人教版PEP四年级英语上册Unit 5《Dinners ready》教案教学设计.docx

1、人教版PEP四年级英语上册Unit 5Dinners ready教案教学设计Unit 5 Dinners ready第一课时课时内容A. Lets talk；Lets survey 课时分析 在Lets talk部分，Mike告诉妈妈他饿了，问妈妈正餐都吃些什么。妈妈则问他打算吃些什么。他告诉妈妈想要吃汤和面包。爸爸则告诉妈妈想吃鱼和蔬菜。妈妈按照他们的需求准备好了晚餐。两个人都非常开心地表示感谢。在这个对话过程中，展示了如何询问他人用餐意愿的句式; What would you like? 及What would you like for dinner? 以及如何回应：Id like som

2、e soup and bread, please. 以及句式：Whats for dinner? Dinners ready. 在故事的情境中，这些句子都比较好理解。因此要为学生创设相应的情境，让他们能够在真实或虚拟的语境中理解并使用语言，从而掌握所学知识，提高自己的口语表达能力。Lets survey是个在同学间进行的调查活动。学生需要调查同组或同班同学的用餐意愿，并记录下来。在调查过程中，学生要不断地使用我们的目标语言，达到操练语言，使用语言的目的。课时目标1. 能够听懂、会说句型：What would you like ( for .) ? Id like some., please.

3、2. 能够听懂、会说以下词汇：dinner, soup, vegetables, ready3. 能够听懂、会读对话，并能分角色表演。4. 能够在真实或模拟的情景中正确使用句型What would you like ? Id like.来征求并表达用餐的意愿5. 了解中西方饮食文化的差异课时重难点1.重点能够听懂、会说句型：What would you like ( for .) ? Id like some., please.能够听懂并使用词汇：dinner, soup, vegetables, ready能够听懂、会读对话，并能分角色表演2. 难点能够在真实或模拟的情景中正确使用句型Wha

4、t would you like ? Id like.来征求并表达用餐的意愿教学准备1. 多媒体课件、录音机、磁带2. 食物单词图片教学过程Step 1 Warm up1.播放歌曲：Its time for lunch. 学生认真倾听。 Teacher: Boys and girls, are you ready for our English class? First lets listen to a song. Listen carefully, please.Its time for lunch. I want to eat. Noodles and rice, a special tr

5、eat. Its time for lunch, I want to eat, noodles and rice, a special treat. Teacher: Can you try to sing with it?设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛围。同时，帮助学生复习与食物相关的知识，为下一步的学习做好准备。Step 2 Lead in1.出示食物的图片，请学生说出其名称。Teacher: Whats this? Yes, its bread. Whats this? Its juice. What about this one? Its soup.

6、 （板书单词）Read after me, please. Do you like soup? And look, whats this? This is a cucumber. This is a tomato. This is a potato. They are vegetables. Read after me, vegetables. （板书单词）Do you like vegetables? Whats this? its rice. Whats this? Its fish. They are food. 设计意图：衔接歌曲，出示食物图片。 通过图片，使学生明白新授的食物名称。S

7、tep 3 Presentation1. 提出问题，引起学生阅读兴趣，呈现对话内容。Teacher：Look at the food. Are you hungry? Do you want to eat? Mike is hungry. What would he like? Lets listen and find. 2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。Teacher: Answer the question, please. What would Mike like? That means what Mike wants to eat. He would

8、like. Yes, He would like some soup and bread. 设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。3.谈论对话内容，帮助学生深入理解对话。Teacher：What would Mikes dad like for dinner? He would like . Yes, some fish and vegetables. What does Mikes mother do? She is ready for the dinner. She makes dinner for Mike and Mikes father. When

9、do we have dinner? Sometimes its in the afternoon. Sometimes its in the evening. Most of us have dinner in the evening. That means the supper. Dinner is the biggest meal in a day. Read after me, dinner. 设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对往右的主要内容。Step 4 Practice1. 再次播放课文录音。学生跟读课文。Teacher: Boys and girls,

10、 lets read the dialogue after the tape. Please listen carefully, read carefully.2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。Teacher：Now please read the text freely. If you have any questions, please show me your hand and ask me. 3. 学生分角色朗读课文。Teacher: Now, who wants to be Mike? Who wants to be Mikes Mum? Who wants

11、to be Mikes dad? Lets read it in roles. 4. 请学生戴上头饰来扮演对话的角色，表演对话。Teacher: Now well find the best actor or actress. Please come to the front and show the dialogue.设计意图：通过以上四个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。5. 出示不同食物的图片，请学生针对图片进行交流。Teacher: What are these? Say i

12、t quickly. Teacher: What would you like? Teacher: Do a pair work. Ask and answer, please. What would you like? I would like or Id like.（板书答句）Teacher: Which pair wants to show your dialogue? 设计意图：展示食物图片，为学生的对话提供语料支撑。然后通过老师的示范，师生示范， 再到生生练习，逐步引导学生熟悉重点句式。6. 小组活动：调查你同组同学的用餐意愿，并形成表格。Teacher： Lets survey.

13、Look at this chart. Ask your members of the group and fill in the blanks. Teacher: Which group wants to show your chart? Can you talk about it?设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。Step 5 Summary1. 请学生谈一谈自己眼中中西餐的不同。Teacher：What would you like for dinner? What does Mike like fo

14、r dinner? Are they the same? What do you know about these differences? Can you say something about it? 设计意图：请学生思考并发现中西餐饮食中的不同。可以适当使用汉语。教师进行有必要的补充，使其了解中西方饮食文化的不同。课堂作业一、根据图片选出正确的单词。( ) 1. A. soup B. milk( ) 2. A. vegetables B. fruit( ) 3. A. rice B. fish二、为下列问句选择正确的答句。( ) 1.Whats for dinner? A. Fish a

15、nd vegetables. B. Dinners ready. ( ) 2 What would you like? A. Id like some rice. B. Im hungry. ( ) 3. Is she in the kitchen? A. No, it isnt. B. Yes, she is. 三、连词成句。1. would What like for you dinner (?)_2. for What is dinner (?.)_3. some soup Id and like bread please (, ) (.)_板书设计Unit Five Dinners r

16、eadyA. Lets talksoup vegetables Whats for dinner?What would you like for dinner?Id like some. 第二课时课时内容A. Lets learn; Lets play 课时分析 在Lets learn部分，Zoom和Zip在玩点餐的游戏。教材中展示了一本大大的菜单（Menu），Zip在问Zoom想要什么，Zoom想要一些蔬菜，Zip根据菜单中标出的食物价格收费。在菜单上标出了以下食物名称：beef, chicken, noodles, soup, vegetables, rice, fish, juice,

17、milk, bread。 其中前五个为本单元要求掌握的单词。后边的五个是学生已经掌握的单词。学习本课时，可以设定餐馆点餐的场景，让学生在虚拟的情景中学习、操练重点单词和句式。Lets play也是个模拟点餐的活动。学生利用各种食物的图片进行模拟点餐的活动。在点餐的过程中练习句式：What would you like? Id like some. 本课时要为学生创设相关的情境，让学生在情境中感受、理解、操练、掌握重点知识。 课时目标1. 能够听懂、会说、认读单词：beef, chicken, noodles, soup, vegetable2. 能够在真实或虚拟的情景中听懂、会说、认读句式：W

18、hat would you like? Id like some., please. 3. 能够利用所学的知识进行简单的点餐活动课时重难点1.重点：能够听懂、会说、认读单词：beef, chicken, noodles, soup, vegetable能够在真实或虚拟的情景中听懂、会说、使用句式What would you like? Id like some., please.来征求他人的用餐意愿，并进行恰当的回应2. 难点：能够利用所学的知识进行简单的点餐活动教学准备1. 多媒体课件、录音机、磁带2. 食物单词卡片、自制菜单教学过程Step 1 Warm up1.呈现韵句：Whats fo

19、r dinner? 学生先倾听，再跟唱，最后齐唱。Teacher: Lets chant. Listen to me first. Its time for dinner. What would you like? Id like fish, Id like rice. Id like some juice, please. Its time for dinner. What would you like? Id like eggs, Id like bread, Id like some milk, please. Teacher: Now please chant with me. Let

20、 s chant together. 设计意图：以韵句来营造良好的英语学习氛围，带领学习集中注意力开启英语学习。同时，以韵句内容来熟悉、回忆有关食物的词汇与句式。，为接下来的学习做好知识与心理的双重准备。 Step 2 Lead in1. 播放餐厅的图片，为学生创设餐厅的情境，在情境中引出本课要学习的内容。Teacher：Look at the picture. Its a restaurant. Lets go to the restaurant. Lets eat! 2. 展示餐厅的菜单，来呈现餐馆里的食物与价格。Teacher： Lets look at the menu of the

21、restaurant. What does the restaurant have? （学生观察菜单上的图片，说出相应的食物类单词）设计意图：创设情境，利用餐馆这个环境来引出本课的重点知识。用菜单这一餐馆中的常见和重要物品来引出食物类词汇。帮助学生为接下来的学习做好词汇的积累工作。 Step 3 Presentation1. 引起阅读兴趣，播放课文录音或视频。Teacher：Oh, look, Zoom and Zip are in this restaurant. What would they like? Lets watch and find. 学生带问题认真倾听录音内容，然后尝试回答。

22、Teacher: Now show me you answer. What would Zoom like? Yes, Zoom would like some vegetables. How much are the vegetables? Yes, five yuan. 设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。2. 再次播放课文内容，学生跟读。Teacher：Listen to the text again and read with it. 设计意图：跟读，以掌握正确的读音3. 根据菜单内容讨论，讲授新单词。Teacher：Look at the

23、menu. Whats this? Yes, its beef. (板书单词) Its from an ox. Do you like beef? How much is it? Teacher: Is this beef? No, it isnt. Its chicken. （板书单词）Do you like chicken? You can eat chicken in the KFC. Teacher: Whats this? Its soup. （板书单词）Do you like soup? Teacher：Look at this. Can I say whats this? No.

24、 I should say what are these? What are these? Yes, they are noodles. （板书单词）Do you like noodles? How much are they? Teacher: What are these? You know them, right? They are vegetables. (板书单词) How much are they? Five yuan. Yes. 设计意图：通过观察菜单讲授新单词。Step 4 Practice1. 出示食物图片，请学生根据图片展示的食物来完成对话。Teacher：What wo

25、uld you like? Please answer with the food on the picture. Whats this? Yes, its rice. So you should say Id like some rice. Look at next one. What would you like? Yes, youd like some vegetables. What would you like? . 设计意图：通过这种活动来帮助学生将食物单词的字音与字义结合起来。2. 猜出老师想要点的餐。Teacher：What would I like? Please guess

26、. Its five yuan. What is it? Its ten yuan. What is it? 设计意图：说出价格，让学生猜出食物名称。使学生将食物与价格建立起联系，为其之后的对话编制做好准备。3. 出示食物图片的一部分，请学生猜出食物名称，并进行问答。Teacher：Oh，this menu is dirty. Whats the food? Can you guess and say? What would you like? （指向其中一个，让学生尝试回答）Good. 4. 小组合作，完成点餐活动。Teacher：You know the restaurant well a

27、nd you know how much they are. Now lets play. Please make a dialogue in groups. One of you can be the waiter or waitress in the restaurant. Others go to the restaurant and order. Teacher: You can talk in group to practice your dialogue. （教师巡视，帮助学生解决编制对话时的困难和问题）Teacher：Show me your story, please. Let

28、s find the best group. 设计意图：请学生以点餐的方式来进行对话练习。教师提供语言架构支持，使他们在情境下进行比较流畅的对话，帮助他们提高口语表达能力。Step 5 Summary1. 再次呈现韵句：Whats for dinner? 学生齐唱。Teacher: Lets chant together. Its time for dinner. What would you like? Id like fish, Id like rice. Id like some juice, please. Its time for dinner. What would you lik

29、e? Id like eggs, Id like bread, Id like some milk, please. Its time for dinner. What would you like? Id like beef Id like chicken, Id like some soup, please.Its time for dinner. What would you like? Id like fish, Id like vegetables, Id like some noodles. please.设计意图：将本课新学的单词编制到热身部分的韵句之后，让学生在再一次吟唱韵句时

30、复习总结本课的重点词汇和重点句式。课堂作业一、根据单词选择正确的图片。( ) 1. beef A. B. ( ) 2. soup A. B. ( ) 3. chicken A. B. ( ) 4. vegetables A. B. 二、判断下列句子与图片是（T）否（F）相符。( ) 1.What would you like? Id like some noodles. ( ) 2.What would you like? Id like some fish. ( ) 3.What would you like? Id like some vegetables. ( ) 4. What would you like? Id like some bread. 三、读对话，判断正（T）误（F）。Tom: Im hungry. Jim: Im hungry, too. Whats for dinner? Mum: What would you like?Tom: Id like some beef and milk, please.Jim: Id like some fish and vegetables. Mum: I have beef and ve