人教版五年級上冊英語全冊教案

1、Unit 1What's he like?第一課時Main scene & Part A Let's try , Let's talk1能正確聽、說、朗讀“Who is？He/She isWhat's he/she like？He/She isIs he/she？Yes，he/she is.No，he/she isn't.”2能正確聽、說、認讀表示人物外貌與性格特征的形容詞old，young，funny，kind，strict，polite，hard­working，clever。3能聽懂、會說、會表演Let's talk 的內(nèi)

2、容并在真實場景中運用。重點：能表演Main scene 和Let's talk的交際內(nèi)容，能夠根據(jù)實際情況用英語討論他人外貌與性格特征。難點：用英語準確詢問并回答人物特征，如：“Who is？He/She isWhat's he/she like？He/She isIs he/she？Yes，he/she is.No，he/she isn't.”學生自制的單詞卡，錄音機，錄音帶等。Step 1Warming­up1查出下列單詞的意思：(1)old(2)young(3)funny (4)kind(5)strict2翻譯下列句子。(1)Who's your

3、 Chinese teacher?_(2)Is he/she tall?_3我們以前學過的描寫人物外貌和性格特征的詞語有：_Step 2Presentation1學習Main scene。(1)出示Main scene中的部分教學掛圖，讓學生觀察。(2)看圖回答問題。Dialogue 1：Who can you see in the picture？(Wu Yifan，Amy，Oliver and a teacher.)Dialogue 2：What are they talking about？(The teacher introduces classmates to each other.

4、)Dialogue 3：Who is a new student？(Oliver)(3)聽錄音，模仿朗讀，理解對話內(nèi)容。(4)教師領(lǐng)讀對話，學生模仿，齊讀練習，生生對話，小組表演。2學習Let's try和Let's talk部分(1)Listen and tick.聽錄音，完成探究學習第一題。(2)創(chuàng)設(shè)情境：這節(jié)課我們和Oliver，Wu Yifan一起去了解Mr Young。(3)看Let's talk部分的課文插圖，聽錄音，模仿朗讀，理解意思。(4)根據(jù)Let's talk內(nèi)容嘗試分角色朗讀對話。(5)學生兩人一組，完成“Talk about your t

5、eachers.”(6)學生表演，以檢查學生對本課對話的掌握情況，對做得較好的學生予以表揚。3Make a survey.T：Who's your？Ss：T：What's he/she like?Step 3Consolidation三人一組，發(fā)現(xiàn)并用我們學過的句型討論小組內(nèi)每個成員的三個優(yōu)點。S1：Who's that？S2：S1：What's he/she like?S2：He/she isS1：Is he/she？S2：Yes，he/she is.( No，he/she isn't.)Step 4Homework第二課時Part A Let'

6、;s learn & Ask and answer1能夠正確聽、說、朗讀“Who is？He/She isWhat's he/she like？He/She isIs he/she？Yes，he/she is.No，he/she isn't.”等詢問某人是誰、外貌或性格怎么樣的相關(guān)交際用語。2能夠正確聽、說、認讀表示人物外貌和性格特征的形容詞old，young，funny，kind，strict等詞匯。3能夠聽懂、會說、會表演Let's learn的內(nèi)容并在真實場景中運用所學語言進行真實交流和運用。重點：能夠表演Let's learn的交際內(nèi)容，能夠根據(jù)

7、實際情況用英語討論人物。難點：用英語準確詢問并回答人物特征，如“Who is？He/She isWhat's he/she like？He/She isIs he/she？Yes，he/she is.No，he/she isn't.”等。單詞卡片，錄音機，磁帶。Step 1Warming­up1認真觀察P5的圖片后連線：Mr JonesoldMiss White funnyMr Li youngMr Young strictMiss Green kind2Show pictures and say.出示一些學科教師圖片，讓學生快速說出來，如Chinese teache

8、r/maths teacher/English teacher/art teacher/music teacher.T：Who's this man/woman?S：He/she isStep 2Presentation1Look and guess.看圖片，猜一猜。教師出示剛才展示的教師圖片，讓學生猜一猜教師是什么性格？T：Guess，what's he/she like?S：Is he/she strict/funny？T：Yes，he/she is./No，he/she isn't.兩組示范后，教師將卡片交給學生，進行生生對話。2展示Let's learn

9、 圖片，快速讓學生說出Mr還是Miss。3Look at the pictures and say.看圖說句子。如：Mr Young is our music teacher.He is old.4播放課本插圖，兩人一組選擇圖片討論。Step 3Consolidation1課堂練習反義詞對對碰。tall oldyoung thinbig shortstrong small2Group work：小組討論任課老師。每個學生準備好一張你喜歡的老師的畫像，并向你的組員介紹。做得好的學生予以表揚并代表小組在班級上表演。Step 4Homework第三課時Part B Let's try &am

10、p; Let's talk1繼續(xù)學習“Who's？He/she isWhat's he/she like? He/She isIs he/she？Yes，he/she is.No，he/she isn't.”等詢問某人是誰、怎么樣的相關(guān)交際用語。2能夠聽懂、會說、會表演Let's talk的內(nèi)容并在真實場景中運用所學語言進行真實交流和運用。3在對話交流中使學生養(yǎng)成用英語交流的習慣，培養(yǎng)良好的語音語調(diào)和語感。重點：能夠表演Let's talk的交際內(nèi)容。難點：能用“Who's？He/She isIs he/she？Yes，he/she is

11、.No，he/she isn't.”進行真實交際。單詞卡片，課件。Step 1Warming­up1.我愛記單詞。quietfriendlyfunnystrict2用單詞卡片復(fù)習A Let's learn 中的單詞并用它們來描述一個自己喜歡的老師。Step 2Presentation1學習Let's try(1)Listen and tick(2)Listen and answer2學習Let's talk(1)教師針對對話設(shè)計相關(guān)問題，引導(dǎo)學生思考。(2)聽錄音，模仿朗讀，理解對話內(nèi)容。(3)教師領(lǐng)讀對話，學生模仿，齊讀練習，生生對話，小組表演。3學

12、生小組內(nèi)討論自己的老師。S1：Who is your Chinese(maths/English/art/PE/music) teacher?S2：Mr/MsS1：What's he/she like?S2：He/She isStep 3Consolidation1Students show their dialogues.2按要求完成句子。(1)What's she like？(英譯漢)She's kind._(2)Do you know her？(作肯定回答)_(3)She is kind.(改成一般疑問句)_Step 4Homework第四課時Part BLet&

13、#39;s learn, Match and say & Read and write1能聽懂、會說句型：He can speak Chinese and English.He makes me finish my homework！He is very helpful at home.能夠在實際情境中正確應(yīng)用這些句型。2能夠正確使用be動詞。3養(yǎng)成尊師重教的美德。重點：學生能夠理解Read and write短文內(nèi)容。難點：能用He/She is進行真實交際。單詞卡片，課件。Step 1Warming­up我愛記單詞。shortstrongcleverhard­w

14、orkinghelpfulstrictStep 2Presentation1Today I'll introduce a robot.His name is Robin.What's Robin like？Is he strong？Is he hard­working？Is he helpful at home？Let's meet Robin now.2請學生認真閱讀，然后想一想主人是怎樣描述機器人的，要求學生邊閱讀邊完成表格。3學生完成表格后，教師用問答的方式核對答案。T：Do you know Robin?S1：Yes，he is a _T：Is Rob

15、in？S1：Yes，he is./No，he isn't.4講解語言難點。My grandpa made him.He makes me finish my homework.Robin is short but strong.He can speak Chinese and English.5聽錄音，跟讀并理解句意。6教師領(lǐng)讀，學生模仿，齊讀，再請個別學生領(lǐng)讀。7請學生獨立設(shè)計一個機器人，先畫一張草圖然后用語言對機器人的外貌特征加以描述，如：I have a robot.His name isHe'sHeStep 3Consolidation教師播放Meet Robin的Fl

16、ash，學生認真觀察后作答。What's Robin like？Read and tick()or cross(×)thinhard­workingcleverstronghelpfulstrictoldtallshortStep 4Homework第五課時Part ALet's spell & Part B Let's check1字母y在單詞末尾的發(fā)音規(guī)律。2熟練運用Mr/Missis our teacher./What'she/she like的句型。3養(yǎng)成尊師重教的美德。重點：字母y的發(fā)音規(guī)律。難點：能用He/She is進行

17、真實交際。單詞卡片，課件。Step 1Warming­up我愛記單詞。mytrywhyshysunnystorybabyhappyStep 2Presentation1今天我們學習字母“y”的發(fā)音。大家看下面的單詞，找到“y”并讀一讀。baby，happy，windy，sorry2學生先讀黑板上的，然后讀P6上的。小結(jié)：字母“y”在單詞的末尾常發(fā)兩種不同的音，所以我們常把它叫半元音字母。3完成P6的Listen，number and say。4完成P6的Listen，write and say。Step 3Consolidation小小翻譯家。1這個嬰兒很開心。他有很多糖果。_2今天

18、天氣晴朗。我們打算舉辦一個家庭聚會。_Step 4Homework1牢記字母“y”的發(fā)音規(guī)律，抄寫以“y”結(jié)尾的單詞。2嘗試以“My teacher”為題，寫幾句話介紹一下自己的某位老師。第六課時Part BLet's wrap it up & Part C Story time1能夠正確使用be動詞。2鞏固“What's he/she like？”句型的學習。3養(yǎng)成尊師重教的美德。重點：be動詞的正確使用。難點：“Is he/she？”的肯定與否定的不同回答方式。課件。Step 1Warming­up我愛記單詞。shortstrongtallfootball

19、playertentothreeStep 2Presentation1be在英語中的意思是“是”。它就像孫悟空一樣有三根救命毫毛。它們分別是：am、is和 are。請同學們牢記下面的順口溜，并用它們來正確填空。我是am，你是are，is連著他、她、它，所有的復(fù)數(shù)都是are。2請學生認真背誦和記憶。一分鐘后完成P10的Think and match和Choose and write。3兩分鐘后對答案。對答案前讓幾個學生背一背順口溜。4Learn Story time先讓學生自己看一看這個小故事，了解故事的大概意思。(1)win：贏，勝利shoot：射門(2)Rabbit scores ten g

20、oals.兔子得了十分。Step 3Consolidation1教師播放Story time 視頻，請學生分組進行討論，然后回答問題：(1)Do they have a new PE teacher?(2)Who's their new PE teacher?(3)Is the new PE teacher a good football player?(4) What's their PE teacher like?2講解故事大意，跟讀故事。3這個故事告訴我們一個什么道理？(Don't judge a book by its cover.不可以貌取人。)Step 4H

21、omeworkUnit 2My week第一課時Main scene & Part A Let's try , Let's talk1能聽、說、讀、寫單詞“Monday”“Tuesday”“Wednesday”“Thursday”“Friday”“Saturday”“Sunday”和“weekend”。2能在創(chuàng)設(shè)的實際情景中靈活運用句型“What do you have on？”“I have”。3能完成“Let's play”部分的對話任務(wù)。4能聽懂、會唱歌曲“Days of the week”。5激發(fā)學習的熱情，鼓勵學生就班級的課程表和同學進行交流。重點：理

22、解Main scene中的句子，會用“What do we have on Fridays？I have a PE class.”“Do you often？No，I don't.”進行場景對話。難點：能夠聽懂、會說、會表演Main scene。單詞卡，錄音機。Step 1Warming­up1放兩遍歌曲“Days of the week”(P70)的錄音。播放第一遍錄音時，學生跟著錄音小聲唱歌曲；播放第二遍錄音時，全班學生跟著錄音一起大聲唱歌曲，活躍課堂氣氛。2教師詢問時間，引導(dǎo)學生回答：“It'so'clock now.”教師補充“It's tim

23、e for English class.”幫助學生復(fù)習課程的英語表達。Step 2Main sceneT：What day is it today?T：What do you have on Mondays？(板書，理解，引導(dǎo)學生回答)Ss：I have(看本班課程表，根據(jù)實際情況回答。)T：Do you often play sports？(板書，理解，引導(dǎo)學生作肯定或否定回答)Ss：Yes，I do./No，I don't.通過師生間反復(fù)問答感知句型。Step 3Let's try用正確的介詞填空。1Look_my picture.2We have Chinese，math

24、s and PE_Mondays.3I have a cooking class_your grandma.Step 4Let's talk1教師針對對話設(shè)計相關(guān)問題，引導(dǎo)學生思考。2聽錄音，模仿朗讀，理解對話內(nèi)容。3教師領(lǐng)讀對話，學生模仿，齊讀練習，生生對話，小組表演。Step 5Consolidation學生用所學句型替換關(guān)鍵詞進行對話練習。S1：What do we have on Mondays?Ss：We haveStep 6Summary師生一起總結(jié)本節(jié)課學習的詞匯和句型。Step 7Homework 第二課時Part ALet's learn & Let&

25、#39;s play1能夠正確聽、說、朗讀“What do you have on Fridays？I have a PE class.”“Is it Monday？Yes./No.”等詢問某一天課程以及是否是某一天的相關(guān)交際用語。2能夠正確聽、說、認讀表示星期的名詞Monday，Tuesday，Wednesday等詞匯。重點：能夠正確聽、說、朗讀“What do you have on Wednesdays？I have Chinese，English，maths and music.”“Is it Monday？Yes./No.”難點：能夠運用所學句型進行真實場景對話。單詞卡，日歷，課程表

26、，錄音機。Step 1Warming­up教師播放英文歌Days的Flash和錄音。DaysSunday，Monday，Tuesday，Wednesday，Thursday，Thursday，F(xiàn)riday，Saturday.Sunday comes again.Sunday，Monday，Tuesday，Wednesday，Thursday，Thursday，F(xiàn)riday，Saturday，Sunday comes again.Step 2Presentation1學習Let's learn(1)引導(dǎo)學生看Let's learn部分的課程表，教師扮演robot，學生扮

27、演Wu Yifan，實時提問：T：What do you have on Mondays?Ss：I have Chinese，English，maths and music.(教師替換問句中的星期名詞，針對課程表提問，反復(fù)練習句型。)(2)學生兩人一組進行對話練習，鞏固知識。2Let's play(1)教師請一位學生站起來與自己示范對話，如：T：You have English，Chinese，art and music.Ss：Is it Wednesday?T：No.Ss：Is it Friday?T：Yes.(2)學生同桌合作，仿照上面的示例編寫類似的對話，練習并展示。(3)教師請

28、幾對學生上講臺表演對話。Step 3Consolidation1看誰反應(yīng)快。教師用手勢表示17中任何一個數(shù)字，學生快速說出相應(yīng)的星期，如教師用手勢表示“1”，學生快速說出“Monday”。2接龍游戲。每組第一個學生問：What do you have on Mondays？下一個答：I have Chinese，English，maths and music.答完接著往下問，注意替換問句中的星期?；卮鹆鲿痴_的學生可以坐下，答錯的學生先站著。比一比哪組坐著的學生多，哪組贏。3根據(jù)Let's learn的內(nèi)容編Let's chant讓學生讀一讀。Monday，Monday，Mon

29、day，Chinese，English，maths，music on Monday.Tuesday，Tuesday，Tuesday，maths，science，Chinese art on Tuesday.Wednesday，Wednesday，Wednesdayon Wednesday.Thursday，Thursday，Thursdayon Thursday.Friday，F(xiàn)riday，F(xiàn)ridayon Friday.4我愛記單詞。(任意發(fā)揮)星期：科目：Step 4Summary師生一起總結(jié)本節(jié)課學習的詞匯和句型。Step 5Homework 第三課時Part BLet's tr

30、y & Let's talk1能聽、說、認讀單詞“storybook，read books，play football，play ping­pong，listen to music”和“park”。2能聽懂、會說句子“Do you often read books in this park？”“I like this park very much.”“Me too.”。3能完成“Let's try”部分的聽力任務(wù)。4感知英語在日常生活中的實用性，鼓勵學生學習有用的英語。重點： 能聽懂、會說句子“Do you often read books in this p

31、ark？”“I like this park very much.”“Me too.”。難點：能靈活運用句型“Do you often？”詢問他人的日常活動并作出相應(yīng)的回答。1教師準備多媒體課件、錄音機和錄音帶、詞卡。2學生準備人物頭飾、畫筆和畫紙。Step 1Warming­upT：What do you often do on the weekend?Step 2學習 Let's talk1介紹對話情景。T：It's Saturday afternoon.Zhang Peng and Sarah are in the park.They are talking n

32、ow.Let's listen to the tape and see what they're talking about.2針對對話提出相關(guān)問題，引導(dǎo)學生閱讀、理解對話。(1)What's that in Sarah's hand?(2)Does Sarah often read books in the park?(3)What does Zhang Peng often do in the park?(4)Do they like the park?Answer：(1)It's a storybook.(2)No，she doesn't.

33、(3)He often plays football.(4)Yes，they do.3播放錄音，學生跟讀，注意模仿錄音中的語音、語調(diào)。4同桌合作練習表演對話，然后教師請幾對學生上講臺表演，評選出“最佳表演者”。Step 3Consolidation按要求完成句子。1Do you often play football here？(作肯定回答)_2Do you often read books in this park？(作否定回答)_Step 4Homework第四課時Part BLet's learn & Group work1能聽、說、認讀短語wash my clothes

34、，watch TV，do homework，read books，play football。2能夠在真實語境中正確運用以上五個詞組描述周末活動。重點：能聽、說、認讀短語wash my clothes，watch TV，do homework，read books，play football。難點：能靈活運用句型“Do you often？”詢問他人的日?；顒硬⒆鞒鱿鄳?yīng)的回答。錄音機、錄音帶、詞卡、掛圖。Step 1Warming­up利用教學掛圖呈現(xiàn)B Let's talk板塊的對話情景，學生表演對話，教師請3組學生上臺表演。最后一組演完之后，教師說：Zhang Peng

35、often plays football on the weekend.What about Amy and Chen Jie?出示B Let's learn 部分的掛圖。Step 2Let's learn1播放Amy 和Chen Jie 對話錄音，詢問學生：Chen Jie 周末經(jīng)常做什么？出示詞卡，教學短語“wash my clothes”。板書句型：Do you often wash your clothes on the weekend？(提問，引導(dǎo)學生回答)Yes，I do./No，I don't.(教師板書)2教師提問“What do you do on t

36、he weekend？”學生自由談?wù)撝苣┗顒印?當學生講到與本節(jié)課要學的短語相同的周末活動時，教師出示詞卡教學短語，然后依次將短語“wash my clothes，watch TV，do homework，read books，play football”帶入句型“Do you oftenon the weekend？”中對不同的學生提問，反復(fù)練習重點句型。4播放錄音，學生跟讀。5學生兩人一組，將短語帶入重點句型問答練習。Step 3Group work1教師設(shè)置問題：What does Wu Yifan/Chen Jie/Oliver do on the weekend？學生帶著問題看書找答

37、案。2教師對學生提問：What do you do on the weekend?3學生小組內(nèi)“開火車”問答，第一個學生提問。What do you often do on the weekend？第二個學生回答完接著問下一個，以此類推。Step 4Consolidation1我愛記詞匯。洗衣服打掃房間看電視做作業(yè)看書踢足球2“滾雪球游戲”。教師對學生提問：What do you often do on the weekend？第一名學生回答：I often do my homework.第二名學生重復(fù)第一名學生的回答后再加上新的詞組，如I often do my homework and r

38、ead books.第三名學生在前面的基礎(chǔ)上再加上一個新詞組，依此類推。Step 5Homework第五課時Part ALet's spell&Part B Read and write1能夠在圖片的輔助下讀懂吳一凡和機器人的對話，完成判斷信息正誤的活動。2能夠根據(jù)提供的信息模仿對話，補全新的對話。3知道字母組合“ee”和“ea”的發(fā)音：i。重點：能夠讀懂對話，完成判斷信息正誤的活動。難點：能夠根據(jù)提供的信息模仿對話，補全新的對話。錄音機、錄音帶、詞卡、掛圖。Step 1Let's spell1學生自己寫出下列單詞，并自找規(guī)律。(1)綿羊，牛肉，遇見(2)茶， 吃， 讀

39、2教師明確答案，并圈出字母組合，小結(jié)。(1)，(2)， ， 字母組合“ee”和“ea”一般發(fā)音是：i(長音)3教師指導(dǎo)學生完成教材16頁的練習。Step 2Warming­up師生間問答，復(fù)習本單元的核心句型，引入新課。T：(1)What day is it today?(2)What do you have on？(3)Do you oftenon？Step 3Read and write1T：What does Wu Yifan have on Fridays？What does Wu Yifan do on the weekend？Do you know?播放錄音，要求學生帶著

40、問題聽錄音，并畫出相關(guān)答句。2教師利用A Let's learn掛圖呈現(xiàn)一周課程安排表，分別在Chinese，maths，English，art，music等課程下做標記，引導(dǎo)學生注意課程出現(xiàn)的頻率，并講解often和sometimes所表示的頻率差別。3引導(dǎo)學生用often和sometimes分別談?wù)勛约旱闹苣┗顒印?教師提問：Do you like sports？學生回答后，教師繼續(xù)問：Does Wu Yifan like sports？吳一凡不喜歡運動，Robin建議他做運動。You should play sports every day.Here is a new sched

41、ule for you.(板書should，schedule，帶學生認讀。 )5完成活動Tick or cross。Step 4Homework1抄寫B(tài) Let's learn部分的單詞。2兩人一組練習模仿例句練習對話。第六課時Part BLet's check，Let's wrap it up & Part C Story time1復(fù)習與鞏固每周七天的單詞，科目的單詞。2Do開頭的一般疑問句的肯定與否定回答。3合成詞的構(gòu)造與使用。重點：重點單詞的使用。難點：肯定與否定的回答。錄音機，錄音帶，詞卡，掛圖。Step 1Warming­up師生間問答，復(fù)

42、習本單元的核心句型，引入新課。T：(1)What day is it today?(2)What do you have on？(3)Do you oftenon？完成P20的Listening part。(1)Listen and number.(2)Read and circle.Step 2合成詞先觀察合成詞的結(jié)構(gòu)，再照樣子寫一寫。bathroombirthdayStep 3Story time1T：What will Zoom and Zip do?播放故事視頻錄音。2我愛記詞匯。do some shoppingnotebookrulercrayonfootballpencilmone

43、y3根據(jù)短文填空。(1)They have _ on Mondays and Wednesdays.(2)They have maths on _(3)They need _ for art class.(4)They don't have enough money to buy a _4復(fù)述這個小故事。Step 4HomeworkUnit 3What would you like?第一課時Main scene & Part A Lets learn，Role­play1能聽、說、讀、寫單詞“sandwich”“salad”“hamburger”“ice cream”

44、和“tea”。2能在創(chuàng)設(shè)的實際情景中靈活運用句型“What would you like to eat/drink？”“I'd like”。3能完成“Role­play”部分的任務(wù)。4繼續(xù)保持學生對學習英語的興趣，激發(fā)學生用英語進行交流的熱情。1能聽、說、讀、寫單詞“sandwich”“salad”“hamburger”“ice cream”和“tea”。2能在創(chuàng)設(shè)的實際情景中靈活運用句型“What would you like to eat/drink？”“I'd like”。3能完成“Role­play”部分的任務(wù)。1教師準備多媒體課件、錄音機和錄音帶、

45、詞卡。2學生人物頭飾。Step 1Warming­up1Free 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教師拿出學生以前學習過的食物圖，師生進行對話，如：T：What are these?Ss：They areT：What's your favourite food?Ss：My favourite food isStep 2Preview1我們以前

46、學過哪些食物和飲料的單詞：(1)Food：_(2)Drink：_教師用多媒體課件出示以前學習過的食物單詞圖片，全班學生讀出單詞并說出相應(yīng)的漢語。2學生同桌合作，談?wù)撟钕矚g的食物。S1：What's your favourite food?S2：My favourite food isStep 3Presentation1A.Let's learn(1)教學新單詞 師生對話。T：What do you like，Chinese food or western food(西餐)?Ss：I likeT：Some like Chinese food and some like west

47、ern food.What western food do you know?Ss：T：Today let's learn some popular western food.教師用多媒體課件依次出示三明治、沙拉、漢堡包和冰激凌的圖片，引出單詞“sandwich”“salad”“hamburger”和“ice cream”。T：Do you know what English people like to drink？They like to drink tea. 教師把生詞寫在黑板上，帶領(lǐng)學生讀幾遍，然后讓學生分組比賽讀、分男女生讀。(2)教師拿出食物圖片，與學生進行對話，如：T：W

48、hat would you like to eat，S1?S1：I'd like，please.T：Here you are.What would you like to eat，S2?S2：I'd like，please.(3)第一次播放教學錄音，全班學生跟著錄音讀。(4)第二次播放教學錄音，全班學生分男女生跟著錄音讀。(5)學生拿出人物頭飾，替換對話中的關(guān)鍵詞，重新編寫對話，然后教師請兩三對學生上講臺表演對話。2A.Role­play(1)教師請兩位學生站起來示范讀對話。(2)學生同桌合作，一人扮演客人，一人扮演服務(wù)員，模仿示例表演對話，提醒學生表演時要把客人與服

49、務(wù)員該有的表現(xiàn)表演到位。(3)教師請幾組學生上講臺表演對話，并評選出“最佳表演者”。Step 4Consolidation & Extension1句子接龍。把全班學生分成八大組，每組的第一位學生問第二位學生：“What would you like to eat？”，第二位學生說：“I'd like”，并問第三位學生“What would you like to eat？”，以此類推。2課堂練習誰與眾不同？()(1)A.sandwichBmilkChamburger()(2)A.salad Bfish Cfork()(3)A.tea Bwater Cbeef()(4)A.ri

50、ce Bjuice CsaladStep 5Summary師生一起總結(jié)本節(jié)課學習的知識，學生說一說還有什么不懂的地方以及自己學習中遇到的困難。Step 6Homework第二課時Part ALets try & Lets talk1能聽、說、認讀單詞“drink”和“thirsty”。2能詢問別人想吃(喝)些什么并作出相應(yīng)的回答。3能完成“Let's try”部分的聽力任務(wù)。4提高學生合作學習的能力，能靈活運用所學句型聊關(guān)于“飲食”的話題。重點：能聽、說、認讀單詞“drink”和“thirsty”，能詢問別人想吃(喝)些什么并作出相應(yīng)的回答。難點：能靈活運用所學句型聊關(guān)于“飲食

51、”的話題。錄音機，錄音帶，詞卡。Step 1Warming­up1Free talkT：Hello，boys and girls.Ss：Hello，teacher.T：How are you today?Ss：Fine，thank you.And you?T：I'm fine，too.What do you have for breakfast?Ss：I havefor breakfast.T：It's time for our class.Here we go!2教師依次出示上節(jié)課學習的新詞卡片，全班學生大聲說出相應(yīng)的漢語意思。Step 2Preview學生拿出食物

52、詞卡，同桌合作，一人問：“What would you like to eat？”，另一人抽取詞卡并回答：“I'd like”。Step 3PresentationALet's talk1教學單詞(1)教師做“口渴”的動作，說：“Oh，I'm thirsty.”，然后再做“喝水”的動作，說：“I'd like to have something to drink.”，由此引出新單詞“drink”和“thirsty”。教師也可以用多媒體課件出示“烏鴉喝水”的故事，介紹說：“Look，the crow is thirsty now.It's looking

53、for some water to drink.”由此引出新單詞。(2)教師用多媒體課件出示幾種飲料的圖片，如水、橙汁、可樂、茶等，問：“What would you like to drink？”，學生選擇自己喜歡的飲料并回答：“I'd like to drink some”。(3)學生同桌合作，談?wù)撟约合牒刃┦裁达嬃?，如：S1：I'm thirsty.S2：What would you like to drink?S1：I'd like some water.S2：Here you are.2介紹對話情景T：It's in Sarah's family.They're talking about what to eat and drink.Let's listen to the tape and know something about th