PEP四年级上册Unit 5Dinner’s ready 第1课时6页

ThefirstperiodPartALet’stalk&Let’ssurvey内容分析本节为Unit5的第一课时。教学重点是能够听懂、会说句型“—Whatwouldyoulike(for…)?—I’dlike(Iwouldlike)some…,please.”“What’sfordinner?”。能够在语境中理解新词“dinner,soup,vegetable,ready”的意思,并能够正确发音。课时目标知识与能力1.能够用正确的语音、语调朗读对话。2.能够在情景中运用句型“—Whatwouldyoulike(for…)?—I’dlike(Iwouldlike)some…,please.”征求并表达用餐意愿。3.能够在情景中恰当运用功能句“What’sfordinner?”4.能够在语境中理解新词“dinner,soup,vegetable,ready”的意思,并能够正确发音。5.能够在采访活动中进一步巩固和运用征求用餐意愿及表达用餐意愿的句型,并进一步巩固和运用食物类词汇。过程与方法通过教学活动，让学生在轻松愉快的氛围中复习已学过的食物及饮品单词。同时，游戏活动引入用餐话题，自然地创设真实、有效的教学情景。通过各项活动，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。通过完成调查活动，进一步巩固练习新单词及核心句型，在创设的语境中提高学生的语言运用能力，使学生能够熟练运用所学语言询问及表达用餐意愿。情感态度价值观通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力。教学重难点教学重点1.能够听懂、会说句型“—Whatwouldyoulike(for…)?—I’dlike(Iwouldlike)some…,please.”“What’sfordinner?”。2.能够听懂、会读单词“dinner,soup,vegetable,ready”。3.能够听懂、会读对话，并能够分角色表演。教学难点能够在情景中正确使用句型“—Whatwouldyoulike（for…）?—I’dlike(Iwouldlike)some…,please.”来征求并表达用餐意愿。,教学准备教学课件、单词卡片、人物头饰、厨师帽、食物及饮品图片、价格标签等。教学媒体选择多媒体，录音。教学活动1.角色扮演；2.游戏；3.观看动画。教学过程Step1:Warm-up&Revision1.Greetings.2.Singasong—Let’shaveapicnictoday.(课件出示:PEP三上教材P54的歌曲动画)3.Revision.(1)Sharpeyes.Showthewordsaboutfoodanddrinksonebyone.(课件出示:egg,juice,bread,milk,water,fish,rice,cake依次快速出现，再消失)T:Ifyouknowtheword,youcanstandupandreaditaloud.(2)Driveatrain.Showthewordsaboveandreviewtheword“fish”withpictures.(课件出示:1.已学的食物及饮品单词egg,juice,bread,milk,water,fish,rice,cake。2.出示三张图片，图片一:一盘鱼肉，教学fish；图片二:两条同一种类的鱼，教学fish；图片三:两条不同种类的鱼，教学fishes)Letstudentsworkingroupsofsix.Askeverystudentinthegrouptoaskandanswerquestionsinturn.Makeamodel:T:Oh,I’mhungry.I’dlikesomebreadandmilk.Whatwouldyoulike?S1:I’dlikesome…Whatwouldyoulike?S2:I’dlikesome…Whatwouldyoulike?S3:…Step2:Presentation1.Talkaboutdinner.(1)ShowapictureonthePPT.(课件出示:一幅图，画面显示太阳落山了，钟表显示18:00)T:Look!It’s6:00intheevening.It’stimefordinner.Guesswhat“dinner”means.Ss:晚餐。,T:Yes.I’mhungry.What’sfordinner?(Showthewordcard.)Dinner,dinner,/d/-/ɪ/-/n/-/ə(r)/,/ˈdɪnə(r)/.Writedownthesentence“What’sfordinner?”ontheblackboardandteachit.(2)ShowapictureonthePPT.(课件出示:一张餐桌，学生每提问一次“What’sfordinner?”，餐桌上就出现一种食物，依次为fish,rice,egg,soup,vegetable)Ss:What’sfordinner?T:Somefish/rice/eggs.Ss:What’sfordinner?T:Somesoup.(Showthewordcard.)Soup,soup,/s/-/u:/-/p/,/su:p/,somesoup.Writedowntheword“soup”ontheblackboardandteachit.Ss:What’sfordinner?T:Somevegetables.(Showthewordcard.)Vegetable,vegetable,/vedʒ/-/tə/-/bl/,/ˈvedʒtəbl/,somevegetables.Payattentiontothepronunciationsof“v/v/”and“s/z/”.Writedowntheword“vegetable”ontheblackboardandteachit.Showthepictureofthetablewiththefoodmentionedabove.(课件出示:摆放着上述食物的餐桌图片)T:Oh!Dinner’sready!Icaneatnow.(Showthewordcard.)Ready,ready,/r/-/e/-/d/-/i/,/ˈredi/.Dinner’sready!Writedownthesentence“Dinner’sready!”ontheblackboardandteachit.T:Whatwouldyoulikefordinner?Writedownthesentence“Whatwouldyoulikefordinner?”ontheblackboardandteachit.S1:I’dlikesome…Writedownthesentence“I’dlikesome…”ontheblackboard.Leadmorestudentstoanswerthequestion“Whatwouldyoulikefordinner?”byusingthissentencestructure.2.Let’stalk.(1)TalkaboutPicture3of“Let’stalk”andpredictthemainideaofthedialogue.(课件出示:教材P48Let’stalk板块的图三)T:(Pointtothepicture.)Wow,alotofdeliciousfood!Dinner’sready!What’sfordinner?Ss:Somesoup,somebread,somefishandsomevegetables.T:Lookatthefood.I’mhungry.I’dlikesomebread.Areyouhungry?Whatwouldyoulike?S1:Yes.I’mhungry.I’dlikesome…S2:…T:Mikeishungry,too.Whatwouldhelike?(2)Watchthevideoandanswerthequestions.,ShowPicture1of“Let’stalk”.(课件出示:教材P48Let’stalk板块的图一)T:WhereareMikeandhismother?Ss:Theyareinthekitchen.T:Mikeishungry.WhatwouldMikelikefordinner?Let’swatchthevideo.Underlinethekeysentenceoftheanswerinyourbooks.Playthevideoandletstudentsgetthekeysentence.(课件出示:教材P48Let’stalk部分的音频)T:WhatwouldMikelike?Ss:Somesoupandbread.Mikesays,“I’dlikesomesoupandbread,please.”T:WhatwouldMike’sdadlikefordinner?Let’swatchthevideoagain.Underlinethekeysentenceoftheanswerinyourbooks.Playthevideoagainandletstudentsgetthekeysentence.(出示课件)T:WhatwouldMike’sdadlike?Ss:Somefishandvegetables.Mike’sdadsays,“Somefishandvegetables,please.”(3)Readafterthevideo.T:Boysandgirls,let’sreadthedialogueafterthevideo.Pleaselistentoitandreadcarefully.Playthevideoagainandaskstudentstoreadafteritandtrytoimitatethepronunciationandtheintonation.Thenletstudentsreadtogetherandreadfreely.(4)Readthedialogueindifferentroles.Thenactoutthedialogue.T:Nowwe’llfindthebestactororactress.Pleasecometothefrontandshowthedialogue.Takeoutsomeheaddressesandasksomestudentstoactoutthedialogue.(5)Retellthedialogueaccordingtotheblackboard-writingandthepicturesof“Let’stalk”.Makeamodelfirstandthenleadstudentstoretellthedialoguewithouttheirtextbooks.Step3:PracticeLet’ssurvey.(课件出示:教材P48Let’ssurvey板块的表格及以下句型)T:Supposeit’stimefordinner.Whatwouldyoulikefordinner?Let’smakeasurvey.Letstudentsdothesurveyingroupsoffour.Makeamodel:T:S1,whatwouldyoulikefordinner?S1:I’dlikesomefishandrice.T:S2,whatwouldyoulikefordinner?,S2:I’dlikesomebreadandmilk.T:…S3:…T:S1wouldlikesomefishandrice.S2wouldlikesomebreadandmilk.S3…Askeachgrouptochooseareportertointerviewtheotherthreestudents,fillinaformandreporttheresultstothewholeclass.Step4:Consolidation&Extension1.Makeanewdialogue.Askstudentstoimitatethetexttomakeanewdialogue.(1)Makeamodel.(2)Letstudentsimitatetoworkingroupsofthree.Thenmakeanewdialogueingroups.(3)Showtime.Asksomegroupstoactouttheirdialogues.2.Intherestaurant.(课件出示:一家餐厅的背景和句子“Don’twastefood.”)Takeoutapreparedchefcap,somepicturesoffoodanddrinksandtherelevantpricetags.Letstudentsactascustomersoracook.(1)Makeamodel.T:Look!WhatdoIdo?Yes,I’macook.Icancookdeliciousfood.Pleasecometomyrestaurantfordinner.Myrestaurant’sruleis“Orderasmuchasyoucaneat.Don’twastefood.”T:Welcometomyrestaurant!Whatwouldyoulikefordinner?S1:I’dlike…T:Hereyouare.Tenyuan,please.S1:Thankyou!(2)Letstudentsworkingroups.(3)Showtime.Asksomegroupstoactout.,板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.在课前热身阶段，活动丰富，有歌曲，有游戏，有表演，让学生在轻松的环境中迅速进入英语学习的状态，同时也起到了承上启下的作用，为新课做好了铺垫。2.设计与生活相近、与课文内容也相关的语境，导入新单词和句型，再自然地引出课文。环环相扣，层层深入，让学生轻松地掌握课文内容。3.呈现的活动设计丰富，操练形式多样，且具有连贯性、层次性。学生积极主动参与，参与面很广，体现了以学生为主体的教学原则。学生不仅从中学到了新知识，更拓展了思维，效果非常明显。4.板书设计清晰明了，重点突出，起到了很好的辅助作用。