单元主题
5B Unit 8 Eating Out in Shanghai
单元介绍
本单元Wonderland 中的单词都是一些中国小吃，学生大都没有学过，除了dumpling, delicious。教学时应重点让学生听、说、读、写这些单词，用各种不同的方式操练单词，可以组词，可以用各种不同的句型、时态造句，也可让学生在这些单词中挑几个连起来说一段话，或写下来，要让学生灵活运用这些单词。教学时可把Grand Theatre中的meat pies放在wonderland中进行教学，此外还要让学生知道steamed bread, bun, soup, fried rice，sticky rice是不可数名词，sticky rice dumplings 就是zongzi, 掌握动词make的用法和含义：如：make dumplings, make soup, make tea, make cakes, make lunch, make the bed, make paper frogs等。
本单元主要学习句型：Would you like to …? Yes, I’d like / love to. No, thanks. What would you like to…? Where would you like to …? Can I have…？Could I have…? 及其回答。并让学生了解Could I have…?比Can I …?语气上要客气，表示允许、许可，常用在口语中。
在教学本单元时可让学生整理学过的食物，并能区分哪些是中餐食品，哪些是西餐食品，哪些是快餐食品。
本单元的Grand Theatre“Eating Out in Shanghai”，是前面两个单元School in Shanghai和Holidays in Shanghai的延伸续集，前面是enjoy 0ut in Shanghai，学生已经了解了上海的著名景点，感觉到上海的美和巨大变化。本单元主要介绍上海的中西餐馆的文化，体现上海的国际性。让学生了解如何领外国友人在上海餐馆吃饭的一个过程，知道中西方食品文化之间的一些差异，并能通过介绍中餐各食品的特色，加深对上海食品的了解，增强对家乡的热爱之情。
Grand Theatre中对话内容是学生比较喜欢、好理解的，重点是让学生复习、巩固和再现原有的食物词汇，并拓展一些相关的信息，使学生能在编对话时有丰富的语感与自信。要让学生掌握如何领友人在餐馆吃饭的这个过程、学会沟通、表达意愿和介绍食品的种类与特点，能听说、阅读理解对话的内容，并能模仿课文话题编一个简单的对话或做一个简单采访活动。学生的对话过程，在提出建议时可以用到的句型：Would you like to…？I’d like to…、You can try…Let’s try……could、在表达自己对该食品的喜爱时可以用到：（that、it）Sounds wonderful/delicious/ great… 、xxx can’t wait。还有在对话中的连接词在这段对话中用的很自然，五年级的学生应该在这个方面应该有所掌握，如：so、oh、well、Mmm、then、ok、 as well、I agree 。尽量让学生学着在用英语做事时要自然和自信，对话中句型句式和词汇的丰富由学生自由发挥变化。
单元教学目标
听、说、读、写单词：steamed bread, bun, soup, crab, fried rice, dumpling, sticky, delicious，并能灵活运用单词和词组。
掌握上述单词的语音、词义及在语境中的使用。
能用Would you like to …? What would you like to…? Where would you like to …? Can I have…？Could I have…? 提出建议，征求别人的意见。
能区分哪些是中餐食品，哪些是西餐食品，哪些是快餐食品。
能用（that、it）Sounds wonderful/delicious/ great… 、xxx can’t wait。等句子表达自己对该食品的喜爱。
能掌握对话中的一些连接词，如：so、oh、well、Mmm、then、ok、as well、I agree等。
能听说和阅读理解Grand Theatre中的语言材料，并且能熟练回答Language Lab中的问题。
能正确朗读元音音标 /ɑ:/ /З:/ ,。并能看音标读出、写出相应的单词。
能根据字母组合的发音给单词归类并读出单词。
能朗读Rhyme, 语音、语调、节奏基本正确。学习能力强的学生能仿照Rhyme自编一首。
能了解中西方食品文化之间的一些差异，并能通过介绍中餐各食品的特色，加深对上海食品的了解，增强对家乡的热爱之情。
能用6—8句话写一段外出吃饭的短文。
单元课时安排
|
序号 |
类型 |
内容 |
课时 |
|
1 |
单词教学 |
steamed bread, bun, soup, crab, fried rice, dumpling, sticky, delicious及句子 |
1课时 |
|
2 |
对话教学 |
对话：I’d like to have…及有关食物的单词; Pair work |
1课时 |
|
3 |
阅读教学 |
Eating out in Shanghai |
1课时 |
|
4 |
音标和儿歌教学 |
Disneyland: The twelve months and Music Box |
1课时 |
|
5 |
练习课 |
单元总练习 |
1课时 |
课时教学设计
第一课时
预习：课前要求学生查好单词音标；试着自己拼读单词；听Unit 8 Wonderland的录音。
课前准备：PPT演示文稿制作及一些食物。
教学目标：
通过听、说、读、写等活动，熟练掌握单词：steamed bread, bun, soup, crab, fried rice, dumpling, sticky, delicious, meat pies的音、形、义及句子。
能在语言环境中灵活运用以上各单词、词组。
能用所学单词进行组词、造句。
能选用几个单词自编一段话，或写下来。
能为自己的身边的人做一些家务活，如烧饭、做饺子等。
课型：单词教学
课堂活动
|
活动过程 |
教师活动 |
学生活动 |
|
Pre-task preparation |
1.Chant: I like spring rolls .Yes, I do. They are nice and good for you. I like dumplings . Yes, I do. And I like dumplings .more than you. I like noodles. Yes, I do. They are delicious and good for you. I like food. Yes, I do. And I like food more than you. 2.Daily talk: (1) What food do you usually have for breakfast? (2) What food do you usually have for lunch? (3) What food do you usually have for supper? (4)Do you like Chinese food or Western food? Why? (5)What’s your favorite Chinese food? |
1. Read the chant. 2.学生回答问题 |
|
While-task procedure |
活动一 Learn the words: dumpling, soup 1. Guess: What’s Miss Wang’s favorite Chinese food? （引出单词:dumpling） 2. 教师出示音标 3. Ask: (1)Can you make dumplings? (2) Who can make dumplings in your family? (3) What can you make? 4. 引出soup (出示一段烧番茄汤的录像，边放边教) T: What are these? T; What is she doing? T: Can you make egg and tomato soup? T: Let’s make egg and tomato soup. T: Make a dialogue like this. A: Can you make ___ soup? B: Yes, it’s very easy. A: Let’s make_____ soup. B: _______. 活动二 Learn the words: steamed bread, bun, meat pies 1.T:（创设情景）Oh, it’s eleven o’clock. We are hungry. I think Yu Garden is a good placing for eating. What do you want to have for lunch in Yu Garden? 2. T: OK. (出示课件)Wow, so many Chinese dishes. Do you like Chinese dishes? Why? (出示) Chinese dishes are very delicious. 3. _______ (is) is delicious. 4. T: And do you want to have snacks, too? (出示点心) (1)What’s this? (引出bun) What’s in the bun? 出示：There’s some pork in the bun. There’s ______ in the bun. 5. Is this bun? (引出steamed bread) T: Do you usually have steamed bread for breakfast? T: What snack do you usually have for breakfast? T: I usually have meat pies for breakfast. 6. Make a dialogue like this. 活动三 Learn the words: fried rice, sticky, 1. T: What do you usually have for lunch? (引出fried rice) 2. Do you like fried rice? Why? T: Fried rice is spicy. So lots of foreigners like fried rice. Do you know What food do lots of foreigners like as well? 3. T:（拿出食物) This isn’t fried rice. It’s sticky rice. I don’t like sticky rice. Because it’s too sticky. Do you like sticky rice? 出示: sticky rice dumpling=zongzi 4. 活动四：learn the words: crab T: What are these?(引出crab) Where are these crabs from? |
1. 学生猜测老师最喜欢的中餐食品。 2. 学生根据音标拼读单词 3. 学生回答问题 4. S: They are eggs and tomatoes. S: She’s making egg and tomato soup. S: Yes, it’s very easy. S: OK. S: 自编对话 1.学生回答问题 2. 学生跟读单词和句子 3. 学生操练 4. 学生回答和操练 5. 学生问答 6. 小组编对话 A: Do you usually have steamed bread for breakfast? B: No, ______ A: What snack do you usually have for breakfast? B: I usually have ____ for breakfast. I think __. 2. 学生操练， Lots of foreigners like ____as well. 3. 学生操练 A: I don’t like_____. B: Why don’t you like_____? A: I don’t like _____because_______. 1.学生回答： S: These crabs are from Yangcheng Lake. These crabs are from__ 2.学生操练 ____is (are) from_____. |
|
Post-task activities |
1. Read the phonetics and the sentences on the board. 2. Memory test. 3. Let’s have a try. (1)I think c_____ are every delicious. (2)Chinese people eat much r_____ for their meals. (3)May I have some e___ and tomato s____? (4)I cook v_______ for my family every day. (5)The s______rice is for making Zongzi . (6) Pork b___ are very delicious. (7) Most foreigners like f____ rice very much. (8) I have d_______ for my breakfast once a week. 4. Choose three words and say some sentences. |
1. Read together. 2. 小组活动：看谁记得单词最多 3. Do exercises. 4. Say some sentences in groups. |