重大版英语五年级上册unit 3《at the table》lesson 1教案(重点资料).doc
Unit3AtthetableLesson1(教案)-2023-2024学年重大版英语五年级上册
- Chopsticks: Chopsticks are two long, thin sticks used for eating food, especially in Asian countries like China and Japan.
- Knife: A knife is a tool used for cutting food. It is usually used with a fork.
- Fork: A fork is a utensil used for eating food. It is usually used with a knife.
- Thank you: Thank you is a polite word used to express gratitude or appreciation for something someone has done for you. It shows appreciation and respect for others.
Unit 3 At the table Lesson1（教案）-2023-2024学年重大版英语五年级上册
主备人
备课成员
教学内容分析
本节课的主要教学内容来自于2023-2024学年重大版英语五年级上册的Unit 3 At the table Lesson 1。本节课将围绕着餐桌礼仪进行教学，包括介绍各种餐具的名称、使用方法和餐桌上的礼貌用语。具体的教学内容包括：
其次，在课堂活动中，我应该给予学生更多的选择权，让他们根据自己的兴趣和需求选择参与的活动。这样，学生能够更加投入，提高参与度。例如，在设计实践活动时，我可以提供多种活动选项，让学生根据自己的兴趣选择参与。这样，学生能够在自己喜欢的活动中发挥自己的优势，提高学习效果。
重大版小学英语五年级Unit3《《At the table》》公开课教案
Invite Ss to perform thesentences.
Show time!
Check and Production
Production 2
Play the video about coronavirus. Do the summary: Don’t eat wild animals, eat something healthy.
《At the table》教学设计
学科
小学英语
年级
五年级
教师姓名
刘啊ห้องสมุดไป่ตู้
学校
重庆市
教材版本
重大版小学英语
课题
Unit3 At the Table
Lesson1课时一
理念与方法
本课主要是围绕Lucia主厨的餐厅主线，通过引导学生完成不同层次任务来展开教学，利用PPT技术，设计不同的游戏活动，让学生们通过小组竞争完成活动来完成学习。
Play the gameto read the new words!
Play the game.
Practice the new words and prepare for the next situation.
Part4
Create the situation and give ss interviews
Interview 3：
Role-play and practice in groups.
A:What would you like for dinner?
B:I’d like some…
A:Here you are.
B:Thank you!
Practice in groups.
重大版英语五年级上册Unit 3 At the table lesson 1 课件
food
What would you like for lunch?
What would you like for dinner? I would like some …
chi-cken
vegetables
They are good for us.
What would you like for dinner? I would like some …
When do we have lunch? lunch
We have lunch in the afternoon.
When do we have dinner? dinner
We have dinner in the evening .
tea
“I’d like some cakes for tea.”
Anything else? (还有其它的吗?） And some bread.
She would like some tomato juice and bread.
potatoes
What would he like for dinner? He’d like some_____.
tomatoes
tomatoes
potatoes
What would they like for dinner? They’d like some_____.
fish
根据内容填空（一空一词） 1.你早餐想吃什么？
What _____ you ____ ____ breakfast?
2. 我想吃一些鸡蛋和面包。
____ _____ some ___ and ____.
3. What does father and mother say about(关于) vegetables? -Have some vegetables. -Vegetables are good for you.
重大版小学英语五年级上册教(学)案(Unit 3)
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
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。
重大版英语五年级上册 Unit 3 At the table Lesson1 教案(表格式,2课时
Unit 3 At the table Lesson1
备课
时间
学习目标
体现综合运用语言能力即学习策略、语言技能、语言知识、文化意识和情感五维目标
1.能听、说、认、读有关食物的单词：noodles, chicken, vegetables, rice soup.
2.能听懂、会说以下句型：What would you like for…? I’d like…/Have some…
时间
导学过程
学生活动
9mins
1.教师用Hello, boys and girls!问候全体学生。
2.教师播放Apple song.学生跟唱。
3.教师出示水果实物，让学生边品尝边问答：
Do you like apples? What fruit do you like? Have some apples….
3.Listen and answer活动：教师再次播放录音，让学生听并回答两个问题。
T：What is Stanley doing? Does he like vegetables?
4.Listen and repeat活动:教师逐句播放课文并教读，解决困难的单词和短语。
先用图片吸引学生的注意和兴趣。
7mins
1.三人一组，分角色朗读课文。
2.教室和学生扮演角色表演课文片段：
What would you like for dinner, Stanley? I’d like some…
Have some vegetables. No, I don’t like vegetables.
Vegetables are good for you. Ok, some…
让学生在欢快有趣的角色扮演活动中学习英语，寓教于乐。
五年级英语上册Unit 3 At the Table Lesson 1教案-重大版
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。
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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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