Unit 3 What would you like to eat？Story time（教学设计）-2024-2025学年人教PEP版英语五年级上册

Unit3What would you like to eatStory time（教学设计）学年人教版英语-2024-2025PEP五年级上册课时学校授课教师1教授课班具授课地点级课程名称

1.Unit3What would you like to eatStory time课程基教学年级和班级五年级（）班

2.1本信息授课时间年月日

3.20241015教学时数课时（分钟）

4.145本节课旨在培养学生的语言运用能力，通过阅读故事，使学生能够在真实的语境中运核心素用本单元所学的食物和饮料的单词及表达喜好和偏好的句型同时，通过小组讨论和养目标角色扮演活动，提升学生的合作意识和交际能力此外，本课还将渗透文化意识，让分析学生了解不同国家的饮食文化，增强跨文化交际的能力学生已经掌握了哪些相关知识

1.-学生已经学习过基本的食物和饮料类单词，如等apple,banana,milk-学生能够使用简单的句型表达喜好，如“I likeapples”-学生对基本的日常交际场景有所了解，如餐厅点餐学生的学习兴趣、能力和学习风格

2.学习者・学生对食物和饮食话题通常较为感兴趣，易于激发学习动力分析一学生具备一定的英语听说能力，能够参与简单的对话和活动-学生偏好互动式学习，喜欢通过游戏、角色扮演等实践活动来学习学生可能遇到的困难和挑战

3.-部分学生可能对生词的记忆和发音存在困难-在复杂的句子结构中，学生可能会混淆使用等表达方式“would like”-在真实的交际场景中，学生可能会感到紧张，影响语言的自然运用教学方法本节课将采用任务型教学法，结合情境教学和合作学习，以学生为中心，

1.鼓励学生主动参与教学方教学活动通过角色扮演活动模拟餐厅点餐场景，让学生在实际语境中使用目法与策

2.标语言；设计小组讨论，让学生分享自己喜欢的食物和饮食习惯，促进交流略教学媒体利用展示食物图片和故事情境，使用录音机播放原声故事，增

3.PPT强学生对语言材料的感知同时，使用黑板板书关键词和句型，便于学生跟随和复_______||习___________________________________

五、教学过程教学过导入Step1:程（）1Good morning,everyone!Today weare goingto learnUnit3What wouldyou like to eatStory time.Before westart,let meask youa question.What doyou usuallyhavefor breakfast/lunch/dinner2Students answerindividually.3Teacher elicitssome answersand writesthem on the board.预读Step2:1Now letslook at the titleof the story.Its What wouldyou like to eat.Can youguesswhat the story isabout2Students makepredictions.3Teacher confirmsthe predictionsand introducesthe storysetting.第一遍阅读Step3:1Please openyour booksto page30and letsread the story together.Pay attentiontothe new words and try to understand thegeneral idea.2Students read the storyaloud with the teacher.3Teacher checksthe studentsunderstanding byasking somesimple questions,such第二遍阅读as Whoare in the storyand Whatdo theytalk aboutStep4:代1Now letsread thestory againand thistime,we willfocus onthe details.A ereachparagraph,I willask yousome questionsto checkyour understanding.2Students readthestorysilently and teacher asksquestions,such asWhat doesSamlike to eat andWhy doesSam askthe monkeywhat itwould like to eat3Students answerthe questionsand teacherprovides someexplanations ifnecessary.课文内容探究Step5:1Now weare goingto discusssome keypoints in thestory.First,lets talkabout thenewwords.Please lookat the board andreadthe newwordsafter me.2Teacher presentsthe newwords withpictures andpronunciation,such as冒一杯hamburger,ice cream,juice,would like,some acup.3Students repeatand practicethenewwords.4Next,lets focusonthesentence structureWhat wouldyou liketo eatand Td likesome....Please lookattheexamples onthe boardandtryto makeyour ownsentences.5Students makesentences using the target language.6Now,lets talkabout thestory characterspreferences.In thestory,we learnedabout what Samand themonkey liketo eat.Can youtell mewhat theylike7Students answerand teacherwrites theiranswers ontheboard.8Finally,lets discussthe moralof thestory.What canwe learnfrom thisstory9Students sharetheir thoughtsandteacherprovides someguidance ifnecessary.Step实践活动6:1Now,lets have a role-play activity.I willdivide youinto pairs.One studentwill beSamand theother willbe themonkey.You need to practicethe dialogueinthestory andthenperform itin frontof the class.2Students practicein pairsand thenperform fortheclass.3Teacher providesfeedback andencouragement.总结与作业Step7:1In thisclass,we learnedabout differentfoods andhow toexpress ourpreferencesusing thesentence structureWhat wouldyou liketo eatand Tdlike some....We alsodiscussedthestoryand itsmoral.2For homework,I wantyou towrite ashort dialogueaboutwhatyou andyour friendwould liketo eat.You canuse thesentence structurewe learnedtoday.3Students ask questions ifthey haveany andteacher answersthem.结束语Step8:1Well done,everyone!You havedone a great jobtoday.Remember topractice yourEnglishand Ilook forwardto seeingyour dialoguesnext class.2Students saygoodbye andteacher leavesthe classroom.学生学习效果在本节课中得到了明显的提升，以下是从几个方面对学生学习成果的描述语言知识掌握方面

1.-学生能够熟练地朗读并理解故事内容,对生词如、、等“hamburger icecream“juice”的发音和意义有了准确的掌握-学生能够正确使用”“和”等表达方式来询问和表达食物喜好，如would like some和Id like some applesWhat wouldyou liketo eat”-学生能够通过课堂上的练习和角色扮演活动，将所学句型和词汇应用到实际情境中语言运用能力方面

2.-学生在角色扮演活动中能够自信地使用目标语言进行交流，提高了他们的口语表达能力-学生在小组讨论中积极参与，分享自己的饮食喜好，增强了合作学习和交际能力-学生在教师的引导下，能够对故事进行深入的分析和讨论，提高了他们的思维能力和语言输出的逻辑性学生学学习习惯和方法方面

3.习效果・学生在课堂上养成了认真听讲、积极参与和主动学习的习惯-学生通过教师的讲解和示范，学会了如何通过上下文来猜测生词的意思，提高了他们的自主学习能力-学生在完成作业时，能够将所学知识进行巩固和拓展，形成了有效的复习习惯文化意识和跨文化交际能力方面

4.-学生通过故事了解了不同国家的饮食文化，增强了对多元文化的认识和尊重-学生在交流中能够考虑到文化差异，尝试用英语表达中国的饮食文化，提高了跨文化交际的能力.情感态度和价值观方面5-学生通过故事的学习，能够理解友谊和分享的重要性，培养了良好的情感态度和价值观-学生在课堂上表现出对英语学习的兴趣和热情，增强了自信心，为未来的学习打下了坚实的基础总体来说，学生在本节课中不仅掌握了必要的语言知识，而且在语言运用、学习习惯、文化意识和情感态度等方面都有了显著的进步这些学习效果将为他们在英语学习的道路上奠定坚实的基础作业布作业布置置与反书面作业

1.馈・完成课本第30页的练习题，包括单词拼写和句子填空-写一篇小对话，内容是关于你和你的朋友在餐厅点餐的场景，要求使用本节课学习的句型和至少三种食物名称would like”口语作业

2.-与家长或朋友用英语进行一次关于食物喜好的对话，尝试使用本节课所学的词汇和句型・录制一段角色扮演的视频，模拟餐厅点餐的场景，并在下节课分享作业反馈书面作业反馈

1.-教师在批改作业时，重点关注学生对新词汇的拼写和句型的正确使用-对学生的作业进行评分，并将评分结果反馈给学生，同时指出作业中的亮点和需要改进的地方-对于拼写错误或语法错误，教师会给出具体的修改建议，如“You spelledhamburgerincorrectly.The correctspelling ishamburger.-对于句子填空题，教师会指出学生是否正确使用了句型，如:would like”In thissentence,you shoulduse Tdlike some...instead of1like some....-教师还会鼓励学生运用所学知识进行创新，Great jobusing would like in yourdialogue!Try touse morefood namesinyournext conversation.口语作业反馈

2.-教师会观看学生的视频作业，并对口语表达进行评价-教师会提供具体的反馈，如或Your pronunciationis veryclear.Keep practicing!Youused would like correctly,but tryto speaka littleslower sothat otherscan understandyoubetter.-对于家长或朋友对话的作业，教师会鼓励学生在家中继续练习，并提供一些对话技巧，如Remember toaskquestionsand listencarefully toyour partnersanswers.This willmakeyour conversationmore natural.-教师还会提醒学生在下节课分享时，要自信地表达，并鼓励他们从同伴那里学习This classon Unit3What wouldyou liketo eatStorytimewas agreat opportunitytoengage the students ina funand interactiveway.I feelthat overall,the lessonwassuccessful inmeeting itslearning objectives,but thereare alwaysareas forimprovement.Firstly,Im reallypleased withhow the students respondedto thestory.They wereengagedand interestedinthecharacters andthe plot,which madeit easierfor themto learnthenew vocabularyand sentencestructures.I thinkusingthevisual aids,like thepictures offood andthestorybook,helped to make thestory morevivid and accessible forthe students.教学反However,I didnotice thatsome of thestudentswere abit hesitantwhen itcame to思speaking.I thinkthis ispartly because they arestill learningto beconfident intheirEnglish-speaking abilities,and partlybecause theclass sizecan makeit dauntingto speakup.I needto findmore waysto createa supportiveand encouragingenvironment forthesestudents,so theyfeel morecomfortable practicingtheir speakingskills.One aspectof the lesson that I thinkcould be improved isthe amountof timeallocated forthespeaking activities.While thestudents didget achance topractice theirspeakingthrough therole-play activity,I feelthat theycould havebenefited frommoreopportunities tousethetargetlanguagein differentcontexts.Next time,I plantoincorporate morespeaking activities,such asgroup discussionsor oralpresentations,togive thestudents morepractice.Another thingI noticedis thatsome studentswere strugglingwith thepronunciation ofcertainwords.I realizethatIneedtospend moretime onphonics andpronunciationpractice tohelp thesestudents improvetheir speakingskills.Ill makea pointofincorporating morepronunciation exercisesinto future lessons,and Illalso provideadditionalresources forstudents who need extrapractice.I alsothink itsimportant toregularly assessthestudents1progress andadjust thelessonplan accordingly.While thestudents seemedtounderstandthe materialwell duringthelesson,I wanttomakesure theyare ableto retainand applywhat theyvelearned.I plantoinclude moreformative assessments,such asquizzes orquick checks,to monitortheirprogress andidentify areaswhere theymay needmore support.In termsofthehomework,I feelthat itwas appropriateand alignedwiththelearningobjectives ofthelesson.However,I didnotice thatsome studentshad difficultycompletingthe writtendialogue assignment.I thinkthis maybe becausethey haventyet developedthenecessary writingskills inEnglish.To addressthis,I planto providemore guidedwritingpractice infuturelessons,and Illalso offeradditional supportto studentswhoneedit.Overall,I thinkthis lessonwas agood startto theunit,but thereare definitelyareas thatcanbeimproved.Im committedto refiningmy teachingmethods andfinding newways toengageand supportmy students.I believethat withcontinued effortand adjustments,wecan achieveeven betteroutcomes inthe future.作业作业一单词拼写请根据故事内容，正确拼写以下单词，并在括号中写出对应的中文意思

1.hamburger

2.ice cream_____

3.juice_____

4.wouldlike____

5.some_____答案汉堡冰淇淋果汁想要

1.hamburger

2.ice cream

3.juice

4.wouldlike一些

6.some作业二句子完成根据故事内容，完成以下句子，使用正确的时态和语态

1.Samhave ahamburger forlunch.

2.The monkeylikeapples.

3.The monkeyaskSam whathelike toeat.答案:

1.Sam hadhaveahamburger forlunch.

2.The monkeylikes likeapples.

3.The monkeyasked askSam whathe wouldwouldlikeliketoeat.作业三角色扮演假设你是与一个同学扮演猴子，进行以下对话使用故事中的句型，如Sam,“What和wouldyou liketoeat Id like someapples.A:What wouldyou liketo eatB:Id likesome.A:答案不例B:.A:What wouldyou liketoeatB:Id likesome icecream.A:Would youlikesomeapplesB:Yes,please.作业四故事续写根据故事情节，续写和猴子在餐厅的对话尝试使用不同的食物名称和句型SamA:.B:.A:答案示例B:.A:What wouldyouliketoeatfor dessertB:Id likesome cake.A:Would youlikesomefruitB:Yes,Id likesome bananas,please.作业五写作练习写一篇短文，描述你和你的朋友在餐厅点餐的场景使用以下句型What wouldyouliketoeat和,Tdlikesome...1丽如Last weekend,my friendand Iwent toa restaurant.We wereboth veryhungry.Whenwe gotto thetable,the waiterasked us,WhatwouldyouliketoeatI said,Td likesomepizza anda salad.My friendsaid,Idlikesome pastaandaglass ofwater.Thewaiter noddedand tookour order.We waitedfor awhile,and thenour foodarrived.We enjoyedour mealand talkedabout ourday.It wasagreatlunch together!。