unit 5 fruit 教学设计（精选7篇）
作为一位杰出的老师，可能需要进行教学设计编写工作，借助教学设计可以更大幅度地提高学生各方面的能力，从而使学生获得良好的发展。那么大家知道规范的教学设计是怎么写的吗？下面是小编收集整理的unit 5 fruit 教学设计，欢迎大家分享。
unit 5 fruit 教学设计 篇1
教案内容：
一、教学说明：
1. 通过第一教时的学习，学生已经学会说四种水果的名称，并能表达自己喜欢吃什么水果，在开展教学活动中，学生参与活动的积极性明显提高。
2. 本课是继续学习让学生用一些简单句式，如smell the ……fell the ……或taste the ……来表述自己的意愿。用is this a/an… ? 句式进行提问。
二、教学内容:
1)认知内容：
a.) 会听说单词banana, pear, mango, peach.
b.）能听懂指令: smell the melon. feel the apple. taste the peach. 并能做出反应。
c.）能用is this a/an……? yes, it is. no, it is not.进行问答。
2）能力要求：
a) 能用所学水果单词结合句式smell the……, feel the……, taste the……给出指令。
b) 在学习和生活中能用所学句型表述自己的意愿。
c) 能用is this a/an…? 句式对身边的物品进行提问。
3）情感态度：
在说说唱唱的过程中体验学习英语的快乐，同时养成爱吃水果和与别人分享水果的美好情感。
三、教学步骤：
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？通过玩“记忆游戏”来复习所学单词，激发学生的学习兴趣。
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.)通过小组活动，听口令，做动作，进一步熟悉口令，并能发口令。通过游戏活动“谁的反应快？”进一步巩固口令，使学生在游戏活动中巩固所学知识。
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. 用实物引出肯定回答，让学生模仿跟读。 通过听录音，模仿录音中的语音语调。
post-task activity
1、pair work
2、let students work in pairs.(provide them with some pictures of fruit)通过对话，提高语言表达能力。
3. group work
4. use stationery to let students practice the language. ( four students make a group)通过小组活动，操练句型，进一步提高学生的语言运用能力。
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”.通过游戏活动，进一步巩固操练句型，使群体与个体有机结合，使每个学生都参与活动，让学生始终在轻松、愉快的氛围中学习语言。
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
教学反思：
略
unit 5 fruit 教学设计 篇2
一、教学目标与要求
1.能够听说读写五个情绪单词：tired, angry, excited, happy, sad ,bored.
2.能够听说读句型：How does Amy feel? She’s tired.并进行关键词的替换操练。
3.能够完成Task time的任务。
二、教学重点与难点
重点是使学生熟练掌握五个四会单词，并能替换句型“How does she/he feel? She’s/he tired.进行回答。
难点是学生熟练掌握五个四会单词。
三、课前准备
1.教师准备本课时所需的词卡。
2.教师准备录音机和录音带。
3.教师准备本单元的挂图。
四、教学过程
1、Warm-up
(1)教师放歌曲“The way I feel”，学生跟唱。
(2)学生朗读A-Let’s read，教师提问：How do you feel if you have the flu/a toothache/a headache等，学生做简要回答。
2、Presentation and practice
(1)播放歌曲( If you are happy.)用歌曲来引出新授单词happy的教学。边唱边做动作。教师做出“开心”的样子对学生说：You are happy. I am happy, too. Look at my face. This is a happy face.然后在黑板上画“happy face”和“sad face”。教师指着sad face问学生：Is it a happy face?以此教学单词sad。教师可让学生同桌之间一人做表情，另一人画脸，再描述如：He/She is happy/sad.用简笔画的形式教授其他单词：excited, tired, angry, bored.
(2)教师做出各种表情，请学生猜：Are you happy/tired/bored…?然后两人一组一个做表情另一个猜，以此复习巩固所学的形容词。
(3)教师播放B-Let’s learn的录音，学生跟读单词。然后出示教学挂图，请学生仔细看图片。教师提问：How does Amy feel? How does John feel?此活动也可在小组之间进行，鼓励学生人人参与。活动之后，请几组学生来做回答，检测活动的效果。
活动名称：Read a feeling book
活动目的:
文字、图片、声音相结合，通过观看，加深学生对几个表情单词的理解。
活动过程：
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。教师给学生半分钟的时间看Pair work部分的图画，提示学生尽量记住图中的人物及其表情，比一比谁能猜的又快又对。Task time,引导学生仔细看图，猜测每幅图中发生的事，教师适当讲解故事内容，接着领读图中的提示句子。
(5)活动名称：What is missing?
活动准备:单词卡片
活动目的：提高学生的注意力和观察力，并达到熟练记忆单词的目的
活动过程：教师出示几张表情图片，给学生看半分钟。然后随意拿出一张，让学生判断哪一张少了，将缺失的单词报出来并做出相应的表情。
(6)活动名称：Look for your friends
活动目的：操练、认读及拼写单词。
活动准备：单词和字母卡片
活动过程：将全班分成几大组，把所需操练的单词angry, sad, bored等拆分成字母，如grany, das, robde分发给组里成员或班里的同学。当教师或指定同学读到这个单词时，手上持有这个单词的同学必须在最短的时间内按照字母顺序报出该单词，反应最快的同学为胜。
3、Consolidation and extension
(1)学生听读P19五遍。
(2)学生背诵和抄写单词和短语4遍。
五、板书设计：
Unit 2 What’s the matter, Mike?
tired angry excited happy sad bored
unit 5 fruit 教学设计 篇3
I 、教学内容分析
本单元的中心话题是“主题公园”——以某种特定的主题为中心的公园。从文体上来讲，本单元属于说明文，按照由总到分的方式来安排顺序。这是一个学生比较陌生的话题，因为大部分学生都未亲眼目睹过课本上所列举的那些公园。因此，老师应多收集相关材料，以激起学生的学习兴趣。
Warming Up 部分通过提问的方式，帮助学生激活有关公园的背景知识，如修建公园的目的、公园的种类、公园提供的活动等。还配有插图让学生猜测主题公园与一般公园的不同之处。
Pre-reading部分提出了一个问题：你认为主题公园是什么？给学生充分的时间去讨论。但因学生的经历所限，老师可以在学生简短的讨论后接着单独提问，从而把问题讨论得深刻一些，为正文的阅读打下良好的基础。
Reading 部分分四段介绍了主题公园: 1. 什么是主题公园；2. 迪斯尼乐园；3. 多莱坞公园；4. 卡默洛特公园。
Comprehending部分通过释读题目THEME PARKS、填充信息、判断句子正误以及就文章内容进行讨论等形式帮助学生理解课文主旨，掌握细节，加深对本单元主题的.理解。
Learning about Language 包括词汇和语法两部分。词汇部分设计了释义、造词填空（单句层次和短文层次）等三个练习，复习和运用课文中所学的词汇。语法部分主要让学生掌握合成词的构词法，扩大学生的词汇量。
Using Language 部分介绍了深圳的锦绣中华民俗村和法国的“观测未来”科技主题公园，让学生在情景中运用语言，同时了解不同文化背景、不同类型的主题公园，拓宽视野。
Learning Tip 提醒学生重视有关构词法知识的学习，让学生理解构词法知识对于英语词汇学习的重要意义，而且此部分对构词法中的转化法又做了补充说明。
II、教学重点和难点
1、 教学重点
（1）本单元教学目的和要求中的生词和短语；
（2）掌握英语构词法：合成法和派生法；
（3）学会欣赏和介绍主题公园。
2、教学难点
（1）通过学习学生应有较强的观察能力；
（2）学生应具有好奇心和丰富的想象力；
（3）学会写作中应用“总分式”，使文章层次清晰，内容充实。
III、教学计划
本单元建议分六课时：
第一课时：Warming Up, Listening（Workbook）&Talking (Workbook)
第二课时：Pre-reading, Reading & Comprehension
第三课时：Learning about Language
第四课时：Using Language
第五、六课时：Listening task (Workbook), Speaking task (Workbook), Reading task (workbook) & Writing task (workbook)
IV. 教学步骤：
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 教学设计 篇4
教学目标
1.掌握所给的体育词汇，熟悉补充的词汇
2.掌握目标语言
3.谈论自己喜欢的体育运动
4.能够询问他人喜好并提出建议
教学向导
语言目标学习策略与思维技巧重点词汇
掌握Do does引导的一般疑问句及肯定、否定回答;
掌握体育运动词汇;个体、群体思维;
看图做答;
交换信息;Do does;have has;
Basketball,soccer,bat,
Tennis racket,volleyball;
语言结构语言功能跨学科学习
以do does引导的一般疑问句及其答语 谈论自己拥有物品的情况;
阐述自己的喜好
提出建议或意见了解中西方体育文化的差异;
培养自己良好的身体素质
课前准备
1.学生课前准备：小组调查表
2.教学器材：实物投影、多媒体电脑
3.教学课件：PowerPoint课件unit5
教学设计
主体思维图及任务型活动
教学过程设计
Ⅰ. 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.)
教学点评：
深入的开展任务型教学，就会深入的挖掘学生的潜力。这是最深刻的感受。任务型课程的设计要从简单机械操练为起始任务，逐步递进，达到完成真实或接近真实任务的目的。
本单元设计由三个任务组成。单词的掌握比较简单，学生很喜欢看动感的图片，他们的兴趣很容易调动起来。有的实物也能达到这种效果。句型的教授比较难，学生接受新句型的能力不同，机械的操练十分必要，但形式可以有所不同，多方位的训练目标语言比较好。最后的任务，能够发挥学生的主体地位，让他们运用所学语言解决真正的问题。但是任务的设计不要超出学生的能力，要与现实生活接近。课堂要营造活跃的氛围，使学生在‘我要说的’中度过四十分钟。特别要调动学生的创造力和想象力，他们知道的事情远远超出我们的想象，要最大限度挖掘他们的潜力!
unit 5 fruit 教学设计 篇5
教学目标：
1.知识目标：
（1）能听懂、会说并在日常生活中应用以下句子：When do you have breakfast? I have breakfast at six thirty.要求语音准确，语调自然。
（2）学习新词汇:have breakfast, have lunch, have dinner
（3）学习韵句：Three Meals.
2、能力目标:
在活动中积极运用所学英语进行表达与交流。
3、情感目标：
（1）激发学生学习兴趣，培养学生良好的英语学习习惯。
（2）提高学生运用语言的能力，把所学句型与生活实际紧密结合，学以致用。
教学重难点
能在日常生活熟练运用以下句子：When do you have …？ I have …at ….
教具准备：
录音机及磁带、教学卡片、课件、头饰等。
教学过程
一、热身活动
1. Say a chant. “ Tick,Tock. (学生Say a chant, 并做动作。)
2、复习数字、时间，进行快速反应的游戏。（反馈预习情况）
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.” 本环节设计为课堂营造了讲英语的语境，设法让学生进行了英语状态。另外让学生在课前先复习了时间、数字。用游戏的形式进行巩固。利用歌曲来复习与本课教学内容相关的句型,既调节情绪，又为新课教学作铺垫。
二、呈现新知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.
本环节利用多媒体引出新短语，并自然而然地把新短语融入到句型It’s time to…中，学生能很快地接受语言信息，感知语言，领悟语义，并增强对新知识的记忆。
“小小作曲家”：播放伴奏音乐，鼓励学生用三个新词组代替clean up来翻唱老歌，以此来培养学生乐感和创新能力，爱唱歌是所有孩子的天性，让他们在优美的音乐中操练所学短语，能很好地激发学生学习兴趣和主动性。
创设情景，学习句型，并在学完后用所学句型进行操练，做到当堂学习，当堂巩固，收到良好的学习效果。
小组调查活动给学生提供互相学习、互相交流的机会，学生们在与同伴的合作交流中更好地掌握、运用所学内容，增强了学习英语自信心，调查后的汇报交流是必不可少的环节，既可以反馈学生的调查结果，又让学生再一次得到了实践的机会。
三.巩固操练
1.Listen to the tape and read after the tape.
2.让学生自己理解课文，回答问题
3.Play a game.
T: Let’s play a game.“老狼，老狼几点了”Do you know how to play? Let me show you.(中文解释一带而过)
T: I’ll ask 2 Ss to come here.(请两名学生上台与老师一起示范)
T: Are you clear? Who want to try?
“老狼，老狼几点了”是学生们喜欢的游戏，在游戏中巩固所学知识，不仅激发学生学习兴趣，而且活跃了课堂气氛。
4、让学生自主学习，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.
让学生通过本节课，用所学的知识理解短文，回答问题，从而了解自己学会了什么，还有什么没学会。
四、总结，布置作业
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 教学设计 篇6
教学目标：
1.能听懂、会说、会读、会写season, spring, warm, summer, hot, autumn, cool, winter, cold。
2.能听懂、会说、会读、会写In spring, it is warm. We go boating。
3.能在老师的指导下有感情地朗读本首诗歌。
4.能表达四季的气候特征及人们相应的活动。
教学重点：
1.能听懂、会说、会读、会写season, spring, warm, summer, hot, autumn, cool, winter, cold。
2.能听懂、会说、会读、会写In spring, it is warm. We go boating。
教学难点：
1.能在老师的指导下有感情地朗读本首诗歌。
2.能表达四季的气候特征及人们相应的活动。
教学准备：
PPT.
教学过程：
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呈现“春天在哪里”、“宁夏”、“秋天的童话”、“雪绒花”这四首歌名)
3.学习season
T:What can you find among them?
T:Yes, they are all about seasons. (学习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.（学习sping）Are you hot? Are you cold?
T: So it’s warm in spring. We can do many interesting things in spring. (学习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 .......)生举例
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. (学习autumn) And it’s cool. Here “cool” means凉爽的.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举例。
T: Listen! Can you guess which season is it now? Yes ,it’s summer. (学习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举例。
T: White is the popular colour in this season. And it’s the last season of a year. It’s winter.(学习winter) Sometimes it snows, so the ground turns white. We can make snowmen.(学习snowmen，并讲解它的原型)生使用所提供的句型举例。
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.有感情地朗读小诗并背诵。
2.Choose one season and compose a poem.选择一个季节，并创编一首诗。
3.Preview Fun time and Cartoon time.预习Fun time和Cartoon time。
板书设计：
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 教学设计 篇7
教学目标：
知识目标：
1.能听懂、会说hamburger hot dog cake bread French fries chicken及本课对话。
2.能灵活运用句型：I like … Have some…
能力目标：
通过新句型的学习，培养学生在一定语境中运用语言进行交际的能力。
情感目标：
了解中西方文化，培养学生热爱生活之情。
教学重点：
1.单词 hamburger hot dog cake bread French fries chicken
2.句型：I like …
Have some …
教学难点：
1.Have some …
2.单词可数与不可数的运用。
如：可数I like hamburgers/hot dogs /cakes.
不可数I like chicken/bread.
教学准备：
单词卡片
教学课件
教学步骤：
一、warm-up 、review
1.Let’s sing a song together：“Old Macdonald.”
2.review
(1)播放课件，出示动物园场景
T：Look, it’s a zoo. What animals are there?
S：Panda monkey squirrel …
(2)复习单词 panda monkey squirrel dog rabbit…
二、presentation
1.教学句型I like …
(1) 引入
T：I like panda. Do you like pandas?
S：Yes/No.
T：What do you like?
（2）学说I like..
I like panda. I like rabbit…
(3)操练
Work in pairs：
What do you like? I like …
2.单词教学
（1） 单词教学（课件出示六种食物。）
如：Hamburger
Look , I am a panda. I like hamburgers.
Hamburger (学生跟读)
hamburger I like hamburgers.
建议与说明
利用轻松活跃的旋律，活跃课堂气氛。
复习unit4的内容，为自然引出本课教学创设情境。
运用熟悉的单词、情境，引出新的句型I like…易于学生接受掌握。
Me too 这个短语以前学过，在这里通过师生的对话引起学生回忆复习。
在学习单词的过程中渗透新句型的运用，让学生在句子中学习新单词。
如：French fries’
Look , I am a monkey. I like French fries.
French fries.
French fries I like French fries.
…
学习单词时注意 chicken, bread 和 French fries 的发音较难，不易到位。要适当提示，纠正发音。如：bread 中 ea 组合发 ，fries 中 的音要发到位。
(2)单词操练
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.教学句型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：…
运用Have some…把卡片当作实物送给他们。
（2）句子学说have some…
渗透单词可数与不可数的运用。如可数I like hamburgers/hot dogs /cakes.不可数I like chicken/bread.
用歌谣式的节奏朗读单词和句子，学生不会感到枯燥。
等学生基本掌握时采取多种新颖有趣的形式加以巩固，激发学生学习兴趣。
通过教师与学生对话自然引出课文重点难点句型。运用Have some …把卡片当作实物给学生，激发学生兴趣。使学生在多次聆听的过程中学习新句子。
(3)句子操练
让学生尝试创作：Make up a new chant!
出示课件：
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）听录音回答问题
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）读短文
Read after the tape.
Read after me.
Who want to be a little teacher? Read after the little teacher.
（3）角色扮演
小组合作完成短文的朗读。
Work in groups.
四、作业布置
小组同学用卡片完成对话，互相交流。
板书：
利用学生熟悉的歌谣节奏创编歌谣的内容，突破教学重点难点，使句型操练富有趣味性。
通过前面的学习，学生对课文的理解比较容易。所以先布置任务，让学生带着问题听对话内容，激发学生兴趣。
【unit 5 fruit 教学设计】相关文章：
Unit5 Fruit 英语教学设计03-14
Unit 5 《How are you?》教学设计03-06
《Unit5Lookatthemonkeys》教学设计02-26
Unit5《Where is my ruler》教学设计04-02
英语Unit 5《My clothes》教学设计范文04-25
Unit 5 What would you like?教学设计02-24
Unit11教学设计11-24