五年级英语评价手册答案 急!

五年级英语评价手册答案 急!
五年级英语评价手册答案 急!

五年级英语评价手册答案 急!
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一、教学与评价总体设计
教学内容：
Unit3 What’s Your Favourite Food

教学目标：
语言知识
1、分类掌握drink、main food、vegetable、meat各种食品名称，理解lemon、pepper 、pineapple、jam。
2、巩固运用句型：What would you like?

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一、教学与评价总体设计
教学内容：
Unit3 What’s Your Favourite Food

教学目标：
语言知识
1、分类掌握drink、main food、vegetable、meat各种食品名称，理解lemon、pepper 、pineapple、jam。
2、巩固运用句型：What would you like?
I’d like…
What’s your favourite food?
I like… . It’s…
3、认识果蔬植物，了解部分西餐食品制作配料及营养配餐基本常识。

语言技能：
1、能听、说、读、写出已学的食品名称单词；
2、能利用单词及句型谈论喜欢的食品，能读懂相关对话；
3、能制作购物单及制订营养食谱。

学习策略：
通过开展参观果蔬园等一系列评价活动，引导学生反思自我学习状况，用以旧引新的方式和归类巩固的方法自主学习，同时在活动中培养合作交流的学习方法。

情感态度：
培养学习兴趣，促进形成积极进取、乐于合作、敢于竞争的品质及形成均衡饮食的观念。

文化意识：
了解西餐有代表性的食品及其制作文化。

教学重点和难点：
重点：评价复习运用有关的食品名称及句型。
难点：记录食品配料及制作菜谱。

班级情况分析
本班学生64人，以每两个4人小组为1组，共8个学习组，围桌而坐。该班学生三年级开始学英语，有较好的合作学习习惯，学习英语兴趣浓。学生已在四年级学习了一些主食、饮料、水果名称，而在Unit3刚学了九个果蔬肉类名称及其谈论饮食的句型。

教学评价设计要点
以秋游为线，创造性结合使用《评价活动手册》中的Food and drink主体活动，采用自评、互评、组评、师评及家长评多种形式相结合，把握学生学习情况，巩固发展学生语言技能及知识，学习正确评价自己及他人。


二、教学过程设计
教学过程
教学内容
与《评价手册》的结合点
评价活动设计
设计意图

课前评价活动

选用《小学英语评价手册3》的话题Food and drink中的活动1、2、4、5、8、及9共五个。
1、访谈和分析在以往主题相关的教学活动中学生所表现的兴趣及 学习中的优势与不足；
2、分析对比教材与评价手册，结合学生实际，确定重、难点及拓展内容。
把握学生对该主题相关内容的掌握情况：学生能听、说食物名称及句型，但写的技能较薄弱。为科学设计和开展评价活动做铺垫。

过程评价活动
步骤1
准备热身
1、问候。
2、导入今天活动主题情景：秋游。展示score board,说明活动竞赛规则
3、唱蔬菜歌
活动手册将出现的食品名称。
师评：口头评价学生能否正确演唱歌曲，表现较好的组加★。
激发学生参与活动的热情和开启话题的联想。

步骤2
重现梳理
1、示范、对子活动，谈论最爱的食物。用小纸卡记录。
2、交流材料，并由组长汇报。
3、听录音记录菜单。
4、投影检查。
手册中的活动1。
A、师评通过竞赛方式，能正确归类汇报每类食品，三个以上的得1★,五个以上得2★,不得重复。
B、生互评，学生交换互评，每对两个菜得1★；师评：每组抽查1学生，能正确书写和说出一张菜单组得1★
回忆分类组建词汇群，查漏补缺，激励学生积极配合和携手参与竞争。

步骤3
深化认识
1、导入学习pepper2辨认果蔬植物并贴上正确英文标签。
2、投影抽查口头汇报。
评价手册活动2。
抽查一学生成果，示范点评，学生参照自评全对得1★
加深认识果蔬食品，巩固认读单词。

步骤4
运用提高
1、调查同伴有哪些喜欢的食物，说出理由，记录完成表格。
2、制作西餐美食的，选出恰当配料，记录单词在篮子里。
3、小组交流汇报结果
A、结合课本句型开展对话问答活动3。
B、利用手册活动5，加深食品分类理解和运用。
互评，正确问答完成表格得1★，能说出味道感觉再得1★。
巩固运用句型，渗透西餐食品文化。

步骤5
拓展延伸
1、阅读对话，书写购物单。
2、听音贴图，完成三餐食谱，投影点评。
3、引导分析三餐食谱的营养结构。
4、示范、小组讨论合作制作明天三餐菜谱。
5、汇报展示。
结合手册活动8及活动9，渗透均衡三餐饮食的观念。
A.参考同学汇报自评，活动8全对得1★；活动9每对1餐得1★；
B.组评：合理制订食谱，组得1★。
检查和培养读写能力，发展学生自省意识，利用所学知识解决实际问题的能力。

步骤6
总结评定
1、课后活动布置。
2、小结秋游活动。
3、活动结束。

A、根据评分表，评出★最多的组为名星学习组，该组每人可再加1★。
B、自己总计所得★数，评定等级。
激励学生参与竞争，培养竞争意识和集体荣誉感。引起反思，明确努力方向。

课后评价活动
学生通过一系列评价学习活动，学生对食物分类和均衡饮食所有所了解，但写的能力仍需强化，因此设计制订家庭食谱的课后评价活动。

统计你家人爱吃的食物并据此与妈妈协助制订合理的一周菜谱。A、家长评：能积极与家长讨论和利用网上学习资源1★，自主学习书写出食品名称1★。设计美观，三餐搭配合理，菜式重复少1★。
B、小组评及师评：根据标准“营养均衡、种类多，书写正确，设计美观”来评。
增强均衡饮食意识，提高语言运用能力，促进与家长沟通。


三 课堂教学及评价实录
(T-teacher, S-student)
Step 1: Warming up
1、T: Hello, boys and girls, today we are going to Mother Bear’s vegetable land. You must try to get more stars, and let’s see who’s the winner. (师指向Score Board ) You’re Group1, Group2, Group3, Group 4,Group5, Group6 ,Group7, Group8. While we go, let’s sing a song. Do you remember the vegetable song?
Ss: Yes.
T: Let’s sing.(放录音，师生共唱，教师用手势引导学生声音大小唱歌学生积极表现。)
T&S: …
(师评：语音较准确、表现较好的组给1★)

Step 2: Recalling and summing up
T: Great. I want to know what’s your favourite food,S1.
S1:I like tomatoes .(师在纸卡上写tomato)
T: Now discuss with your partner and write down your partner’s favourite food on the cards .Use your big pen.(出示笔)
Ss:…(学生对话谈论，并用粗水笔在纸卡上写单词，教师来到各组巡查指导，尽可能让每个同学都参与)
T: What’s your favourite drink?S2.
S2: I like coke.
T: Who get the word coke? Please come quickly .Only the fastest can stick it on the blackboard. （跑得最快的学生把词随便贴黑板上）
T: Oh! Look, which box is the right place?
Ss: The drink box.（该学生再把它贴在饮料栏）
T: You are right now.（教师在积分板上给该组加1★）What’s your favourite fruit?S3.
S3: I like mango .
(学生思考归类，把自己的词卡贴在黑板的相应栏目里，教师在积分板上给该组加1★)
T: Me too! Ok, please show your word cards and read them in groups.（学生互相交流本组同学喜爱的食物并一一认读单词）
2.T: Let’s get to know the favourite of the students in other groups. Group 1,Leader please. What’s your favourite food? Tell us all.
Leader 1:(组长看着组员手中的词卡回答)We like cake, milk, noodles, juice and chicken.(其他三组的同学抢着上台，第三组的一位同学成功贴noodles，第二组的juice，第一组的cake和chicken)
T: What about Group2?If there is the same word, you can’t stick again.
Leader2:We like cake,bread,ice-cream,apple,rice,soup,mutton,
beef,fish and green beans. （学生贴词卡）
T: Group3?
Leader3:We like potatoes,hamburger,cucumber,rice, dumpling,ice-cream and egg. （学生贴词卡）
Leader4: We like fish,rice,bread and coke. （学生贴词卡）
Leader5-8:…cabbage,tofu and mutton（学生贴词卡）
T: Now let’s see, what’s your favourite main food 主食类?
Ss: Cake,bread…
T: Vegetables?
Ss: Green beans,cucumbers,tomatoes.
T: Meat蛋肉类?
Ss: Chicken,mutton,beef,fish,egg.
T: Drink?
Ss: Milk,juice,soup,coke
T: Fruits?
Ss:Apples.
T: Others其他?
Ss: Eggs, ice-cream,potaotoes,tofu…
T: Oh,we can put eggs in the meat box,potatoes and tofu in the vegetable box.Good job!（学生分类齐读食品名称，教师及时纠正）
T: Now,the leaders tell me how many words you’ve sticked.
(小组长汇总本组正确的贴词数量，每对三个在积分板加一★)
4.T: Do you know any other food missing here? （引导学生逐一说出各类食品缺少的单词）
Ss :Banana,pear,peach,orange,watermelon,strawberry,grapes.
5.T: So many fruits. Now let’s look at Activity1. （投影展示题目）Are there any food you don’t know to say? Oh, lemons, pineapples(分解引导学生自主猜读，教师纠正读)Now, let’s help Mother Bear take down the menu. Then she can let you go in her vegetable land. Listen!
Tape: 1.-Can I have some rice and chicken, please?
-Some rice and chicken? OK. And would you like some milk?
--No, thanks.
2.-What would you like?
-I’d like some beef, some bread and a banana.
-Some beef, some bread and a banana.
-Yes, a fork and knife, please.
3.-Can I have an egg, some milk and some fish? I like fish.
-Would you like potatoes?
-Potatoes? Sorry, I don’t want potatoes. Can I have some tomatoes, please?
-Sure.
4.-What would you like?
-Mm…I’d like some rice, beef and an orange.
-Some rice, some beef and an orange.
-Would you like some potatoes?
-Yes, please.
(学生听写参考菜谱写下所点食品)
T: Finish? Well, groups who are quiet and sit well can show and report a menu, using “I like…”.Others exchange and check your answers.
S4 in Group2: I like rice and chicken.
S5 in Group4: I like beef, bred and banana.
T: Is bred right?
Ss: No. B-r-e-a-d.
S6 in Group 3: I like egg, milk, fish and tomatoes.
S7 in Group 4: I like rice, beef, potatoes and orange.
T: Excellent. Group1, 3 and 4 can get 1 ☆. Check how many stars your partner can get. Two words right can get a star. （参考投影互评，每对2词得1★）

Step 3: Knowing more.
T: OK, everyone who can get 1 ★ can go into the Vegetable land with 1 member who can’t get any stars. Let’s go .(幻灯出示菜园). Look. Let’s help mother bear stick the names of the vegetables. Go! (学生读图贴词)
If the whole group finish, put up your hands. OK, G 1 and 8.
T: Anyone want to show your sheet? S1.
S1: They’re tomato, cucumber, green…, …, eggplant and potato.(Look, read and check.)
T: Oh, these are green peppers, read after me.
Ss: …. (引导学生分音节读.)
T: If all answers are right, you can get a star.(学生自评)

Step 4: Consolidation and Application.
T: Mother Bear says if you know your partner’s favourite,you can get some for him. （投影展示题目）
T: What do you like? S1
S1:I like tomatoes.
T: Why?
S1: It’s tasty.
T:I can get some tomatoes for him .( 教师示范在调查表的相应位置打勾)
T: Now your turn to talk with your partner and finish the table in Activty4. Remember to tell why do you like it.(学生进行对子问答，教师巡查指导. )
T: Now, report it. S2, please.
S2:Lin Hai like eggplant and cucumber .
T: Oh , Lin Hai like?
S2:Lin Hai likes eggplant and cucumber.
T: Right (教师板书：…likes…) .Why?
S2:They’re tasty.
T: Li Hai, really?
S3:Yes.
T:A star for S2 and his group.( 教师再同法检查两位学生. )
T: If you ask and answer in English and tick the right words, Partner helps to check. Then give you one star.(学生交换评★)
T: Now let’s look ,think ,choose and make some food. （投影展示题目） What can you use to make ice-cream ,vegetable salad ,fruit salad, jam and cake? Read after me use ,salad, Jam.(引导学生自主学单词)OK. Read, choose and write the words. You can discuss with your partner. (学生读题、交流、写词。教师参与讨论。)
T; I need some students to report your answer.Hu Yulin, please. What can you use for ice-cream? Ican use….
S4: Ican use milk, eggs and strawberries.
T：（投影显示批改）Yes,right. One star for your group.
What can you use for vegetable salad?.
S5: I can use… .
T：（投影显示批改）Yes,right. One star for your group. What can you use for fruit salad? I can use….
S6: I can use .
T：（投影显示批改）Yes,right. One star for your group. What can you use for jam?.
S7:
T：（投影显示批改）Yes,right.One star for your group. What can you use for cake?
S8:
T：（投影显示批改）Yes,right. One star for your group. (同法检查 B, C, D, E题) If you write right words on a basket, you can get one star.

Step 5: Development
1. T: OK, you can’t make the food now. Because Mother bear wants you to help the cook, Monkey.Let’s read the dialogue and make the shopping list 购物单,here for him. Write down what to buy买.Do Activity 8. （投影展示题目，学生阅读对话，记录购物单）
T : let’s see how many kinds of food?
Ss:(数一数)Eleven/Twelve.
T: What are they? (选一个回答 twelve的学生回答)
S1:They’re …Vegetables.
T：What vegetables?
S1:Tomatoes,green peppers and potatoes.
T: Yes .So we can’t write “vegetables” here .Go on.
S1:…Milk.
T:Right. So there are only eleven kinds of food. If you write eleven right words you can get 1 star for yourself.
2. T: Now, the monkey has bought the food. Here he is talking about his breakfast ,lunch and dinner for tomorrow. Listen and stick the food in right plates .Take the stickers, ready? Listen. （投影展示题目）
T: I’d like some milk, eggs, bread and some oranges for breakfast. I’d like some chicken, beef, rice, green peppers and tomatoes for lunch. And some rice, potatoes and bananas for dinner. (教师读2次，学生听并快速地选择、贴食物贴纸)
T：Now, tell me what monkey’s breakfast is.
S2:Milk,eggs,bread and oranges.(投影显示)
T: Good job! What would he like for lunch?
S3:He’d like chicken, beef, rice, green pepper and tomato.
T: Wonderful! What about dinner?
S4:Rice, potatoes and bananas.
T: If you stick the right picture in one plate, you’ll get one star. (学生参考投影，自改自评)
3.T: Today we visit the vegetable land, make some western food and help the cook write down his menu. Just think about it, is the menu good? Why? Discuss in groups for 1 or 2 minutes.
T: Anyone to tell us?
S5:It’s very good . They’re tasty.
S6: I t’s not so good, I don’t like green pepper.
Ss: …
S7: There is meat, vegetable and rice….
T:I agree 同意with you. We eat three kinds of food: main food, meat or eggs and vegetables or fruits. In this way we can be healthy.营养均衡对健康很重要，我们每餐应搭配吃主食类，果蔬类及肉蛋类三种食品。
T：Now let’s discuss and make a school menu here for meals tomorrow. Group 1&2 talk about breakfast; Group 3,4and 5 about lunch; Group 6,7 and 8 about dinner. Write the food on the poster.(师给每组一张大的纸，学生讨论、合作写).
T: What do you have for breakfast? Group 1?
Group 1:We have bread and cake, milk and apples.
T: How many stars can they get? If you think their menu is good
and suitable, and the words are right. Leaders show your stars.
(7个组给1组评1颗★)
T: Wow, Group One get 7 stars. Leader ,please draw 7 stars on the score board.
T: What about Group2-8/
Group 2\3\4\5\6\7:….
T: Group 7 get 7 stars. I give you one more , because for dinner, we can have soup, too. Group 8, please
Group8:….
T：…（同样方法评价2至8组的菜单，教师适当给有创意或书写较好的组加一★）
Step 6: Summarization and assessment
T：Today, We visit the vegetable land , make some western food and help the cook a lot. This evening, make a week menu with your parents at home. Try to read the homework sheet. Now,let’s see how many stars you get. Group 1,ten stars.Group 2 …
The winners are Gorup2,7 and 8.Every winner can get one more star in your assessment sheet. Everyone makes a total,总计评价，根据所得★数按标准评定等级填写好。After class the Group leaders gather them and hand them in .See you, Children.
Ss: Goodbye, Miss Wu.

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