea”。2. 能在创设的实际情景中灵活运用句型“What would you like to eat / drink?”，“Id like ”3. 能完成“Role-play”部分的任务。4. 继续保持学生对学习英语的兴趣，激发学生用英语进行交流的热情。三教学重点1. 能听、说、读、写单词“sandwich”，“salad”，“hamburger”，“ice cream”和“tea”。2. 能在创设的实际情景中灵活运用句型“What would you like to eat / drink?”，“Id like ”。四教学难点能完成“Role-play”部分的任务。五教学准备1. 教师准备多媒体课件、录音机和录音带、词卡。2. 学生人物头饰。六教学步骤Step.1.Warm-up1. Free talkT: Good morning, everyone. Welcome back to school. How are you today?Ss: Fine, thank you.T: Nice to see you again.Ss: Nice to see you, too.2. 教师拿出学生以前学习过的食物图，师生进行对话，如： T: What are these? Ss: They are T: Whats your favourite food?Ss: My favourite food is Step 2 .Preview1. 教师用多媒体课件出示以前学习过的食物单词图片，全班学生说出相应的汉语。2. 学生同桌合作，谈论最喜欢的食物。S1: Whats your favourite food?S2: My favourite food is 三、新课呈现（Presentation）1. A. Lets learn(1) 教学新单词 师生对话。T: What do you like, Chinese food of western food?Ss: I like T: Some like Chinese food and some like western food. What western food do you know?Ss: .T: Today lets learn some popular western food.教师用多媒体课件依次出示三文治、沙拉、汉堡包和冰激凌的图片，引出单词“sandwich”，“salad”，“hamburger”和“ice cream”。T: Do you know what English people like to drink? They like to drink tea. 教师把生词写在黑板上，带领学生读几遍，然后让学生分组比赛读、分男女生读。(2) 教师拿出食物图片，与学生进行对话，如：T: What would you like to eat, S1?S1: Id like , please.T: Here you are. What would you like to eat, S2?S2: Id like , please.(3) 第一次播放教学录音，全班学生跟着录音读。(4) 第二次播放教学录音，全班学生分男女生跟着录音读。(5) 学生拿出人物头饰，替换对话中的关键词，重新编写对话，然后教师请两三对学生上讲台表演对话。2. A. Role-play(1) 教师请两位学生站起来示范读对话。(2) 学生同桌合作，一人扮演客人，一人扮演服务员，模仿示例表演对话，提醒学生表演时要把客人与服务员该有的表现表演到位。(3) 教师请几组学生上讲台表演对话，并评选出“最佳表演者”.四、巩固延伸（Consolidation & Extension）1. 句子接龙 把全班学生分成八大组，每组的第一位学生问第二位学生：“What would you like to eat? ”，第二位学生说：“Id like ”，并问第三位学生“What do you like to eat?”，以此类推。2. 课堂练习选择与其他不同类的选项：( ) A. sandwich B. tea C. hamburger ( ) A. salad B. fish C. ice cream( ) A. tea B. water C. tofu( ) A. Coke B. juice C. salad3. Check the answer B, B, C, C五、课堂小结（Summary）师生一起总结本节课学习的知识，学生说一说还有什么不懂的地方以及自己学习中遇到的困难。、布置作业（Homework）1. 将本节课学习的新单词在四线三格内抄写六遍。2. 听录音，跟读本部分内容。3. 在画纸上画出自己今天吃的早餐和午餐。六板书设计 Unit three What would you like? sandwich salad hamburger ice cream tea - What would you like to eat / drink? - Id like 7 教学反思Unit three What would you like?Lesson 2一教学内容A. Lets talk Lets try二课时目标1. 能听、说、认读单词“drink”和“thirsty”。2. 能询问别人想吃（喝）些什么并作出相应的回答。3. 能完成“Lets try”部分的听力任务。4. 提高学生合作学习的能力，能灵活运用所学句型聊关于“饮食”的话题。三教学重难点重点：能听、说、认读单词“drink”和“thirsty”： 能询问别人想吃（喝）些什么并作出相应的回答。难点：能灵活运用所学句型聊关于“饮食”的话题。四教学准备录音机、录音带、词卡。五教学过程一、课前热身（Warm-up）Step.1. Free talkT: Hello, boys and girls.Ss: Hello, teacher.T: How are you today?Ss: Fine, thank you. And you?T: Im fine, too. What do you have for breakfast?Ss: I have for breakfast.T: Its time for our class. Here we go!2. 教师依次出示上节课学习的新词卡片，全班学生大声说出相应的汉语意思。Step.2.Preview 学生拿出食物词卡，同桌合作，一人问：“What would you like to eat?”，另一人抽取词卡并回答：“Id like ”。Step.3.PresentationA. Lets talk1. 教学单词(1) 教师做“口渴”的动作，说：“Oh, Im thirsty.”，然后再做“喝水”的动作，说：“Id like to have something to drink.”，由此引出新单词“drink”和“thirsty”。 教师也可以用多媒体课件出示“乌鸦喝水”的故事，介绍说：“Look, the crow is thirsty now. Its looking for some water to drink.”由此引出新单词。(2) 教师用多媒体课件出示几种饮料的图片，如水、橙汁、可乐、茶等，问：“What would you like to drink?”，学生选择自己喜欢的饮料并回答：“Id like to drink some ”。(3) 学生同桌合作，谈论自己想喝些什么饮料，如：S1: Im thirsty.S2: What would you like to drink?S1: Id like some water.S2: Here you are.2. 介绍对话情景T: Its in Sarahs family. Theyre talking about what to eat and drink. Lets listen to the tape and know something about their talking.3. 第一次播放教学录音，全班学生跟着录音读。第二次播放教学录音，学生听完录音后回答下面问题： Whos hungry? What would Father like to eat? What would Father like to drink?Answer: Father. A sandwich. Some water.第三次播放教学录音，全班学生分角色跟着录音读，提醒学生在跟读的过程中药注意模仿录音中的语音、语调。4. 学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。5. Ask and answer (1) 让学生自己读一读本部分的例词。(2) 请两位学生站起来示范对读对话。(3) 学生同桌合作，用例词替换对话中的关键词，编写对话。(4) 教师请两三对学生上讲台表演编写的新对话。Step.4.Consolidation 1. A. Lets try(1) 明确听力任务T: Sarah is hungry. What would she like to eat? Listen and fill in the blanks.(2) 先让学生观察图片，然后播放教学录音；播放第一遍录音师，学生根据录音内容完成填空任务；播放第二次录音时，师生一起核对答案。2. 让学生自制一份营养午餐的菜谱，并在小组内进行交流。参考句型：I have for lunch today.Do you have ?What do you have for lunch today?3. 课堂练习用适当的词完成下列句子： Im _. I want something to eat. I like salad. What _ you? What do you _ for lunch?4. Check the answer hungry, about, have Step.5.Summary1. 师生一起总结本节课所学生的词汇与句型，说说本节课的重难点，教师评价学生的表现。2. 鼓励学生关注自己的饮食状况，养成良好的饮食习惯。Step.6.Ho
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