小學英語四上Unit5Dinnne(教案)

課文標：Unit5Dinner’s (PartA,Let’sUnit5Dinner’sPEPPrimary Grade

語言知識目

語言技能與文化目

排 句型： fordinner? like(for...)?課 答句I’d

能夠通過Mike運用功能句What’sfordinner?能夠在語dinner,soup,vegetable,

3.讓學生通過對比自己和Mike1詞匯：beef,noodles,soup,句型：Whatwouldyoulike?I’dlikesome...學生能夠聽、說、讀、寫beef, 學生能夠在饑餓時，熟練運用Whatwouldyoulike?I’dlikesome...征求繼續(xù)體會中西zipmilk,fish,chickenoosoupou在老師創(chuàng)設的11.-e/i:/通過聽力活動對訓練-ee-的音通過聽寫單詞活能夠讀出符合-音拼寫出符合-o-e，u-e1句型：Wouldyoulikeaknifeandthanks.Icanusechopsticks.學生能夠理解對能夠在情景中恰當運用句型Wouldyoulike...?No,thanks.Icanuse...提出餐具Mike功能句Help3.能夠在語境中理解新詞knife,fork,chopsticks4.通過吳一凡和1能夠運用句型Passmetheknifeandfork,please.熟練地表讓學生了解中西通過一些使用餐，具的游戲來體驗Ican 的借助制作水果沙1John與媽媽用通過對本單元知識的復習，養(yǎng)成良好的溫故而知新的習慣。本課主要采用圖一、ZipZoom二、egg,bread,cake,fish,water,milk本課時通過餐館賬單的情景呈現(xiàn)單詞，符合學生的生活經(jīng)驗，容I’dlikesome...在三年級的時候?qū)W過，為在句中表達想吃食物意愿打下了基礎(chǔ)。三、學生能夠聽、說、讀、寫beef,chicken,noodles,soup,學生能夠在饑餓時，熟練運用句型Whatwouldyoulike?likesome...征求和表達用餐意愿。學生掌握詞匯：beef,chicken,noodles,soup,vegetables.noodles的發(fā)音。并知道noodles和vegetables一般以復數(shù)形式出現(xiàn)。’sfordinner?Whatwouldyoulike(for...)?及其答語I’dlike(I wouldlike)...,please.soupouB四、1.beef,chicken,noodles,soup,k,fish,chickeninoodles’sfordinner?Whatwouldyoulike(for...)?I’dlike(Iwouldlike)...,please.I’dlikesome.表達用餐意愿時，能正確區(qū)分可sWarm- Showaclock.Whattimeisit?It’stimeforLet’shavesomefoodand Ss:It’sSayanddo.Havesomeeggs.Havesomejuice.Eatsomebread.Drinksomemilk.Chantanddoagain. full,now.- Tick,tock. youhungry,now?Let’sgototheFirst,weshouldreadthemenu.Lookatpage1.2.Lookatp2.ReadtheoldwordsonP1.Theotherstudentsreadafterher/Listentothetapeandreadthe2new 呈現(xiàn)fish，milk進Beefandchicken, Don’teattoomuch Nextone,noodles（用肢體語Wecanputsomeeggs,beefandchickeninit.SowecallI’dlikeListentothetapeandfollowit. Egg/beef/chicken P1 menu活呈現(xiàn) 4.Teachthenewword:soupAlso,wecanputegg/chicken/beefintothesoup.WhatwouldyouDoyouknowwhatIwouldlike?Youcanaskme.I’dlikesomevegetablesoup.It’syummyReadthenewwordaftertape.Teachthenewword5.Readthe Zipishungry,Shegoesto源。將time出 WatchagainandcirclethefoodonthemenuZipasksShesays:I’dlikesome and and Zipasksfor muchDoyouhaveanyTips:Don’twasteUsethe2.Whathappened?Thebirdistakingawaythebill.Thebillisdirty.Canyouhelpthem? and Ss:Finishthe之前單強調(diào)得 bill被將故事學生還原破損bill，強調(diào)了詞匯的1.Ticktock,tick,tock.It’s6:00. I’mIt’scoldtoday.I’dlikesomehotWecanputmanythingsinthepot.Wouldyoulike? S1: someS1:ThankPractiseingroups.Actthedialogue.T:Welcome!CanhelpT:WhatwouldT:HereyouT:You’re waiter,theareUnit5Dinner’sready Let’slearnWhatwouldyou I’dlike 后翻了幾遍，尋找為我所用的資源。最終發(fā)現(xiàn)storyP1P2.在講本課時，是早晨的八點，學生剛吃過早飯不久，談論用餐意愿，顯然蒼白無力，不符合實際。于是，我想到用自制教具鐘表來呈現(xiàn)吃飯的時間段，來保證情境的較為真實性。關(guān)于吃飯的情境，腦中浮現(xiàn)了很多，但始終不能整合在一起，顯得支離破碎。最終想到為什么不讓鐘表的作用發(fā)揮的更多一些呢。于是我以鐘表顯示一日三餐的時間為主線，依次呈現(xiàn)了breakfast—lunch—dinnerlet’sdo.復現(xiàn)過去的舊知；午飯以讀菜單的形式呈Zip出；