(G6)Unit5电子教案
慧润阶梯新教育实验小学教学框架
课题：Unit5.I prefer Western food.英语6年级课时数 3
教材文本解读：
本单元重点学习中西菜的不同和相似，其中，重点词、词组有Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.两个重点句型是What do you prefer? /I prefer…; Do you prefer A or B? /I prefer A或B.
通过本单元的学习让学生可以自由的用英语说明自己喜欢的食物（菜、汤）或事，以及询问他人的喜好（相比较之下）。
注意双音节或者多音节词中pre（t）-的发音规则。
学习目标A类：
1.巩固掌握Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.认读译fast-food restaurant, eating out, What do you prefer?二类词汇。
2.掌握pre（t）-的发音规则，如prefer，prepare, pretty.
B类：
1.能够听说读写译Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.
2.掌握两个重点句型是What do you prefer? /I prefer…; Do you prefer A or B? /I prefer A或B.能说能译。
3.能正确流利地诵读Lesson13对话。
C类：
1.认识日常生活当中的中餐店、西餐店、快餐店以及不同饭店提供的食物。
2.学会表达自己特别喜好的餐品。
预习作业1.预习Unit5单词表中生词（可通过有道词典查询，或爱词霸在线查询）
2.用铅笔画出lesson13对话中你认为关键的句子或词汇（铅笔标注）
教学板块学生学习清单
第一课时
教学目标：
1.能够英汉、汉英互译Chinese food, fast food, Western food, restaurant, prefer, prepare, taste. fast-food restaurant, eating out, What do you prefer?会默写restaurant, prefer, prepare, taste.
2.能够流利朗读Lesson13全文。
3.翻译Lesson13全文。
板块一：导入（曾经吃过的馆子你还记得吗）[4min]
1.老师要问一问大家，有去过西餐店吃过饭的吗？
那有去过快餐店吃过饭的没有？[3]
2.对于踊跃发言的同学提出表扬，那老师现在展示一
款西餐餐品（图片），它是什么餐系的菜品呢？[0.5]
3.是的，并说Western food，此时飞出词组。OK，
学生发言
同学们观察特点,跟老师读（升降*3）[0.5]跟读（（*2）*3）
板块二：单词学习[7.5min]
4.那中餐该怎么说呢？是的，Chinese food,飞入图
片和词组，观察特点,跟老师读（升降*3）[0.5]
5.那快餐该怎么说呢？fast food,飞入图片和词组，
观察特点,跟老师读（升降*3）[0.5]
6.这些不同的餐馆都有一个名字，那就是饭店，飞出
词组restaurant，跟老师读（升降*3）[0.5]
7.出示图片一碗面，一碗米，飞出句子I prefer
rice.提出prefer更喜欢，宁愿，跟老师读（升降*3+S）
[1]
8.出示香蕉，橙子图片，问Which tastes sour?提
出taste（s）吃起来。。。跟老师读（升降*3+S）[1]
9.说I prepare go to Zhengzhou this weekend.飞
出翻译：我准备去郑州这个周末。询问prepare意思。
Prepare准备，跟老师读（升降*3+S）[1]
10.单词打乱呈现PPT，抢答[3]
跟读（（*2）*3）板块三：文章学习[16min]
1.让学生尝试自读lesson13对话。[2]
2.老师示范对话（ＰＰＴ图示逐句翻译）让学生跟读。
[5]
3.让学生跟读1遍，之后自读2遍。[4]
4.理解重点句子[4]
英汉/汉英互译[2]
What do you prefer? /I prefer Chinese food. [1] Do you prefer Chinese food or Western food? /I prefer Western food.[1]
句式转换[2]
I prefer Chinese food.（对划线部分提问）
____________________.
5.让学生齐读一遍,并识记重点。[1] 学生尝试读
学生跟读
学生尝试说
学生跟读、自读个别学生被指导
板块四：教学验收[6min]&拓训Activity1 [7min]
1. 单词PK回放竞答+2遍齐读。[3]
Chinese food, ___________
fast food, ___________
Western food, ___________
restaurant, ___________
prefer, ___________
prepare, ___________
taste. ___________
2. 翻译句子[2]
What do you prefer? /I prefer Chinese food.
Do you prefer Chinese food or Western food? /I prefer Western food.看说训练（整体优先（插入个体过关））书写训练
3.句式变化[1]
I prefer Western food.（对划线部分提问）
____________________.
4.处理Activity1 [5min]
理解并能区分使用What/Which do you prefer, ______ or _______? 及回答。
识记prefer to do s.th句型，并实题训练。
I prefer ______ juice.
A. drink
B. to drinks
C. to drink
D. drinks
延伸prefer to… rather than…,理解前后的含义。书写训练记笔记做题
理解
板
书
设
计：
教
学
反
思：
第二课时
教学目标：
1.巩固掌握词汇Chinese food, fast food, Western food, restaurant, prefer, taste.
2.了解出外就餐指南The Eating Out Guide
3.会说、能译、能回答Which do you prefer?句子
4.处理名校作业本4,5,6题
板块一：Lesson11（L&r）[12min]
1.自由读并回答老师的问题[5]
Q1：找出文章中两家餐厅的名称。[1]
Q2：分别列举这两家餐厅所提供的不同食物，以及这些食物的特点。[3]
Q3：翻译 Which do you prefer, Chinese fast food or Western fast food?[1]
Q4: 找出单词 best, 同时注意前面定冠词the。区分国家缩写或首字母大写的方向前面的定冠词the的含义，如the UK，the North等。[2] 学生读，并回答学生尝试说
理解，记录
板块二：Activity3[7min]
1.练习并掌握句型How many …?及其回答 There
be…。习题设计如：How many students in your class? /There are 38 students in our class. How many girls in your class? /There are 14 girls in our class.
How many boys in your class? /There are 24 boys in our class.[5]
2.锻炼并掌握口语What do you prefer?[2] 理解，识记
结伴练习，一问一答
板块三：验收[5min]
1.出外就餐指南怎么说？
______________________________________
2.翻译：你更喜欢哪一个？
______________________________________
3.best的三级变化
______________________________________
4.依据实际情况回答
How many English teachers in your class? ___________________________________
5.翻译：你更喜欢什么？（口头回答）学生做题竞答
板块四：习题实战练习[16min]
1.名校作业本第4,5,6题。[10]
2.核对、讲解答案。[6] 学生做
学生及时订正
板
书
设
计：
教
学
反
思：
第三课时
教学目标：
1.巩固单元单词Chinese food, fast food, Western food, restaurant, prefer, prepare, taste. fast-food restaurant, eating out, What do you prefer?
2.限时完成Lesson12的R&W部分。
3.总结字母组合pre-发音规则。
板块一：单词复习&Activity4[10min]
单词：听写。[4]
1．中餐 2.快餐 3.更喜欢，宁愿 4.准备 5.
饭店，餐馆 6.吃起来 7.西餐 8.你更喜欢什么？
Activity4:[6]
1.打拍说唱pre-
2.个人或团组表演
3.识记知识点: 单三人称+prefers….如He
prefers…/She prefers…学生听
学生表演理解，记录
板块二：（R&S）[2min]
1.（找发音规则）自由读，举出另外的例子，说明pre-
的发音规则。[1]
2.再次识记单词prefer， prepare， pretty[1]
理解并识记板块三：（R&W）[15min]
1.限时10分钟习作。[10]
2.核对答案并讲解[5]做题目校订
板块四：练习题训练[13min]
1.名校作业本7,8,9题[10]
2.核对答案，评讲习题[3] 做题目校订
板书设计：
教学反思：
Unit5电子教案牛海燕
Unit5电子教案牛海燕
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念以及世界著名的主题公园 话题: Talking about theme parks. 语言: amuse, amusement , variety, various, shuttles, charge, admission, profit , sourvenir, brand, sneaker, come to life, minority, fantasy, get close to 难点理解是主题公园是娱乐，又不仅仅是娱乐。 【教学过程】 本课通过Lead-in 、Skimming 、Scanning 、Discussion、Summary 五步骤培养学生的分析和概括能力。Teaching procedures The First and Second Periods Warming up , Pre-reading and Reading Step 1 Lead-in
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高中英语学习材料 （灿若寒星*制作整理） Unit5 基础练习篇 I.Fill in the blanks with proper words to complete the sentences, the first letter is given. 1.When you find someone hurt, you should perform first a_____ as soon as possible. 2.It’s impolite to do an i_______ to a person’s reputation. 3.Is money e________ to happiness. 4.The sprain made my anke s______ up. 5.He fell down onto the ground as he was cleaning the window, and what’s more, he sprained his w_____. 6.The d_____ air will make food go bad. 7.After the match, the chairman p______ gold medals to the champions(冠军). 8.He has a strong s_____ of duty. 9.He was suspected(有---的嫌疑) of p______ his wife. 10.In my opinion, I don’t think the news is a________. 11.She is so m_____ that I have never seen her angry look. 12.Those blackmailers(勒索者) intended to s______ more money out of him. II.Fill in the blanks with the phrases in the box to complete the sentences using their proper forms。 protect…against…, prevent…from…, get burnt, take off, choke, carry out, be proud of, iron, present sb. with sth.., heal 1.You have three layers of skin to _______ you _______diseases, poison and the sun’s harmful rays. 2.He ________ his hat and bowed (鞠躬) to us.
Materials电子教案unit5
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(G6)Unit5电子教案
慧润阶梯新教育实验小学教学框架 课题：Unit5.I prefer Western food.英语6年级课时数 3 教材文本解读： 本单元重点学习中西菜的不同和相似，其中，重点词、词组有Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.两个重点句型是What do you prefer? /I prefer…; Do you prefer A or B? /I prefer A或B. 通过本单元的学习让学生可以自由的用英语说明自己喜欢的食物（菜、汤）或事，以及询问他人的喜好（相比较之下）。 注意双音节或者多音节词中pre（t）-的发音规则。 学习目标A类： 1.巩固掌握Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.认读译fast-food restaurant, eating out, What do you prefer?二类词汇。 2.掌握pre（t）-的发音规则，如prefer，prepare, pretty. B类： 1.能够听说读写译Chinese food, fast food, Western food, restaurant, prefer, prepare, taste. 2.掌握两个重点句型是What do you prefer? /I prefer…; Do you prefer A or B? /I prefer A或B.能说能译。 3.能正确流利地诵读Lesson13对话。 C类： 1.认识日常生活当中的中餐店、西餐店、快餐店以及不同饭店提供的食物。 2.学会表达自己特别喜好的餐品。 预习作业1.预习Unit5单词表中生词（可通过有道词典查询，或爱词霸在线查询） 2.用铅笔画出lesson13对话中你认为关键的句子或词汇（铅笔标注） 教学板块学生学习清单 第一课时 教学目标： 1.能够英汉、汉英互译Chinese food, fast food, Western food, restaurant, prefer, prepare, taste. fast-food restaurant, eating out, What do you prefer?会默写restaurant, prefer, prepare, taste. 2.能够流利朗读Lesson13全文。 3.翻译Lesson13全文。 板块一：导入（曾经吃过的馆子你还记得吗）[4min] 1.老师要问一问大家，有去过西餐店吃过饭的吗？ 那有去过快餐店吃过饭的没有？[3] 2.对于踊跃发言的同学提出表扬，那老师现在展示一 款西餐餐品（图片），它是什么餐系的菜品呢？[0.5] 3.是的，并说Western food，此时飞出词组。OK， 学生发言
新视野大学英语(第三版)听说教程2-Unit5-电子教案
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 新视野大学英语(第三版)听说教程2-Unit5-电子教 案 教学题目Unit 5 Pronunciation: Distinguish four groups of phonetic sounds:?Listening: Get familiar with the topic of “family”. 教学目标Speaking: Memorize useful expressions of talking about food: ? —Do you feel like something to eat? —Some noodles, please. ? —Would you like some ice in your cola? —Yes, please. ? —What’s your favorite food? —Chicken. ? —What did you have for lunch today? —Some rice and fish. 教学环节 ? ? （一）Warming-up Listen to the song—“Family”. 教师活动安排与建议 By listening to the song, students (Ss) are getting to know the theme of the unit. The song “Family” is sung by Lisa Ono, a popular Japanese-Brazilian bossa nova singer.No matter where you are at every bend in the road Remember, near or far you’ve got family to sh are your load …教学设计（二）Telling Apart 1. Help Ss practice the pronunciation of the phonetic sounds:2. Read the proverbs and sayings and practice the tongue twister. 3. Revision. Go over the phonetic sounds covered in the first five units before doing the revision exercise. （三）Testing Your Ears ? 1. Read new words, phrases and expressions and proper 1/ 4
Unit5Firstaid单词
Unit 5 First aid 一. 本周教学内容： Unit 5 First aid 急救 1. 重点单词短语用法讲解 2. 课文难点句解析 二. 知识总结与归纳： 单元内容简介： （一）主题：本单元中心话题是：医学；急救；室内安全；药物治疗 （二）本单元涉及到的语法现象：过去分词短语作状语 三. 重点讲解与归纳： （一）重点单词与短语： 1. first aid 急救 aid vt. & n. 帮助，援助，救助 aid sb. 帮助某人 aid sb. with sth．帮助某人(做)某事 aid sb. in(doing) sth．帮助某人(做)某事 in aid of 支持，为……筹措 first aid 急救 ①They aided the poor country with money．他们用钱帮助那个穷乡村。 ②We were aided by the police．我们受到警方的援助。 ③With the aid of a neighbour，she managed to put out the fire. 她在邻居的帮助下把火扑灭了。 2. fall ill 病了 fall相关短语 fall off 跌落 fall behind落后 fall ill(sick) 病了 fall asleep入睡 fall down 掉下；倒塌 fall in love with…爱上…… fall off 脱落；减少；从……上掉下 fall into the habit of…养成……的习惯fall over 跌倒；翻倒；落到……上 fall from a tree 从树上掉下来
高中英语UnitFirstAid全单元教案
高二上学期第五次教案设计人： Unit5 First Aid Period 1 .Warming Up, Pre-reading Teaching Goals: 1. To develop S s’ ability in speaking and dealing with practical problems. 2. To help Ss know more about first aid. Teaching Procedures: Step 1. Leading-in Purpose: To activate Ss and arouse their interest in English study. Raise some questions: All of us hope to have a healthy, safe and happy life. But often some accidents or illnesses unexpectedly happen to us. Question1: Have you ever been ill or injured accidentally? Question2: Did someone else give help to you? If so, what kind of help? Question3: Do you think the help necessary? Why? (The answers can be various.) Step 2. Warming Up Purpose:To lead Ss to the topic of this unit. 1. Pair work (1) Show six pictures about people who are injured. According to the following two questions, ask Ss to discuss them in pairs and then present them before the class. Question1: What has happened in each of the pictures？ Question2: What should we do to help them before they are taken to hospital？ (2) Conclusion: As we all know, when someone suddenly falls ill or gets injured, the first kind of help we give them before a doctor can be found is very important . This kind of help is called First Aid. Giving first aid in time can save a person's life. In this unit, we will learn something about first aid. 2. Group work (1) Show them a passage about ANIMAL BITES AND SCRATCHES. As is known to us all, animal bites and scratches, even minor ones, can become infected and spread bacteria to other parts of the body. Whether the animal is a family pet or a creature from the "wild", scratches and bites can carry disease. Certain animals can transmit rabies and tetanus. Human bites that break the skin are even more likely to become infected. (2) Get Ss to talk about the following questions in groups of four: Questions1: Do you know some ways to prevent animal bites? Questions2: What should we do for a bite or scratch? Suggested Answers: Questions1: (1) Never leave a small child alone with a dog or cat, even if it is puppy or kitten. (2) Teach children not to tease an animal. Tell them not to wave sticks, throw stones or pull a tail. (3) Do not move suddenly or scream around an animal. Don't rush up to a dog until you know for sure that it is friendly. Sudden movements and loud noises can scare animals and cause them to attack. (4) Leave pet dogs and cats alone while they are eating or sleeping. (5) Do not feed wild animals with your hands. (6) Do not pick up a sick or injured animals.
必修5unit5firstaid教学设计
Unit 5 First aid First aid for burns 教学设计 英语组王时娇Teaching goals 教学目标 1. Target language 目标语言 To make students get a general idea of first aid and first aid for burns. 2. Ability goals 能力目标 Enable the students to describe first aid for burns. Let the students write a summary of “FIRST AID FOR BURNS”. 3. Learning ability goals 学能目标 Help the students learn how to deal with burns. Help the students master the treatment for burns. Teaching important points 教学重点 To train the reading skills, such as predicting, skimming and scanning. Teaching difficult points 教学难点 Teach the students how to deal with burns in daily life. Teaching methods 教学方法 a. Discussing b. Skimming and scanning Teaching aids 教具准备 A slide projector, a computer Teaching procedures & ways 教学过程及方式 StepⅠLead-in (10 minutes) 1. Are you familiar with the following numbers? 110Police department 119Fire department 120Medical emergency(急救) centre 2. Quiz: Look at the following situations and find out the right solutions.
新人教版高中英语必修五《Unit5FirstAidFirstAidforBurnsReading》教学设计
教学设计 Step1 Warming up and lead-in 1.Warming up 教师以猜词方式进行热身，介绍猜词竞赛规则，并鼓励学生踊跃参与。 T:Today I have some presents for you. In each present there is a word or a phrase in Unit5 for you to guess. Which group would you like to choose first? [设计意图] 教师以猜词进行热身, 一方面易于检测学生预习情况， 另一方面易于调动学生上课的积极性和热情，有利于学生全身心投入到 教师活动中，为教师顺利开展课堂教学奠定良好基础。 2. Lead-in 教师由猜词(choking, a sprained ankle, a nose bleed) 引出first aid，介绍并让学生齐读first aid的定义。 First aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found. [设计意图] 教师对猜词环节所提供的单词进行了精心的筛选和设计，最后引出first aid，根据学生所给出的英文解释，进而引导学生对所猜 单词及短语的几种情况进行急救，学习这几种急救知识。 Step2 Pre-reading 在处理课文内容前，教师让学生观看一个视频，它是有关发生在同学 们身边的故事，视频观看完毕后提出问题，让学生思考: T: What happens in the video? [设计意图] 因为视频中的事故发生在学生餐厅，牢牢地吸引了学生的眼
新视野大学英语第三版电子教案Book 3 unit 5讲课稿
Unit 5 When work is a pleasure PART 1 Understanding and Learning Overview This unit centers on the topic of work-an indispensable part of individual lives. Work may serve different purposes and have different meanings to different people. Text A argues, by differentiating among work, labor, and play, that interest and enjoyment in work are important for the benefit of both individuals and society. Text B, by telling us a story of a shoemaker and the author, stimulates thoughts on building a tradition of working with pride, self-esteem, and responsibility. All of these elements, as shown in both texts, cannot be achieved in a job that is done merely for the sake of money. Concerning the writing style, Text A is developed mainly by means of contrasts, which are effectively used to highlight, point by point, the differences between workers and laborers. Text B, by means of narration through the use of the first person “I” and with detailed description and lively conversations, gives the readers a strong feeling of being personally on the scene, and achieves the effect of great vividness. In order for students to get a strong understanding of the unit theme and foster a good attitude toward work, the teacher should encourage thought-provoking discussions and activities. The topics for the discussions may include why we work, how we can foster love for work, how we achieve happiness at work, etc. Possible activities are peer interviews, retelling of Text B, questionnaire survey to gauge the happiness level of a specific occupation and to work out how to achieve greater happiness at work. Section A Will you be a worker or a labor? Background information 1 continuing education Continuing education refers to the education for adults, usually in classes that are held in the evening and especially on subjects that are related to their jobs. 2 experiential learning Experiential learning is the process of making meaning from direct experience. It is learning through reflection on doing, which is often contrasted with rote learning (死记硬背). Experiential learning focuses on the learning process for the individua1. An example of experiential learning is going to the zoo and learning through observation
新生代英语基础教程1unit5_电子教案
新生代英语基础教程1 U n i t5_电子教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
教案 课程名称新生代英语基础教程1 课时 班级 专业 教师 系部 教研室 教材《新生代英语基础教程1》Transportation and places
Show Time “Do you live around here?” Reading Getting around San Francisco Chat Time What a coincidence! Writing Describing a place Grammar Present simple tense My Story The town where I live First, tell students they will listen to a song called First Turn Right at the Light. Explain words and phrases like turn left/right, block, at the corner, avenue, direction and so on so that they could understand the song. Then, play the song. Ask students to put sentences in the correct order. Play the song again. Ask students to draw the route to Greenwich Village. Play the song again and let students sing together. Have the students listen and repeat the words. Students should be familiar with
人教版七年级英语下册电子教案七下unit5一课时
Unit 5 Why do you like pandas ? New words and phrases Learning Goals： 一、语言知识和语言功能: 1.能争取学会使用下列词汇造句子。 panda , zoo , tiger , elephant , lion , giraffe , animal , kind , Australia , south , Africa , pet , leg , cat , flag , place , water , danger , tree , sleep , save , forget , cut , kill , cute , lazy , smart , beautiful , friendly, shy , down , over 2. 能争取学会使用下列常用短语造句子。 kind of , South Africa , get lost , be in (great ) danger , cut down , ( be ) made of 3. 能认读下列词汇 koala , scary , Thailand , symbol , ivory , Thai 4. 理解、翻译并复述运用本节课的新词汇所编写的故事，利用故事记忆单词。 二、学习策略： 1. 依据图片理解和记忆词汇。（Understand and remember the words and phrases with the help of the pictures.） 2. 在语境中理解和记忆词汇。（Understand and remember the words and phrases in the context.） 3. 依据读音规则、构词规律理解和记忆词汇。（Understand and remember the words and phrases according to phonetic rules, the structures of the words and phrases.） 4. 基于同伴互助的方式学习词汇，并运用新学词汇与同伴交流。（Learn and express with the new words in groups.） 三、情感态度: 了解世界各地的典型动物，引起人们对“濒危动物”的关注，从而培养学生的动物保护意识和人文素养。 Teaching and learning steps: Step I.Learn how to read the new words 1. Lead-in T: Do you know this animal ? Ss: Yes , it’s a cat . T: Do you know that animal ? Ss: Yes , it’s a dog . T: Do you like them? Ss: Yes . T: Why do you like them ? Ss: Because they are very cute / interesting / fun / …