人教版五年级上册unit 3 Part A
Now it is summer!
summer
The apples grow bigger and bigger.
summer
It is summer now. What can you find? What would you like to eat/ drink?
你发现了什么？
Wow! A big bowl
哇 向下
奶牛
花
慢的
雪 黄色
窗户
• 小组内读一读，想一想，议一议，发现了 什么。 • cow flower wow down • slow snow yellow window • 相同之处：这些单词都有ow字母组合。 • 不同之处：ow字母组合的发音不同。
snow
know
slow
blow
how yellow
观察图片，猜测下列单词意思
What's your favourite food?
Ice cream. It's sweet!
你能读出下列单词吗？ fresh healthy delicious hot sweet
大声读给你的组员听吧！听听看谁的发音最准确。
• 听录音，完成练习册第21页Let's learn的练 习，完成后和你的组员讨论交流。
sunny funny baby
快速复习第二单元语音
ee ea
feet beef
两种字母组合都发
meet
/i:/
tea read eat
head （头儿） 来ready（准备） bread（面包）作为breakfast （早餐）大家都/e/(爱）吃 read(读)累了请eat（吃）tea（茶），对身体很有/i:/(益）
This brown cow has a yellow flower.
yellow sl ow sn ow
flower
cow
School Ahead
down
wow
wind ow
It is winter.
I look out of my window.
I can see white snow.
Down comes the snow .
ice cream!
of
I’d like some ice flower tea!
How
about you?
down
Which word has the
different sound?
哪个单词中ow的发音不同呢？
town
Down, down, down, Town, town, town, Down to the town.
Homework
1. 听光碟跟读P25 三遍； 2. 单词本抄写P25单词两行; 3. 完成练习册P20。
Unit 3 What would you like?
A Let’s spell
快速复习第一单元语音
y
三种发音
fly
try by
shy
young
/ai/
yes yellow
/j/ /i/
Lesson 5
自由朗读下列句子
• • • • What's your favourite food? My favourite food is fish. The beef noodles are delicious. We have beef noodles and fish sandwiches today.
salad
start
ice cream
What would you like to eat?
I'd like a sandwich，a hot dog, a hamburger …
What would you like to drink?
I'd like some tea.
Role-play
• 请在书本写下你喜欢的食物(Food)和饮料 (drink)。然后和你的同桌分别扮演服务生和 客人模仿Zip和Zoom进行以下对话。 • S1： What would you like to eat? • S2: I would like to eat ... • S1: What would you like to drink? • S2: I would like to drink ...
We have fish noodles, fish sandwich and fish soup on Monday. We have __________, __________ and _________on _______.
Zhang Peng's favourite drink is ... Zhang Peng would like to drink ...
What would you like to eat? I'd like ...（食物）
• What would you like to drink? • I'd like some water.
What would you like to drink? I'd like ...（饮料）
hamburger sandwich tea
flower brown grow
cow
now
window
tomorrow
Homework
• • • • 听光碟跟读P26三遍； 单词本抄写P26单词两行； 完成字帖P17-18； 完成练习册P21.
Lesson 4
自由朗读下列单词和句子
•ice cream tea sandwich salad hamburger
thirsty 口渴的
I'm thirsty!
What would you like to drink?
I'd like some....please.
喝
tea juice
Coke
milk
water coffee
我饿了。 你想吃什么？ 一个三明治。 好的。
你想喝什么？
我想喝一些水。我渴了。 给你。
s
+ and + wich
=
sandwich
ger bur ham hamburger
你能听到几个音呢？
Let’s try to remember the word “hamburger”in 20 seconds. 20秒时间，你能完整拼写“hamburger”吗？
Mum: What would you like to eat? Sarah: I’d like a salad sandwich
Slow, slow, slow.
It is spring. I look out of my window. I can see something yellow. Up comes a flower. Slow, slow, slow.
你能正确读出下面的单词和句子吗？你能正确 翻译它们的汉语意思吗？来试试吧。
Tips:
Wow!
试读出你认识的词句
A bird’s nest.
It is brown.
A bee!
It’s on the flower.
spring
The bees visit an apple tree.
spring
Some beautiful flowers grow on the tree.
Hungry饿了
I'm hungry I'm hungry I'm hungry
What would you like to eat?
I'd like a/some....please.
吃
salad
hamburgers
sandwiches
ice cream chicken
beef
I'd like=I would like
Ask your friends about their favourite food and drink
• 四人为一个小组，谈论各自喜欢的食物和 饮料，并完成书本第27页的表格。
• What's your favourite food? • What's your favourite drink? • 小组派一名代表进行汇报。
i c e cr
/i:/
m
What about having it later（待会） ? Drink some warm water first.
Mum, I’d like an ice cream now.
tea cher
__ea__
含有ea且ea的发 音为/i:/的单词？
green beans ice cream teacher eat …
Sarah's favourite drink is ... Sarah would like to drink ...
朗读对话，小组讨论下列问题：
What is Zhang Peng's favourite food? Why? What is Sarah's favourite food?
和你的组员分角色朗读对话。
你能发现什么？
hamburger
What would you like to eat?
你想吃什么？
茶 三文治
冰淇淋 汉堡包
I'd like a sandwich，please.
沙拉
我想吃三文治。
ice cream
teaΒιβλιοθήκη hamburgersandwich
salad
人教版PEP小学英语五年级上册 Unit 3 A Talk 课件PPT
I want to know
西方餐饮礼仪 1.辨认餐桌刀叉。一份正宗的西餐餐具包括：牛油刀、 面包碟、前菜用刀叉、主菜用刀叉、喝汤用汤匙、甜品 用茶匙、红酒酒杯、白酒酒杯。 2.正确摆放餐巾。餐巾不仅要摆在腿上，还应该注意要 将其对折，并将折痕靠近自己。中途暂时离席应将餐巾 放在椅子上或用刀压着餐巾一角任其垂下，绝对不要将 其挂在椅背上或放回餐桌上。 3.双手取食物。向自己的盘中取食物时，一定要用双手。 取一只烤土豆也要用左手拿叉，右手持汤匙将食物夹到 自己的盘中。不要只用一只叉子将食物叉到盘中了事， 那是极不礼貌的。
e.g. —What would ytohueylilkieketotoeaeta?t? —NTohoedyl’esd.like some fish.
2. I’m hungr
【详解】此句y.型用来描述某人的感受。be动词要随主语的变化而变化。
句型结构：主语 + be 动词 + 表示感受的形容词.
e.g. I’m cold. The poor little boy is thirsty. We are happy today.
1. Read it freely. 2. Read it in groups and find the best group.
Father: I’m hungry.
Mother: What would you like to eat?
Father: A sandwich, please.
Mother: OK.
Read again. Then act in roles according to the following information.
Father: I’m hungry.
人教版五年级上册英语 Unit 3 Part A 一课一练(含答案)
人教版五年级上册英语 Unit 3 Part A 一课一练（含答案）一、判断每组单词中画线部分的读音是（T）否（F）相同。
（）（1）A. window B. flower C. know（）（2）A. how B. cow C. window（）（3）A. slow B. snow C. tomorrow（）（4）A. flower B. wow C. down（）（5）A. brown B. follow C. yellow二、选出不同类的一项。
① A. rice B.thirsty C. chicken② A. hamburger B. salad C. banana③ A. fish B. tea C. water④ A.ice cream B. hot dog C.juice⑤ A. tea B. sandwich C.hamburger三、单选题1．—What would you like to drink?—I'd like some_______.A．food B．bread C．orange juice 2．—What would you like to eat?—I'd like some ______.A．bread B．milk C．water3．I'd like an ______.A．hamburger B．apple C．sandwich4．I'd like to drink .A．a tea B．some teas C．some tea5． like some bread.A．He's B．He'd C．He6．当你想表达"给你"时，可以说：A．Here you are. B．A hot dog, please. C．Thanks.7．I'm hungry. I'd like some and .A．rice; chicken B．ice cream; tea C．tea; sandwich 8．— would you like to eat?—Beef noodles, please.A．How B．What C．What's9．当别人问你想吃什么时，你可以回答：A．I'm hungry.B．I'd like a hamburger.C．I'm thirsty.10．—What would you ______ to eat?—Rice and beef.A．like B．likes C．liking四、单词拼写（词汇运用）1．There are two (热狗) on the table.2．I'd like a (三明治) and some soup, please.3．There is some (冰激凌) in the bowl.4．I'm very thirsty. I'd like some (茶).5．Would you like a (汉堡包)?五、英汉互译连连看。
Unit 3 What would you like？Part A learn(说课稿)人教PEP版
Unit 3 What Would You Like? Part A Learn一、教材分析《人教PEP版英语五年级上册》Unit 3 What Would You Like? Part A，本单元主题围绕着饮食展开。
教学目标主要是让学生掌握常见食物名称和表达方式，了解西方文化中的进餐礼仪，并掌握一定的听、说、读、写技能。
二、教学目标1.学生能够听懂、认读新单词，并掌握其正确的发音和拼写；2.学生能够应用目标语言进行简单的交际，使用“Would you like…?”和“Yes, please./No,thank you.”表达自己的需求；3.学生能够了解西方文化中的进餐礼仪。
三、教学重点难点1.重点：学生能够应用目标语言进行简单的交际；2.难点：学生能够了解西方文化中的进餐礼仪。
四、教学准备1.教学PPT；2.目标单词卡片；3.实物和图片展示成套的餐具。
五、教学过程1. Warming-up以“What do you want for breakfast/lunch/dinner?”为主题开展听力活动，让学生了解不同餐点对应的食物。
2. Presentation引入目标语言“Would you like…?”，通过动画演示等方式呈现新单词，让学生听、说、读、写并把掌握常见食物名称并能正确地组合表达出自己的需求。
3. Practice•对话练习以“Would you like…?”和“Yes, please./No, thank you.”的交际模式开展角色扮演活动，让学生感性地理解新语言，并在交际中进一步巩固表达技能。
•游戏练习学生在声音提示下抢答出正确的单词，达到加强听力、提高词汇运用能力的目的。
4. Production•建构情景材料以学生日常所需为切入点，设计具有情境性的对话，让学生能够在实践中迅速掌握和运用所学语言进行交际。
•试题评估考查学生语音、语调、词汇记忆、简单交际、文字表达能力等方面的综合能力。
PEP人教版五年级英语上册《Unit3_A_Let’s_talk名师教案》
教材版本：PEP小学英语五年级上册第三单元课题Unit 3 What would you like? 备课时间内容Part A Let’s try Let’s talk主备人复备教师一、课程标准1. 能根据录音模仿说话；2. 能交流简单的个人信息；3. 能在教师的指导下，用英语做游戏并进行简单的交际和角色扮演。
二、教材解析本课时包括两个内容，Let’s try和Let’s talk。
Let’s try是针对本课的核心句型What would you like? I’d like some ...设计的听力练习。
通过Sarah is hungry.自然导入father和Sarah的对话。
Let’s talk通过Sarah一家用餐的场景，学会用What would you like?询问对方喜欢的食物，并能用I’d like ...回答。
文本中出现新词sandwich，听读对话，正确发音，进一步感知句型的语义和语用情景。
三、目标预设1. 正确朗读对话，做到流畅、自然，语调、重音适切。
2. 在情境中运用所学词汇和句型What would you like?询问并用I’d like ...回答自己想吃什么，想喝什么。
四、重难点预设1. 本课时内容中出现thirsty和hungry，对于大多数学生来说，比较生疏，可在语境中帮助学生理解。
2. 鼓励后进生朗读、仿读和表演。
五、评价设计1. 用听音跟读、Pair work、角色扮演等活动，检测目标1的达成情况；2. 创设情境，通过角色扮演、趣配音等活动，鼓励学生自创对话，检测目标2的达成情况。
六、教学设计第1 课时教学环节教学预设一、热身/复习（Warm-up/Revision）1. 播放本单元歌曲：What would you like to eat today? Free talk导入：T: We have a funny song in this unit. Do you like this song? What would you like to eat?学生回忆学过的有关食物的词汇，自由进行问答。
五年级上册英语习题Unit3 Part A
4. A: I would like beef for lunch. _D_o__y_o_u__li_k_e_c_h_i_c_k_e_n_? B: No, I don’t like chicken, but I like fish.
5. A: _W__o_u_l_d_y_o__u_l_ik_e__(t_o__e_a_t)__s_o_m_e__t_o_m_a__to_e_s_?____ B: Yes, I would like some. They’re healthy.
英语 五年级 上册 配人教（PEP）版
Unit 3 What would you like?
Part A （III）
一、Think and write.想一想，根据“ow”字母的发音， 把单词写在相应的框格里。
flower, wow, slow, down, yellow, window, tomorrow, how, now, crow, grow, crown, row, bow, flow, town
PEP人教版五年级英语上册《Unit3-A-Let’s-spell公开课教案》
P E P人教版五年级英语上册《U n i t3-A-L e t’s-s p e l l公开课教案》-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN教材图片：Unit3 Part A Let’s spell教材：人教PEP小学英语五年级上册P26单元主题：What would you like?课型：语音课一、教材解析本课时是小学英语五年级上册Unit3的第三课时，分为Read, listen and chant，Listen, circle and say, Listen, write and say三部分。
第一部分呈现了常见的字母组合ow在单词中发/aʊ/和/əʊ/的发音规律，并通过吟唱歌谣强化发音规律；第二部分通过听录音，完成圈单词、读单词的活动，强化ow的音形对应关系；第三部分通过图片提示，根据ow的发音规则拼写单词、补全句子，帮助学生按照发音规则拼写单词、辨认词性，学习在单线上规范书写英文句子。
二、目标预设1. 能够通过听例词发音，观察例词结构中共有的特征，学习字母组合ow在单词中的发音规则。
2. 能够根据ow的发音规则读出新单词，并能够根据发音拼写出符合规则的单词。
3. 能够在单线上正确规范地书写句子。
三、重难点预设教学重点：学习ow在单词中发音的规律。
教学难点：1. 能根据ow的发音规则读出生词。
2. 能区别ow在不同单词中的发音。
四、教学过程（一）热身/导入 (Warm-up/Lead-in)1. 师生相互问候。
2. Game time：做游戏|，导入ow发/aʊ/的语音词汇。
游戏规则：Say “Yeah, Yeah, Yeah” if you think it is true(对).Say “No, No, No” if you think it is false(错).游戏内容：I like flowers.I can eat a cow.Wow! I can fly!I fall down(跌倒).（二）呈现新课/趣味操练 (Presentation/Practice)ow发音1：1. 教师呈现cow, flower, wow, down图片及录音，引导学生发现这些单词的共同点：都含有ow，发音都为/aʊ/。
PEP人教版五年级英语上册《Unit3_A_Let’s_spell名师教案》
PEP人教版五年级英语上册《Unit3_A_Let’s_spell名师教案》教材版本：PEP小学英语五年级上册第三单元课题Unit 3 What would you like? 备课时间内容Part A Let’s spell主备人复备教师一、课程标准1. 能在图片、手势的帮助下，听懂课堂活动中的指令和提问；2. 根据听到的词句识别和指认所学单词；3. 在语音、词语与相应事物间建立联想，在学习中集中注意力。
二、教材解析本课时学习字母组合-ow在单词中的读音。
有时，-ow的读音是[a?]，有时是[??]，需要仔细朗读和体会。
三、目标预设1. 借助图片和录音，能正确听辨、认读带有字母组合-ow的单词。
2. 体会-ow在单词中的发音，并能根据录音，读出和选择正确的单词。
3. 根据提示，规范书写单词和句子。
四、重难点预设-ow的读音[a?]、[??]不同，需要仔细朗读和体会。
五、评价设计1. 借助卡片或幻灯片，指认、读出单词（检测目标1的达成情况）；2. 借助录音，体会发音规律，找出听到的单词并标号（检测目标2的达成情况）；3. 听音，选出正确的单词并书写单词和句子。
（检测目标3的达成情况）。
六、教学设计第 5 课时教学环节教学预设一、热身/复习（Warm-up/Revision）导入：字母操复习：出示上两个单元的字母组合词汇，进行听音和辨音的练习。
“礼物大比拼”：进行小组PK活动，贯穿课堂，语音课有些枯燥，用竞赛的形式进行，可以提高学生参与的积热身活动：选择一个礼品盒，开启PK模式。
全班分为两大组。
拼读单词Chant朗读二、呈现新课（Presentation）1. 导入新课：小组PK活动，用来激发学生的兴趣。
Can you read these words?cow flower wow downslow snow yellow window（每读出一个单词，奖励一件礼物。
）Can you find the same part of these words? What does it sound?学生体会-ow的发音，尝试分解音素[a?]、[??]（说出发音规律，奖励2件礼物。
新人教版小学五年级英语上册unit3第三单元a let’s spell课件
How about tomorrow?
绿色圃中小学教育网 ://
Step 3
Listen and arrange the words.
wow power flow gt is winter.
It is spring.
绿色圃中小学教育网 ://
I can find!
cat flower bed rain
cow rabbit
dinner tiger
window floor
snow
sunny
I can write
c ow wind ow
sn ow fl ow er
d own
绿色圃中小学教育网 ://
t own
yellow show grow glow
Listening time! Step 1
Listen, circle and say.
1 cow snow down
2 how flower window
3 now snowy slow 4 wow tomorrow yellow
Step 2 Listen,write and say
c r own
p owe r
Down, down,down. Town, town, town. Down to the town.
tower down brown shower
绿色圃中小学教育网 ://
f l ow
g r ow
Snow, snow, snow Slow, slow, slow It snows slowly.
I look out of my window. I look out of my window.
五年级上册英语笫三单元a、b部分课文
五年级上册英语笫三单元a、b部分课文全文共3篇示例，供读者参考篇1Unit 3 APart AHello, I’m Amy. I’m from New York. I’m ten years old. I’m in Grade Five. I have a good friend. Her name is Cindy. She is from Beijing. She is twelve years old. She has a cat. Its name is Mimi. Her cat is very cute. Cindy likes PE very much. She can play basketball very well. We often play basketball together on the playground. Cindy wants to be a basketball player in the future. I hope her dream will come true.Part BMy name is Sam. I’m in the playground. I can see a pond. I’m going to feed the fish in the pond. The fish are very colorful.I have some bread. The fish like the bread very much. They swim around me excitedly. I love feeding the fish. It’s always a fun time for me. After feeding the fish, I like to walk around the playground. I see a big tree. There are many birds on the tree. I like listening to the birds singing. Sometimes, they fly down andland on my shoulder. I feel very happy. I just love spending time in the playground.Unit 3 BPart AAmy: Hi, Sam. What are you doing now?Sam: Oh, hi, Amy. I’m cleaning my room. It’s very messy.Amy: Do you need any help?Sam: That would be great! Thanks, Amy. Can you clean the windows?Amy: Sure! I’ll clean the windows for you.Sam: Thanks, Amy. You are such a good friend.Amy: No problem. We are friends. Friends help each other, right?Sam: Right. You’re the best!Part BCindy: Hi, Amy. What are you doing?Amy: Hi, Cindy. I’m doing my homework. It’s difficult.Cindy: Do you need any help?Amy: Yes, please. Can you help me with my English homework?Cindy: Of course. Let me see. Oh, this is easy! I'll explain it to you.Amy: Thank you, Cindy. You are very good at English.Cindy: No problem, Amy. That’s what friends are for.Amy: I’m lucky to have you as my friend.Cindy: And I’m lucky to have you as my friend, too.In Unit 3 of the fifth-grade English textbook, the theme revolves around friendship and helping each other. It emphasizes the value of friendship and the importance of lending a helping hand to those in need. Through the stories and dialogues of the characters, students learn that friendship is about supporting each other and being there for one another. The unit also introduces vocabulary related to activities, hobbies, and daily routines, helping students expand their English vocabulary and improve their language skills.Overall, Unit 3 provides a fun and engaging way for students to learn about friendship and cooperation while enhancing their English proficiency. With the help of the characters in the textbook, students can not only improve their language abilitiesbut also develop a deeper understanding of the value of friendship.篇2Unit Three in the fifth grade English textbook covers a variety of topics related to communication. The lessons focus on introducing daily routines, discussing hobbies, and describing places. In this unit, students will learn vocabulary related to these topics, practice speaking and listening skills, and improve their comprehension through reading activities.Part A of Unit Three introduces students to daily routines. The lesson teaches students to talk about their daily activities using the present simple tense. Students will learn how to ask and answer questions about their daily routines, including waking up, eating breakfast, going to school, and doing homework. Through various speaking activities, students will practice using the language in context and develop their conversational skills.Part B of Unit Three focuses on hobbies. Students will learn how to talk about their interests and activities they enjoy doing in their free time. They will also learn how to ask others about their hobbies and respond appropriately. Through role-plays andgroup discussions, students will practice using hobby-related vocabulary and phrases, improving their ability to communicate effectively in English.In addition to daily routines and hobbies, Unit Three also introduces students to describing places. Students will learn how to talk about different locations using prepositions of place and descriptive adjectives. They will learn how to give directions, describe their favorite places, and discuss the characteristics of different environments. Through reading comprehension activities, students will expand their vocabulary and improve their reading skills.Overall, Unit Three provides students with a comprehensive understanding of communication in English. By focusing on daily routines, hobbies, and describing places, students will develop their language skills in a practical and meaningful way. Through a combination of speaking, listening, reading, and writing activities, students will become more confident in their ability to communicate effectively in English.篇3Unit 3 A:Text A:My name is Amy. I am from London. I am ten years old. I have a big family. My father is a doctor and my mother is a teacher. I have two brothers and one sister. My elder brother is twelve years old and my younger brother is six years old. My sister is eight years old. We have a dog, its name is Max. Max is very clever and cute. I love my family and my dog.Text B:I have many friends at school. They are all very nice. My best friend is Lily. She is very kind and helpful. We always study and play together. Lily likes playing badminton and I like playing football. We often go to the park after school to play together. Lily's birthday is coming soon. I am planning to give her a beautiful necklace as a birthday gift. I hope she will like it.Unit 3 B:Text A:Yesterday was a sunny day. My family and I went to the beach. We played in the sand and swam in the sea. I built a big sandcastle with my brother. We had a picnic on the beach. My mother made sandwiches, fruits, and juice for us. We also flew a kite. It was a great day. I had so much fun.Text B:Last weekend, my friends and I went to the zoo. We saw many animals like elephants, lions, tigers, and giraffes. We also saw some cute pandas and playful monkeys. We took photos with the animals and had a lot of fun. After that, we went to the playground in the zoo. We played on the swings, slides, and seesaws. It was such a wonderful day. I can't wait to go to the zoo again.These are the texts from Unit 3 A and B of the 5th grade English textbook. The texts talk about family, friends, outdoor activities, and trips to the beach and zoo. The students can learn vocabulary, grammar, and sentence structures from these texts.。
五年级Unit3Part-A-Let’s--learn教学设计
Unit3 What would you like? A Lets learn教案【教学内容分析】本课时是PEP小学英语五年级上册 Unit3 What would you like?第2课时，包括Let’s learn和Role-play两部分。
其中Let’s learn部分是通过S arah 和妈妈的对话表现五个相关食品类的单词的词形和意义，让学生能听说、认读、写 ice cream, tea, hamburger, sandwich ,salad这些单词。
能够在具体语境中准确使用这五个单词模拟点餐。
Role play部分是通过模拟填写菜单、点餐的对话，进一步强化单词的音、形、义，提升课堂学习的趣味性。
【学情分析】五年级的学生经过两年的英语学习，具备了一定的英语基础知识，对英语充满了学习热情，上课发言积极，勇于乐于表现。
本节课的学习内容又特别贴近学生的生活和学习实际，选择的话题也都是学生喜闻乐见的内容。
所以活动的设计应根据学生的特点，激活他们原有的知识经验和语言水平，为学生提供能够表达语言的平台。
利用生活情景实行的教学设计，更能激发学生的兴趣，以便于学生在愉快的学习气氛中学得和习得。
【教学设计】一、教学目标：1. 能听说读写相关食物的五个单词“sandwich”,“salad”,“hamburger”,“ice cream”和“tea”。
2. 能灵活使用句型“What would you like to eat/drink?”，“I’d li ke…”实行点餐交流。
3. 理解中西方餐桌礼仪和饮食差异。
4. 继续保持学生对学习英语的兴趣，激发学生用英语交流的热情。
二、教学重难点（一）重点1. 能听、说、读、写单词“sandwich”,“salad”,“hamburger”,“ice cream”和“tea”。
2. 能灵活使用句型“What would you like to eat/drink?”，“I’d like…”实行交流。