(
课件网) Unit 3 .What would you like Part C Story time 人教（PEP）五年级上册 Sing a song food drink fruit Fun time Who is this It’s zip. His friend Zoom. Look and guess Look, this is my farm. Welcome to my farm, Zoom. Great! Lead-in What can you see Where are they now Read the story What are these What’s matter with Zoom They are carrots. It’s hungry. I’m hungry. What would you like to eat I’d like a salad. No problem. Picture walk The farm is so big. What does Zip have in the farm What’s in Zoom’s hand What color is the carrot How is the carrot It’s a carrot. It’s orange. It’s so fresh. How do they think of the vegetables The vegetables are so fresh. They’re delicious, too. Picture walk How do they make the salad First, they____ the vegetables. clean Please clean the vegetables! OK. Picture walk Listen: What is zip doing Be careful! I will. Thank you. Then, they____ the vegetables. cut Picture walk What dose Zip add Some salad dressing. （沙拉酱） How do they think of the salad It looks nice. It’s healthy, too. Picture walk What can you see out of the window What’s in Zip’s hand Here’s some fresh milk. Thank you. Dinner at the farm is great! How does Zoom feel Picture walk Listen and repeat I’m hungry. What would you like to eat I’d like a salad. No problem. Read and complete The vegetables are so fresh. They’re delicious, too. Please clean the vegetables! OK. Read and complete Be careful! I will. Thank you. It looks nice. It’s healthy, too. Read and complete Here’s some fresh milk. Thank you. Dinner at the farm is great! Read and complete Role-play 1 2 3 4 5 6 Look and number Zoom and zip are _____ a farm. They want to make a vegetable salad _____ dinner. _____clean the vegetables, _____ cut the vegetables, _____add the dressing. They also have some _____ milk. They are healthy. Dinner _____ farm _____ great！ on for Then at last fresh at is First Can you add a title (题目）for the story Dinner at the farm Retell the story中小学教育资源及组卷应用平台 PEP五上Unit3 What would you like 单元整体设计 第一部分 单元教学设计总思路 一、教学理念 《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。 二、单元教材分析 （一） 单元主题意义分析 项目 内容 主题意义 ◎交往 √ ◎感情 ◎态度 单元功能：询问、介绍 育人 ... ...
