文档内容
Unit 3 What would you like?
教材分析 本单元学习的主题是饮食。教学内容是通过Sarah和父母在家用餐以及Sarah和张鹏在学校
餐厅里点餐的场景来展开的。教学重点是能够听、说、读、写核心句型“—What would you like
to eat/drink?—I’d like...” “—What’s your favourite food？ —I love...”；能够听、说、读、写
五个食品饮料类单词和词组“tea, ice cream, hamburger, salad, sandwich”以及五个描述食物特
征的单词“fresh, healthy, delicious, hot, sweet”。
教学内容
句型
·听、说、读、写句型“—What would you like to eat/drink?—I’d like...”“—What’s your
favourite food? —I love...”
·在情景中运用句型“—What would you like to eat/drink? —I’d like...”询问并回答某人想要
吃什么、喝什么
·在情景中运用句型“—What’s your favourite food/drink? —I love...”询问并回答最喜欢的食
物或饮品
·理解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演
·按照正确的意群和语音、语调朗读吴斌斌和爷爷留给Robin的便条，理解便条内容并完成读后选
图活动及补全个性化便条的写的活动
词汇
·听、说、读、写五个食品饮料类单词和词组“tea, ice cream, hamburger, salad, sandwich”以及五
个描述食物特征的单词“fresh, healthy, delicious, hot, sweet”
·在模拟点餐对话时正确使用上述单词，并在有意义的语境中运用上述单词描述食物或饮品的味
道及其他特征
·在模拟点餐时运用上述单词填写菜单，或者根据图片的提示填充合适的单词描述食物或饮品
语音
·掌握字母组合ow在单词中的发音规则，即ow在单词中发/a/或//
·读出符合ow发音规则的单词；并根据发音拼写出符合ow发音规则的单词
·在单线上完成抄写句子的活动，做到书写规范正确
课时安排 第一课时： Part A Let’s try & Let’s talk
第二课时： Part A Let’s learn & Role-play
第三课时： Part A Let’s spell
第四课时： Part B Let’s try & Let’s talk
第五课时： Part B Let’s learn & Look, write and say
第六课时： Part B Read and write & Let’s check & Let’s wrap it up
3The first period(第一课时)
Part A Let’s try & Let’s talk
教学内容
▶
Let’s try ·对核心句型在听觉上有所感知，并完成听录音、选词补全句子的练习
Let’s talk ·在图片和教师的帮助下理解对话大意
·按照正确的意群及语音、语调朗读对话，并进行角色表演
·在情景中运用句型“—What would you like to eat/drink? —I’d like...”询问并回答自己
想要吃什么、喝什么
·在语境中理解新单词“sandwich, drink”和“thirsty”的意思，并正确发音
教学重点
▶
1.学生能够听、说、认读单词“drink”和“thirsty”。
2.学生能够掌握四会句子“What would you like to eat/drink?”并能用“I’d like...”作答。
教学难点
▶
学生能够在情景中灵活运用所学句型谈论关于“饮食”的话题。
教学准备
▶
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文录音、视频、单词卡片、人物头饰等。
教学过程
▶
Step 1: Warm-up & Lead-in①
1. Greetings.
2. Enjoy the song—What would you like to eat today?(出示 Teaching purpose①
课件) 优美而轻快的歌曲快
速地活跃课堂气氛，不仅让
(1) Play the song for the first time. Students only enjoy, and then try
学生反复感知核心句型，而
to follow it to sing.
且通过选择歌曲中出现的食
(2) Play the song again. Ask students to choose the words that
物，为Let’s try板块扫清障
appear in the song. The teacher ticks or crosses the words after students
碍，起到“一石三鸟”的作
say the words. 用。然后通过观察、讨论主
情景图，导入本单元的话题。
3. Lead-in.
Show the picture of the main scene on page 22 on the PPT. (出示课
件) The sentences of the picture are covered.
T：Look! This is Sarah’s family. They are ready for dinner. What
are they talking about? Sarah’s mother’s favourite food is salad. Sarah’s
father likes sandwiches. Oh, they are talking about food.
4Write down the topic “Unit 3 What would you like?” on the
blackboard.
Step 2: Presentation
1. Let’s try.②
Teaching purpose②
T：Sarah is hungry. (Do the action of “hungry”.) What would she
引导学生对听力内容
like to eat? Read the content of “Let’s try”. (出示课件) Guess the
进行预测，培养学生的听力
answers.
技巧。
Students say out their guessing. Then the teacher plays the
recording. (出示课件) Ask students to try to catch the key information,
such as bread, chicken.
Let students listen carefully and fill in the blanks. Then check the
answers with students. (课件出示：教材P24 Let’s try板块的听力材料
及答案)
Ask students to read the sentences with answers.
2. Let’s talk.
(1)Learn Picture 1.③(出示课件)
Teaching purpose③
①Listen and answer.
话题很自然地从Sarah
T：Look at the picture! What are they talking about? 过渡到Sarah’s father, 呈现
Ss：They are talking about food. 完整的对话，让学生整体感
T：Yes. Sarah’s father comes back home. He is very tired. Is he 知文本，提升学生的听力能
力和对文本的理解能力。
hungry? Let’s listen carefully.
Play the recording. (课件出示：教材P24 Let’s talk板块的第一段
音频) Let students listen and try to answer the question.
T：Is Sarah’s father hungry? Ss：Yes, he is.
②Watch and answer.
T：Sarah would like some bread and chicken. Sarah’s father is
hungry. What would he like to eat? Let’s watch the cartoon. Then try to
find the answer.
Play the cartoon. (课件出示：教材P24 Let’s talk板块的第一段视)
Lead students to watch and find the answer. Show the picture of
“sandwich” and help students learn the word “sandwich” (sand+ wich
=sandwich). (出示课件) Ask students to pay attention to the
pronunciation.
T：Now I’m Sarah’s mother, and you are her father. I ask and you
answer. What would you like to eat?
Ss：A sandwich, please.
5Then exchange the roles. The teacher writes down the sentences on
the blackboard. At the same time, students read them aloud.
(2)Learn Picture 2.④ (出示课件)
①Observe the picture and answer. Teaching purpose④
T：Sarah’s father is full now. But he is thirsty. What would he like 通过让学生仔细观察图
片，培养学生的观察能力和
to drink?
逻辑思维能力。以water引
T：(Point to the water.) Look! What’s this?
出thirsty和drink的学习。然
Ss：Water! / A cup of water.
后让学生带着任务观看文本
T：Yes. Water! Sarah’s father is thirsty. What would he like to 视频，通过找出问题的答案，
drink? 引导他们学习核心句型，培
Ss：Some water. 养他们的阅读技巧。
T：Yes, he’d like some water.
Say the words “thirsty” and “drink” in a tone of emphasis with
some actions. Help students learn the words “thirsty” and “drink” with
word cards and actions.
②Watch and answer.
T：Now, you are Sarah’s father and I’m Sarah. Watch the cartoon
and try to answer my question. (课件出示：教材P24 Let’s talk板块的
第二段视频)
T：What would you like to drink? Ss：I’d like some water.
Explain that “I’d like...” equals to “I would like...” and teach
students to read the two sentence patterns. Then write them down on the
blackboard. Students practice these sentence patterns on the blackboard
after the teacher.
3. Read and act.⑤ Teaching purpose⑤
(1) Read after the recording. 本环节旨在强化学生对
The teacher plays the recording. (出示课件) Students read after it 文本的阅读及理解。在语境
中落实核心句型的运用，确
and pay attention to the pronunciation and the intonation. Then students
保学生能正确而流利地朗读。
read together. Boys read first, then girls read. They can have a
competition. At last, students read freely.
(2) Role-play.
First, the teacher can make a model. Then students work in pairs. It
can be done between the teacher and students or boys and girls.
(3) Act out the dialogues.
Let students act out the dialogues with the headwear. Praise the
students who do a good job and then correct the mistakes. Encourage
Teaching purpose⑥
more students to participate.
先提供食物和饮品类
Step 3: Practice⑥
单词、词组作为语言支架，
1 Can you find their houses? 引导学生表达自己所需，后
T：Look, these words lose their ways. Can you help them find their 利用“开火车”游戏进行问
与答的练习，逐步深入，大
houses?
大地降低操练难度，能够更
好地提升学生的参与热情和
参与度，激发学生的兴趣。
6
反复的操练可以强化学生对
目标句型的理解与掌握。Students finish the task.
Check the answers together. (出示课件)
Help students say some sentences with the sentence pattern “I’d
like some...” according to the words above.
2 Ask and answer.
Show the picture of “Ask and answer”. （出示课件）
Students ask and answer according to the PPT. They can do like
this：
A：What would you like to eat? B：I’d like some...
A：What would you like to drink? B：I’d like some...
Students can play the game “Drive a train” to practice. The first
student asks, and the second student answers. Then they can exchange.
Step 4: Consolidation & Extension⑦
1. Make a new dialogue.
Students work in groups of four. Teaching purpose⑦
T：Now try to make a new dialogue in your groups. First, I’ll make 让学生在情景中合理运
a model with one of you. 用所学词汇和句型创编新的
对话，运用所学语言知识进
T：Hi! Are you hungry/thirsty? S1：Yes. (I’m hungry/thirsty.)
行交际，培养学生的综合语
T：What would you like to eat/drink? S1：I’d like some bread/
言运用能力。与此同时，升
orange juice.
华学生的情感，让学生体会
T：Here you are. S1：Thank you. 父母工作的辛苦和不易，从
2. Show their new dialogues. 而关心和敬爱父母。
Ask some groups to show their dialogues. Give evaluations to them.
3. Emotional education.
Show some pictures. (课件出示：不同职业的爸爸妈妈辛苦工作
的图片) Lead students to care for and love their parents.
板书设计
▶
作业设计
▶
71. Copy the key sentences.
2. Practice the dialogues.
3. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课
时作业)
教学反思
▶
1.本节课以学生为本，以问题为导向，逐步引导学生自主学习，圆满完成学习任务。
2.教学设计流程清晰，各环节之间过渡自然，具有层次感，有效地利用各种资源，激发了学生的
兴趣，提高了课堂的教学效率。
3.通过观察图片、预测情景，培养了学生的观察能力和逻辑思维能力。
4.整节课突出语言的语用功能。通过创设合理的情景，帮助学生在情景中使用所学语言，培养
了学生的综合语言运用能力。
5.通过拓展和延伸，培养学生的情感态度及价值观。
6.板书设计重点突出，简明扼要，给学生语言的输出提供了支架，对课堂教学起到了很好的辅
助作用。
▶Teaching Contents
Let’s try
·Perceive the key sentence patterns of Part A and finish the listening task.
Let’s talk
·Understand the main ideas of the dialogues with the help of the pictures and the teacher.
·Read the dialogues according to the correct pronunciation, intonation and sense group and
act them out.
·Use the key sentence patterns to ask and answer in real situations.
·Understand the new words in the context and pronounce them correctly.
▶Teaching Priorities
·Be able to listen, speak and read the words “drink, thirsty”.
·Be able to master the sentence “What would you like to eat/drink?” and answer with the
sentence pattern“I’d like...”
▶Teaching Difficulties
·Be able to use the sentence patterns to talk about the topic of diet in the real situation
flexibly.
▶Teaching Procedures
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
1. Greetings. Create a pleasant
1. Greetings.
2. Enjoy the song—What learning atmosphere.
Warm-up 2. Enjoy the song and
would you like to eat Activate students’
& choose the words that
today？ learning interest. Help
Lead-in appear in the song.
3. Lead-in. students perceive the
3. Look at the picture.
Show the picture of the main key sentence patterns.
8scene on page 22. Lead in the new lesson.
Presentation 1. Let’s try. Guess the answers. Listen Cultivate students’
Lead students to guess. Play to the recording and fill in listening skills by
the recording. Check the the blanks. Check the leading students to
answers with students. answers with the teacher. predict.
2. Let’s talk. ①Listen to the Help students get an
(1) Learn Picture 1. recording and answer overall perception of
①Listen and answer. the question. the dialogue.
Show the picture. Ask a ②Watch the cartoon and Improve their abilities
question. Play the recording. answer the question. of listening and deepen
②Watch and answer. Learn the word their understanding of
Ask a question to lead “sandwich” and the the text. Enhance their
students to understand the key sentences. impression of the key
dialogue. Play the cartoon. sentence patterns
Teach the word “sandwich” effectively.
and the key sentences.
(2) Learn Picture 2. Look at the picture and Cultivate students’
①Observe the picture and watch the cartoon. observation and logical
answer. Show the picture and Answer the questions. thinking abilities by the
ask questions. Lead students Learn the words“thirsty, picture. Help students
to think. Teach the words drink”， the key find out the key
“thirsty, drink” with word sentence patterns “— information by
cards and actions. What would you like to watching the cartoon.
②Watch and answer. drink? —I’d like...” and Use questions to lead
Play the cartoon. Teach the understand that “I’d students to learn the key
key sentence patterns and like...” equals to “I sentence patterns.
explain that “I’d like...” would like...” Cultivate students’
equals to “I would like...” reading skills.
（续表）
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Help students read
Read after the recording.
3. Read and act. and understand the
Read together and read
Presentation Play the recording and text. Consolidate the
freely. Practice the
make a model. use of the key
dialogues and act them out.
sentence patterns in
9context. Make sure
students read the
dialogues correctly
and fluently.
Practice 1. Can you find their 1. Help the words find their Enhance students’
houses? Show two houses. Practice the participation. Arouse
houses and some words. sentence pattern “I’d students’ learning
2. Ask and answer. like...” according to the interest and
Show the picture of “Ask words. enthusiasm. Help
and answer”. 2. Practice the key sentence them understand
patterns through the and grasp the key
game. words and sentence
patterns by a series
of activities.
Consolidation 1. Make a new dialogue. 1. Work in groups to make Cultivate students’
& 2. Show their new new dialogues. comprehensive
Extension dialogues. 2. Show the dialogues. language using
3. Emotional education. 3. Look at these pictures and abilities by letting
think. them make up new
dialogues and
showing. Achieve
the emotional goals
by asking students to
observe the pictures
and think.
Homework 1. Copy the key sentences.
2. Practice the dialogues.
3. Do the exercises.
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