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視頻標簽：PEP五年級
所屬欄目：小學英語優質課視頻
視頻課題：小學英語人教PEP五年級上冊Unit 3 What would you like Part B
教學設計、課堂實錄及教案：小學英語人教PEP五年級上冊Unit 3 What would you like Part B
Unit 3 What would you like?
一．教學內容：Part B. Let’s learn & Look, write and say 二．教學目標:
1. 能聽、說、讀、寫四會單詞：delicious, hot, sweet, fresh,
healthy.
2. 能用英語詢問最喜歡的食物，如“What’s your favourite food?”。 3. 能用所學的形容詞簡單描述自己喜歡的食物。 三．教學重難點:
重點： 能聽、說、讀、寫單詞delicious, hot, sweet, fresh, healthy.
以及能詢問最喜歡的食物，如“What’s your favourite food?”。
難點：能簡單講述自己喜歡某種食物的原因。 四.教學準備:
單詞卡片，各類水果和食品實物以及各類食物卡片。 五．教學過程 Step 1. Warming up
1. Let’s sing.師生齊唱健康歌。 2. Free talk
（1）T: Good morning, boys and girls. My name is Viki. Please say hello to me.
（2）師生齊看視頻。T:What’s the video about? Who will you thank
on Thanksgiving day？
(3)教師介紹主題：I want to thank my parents , and in the class I plan to design a thanksgiving menu for them. Step 2.Presentation
1. 教師用多媒體課件分別呈現以前學過的食物圖片，頭腦風暴，復
習所學食物單詞。接著教師出示食品實物，問學生what would you like ? 學生說出食品名稱后把相應的食品給學生，并且口頭輸入It is healthy/fresh/hot/sweet/delicious.然后教師利用多媒體呈現雞肉圖片，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.教讀單詞favourite.教師接著問學生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. 播放錄音,學生跟讀單詞healthy. 正音字母組合th, 全班分小組讀，然后請學生單個朗讀。最后教師用食物面包、葡萄引導學生說出Look at the bread/grape, it is healthy.再拿出fish卡片說：The fish is healthy, so can we choose it for the menu?教師把卡片貼進菜單后接著提問：what other food is healthy?
2. 教師拿出香蕉卡片問：What about bananas? Are they healthy?
Do you like bananas? Let’s buy some bananas.屏幕呈現不新鮮的香蕉，教師問：can we choose these bananas? 再出現新鮮的香蕉，so how about these ones? Because they are fresh.
播放錄音,學生跟讀單詞fresh，正音字母e和字母組合sh, 再分組跟讀,最后一組同學輪流朗讀單詞。再指著不新鮮的香蕉問學生：Why not choose these bananas? Because they are not fresh. 最后讓學生觀察圖片，點學生替換橫線處的單詞用英語描述食品是否新鮮。
3. 教師作總結：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?黑板上呈現該重點句型，帶讀句子。然后教師再次展現實物問學生what’s your favourite food?學生作答后追問原因。當學生回答beef時，要求該學生品嘗牛肉，然后問Is it yummy? If some food is yummy, we also can say it is delicious.播放錄音,學生跟讀單詞delicious.跟讀該單詞設置一個小游戲，教師的手出示數字幾，學生就跟讀幾遍。然后，教師拿出牛肉條，讓學生模仿教師聞牛肉，并作出美味的樣子說：I like beef, it is delicious.最后師生一起把beef選入菜單。
4. 教師繼續介紹：we all like healthy food, fresh food and
delicious food. But there are some other food, maybe you do not like. 課件呈現辣椒照片問學生：Do you like them? Why? 呈現句子they are hot.教師做出辣的手勢。再接著呈現糖果圖片問：How about candies? They are sweet. 同時教授這兩個單詞，
出示單詞卡片hot，男生站起來讀，出示單詞卡片sweet, 女生站起來讀。讀完后教師接著說：Viki has prepared some secret food. And I need three students to taste my food. Then you guess which is hot(作出辣的手勢)？which is sweet(作出甜蜜的表情)?教師邀請三位學生上臺，分別給他們吃辣的鳳爪，檸檬和糖，學生作出不同表情后，讓臺下學生猜哪個辣，哪個甜。并指著吃檸檬的學生問，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?讓學生思考回答。 Step 3.Practice
1. 呈現所有新知單詞，進行missing game游戲，要求學生把missing word 大聲地讀出來。
2. 小組同桌之間進行合作對話，圍繞主題句型What’s your favourite food?作答并說明原因。 Step 4.Consolidation
教師做總結：thanks for helping me to finish my menu, now it’s your turn to design your own menu.學生拿出菜單，要求學生把自己的喜歡的食物貼在菜單上，并且在食物下面寫上喜歡的原因，如：It is delicious.或者They are fresh.小組合作完成菜單后，請幾組同學介紹自己的菜單。介紹完后，將四組菜單貼在黑板上，再問學生which is best? Why? 通過學生制作的菜單，分析哪份制作的健康，從而引出食物金字塔，鼓勵學生關注自己的飲食狀況，養成良好
的飲食習慣。 Step 5.Homework 1. 完成網上作業。 2. 做調查，完成表格內容。
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