四年級英語上冊Unit5Dinnerisready第一課時教案人教PEP

1、unit 5 dinners ready教材分析本單元學(xué)習(xí)的主題是用餐。教學(xué)內(nèi)容主要是圍繞著用餐的各種情景來展開的。教學(xué)重點(diǎn)是能夠聽、說、認(rèn)讀核心句型“whats for dinner?”“what would you like (for)? id like some, please.”“would you like? yes, please./no, thanks. i can use”；能夠聽、說、認(rèn)讀單詞“beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon”。教學(xué)目標(biāo)知識與能力目標(biāo):句

2、型能夠聽、說、認(rèn)讀句型“whats for dinner?”“what would you like (for)? id like some, please.”“would you like? no, thanks. i can use”能夠在情景中運(yùn)用句型“what would you like (for)? id like”征求并表達(dá)用餐意愿能夠在情景中運(yùn)用句型“help yourself.”“would you like? yes, please./no, thanks. i can use”提出用餐建議和餐具使用建議,并恰當(dāng)回應(yīng)能夠在情景中運(yùn)用句型“whats for dinner?”

3、詢問用餐的食物能夠按意群朗讀“what would you like for dinner, john? id like some beef, please.”等三組句子詞匯能夠聽、說、認(rèn)讀單詞“beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon”能夠正確使用上述單詞表達(dá)用餐意愿和餐具使用情況能夠在有意義的語境中抄寫上述話題詞匯語音能夠掌握-e的發(fā)音規(guī)則,即-e在單詞中發(fā)長音/ i: /能夠讀出符合-e發(fā)音規(guī)則的單詞，并能夠根據(jù)發(fā)音拼寫出符合-e發(fā)音規(guī)則的單詞情感態(tài)度文化意識學(xué)習(xí)策略目標(biāo):了

4、解用餐禮儀,能夠?qū)τ貌徒ㄗh作出恰當(dāng)反應(yīng)初步了解中西方餐飲文化的差異能夠根據(jù)-e的發(fā)音規(guī)則拼讀單詞,并能夠根據(jù)-e-與-e的發(fā)音規(guī)則拼寫單詞課時安排第一課時: part a lets talk & lets survey第二課時: part a lets learn & lets play第三課時: part a lets spell第四課時: part b lets talk & lets play 第五課時: part b lets learn & lets do 第六課時: part b read and write & lets check & lets singthe first pe

5、riod（第一課時）part a lets talk & lets survey 教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)lets talk能夠理解對話大意能夠用正確的語音、語調(diào)朗讀對話能夠在情景中運(yùn)用句型“what would you like (for)? id like (i would like) some, please.”征求并表達(dá)用餐意愿能夠在情景中恰當(dāng)運(yùn)用功能句“whats for dinner?”能夠在語境中理解新詞“dinner, soup, vegetable, ready”的意思,并能夠正確發(fā)音lets survey能夠在采訪活動中進(jìn)一步鞏固和運(yùn)用征求用餐意愿及表達(dá)用餐意

6、愿的句型,并進(jìn)一步鞏固和運(yùn)用食物類詞匯教學(xué)重點(diǎn)1.能夠聽懂、會說句型“what would you like (for)? id like (i would like) some, please.”“whats for dinner?”。2.能夠聽懂、會讀單詞“dinner, soup, vegetable, ready”。3.能夠聽懂、會讀對話，并能夠分角色表演。教學(xué)難點(diǎn)能夠在情景中正確使用句型“what would you like （for）? id like (i would like) some, please.”來征求并表達(dá)用餐意愿。教學(xué)準(zhǔn)備1.預(yù)習(xí)狀元大課堂創(chuàng)優(yōu)作業(yè)100分狀元作

7、業(yè)本中本課時的相關(guān)內(nèi)容。2. ppt課件、單詞卡片、人物頭飾、廚師帽、食物及飲品圖片、價格標(biāo)簽等。教學(xué)過程13step 1: warm-up & revisionteaching purpose通過這兩個活動，讓學(xué)生在輕松愉快的氛圍中復(fù)習(xí)已學(xué)過的食物及飲品單詞。同時，游戲活動引入用餐話題，自然地創(chuàng)設(shè)真實(shí)、有效的教學(xué)情景。1. greetings.2. sing a songlets have a picnic today. (課件出示: pep三上教材p54的歌曲動畫)3. revision.(1)sharp eyes. show the words about food and drinks

8、 one by one. (課件出示:egg, juice, bread, milk, water, fish, rice, cake依次快速出現(xiàn)，再消失)t: if you know the word, you can stand up and read it aloud.(2)drive a train. show the words above and review the word “fish” with pictures. (課件出示:1. 已學(xué)的食物及飲品單詞egg, juice, bread, milk, water, fish, rice, cake。2. 出示三張圖片，圖片一

9、:一盤魚肉，教學(xué)fish；圖片二:兩條同一種類的魚，教學(xué)fish；圖片三:兩條不同種類的魚，教學(xué)fishes)let students work in groups of six. ask every student in the group to ask and answer questions in turn. make a model:t: oh, im hungry. id like some bread and milk. what would you like?s1: id like some what would you like?s2: id like some what wo

10、uld you like?s3: step 2: presentationteaching purpose設(shè)置情景，讓學(xué)生在情景中學(xué)習(xí)新單詞，感知新句型。1. talk about dinner.(1)show a picture on the ppt. (課件出示: 一幅圖，畫面顯示太陽落山了，鐘表顯示18:00)t: look! its 6:00 in the evening. its time for dinner. guess what “dinner” means.ss: 晚餐。t: yes. im hungry. whats for dinner? (show the word c

11、ard.) dinner, dinner, /d/-/-/n/-/ (r)/, /.write down the sentence “whats for dinner?” on the blackboard and teach it.(2)show a picture on the ppt. (課件出示: 一張餐桌，學(xué)生每提問一次“whats for dinner?”，餐桌上就出現(xiàn)一種食物，依次為fish, rice, egg, soup, vegetable)ss: whats for dinner?t: some fish/rice/eggs.ss: whats for dinner?t:

12、 some soup. (show the word card.) soup, soup, /s/-/u:/-/p/, /su:p/, some soup. write down the word “soup” on the blackboard and teach it.ss: whats for dinner?t: some vegetables. (show the word card.) vegetable, vegetable, /ved/-/t/-/bl/, /, some vegetables. pay attention to the pronunciations of “v/

13、v/” and “s/z/”.write down the word “vegetable” on the blackboard and teach it.show the picture of the table with the food mentioned above. (課件出示:擺放著上述食物的餐桌圖片)t: oh! dinners ready! i can eat now. (show the word card.) ready, ready, /r/-/e/-/d/-/i/, /. dinners ready!write down the sentence “dinners re

14、ady!” on the blackboard and teach it.t: what would you like for dinner?write down the sentence “what would you like for dinner?” on the blackboard and teach it.s1: id like somewrite down the sentence “id like some” on the blackboard. lead more students to answer the question “what would you like for

15、 dinner?” by using this sentence structure.teaching purpose通過各項(xiàng)活動，使學(xué)生能夠充分理解課文內(nèi)容，并且能夠正確朗讀課文。在不同形式的讀和表演活動中，使學(xué)生逐步理解并掌握本課的重點(diǎn)句型，為其達(dá)到熟練表達(dá)奠定基礎(chǔ)。2. lets talk.(1)talk about picture 3 of “l(fā)ets talk” and predict the main idea of the dialogue. (課件出示:教材p48 lets talk板塊的圖三)t: (point to the picture.) wow, a lot of d

16、elicious food! dinners ready! whats for dinner?ss: some soup, some bread, some fish and some vegetables.t: look at the food. im hungry. id like some bread. are you hungry? what would you like?s1: yes. im hungry. id like somes2: t: mike is hungry, too. what would he like? (2)watch the video and answe

17、r the questions.show picture 1 of “l(fā)ets talk”. (課件出示:教材p48 lets talk板塊的圖一)t: where are mike and his mother? ss: they are in the kitchen. t: mike is hungry. what would mike like for dinner? lets watch the video. underline the key sentence of the answer in your books.play the video and let students ge

18、t the key sentence. (課件出示:教材p48 lets talk部分的音頻)t: what would mike like?ss: some soup and bread. mike says, “id like some soup and bread, please.”t: what would mikes dad like for dinner? lets watch the video again. underline the key sentence of the answer in your books. play the video again and let s

19、tudents get the key sentence. (出示課件)teaching purpose教師播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生按正確的語音、語調(diào)及意群朗讀對話，并能夠進(jìn)行角色扮演。t: what would mikes dad like?ss: some fish and vegetables. mikes dad says, “some fish and vegetables, please.”(3)read after the video.t: boys and girls, lets read the dialogue after the video. please li

20、sten to it and read carefully.play the video again and ask students to read after it and try to imitate the pronunciation and the intonation. then let students read together and read freely.(4)read the dialogue in different roles. then act out the dialogue.t: now well find the best actor or actress.

21、 please come to the front and show the dialogue.take out some headdresses and ask some students to act out the dialogue.(5)retell the dialogue according to the blackboard-writing and the pictures of “l(fā)ets talk”.make a model first and then lead students to retell the dialogue without their textbooks.

22、teaching purpose通過完成調(diào)查活動，進(jìn)一步鞏固練習(xí)新單詞及核心句型，在創(chuàng)設(shè)的語境中提高學(xué)生的語言運(yùn)用能力，使學(xué)生能夠熟練運(yùn)用所學(xué)語言詢問及表達(dá)用餐意愿。step 3: practicelets survey.(課件出示:教材p48 lets survey板塊的表格及以下句型)t: suppose its time for dinner. what would you like for dinner? lets make a survey.let students do the survey in groups of four. make a model:t: s1, what w

23、ould you like for dinner?s1: id like some fish and rice.t: s2, what would you like for dinner?s2: id like some bread and milk.t: s3: t: s1 would like some fish and rice. s2 would like some bread and milk. s3teaching purpose教師讓學(xué)生先模仿練習(xí)對話，再創(chuàng)設(shè)在餐廳點(diǎn)餐的情景，層層深入，為學(xué)生創(chuàng)建真實(shí)的語言運(yùn)用環(huán)境，以此鞏固本節(jié)課的重點(diǎn)內(nèi)容,同時達(dá)到學(xué)以致用的目的。ask eac

24、h group to choose a reporter to interview the other three students, fill in a form and report the results to the whole class.step 4: consolidation & extension1. make a new dialogue.ask students to imitate the text to make a new dialogue.(1)make a model.(2)let students imitate to work in groups of th

25、ree. then make a new dialogue in groups.(3)show time.ask some groups to act out their dialogues. 2. in the restaurant. (課件出示:一家餐廳的背景和句子“dont waste food.”)take out a prepared chef cap, some pictures of food and drinks and the relevant price tags. let students act as customers or a cook.(1)make a mode

26、l.t: look! what do i do? yes, im a cook. i can cook delicious food. please come to my restaurant for dinner. my restaurants rule is “order as much as you can eat. dont waste food.”t: welcome to my restaurant! what would you like for dinner?s1: id liket: here you are. ten yuan, please.s1: thank you!(

27、2)let students work in groups.(3)show time.ask some groups to act out.板書設(shè)計(jì)作業(yè)設(shè)計(jì)1. read the dialogue of “l(fā)ets talk” five times.2. ask your parents with the key sentence structures and write their answers down.3. do the exercises. (見“狀元成才路”系列叢書創(chuàng)優(yōu)作業(yè)100分或狀元作業(yè)本對應(yīng)課時作業(yè))教學(xué)反思1. 在課前熱身階段，活動豐富，有歌曲，有游戲，有表演，讓學(xué)生在輕松

28、的環(huán)境中迅速進(jìn)入英語學(xué)習(xí)的狀態(tài)，同時也起到了承上啟下的作用，為新課做好了鋪墊。2. 設(shè)計(jì)與生活相近、與課文內(nèi)容也相關(guān)的語境，導(dǎo)入新單詞和句型，再自然地引出課文。環(huán)環(huán)相扣，層層深入，讓學(xué)生輕松地掌握課文內(nèi)容。3. 呈現(xiàn)的活動設(shè)計(jì)豐富，操練形式多樣，且具有連貫性、層次性。學(xué)生積極主動參與，參與面很廣，體現(xiàn)了以學(xué)生為主體的教學(xué)原則。學(xué)生不僅從中學(xué)到了新知識，更拓展了思維，效果非常明顯。4. 板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的輔助作用。teaching contents & teaching aimslets talkbe able to understand the general idea

29、of the dialogue. be able to read the dialogue with the correct pronunciation and intonation.be able to use the sentence structures “what would you like (for)? id like (i would like) some, please.”in situations.be able to use the sentence “whats for dinner?” in situations properly.be able to understa

30、nd the new words in context and pronounce them correctly.lets surveybe able to further consolidate and use the sentence structures of asking for and expressing the will to eat in the interview activities. and further consolidate and use the vocabulary of food.teaching prioritiesbe able to understand

31、 and speak the sentence structures “what would you like (for)? id like (i would like) some, please.” “whats for dinner?”be able to understand and read the words “dinner, soup, vegetable, ready”.be able to understand, read and act out the dialogue in different roles.teaching difficultiesbe able to us

32、e the sentence structures “what would you like (for)? id like (i would like) some, please.” to ask for and express the will to eat in situations.teaching proceduresteaching stagesteacher s activitiesstudents activitiesteaching purposeswarm-up&revision1. greetings. 2. sing a songlets have a picnic to

33、day.3. revision.(1)sharp eyes. (2)drive a train.1. greetings.2. sing a song.3. revision.play the games.help students review the words easily in the song and the games, and prepare to learn the new content.presentation1. talk about dinner.teach the new words and the sentence structures.learn the new

34、words. have a preliminary understanding of the new sentence structures.set the situation. let students learn the new words and perceive the new sentence structures in the situation.2. lets talk.(1)show the third picture of “l(fā)ets talk” and ask students to talk about it.(2)play the video and ask the q

35、uestions.(3)let students practice the dialogue in different ways.(1)talk about the picture.(2)watch the video and answer the questions.(3)read after the video.(4)read the dialogue in different roles. act out the dialogue.(5)retell the dialogue.understand the content of the text and read the text cor

36、rectly. understand and master the key sentence structures of this lesson in different forms of reading and performing activities.practicelets survey.let students do the survey in groups. make a model.assign investigation tasks and do the survey in groups. report the results to the class.further cons

37、olidate and practice the new words and sentence structures through doing the survey.consolidation&extension1. make a new dialogue.ask students to imitate the text to make a new dialogue.(1)make a model.(2)let students imitate to work in groups of three and make a new dialogue.(3)show time.2. in the

38、restaurant. (1)make a model.(2)let students work in groups.(3)show time.1. imitate the text to make a new dialogue in groups.2. act as customers or a cook. work in groups and show in class.consolidate the key content of this lesson and transform the knowledge into ability by making a new dialogue ab

39、out ordering in the restaurant.homework1. read the dialogue of “l(fā)ets talk” five times. 2. ask your parents with the key sentence structures and write their answers down.3. do the exercises.（續(xù)表）teaching stagesteacher s activitiesstudents activitiesteaching purposespresentation1. teach the new words a

40、nd the sentence structures.(1)lead in and teach the new vocabulary and sentence structures.(2)let students understand the sentence: its a fat panda!(1)learn the new vocabulary and practice the sentence structures.(2)understand the sentence: its a fat panda!first, learn the new vocabulary and the sentence structures in the dialogue so as to prepare for the later learning and understanding. then, test students understanding to the dialogue by setting up three questions.2. teach the dialogue of “l(fā)et