unit 5 fruit 教學設計（精選7篇）
作為一位杰出的老師，可能需要進行教學設計編寫工作，借助教學設計可以更大幅度地提高學生各方面的能力，從而使學生獲得良好的發(fā)展。那么大家知道規(guī)范的教學設計是怎么寫的嗎？下面是小編收集整理的unit 5 fruit 教學設計，歡迎大家分享。
unit 5 fruit 教學設計 篇1
教案內(nèi)容：
一、教學說明：
1. 通過第一教時的學習，學生已經(jīng)學會說四種水果的名稱，并能表達自己喜歡吃什么水果，在開展教學活動中，學生參與活動的積極性明顯提高。
2. 本課是繼續(xù)學習讓學生用一些簡單句式，如smell the ……fell the ……或taste the ……來表述自己的意愿。用is this a/an… ? 句式進行提問。
二、教學內(nèi)容:
1)認知內(nèi)容：
a.) 會聽說單詞banana, pear, mango, peach.
b.）能聽懂指令: smell the melon. feel the apple. taste the peach. 并能做出反應。
c.）能用is this a/an……? yes, it is. no, it is not.進行問答。
2）能力要求：
a) 能用所學水果單詞結合句式smell the……, feel the……, taste the……給出指令。
b) 在學習和生活中能用所學句型表述自己的意愿。
c) 能用is this a/an…? 句式對身邊的物品進行提問。
3）情感態(tài)度：
在說說唱唱的過程中體驗學習英語的快樂，同時養(yǎng)成愛吃水果和與別人分享水果的美好情感。
三、教學步驟：
procedures
1.pre-task preparation
2.warmer
sing a song
greetings.
teacher and students greet each other.
3.review.
1)students review the words by reading the cards.
2) game: what’s the missing？通過玩“記憶游戲”來復習所學單詞，激發(fā)學生的學習興趣。
while-task procedure
1.show some fruit to students.
2.teacher repeat several times.
3.have students listen and act according to your commands. “smell the banana.”“ fell the pear ”“ taste the peach.”
4.listen to the tape several times and repeat several times.
5.divide the class into groups of three to practice acting the commands. in each group, one student gives commands and the others do the actions. then let them change roles.
select groups to act the commands to the class.
play a game: who is the quickest student to respond？
(ask every student to act according to your commands.)通過小組活動，聽口令，做動作，進一步熟悉口令，并能發(fā)口令。通過游戲活動“誰的反應快？”進一步鞏固口令，使學生在游戲活動中鞏固所學知識。
teaching:is this a/an…?yes, it is.no, it is not.
1.hold up a banana and ask “ is this a banana？” “yes, it is.”
repeat several times in english. students follow and repeat.
2.listen to the tape.
students listen carefully. 用實物引出肯定回答，讓學生模仿跟讀。 通過聽錄音，模仿錄音中的語音語調。
post-task activity
1、pair work
2、let students work in pairs.(provide them with some pictures of fruit)通過對話，提高語言表達能力。
3. group work
4. use stationery to let students practice the language. ( four students make a group)通過小組活動，操練句型，進一步提高學生的語言運用能力。
play a game
use plastic or real fruit to let students practice the language. get one student come up to the front and ask “is this a …？” and the whole class is to say “yes, it is” or “no, it is not”.通過游戲活動，進一步鞏固操練句型，使群體與個體有機結合，使每個學生都參與活動，讓學生始終在輕松、愉快的氛圍中學習語言。
assignment
1. listen to the tape on page22-23.
2.read page 22-23 after the tape.
3.tell the words to their family.
homework
教學反思：
略
unit 5 fruit 教學設計 篇2
一、教學目標與要求
1.能夠聽說讀寫五個情緒單詞：tired, angry, excited, happy, sad ,bored.
2.能夠聽說讀句型：How does Amy feel? She’s tired.并進行關鍵詞的替換操練。
3.能夠完成Task time的任務。
二、教學重點與難點
重點是使學生熟練掌握五個四會單詞，并能替換句型“How does she/he feel? She’s/he tired.進行回答。
難點是學生熟練掌握五個四會單詞。
三、課前準備
1.教師準備本課時所需的詞卡。
2.教師準備錄音機和錄音帶。
3.教師準備本單元的掛圖。
四、教學過程
1、Warm-up
(1)教師放歌曲“The way I feel”，學生跟唱。
(2)學生朗讀A-Let’s read，教師提問：How do you feel if you have the flu/a toothache/a headache等，學生做簡要回答。
2、Presentation and practice
(1)播放歌曲( If you are happy.)用歌曲來引出新授單詞happy的教學。邊唱邊做動作。教師做出“開心”的樣子對學生說：You are happy. I am happy, too. Look at my face. This is a happy face.然后在黑板上畫“happy face”和“sad face”。教師指著sad face問學生：Is it a happy face?以此教學單詞sad。教師可讓學生同桌之間一人做表情，另一人畫臉，再描述如：He/She is happy/sad.用簡筆畫的形式教授其他單詞：excited, tired, angry, bored.
(2)教師做出各種表情，請學生猜：Are you happy/tired/bored…?然后兩人一組一個做表情另一個猜，以此復習鞏固所學的形容詞。
(3)教師播放B-Let’s learn的錄音，學生跟讀單詞。然后出示教學掛圖，請學生仔細看圖片。教師提問：How does Amy feel? How does John feel?此活動也可在小組之間進行，鼓勵學生人人參與�；顒又�，請幾組學生來做回答，檢測活動的效果。
活動名稱：Read a feeling book
活動目的:
文字、圖片、聲音相結合，通過觀看，加深學生對幾個表情單詞的理解。
活動過程：
Feelings are inside of me and my face shows how I feel. these are the ways I feel sometimes:
I look like this when I feel happy. When my birthday comes near and when I eat my favourite pizza, I feel very happy.
I look like this when I fell sad. When I’m sick in bed, and when I can’t play football because of rain, I feel very sad.
I look like this when I feel proud, when I get a good grade in school, and when I ride the bike without falling, I feel very proud.
I look like this when I feel scared, when the light goes suddenly, and when I read stories about ghosts, I feel very scared.
I look like this when I feel angry, when my toy gets broken, and when someone says bad words to me, I feel very angry.
I feel lots of feelings everyday.
(4)Pair work。教師給學生半分鐘的時間看Pair work部分的圖畫，提示學生盡量記住圖中的人物及其表情，比一比誰能猜的又快又對。Task time,引導學生仔細看圖，猜測每幅圖中發(fā)生的事，教師適當講解故事內(nèi)容，接著領讀圖中的提示句子。
(5)活動名稱：What is missing?
活動準備:單詞卡片
活動目的：提高學生的注意力和觀察力，并達到熟練記憶單詞的目的
活動過程：教師出示幾張表情圖片，給學生看半分鐘。然后隨意拿出一張，讓學生判斷哪一張少了，將缺失的單詞報出來并做出相應的表情。
(6)活動名稱：Look for your friends
活動目的：操練、認讀及拼寫單詞。
活動準備：單詞和字母卡片
活動過程：將全班分成幾大組，把所需操練的單詞angry, sad, bored等拆分成字母，如grany, das, robde分發(fā)給組里成員或班里的同學。當教師或指定同學讀到這個單詞時，手上持有這個單詞的同學必須在最短的時間內(nèi)按照字母順序報出該單詞，反應最快的同學為勝。
3、Consolidation and extension
(1)學生聽讀P19五遍。
(2)學生背誦和抄寫單詞和短語4遍。
五、板書設計：
Unit 2 What’s the matter, Mike?
tired angry excited happy sad bored
unit 5 fruit 教學設計 篇3
I 、教學內(nèi)容分析
本單元的中心話題是“主題公園”——以某種特定的主題為中心的公園。從文體上來講，本單元屬于說明文，按照由總到分的方式來安排順序。這是一個學生比較陌生的話題，因為大部分學生都未親眼目睹過課本上所列舉的那些公園。因此，老師應多收集相關材料，以激起學生的學習興趣。
Warming Up 部分通過提問的方式，幫助學生激活有關公園的背景知識，如修建公園的目的、公園的種類、公園提供的活動等。還配有插圖讓學生猜測主題公園與一般公園的不同之處。
Pre-reading部分提出了一個問題：你認為主題公園是什么？給學生充分的時間去討論。但因學生的經(jīng)歷所限，老師可以在學生簡短的討論后接著單獨提問，從而把問題討論得深刻一些，為正文的閱讀打下良好的基礎。
Reading 部分分四段介紹了主題公園: 1. 什么是主題公園；2. 迪斯尼樂園；3. 多萊塢公園；4. 卡默洛特公園。
Comprehending部分通過釋讀題目THEME PARKS、填充信息、判斷句子正誤以及就文章內(nèi)容進行討論等形式幫助學生理解課文主旨，掌握細節(jié)，加深對本單元主題的.理解。
Learning about Language 包括詞匯和語法兩部分。詞匯部分設計了釋義、造詞填空（單句層次和短文層次）等三個練習，復習和運用課文中所學的詞匯。語法部分主要讓學生掌握合成詞的構詞法，擴大學生的詞匯量。
Using Language 部分介紹了深圳的錦繡中華民俗村和法國的“觀測未來”科技主題公園，讓學生在情景中運用語言，同時了解不同文化背景、不同類型的主題公園，拓寬視野。
Learning Tip 提醒學生重視有關構詞法知識的學習，讓學生理解構詞法知識對于英語詞匯學習的重要意義，而且此部分對構詞法中的轉化法又做了補充說明。
II、教學重點和難點
1、 教學重點
（1）本單元教學目的和要求中的生詞和短語；
�。�2）掌握英語構詞法：合成法和派生法；
�。�3）學會欣賞和介紹主題公園。
2、教學難點
（1）通過學習學生應有較強的觀察能力；
�。�2）學生應具有好奇心和豐富的想象力；
�。�3）學會寫作中應用“總分式”，使文章層次清晰，內(nèi)容充實。
III、教學計劃
本單元建議分六課時：
第一課時：Warming Up, Listening（Workbook）&Talking (Workbook)
第二課時：Pre-reading, Reading & Comprehension
第三課時：Learning about Language
第四課時：Using Language
第五、六課時：Listening task (Workbook), Speaking task (Workbook), Reading task (workbook) & Writing task (workbook)
IV. 教學步驟：
Period 1 Warming Up, Listening（Workbook）& Talking (Workbook)
Teaching Goals:
1. To arouse Ss’ interests in talking about parks.
2. To developSs’ ability in listening and speaking.
Teaching Procedures:
Step 1. Leading- in
Purpose: Give Ss a few minutes to say something about parks by asking the following questions.
Disneyland
Happy Valley
Yunnan Nationalities Village
1. Can you name the theme parks?
2. And can you tell us more of the theme parks?
3. Have you ever been to any of the famous theme parks? If so, where have you been? Can you describe some scenery to us? If not, will you go to one of them?
Step 2. Warming up
Purpose: To introduce the topic of this unit to Ss in the form of discussion.
1. Ask Ss to discuss the following questions.
(1) Why were parks originally developed?
(2) What uses do parks have?
(3) Do you think that parks have something to do with people’s living conditions?
2. Divide Ss into six groups to discuss the difference between the theme park and the traditional park.
The traditional park The theme park
Chinese parks Western parks activities for visitors to do or to see; a specific idea to attract visitors; owned privately and built for profit;…
four elements: water, rock, bridges and pavilions open grassy areas; benches to sit on; shelters for picnics or playing music; water for sailing…
Question 1: Have you ever compared the fare that the two kinds of parks ask? Which is more expensive?
Question 2: There are many activities you can take part in the theme park. If you have a chance to go, what kind of activities will you take part in?
Question 3: What is your idea about some very dangerous activities, such as the following pictures show?
Rock-climbing Rafting Bungee jumping Free-fall rides
Conclusion:
Many countries have theme parks to attract both tourists and local people, as the visitors also bring some money to nearby hotels and restaurants.
Step 3. Listening (workbook)
Purpose: to help Ss to guess the main idea about the listening by the given information.
Divide Ss into groups of six and discuss the pictures below with their partners.
unit 5 fruit 教學設計 篇4
教學目標
1.掌握所給的體育詞匯，熟悉補充的詞匯
2.掌握目標語言
3.談論自己喜歡的體育運動
4.能夠詢問他人喜好并提出建議
教學向導
語言目標學習策略與思維技巧重點詞匯
掌握Do does引導的一般疑問句及肯定、否定回答;
掌握體育運動詞匯;個體、群體思維;
看圖做答;
交換信息;Do does;have has;
Basketball,soccer,bat,
Tennis racket,volleyball;
語言結構語言功能跨學科學習
以do does引導的一般疑問句及其答語 談論自己擁有物品的情況;
闡述自己的喜好
提出建議或意見了解中西方體育文化的差異;
培養(yǎng)自己良好的身體素質
課前準備
1.學生課前準備：小組調查表
2.教學器材：實物投影、多媒體電腦
3.教學課件：PowerPoint課件unit5
教學設計
主體思維圖及任務型活動
教學過程設計
�、�. Presentation
1. Present the key vocabulary.
(Show a basketball to the class.)
T: What’s this in English?
S1: It’s a basketball.
T: Yes, you are right. Read after me. B-A-S-K-E-T-A-B-L-L, basketball.
Ss: B-A-S-K-E-T-A-B-L-L, basketball.
(Show the students other objects. Teach the new words “soccer ball, ping-pong ball, volleyball, tennis bat, ping-pong bat” in the same way.)
T: Read the words together twice.
Ss: …
2. Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (a), tennis ball. What’s Number 2 Match them.
Ask one student to show the answers and check them.
3. Present the key structure.
Present these questions and answers.
(Point to a student who has a pencil box.)
T: Do you have a pencil box?
S1: Yes, I do. (Nod your head yes)
T: (Ask S2) Does she have a pencil box?
S2: (Help S2 answer) Yes, she does.
T: Do you have a basketball?
S1: No, I don’t. (Shake your head no)
T: (Ask S2) Does she have a basketball?
S2: (Help S2 answer) No, she doesn't.
Practice the drill “Do you have a …?”, "Does he/she have a…? " in pairs. You can
use your school things and these balls. Look at the model, then practice like this.
Model:
S1: Do you have a basketball?
S2: Yes, I do.
S3: Dose she have a basketball?
S4: Yes, she does.
S1: Do you have a soccer ball?
S1: No, I don’t.
S3: Dose she have a soccer ball?
S4: No, she doesn't.
(Students work in pairs.)
教學點評：
深入的開展任務型教學，就會深入的挖掘學生的潛力。這是最深刻的感受。任務型課程的設計要從簡單機械操練為起始任務，逐步遞進，達到完成真實或接近真實任務的目的。
本單元設計由三個任務組成。單詞的掌握比較簡單，學生很喜歡看動感的圖片，他們的興趣很容易調動起來。有的實物也能達到這種效果。句型的教授比較難，學生接受新句型的能力不同，機械的操練十分必要，但形式可以有所不同，多方位的訓練目標語言比較好。最后的任務，能夠發(fā)揮學生的主體地位，讓他們運用所學語言解決真正的問題。但是任務的設計不要超出學生的能力，要與現(xiàn)實生活接近。課堂要營造活躍的氛圍，使學生在‘我要說的’中度過四十分鐘。特別要調動學生的創(chuàng)造力和想象力，他們知道的事情遠遠超出我們的想象，要最大限度挖掘他們的潛力!
unit 5 fruit 教學設計 篇5
教學目標：
1.知識目標：
（1）能聽懂、會說并在日常生活中應用以下句子：When do you have breakfast? I have breakfast at six thirty.要求語音準確，語調自然。
�。�2）學習新詞匯:have breakfast, have lunch, have dinner
�。�3）學習韻句：Three Meals.
2、能力目標:
在活動中積極運用所學英語進行表達與交流。
3、情感目標：
�。�1）激發(fā)學生學習興趣，培養(yǎng)學生良好的英語學習習慣。
（2）提高學生運用語言的能力，把所學句型與生活實際緊密結合，學以致用。
教學重難點
能在日常生活熟練運用以下句子：When do you have …？ I have …at ….
教具準備：
錄音機及磁帶、教學卡片、課件、頭飾等。
教學過程
一、熱身活動
1. Say a chant. “ Tick,Tock. (學生Say a chant, 并做動作。)
2、復習數(shù)字、時間，進行快速反應的游戲。（反饋預習情況）
3、Free talk.T:What’s the time? T: When do you get up? …
3. Sing a song. “It’s time to clean u p.” 本環(huán)節(jié)設計為課堂營造了講英語的語境，設法讓學生進行了英語狀態(tài)。另外讓學生在課前先復習了時間、數(shù)字。用游戲的形式進行鞏固。利用歌曲來復習與本課教學內(nèi)容相關的句型,既調節(jié)情緒，又為新課教學作鋪墊。
二、呈現(xiàn)新知1. Teach:have breakfast/lunch/dinner (1) (computer show 6:30) T: What’s the time?(computer show picture)T: It’s time to have breakfast.Teach:breakfast, have breakfast It’s time to have breakfast.
Teach have lunch/dinner in the same way.
(2) Practice小小作曲家)
T：Boys and girls. Let’s have a rest. Let’s sing the song “It’s time to clean up” again.
T: Now we use these 3 phrases “have breakfast/lunch/dinner” to make a new song.
2. Teach: I have … at ….(1)(computer)T: I have breakfast at 7:00. When do you have breakfast? Ask and answer.(T-S, S-S)
(2) Drill: Play a chain game.A: When do you have breakfast?B : I have breakfast at 7:00. When do you have lunch?C: I have lunch at 12:00. When do you have dinner? D: I have dinner at….
(3). Activity: Do a survey.
T: Boys and girls. Let’s do a survey. Please investigate two of the classmates and try to know their tibles.
have breakfast go to school have lunch have dinner
T: Check the task.
本環(huán)節(jié)利用多媒體引出新短語，并自然而然地把新短語融入到句型It’s time to…中，學生能很快地接受語言信息，感知語言，領悟語義，并增強對新知識的記憶。
“小小作曲家”：播放伴奏音樂，鼓勵學生用三個新詞組代替clean up來翻唱老歌，以此來培養(yǎng)學生樂感和創(chuàng)新能力，愛唱歌是所有孩子的天性，讓他們在優(yōu)美的音樂中操練所學短語，能很好地激發(fā)學生學習興趣和主動性。
創(chuàng)設情景，學習句型，并在學完后用所學句型進行操練，做到當堂學習，當堂鞏固，收到良好的學習效果。
小組調查活動給學生提供互相學習、互相交流的機會，學生們在與同伴的合作交流中更好地掌握、運用所學內(nèi)容，增強了學習英語自信心，調查后的匯報交流是必不可少的環(huán)節(jié)，既可以反饋學生的調查結果，又讓學生再一次得到了實踐的機會。
三.鞏固操練
1.Listen to the tape and read after the tape.
2.讓學生自己理解課文，回答問題
3.Play a game.
T: Let’s play a game.“老狼，老狼幾點了”Do you know how to play? Let me show you.(中文解釋一帶而過)
T: I’ll ask 2 Ss to come here.(請兩名學生上臺與老師一起示范)
T: Are you clear? Who want to try?
“老狼，老狼幾點了”是學生們喜歡的游戲，在游戲中鞏固所學知識，不僅激發(fā)學生學習興趣，而且活躍了課堂氣氛。
4、讓學生自主學習，理解短文
I’m Lily . I get up at six o’clock. I have breakfast at half past six. I go to school at seven o’clock. I have lunch at half past eleven. I have dinner at half past five.I do my homework at six o’clock. I go to bedat nine o’clock.
讓學生通過本節(jié)課，用所學的知識理解短文，回答問題，從而了解自己學會了什么，還有什么沒學會。
四、總結，布置作業(yè)
1.Teach a chant.
(1)Listen to the tape.
(2)(show some pictures) Teach the new words: milk,rice
(3)Listen and repeat sentence by sentence.
(4) Act out the chant.
2.Homework:
(1)Listen and read the text of Lesson 9.
(2) Finish the exercises of Lesson 9 on activity book.
unit 5 fruit 教學設計 篇6
教學目標：
1.能聽懂、會說、會讀、會寫season, spring, warm, summer, hot, autumn, cool, winter, cold。
2.能聽懂、會說、會讀、會寫In spring, it is warm. We go boating。
3.能在老師的指導下有感情地朗讀本首詩歌。
4.能表達四季的氣候特征及人們相應的活動。
教學重點：
1.能聽懂、會說、會讀、會寫season, spring, warm, summer, hot, autumn, cool, winter, cold。
2.能聽懂、會說、會讀、會寫In spring, it is warm. We go boating。
教學難點：
1.能在老師的指導下有感情地朗讀本首詩歌。
2.能表達四季的氣候特征及人們相應的活動。
教學準備：
PPT.
教學過程：
Step1. Warm up.
1.Greeting.
2.Play a game: Listen and guess.
T: Do you like listening to the music?
T: Yes, I like it too. Now let’s play a game about it. When you listen to the song, if you know the name of the song, please tell me as soon as possible.
T: Well done. All of you did a goo job. (PPT呈現(xiàn)“春天在哪里”、“寧夏”、“秋天的童話”、“雪絨花”這四首歌名)
3.學習season
T:What can you find among them?
T:Yes, they are all about seasons. (學習season)
T: As we all know, there’re seven days in a week. How many seasons are there in a year, do you know?
T: Yes, there’re four. Let’s look at the pictures. How beautiful!
Step2. Presentation.
1. Learn about the seasons.
T: Look at the picture, what can you see in it ?
T: Can you guess which season is it? Now it’s sping.（學習sping）Are you hot? Are you cold?
T: So it’s warm in spring. We can do many interesting things in spring. (學習warm)
T: It is warm, I fly kites. What else can we do in spring? Just use this sentence structure.
(教授句型It is ...., I .......)生舉例
T: In this season, it isn’t hot, or cold, either. It is yellow. The farmers like this season. Which season is it?
T: Yes, it’s autumn. (學習autumn) And it’s cool. Here “cool” means涼爽的.We know it has another meaning is酷的，漂亮的。We have learned about it last term. Do you remember? What can we do in autumn?生使用所提供的句型舉例。
T: Listen! Can you guess which season is it now? Yes ,it’s summer. (學習autumn)
In summer, it’s very hot. I think., some girls like summer,because they can wear nice skirts, right? What can we do in summer?生使用所提供的句型舉例。
T: White is the popular colour in this season. And it’s the last season of a year. It’s winter.(學習winter) Sometimes it snows, so the ground turns white. We can make snowmen.(學習snowmen，并講解它的原型)生使用所提供的句型舉例。
2. Say a chant
3. Story time
a).Read and complete the form.
T: Just now we talked about the seasons. Our friends are talking about it too. Who are they? Let’s have a look.
T: What are they talking about? Let’s open your books and turn to P32. Read it by yourselves and try to complete the form on exercise paper. Here’s a learning tip for you.
Check the answers.
T:How is the weather in spring?/ What do we do in spring?
b)Read Story time
T:Now it’s your reading time. Read the poem by yourselves. What do you think of the poem? Yes, the poem is beautiful. So we should read it beautifully. Now let’s read it after the tape.
T: Now I’ll give you two minutes to read the poem in a group of four. Let’s compete :which group reads best?
Step3.Consolidation.
T: All of the four seasons are very pretty. But I like summer best. Because It is hot. I eat a lot of fruit. I wear nice skirts.I have a summer vacation. How about you? Which season do you like best? Write it down and try to share with us.
Step4. Homework.
1. Read and recite the poem with emotion.有感情地朗讀小詩并背誦。
2.Choose one season and compose a poem.選擇一個季節(jié)，并創(chuàng)編一首詩。
3.Preview Fun time and Cartoon time.預習Fun time和Cartoon time。
板書設計：
Unit5 Seasons (Story time)
spring warm fly kites/go boating
summer hot eat ice creams/ go swimming
autumn cool have picnics/ go climbing
winter cold make snowmen/ skating
unit 5 fruit 教學設計 篇7
教學目標：
知識目標：
1.能聽懂、會說hamburger hot dog cake bread French fries chicken及本課對話。
2.能靈活運用句型：I like … Have some…
能力目標：
通過新句型的學習，培養(yǎng)學生在一定語境中運用語言進行交際的能力。
情感目標：
了解中西方文化，培養(yǎng)學生熱愛生活之情。
教學重點：
1.單詞 hamburger hot dog cake bread French fries chicken
2.句型：I like …
Have some …
教學難點：
1.Have some …
2.單詞可數(shù)與不可數(shù)的運用。
如：可數(shù)I like hamburgers/hot dogs /cakes.
不可數(shù)I like chicken/bread.
教學準備：
單詞卡片
教學課件
教學步驟：
一、warm-up 、review
1.Let’s sing a song together：“Old Macdonald.”
2.review
(1)播放課件，出示動物園場景
T：Look, it’s a zoo. What animals are there?
S：Panda monkey squirrel …
(2)復習單詞 panda monkey squirrel dog rabbit…
二、presentation
1.教學句型I like …
(1) 引入
T：I like panda. Do you like pandas?
S：Yes/No.
T：What do you like?
�。�2）學說I like..
I like panda. I like rabbit…
(3)操練
Work in pairs：
What do you like? I like …
2.單詞教學
�。�1） 單詞教學（課件出示六種食物。）
如：Hamburger
Look , I am a panda. I like hamburgers.
Hamburger (學生跟讀)
hamburger I like hamburgers.
建議與說明
利用輕松活躍的旋律，活躍課堂氣氛。
復習unit4的內(nèi)容，為自然引出本課教學創(chuàng)設情境。
運用熟悉的單詞、情境，引出新的句型I like…易于學生接受掌握。
Me too 這個短語以前學過，在這里通過師生的對話引起學生回憶復習。
在學習單詞的過程中滲透新句型的運用，讓學生在句子中學習新單詞。
如：French fries’
Look , I am a monkey. I like French fries.
French fries.
French fries I like French fries.
…
學習單詞時注意 chicken, bread 和 French fries 的發(fā)音較難，不易到位。要適當提示，糾正發(fā)音。如：bread 中 ea 組合發(fā) ，fries 中 的音要發(fā)到位。
(2)單詞操練
Read these words together.
hamburger I like hamburgers
hot dog I like hot dogs.
cake I like cakes.
french fries I like French fries.
chicken I like chicken.
bread. I like bread.
Look at my mouth, and guess which word？
What is missing?
4.教學句型Have some…
�。�1）引入。
T：What do you like?
S：I like hamburgers.
T：Have some hamburgers.
T：What do you like ?
S：I like French fries.
T：Have some French fries.
T：…
S：…
運用Have some…把卡片當作實物送給他們。
�。�2）句子學說have some…
滲透單詞可數(shù)與不可數(shù)的運用。如可數(shù)I like hamburgers/hot dogs /cakes.不可數(shù)I like chicken/bread.
用歌謠式的節(jié)奏朗讀單詞和句子，學生不會感到枯燥。
等學生基本掌握時采取多種新穎有趣的形式加以鞏固，激發(fā)學生學習興趣。
通過教師與學生對話自然引出課文重點難點句型。運用Have some …把卡片當作實物給學生，激發(fā)學生興趣。使學生在多次聆聽的過程中學習新句子。
(3)句子操練
讓學生嘗試創(chuàng)作：Make up a new chant!
出示課件：
I like hamburgers. Have some hamburgers.
I like hot dogs. Have some hot dogs.
I like cakes. Have some cakes.
I like French fries. Have some French fries.
I like chicken. Have some chicken.
I like bread. Have some bread.
三、 text
�。�1）聽錄音回答問題
T：Now, listen to the text carefully! There are some children here, what do they like?
S：hamburger hot dog French fries
T：Read together!
�。�2）讀短文
Read after the tape.
Read after me.
Who want to be a little teacher? Read after the little teacher.
（3）角色扮演
小組合作完成短文的朗讀。
Work in groups.
四、作業(yè)布置
小組同學用卡片完成對話，互相交流。
板書：
利用學生熟悉的歌謠節(jié)奏創(chuàng)編歌謠的內(nèi)容，突破教學重點難點，使句型操練富有趣味性。
通過前面的學習，學生對課文的理解比較容易。所以先布置任務，讓學生帶著問題聽對話內(nèi)容，激發(fā)學生興趣。
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