PEP四年级上册Unit 5Dinner’s ready 第4课时5页

ThefourthperiodPartBLet’stalk&Let’splay内容分析本节为Unit5的第四课时。教学重点是能够听懂、会说句型“—Wouldyoulikesome…?—Yes,please./No,thanks.”“Helpyourself.”，在真实的情景中运用本课的句型来向别人提出用餐建议或餐具使用建议。课时目标知识与能力1.能够在情景中恰当运用句型“—Wouldyoulike…?—Yes,please./No,thanks.Icanuse…”提出餐具使用建议并做出正确回应。2.能够在情景中恰当运用功能句“Helpyourself.”3.能够在语境中理解新词“knife,fork,chopsticks”的意思，并能够正确发音。4.能够在选择食物的场景中巩固运用句型“Wouldyoulikesome…?”过程与方法通过听音乐和玩游戏来复习学过的词汇，在自由谈话中复习A部分的句型，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。通过各种活动，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，为其熟练表达奠定基础。利用教材中有关特惠菜的图片进行对话交流，让学生在交流中练习、使用重点句型，培养学生灵活运用语言的能力。既能落实课标的要求，又能实现语言的迁移运用。情感态度价值观通过游戏的方式，增加学生对学习的兴趣，提高学生英语口语表达水平。教学重难点教学重点1.能够听懂、会说句型“—Wouldyoulikesome…?—Yes,please./No,thanks.”“Helpyourself.”。2.能够理解并正确朗读课文对话，做到发音准确、语调自然。教学难点能够在真实的情景中运用本课的句型来向别人提出用餐建议或餐具使用建议。教学准备教学课件、课文视频、卡片、筷子和刀叉等。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&Revision&Lead-in1.Greetings.2.Enjoythesong—Whatwouldyoulike?(课件出示:教材P54Let’ssing板块的歌曲动画)3.Playagame—“What’smissing?”(课件出示:egg,juice,bread,milk,water,fish,rice,cake,beef,chicken,noodles,soup,vegetables的图片依次快速出现，再消失)T:Look!Alotoffood!Whatarethey?Ss:…T:Now,what’smissing?Ss:…4.Freetalk.T:Whatdeliciousfood!Oh,I’mhungry.I’dlikesomefish,chickenandbeef.(教师表现出一副很想品尝的模样)Whatwouldyoulike?Ss:I’dlikesome…Step2:Presentation1.Teachthenewwordsandsentences.（1）(课件出示:18:00的闹钟和一些食物的图片)T:It’stimefordinner.Whatwouldyoulikefordinner?Wouldyoulikesomebeef?Ifyouwould,youcansay,“Yes,please.”Ifyouwouldn’t,youshouldsay,“No,thanks.”S1:Yes,please.T:Wouldyoulikesomerice?S2:No,thanks.…Writedownthesentencestructures“—Wouldyoulikesome…?—Yes,please./No,thanks.”ontheblackboard.Readthesesentencestogether.（2）T:Iwanttoeatsomenoodles.WhatcanIuse?(课件出示:一双筷子和一副刀叉)T:(Pickupthepreparedtableware.)Chopsticksoraknifeandfork?(Studentspointtothechopsticks.)T:Yes,chopsticks/ˈtʃɒpstɪks/,ch/tʃ/-o/ɒ/-chop/tʃɒp/-sticks/stɪks/,/ˈtʃɒpstɪks.Icanusechopsticks.,Writedowntheword“chopsticks”ontheblackboardandteachit.(3)T:(PointtoS1.)Hewouldlikesomebeef.Whatcanheuse?Chopsticksoraknifeandfork?(Studentspointtotheknifeandfork.)T:Yes,aknifeandfork.Knife/naɪf/,kn/n/-i/aɪ/-fe/f/,/naɪf/;fork/fɔ:k/,f/f/-or/ɔ:/-k/k/,/fɔ:k/.Knivesandforksareusedinsets.Asetofknifeandforkmeansaknifeandfork.Hecanuseaknifeandfork.Writedownthephrase“aknifeandfork”ontheblackboardandteachit.T:(PointtosomefoodonthetableonthePPTandsaytostudents.)Now,dinner’sready!Helpyourself.Help/help/,e/e/,help/help/,yourself//,your/jɔ:/-self/self/,yourself//.Writedownthesentence“Helpyourself.”ontheblackboardandteachit.T:Youareallpolite,soyoushouldsay…Ss:Thanks.T:Good!Oh,Icanusechopsticks,butIcan’tuseaknifeandfork.Canyouteachme?Askastudenttodemonstratehowtouseitontheplatform.T:Theforkisontheleft.Theknifeisontheright.Dolikethis.(教师做使用刀叉的动作)Now,Icanuseaknifeandfork.Thankyou.2.Let’stalk.(1)Presentthefirstpictureof“Let’stalk”.(课件出示:教材P51Let’stalk板块的图一)T:Look.MikeisatWuYifan’shome.It’s6:00intheafternoon.It’stimefordinner.Dinner’sready.What’sfordinner?LookatPicture1.S1:Soup,beef,vegetablesandbread.T:Theyareallwesternfood.Why?S2:MikeisfromCanada.T:WouldMikelikeaknifeandforkfordinner?Guess!S2:Yes./No.（2）Watchthecartoonandanswerthequestions.（课件出示:教材P51Let’stalk板块的视频）T:Whenyoulistentotherecording,payattentiontothepronunciationandtheintonation.Andunderlinethekeysentencesinyourbook.(3)Checktheanswers.①T:WouldMikelikeaknifeandfork?S1:No.Mikesays,“No,thanks.”②T:Whatcanheuse?Canheusechopsticks？S2:Hecanusechopsticks.Mikesays,“Icanusechopsticks.”,③T:WouldMikelikesomesoup？S3:Yes.Mikesays,“Yes,please!”(4)Readandact.①Readaftertherecordingandpayattentiontothepronunciationandtheintonation.②Letstudentspracticethedialogueingroups.③Actout.Asksomegroupstoperformindifferentroles.Step3:Practice1.Makeanewdialogue.Takeoutsomepicturesoffoodandtableware.Letstudentsworkinpairstomakeanewdialogue.Makeamodel:T:Wouldyoulikesomebread/…?(Takeoutapictureoffood.)S1:Yes,please./No,thanks.T:(Takeoutapictureoftableware.)Wouldyoulikeaknifeandfork/chopsticks?S1:Yes,please./No,thanks.Icanusechopsticks/aknifeandfork.T:Nowpracticethedialoguewithyourpartner.2.Let’splay.(课件出示:教材P51Let’splay板块的图片)T:Let’sgotoarestaurantnow.Look!Today’sspecials.Soupisonly1yuannow.Noodlesareonly3yuannow.Juiceisonly2yuan.Fishisonly8yuan.Beefisonly10yuan.Vegetablesareonly5yuan.Socheap!Letstudentsworkinpairs.Makeamodelwithastudent.T:Herearetoday’sspecials.Wouldyoulikesomebeef?S1:Yes,please.Howmuchisit?T:Tenyuan.T:Now,doitinpairs.Askandanswer,please.Asksomepairstoperformontheplatform.Step4:Consolidation&Extension1.Makeanewdialogue.(课件出示:吴一凡去Mike家吃饭的情景图)T:Look.Whoarethey?Ss:TheyareMike’smum,MikeandWuYifan.,T:TodayWuYifanisatMike’shomefordinner.MikeisfromCanada.What’sfordinner,Chinesefoodorwesternfood?Guess!Ss:Chinesefood.WuYifanisfromChina.(课件出示:分类展示中餐和西餐的图片)T:Pleasemakeanewdialoguewithyourpartners.Letstudentsworkingroupsofthree.Thenactouttheirdialogues.板书设计Unit5Dinner’sready-Wouldyoulikesome……?-Yes,please./No,thanks.Helpyourself.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，通过听歌曲、玩游戏、对话等活动让学生们在轻松的气氛中进入复习，同时这些食物类的单词和句型也起到了承上启下的作用，为新课做了一定的铺垫。2.设计与生活相近、与课文内容也相关的语境，导入新词汇和句型，再自然地引入课文。环环相扣，层层深入，让学生轻松地掌握课文内容。3.呈现的活动丰富、操练形式多样，充分调动了学生的积极性，使学生能够积极主动地参与到活动中，既拓展了思维，也明显提高了语言能力。4.本节课的对话学习中穿插了中西饮食文化中餐具使用的差异，充分激发了学生的学习兴趣。