PEP四年级上册Unit 5Dinner’s ready 第5课时6页

ThefifthperiodPartBLet’slearn&Let’sdo内容分析本节为Unit5的第五课时。教学重点是能够听懂、会说、认读单词“chopsticks,bowl,fork,knife,spoon”。能够运用句型“Passmetheknifeandfork,please.”熟练地表述就餐时需要的餐具。课时目标知识与能力1.能够听、说、认读单词“chopsticks,bowl,fork,knife,spoon”2.能够运用句型“Passmetheknifeandfork,please.”熟练地表述就餐时需要的餐具。3.能够听懂指令，并根据指令做出正确的动作。过程与方法通过用课件快速闪现食物图片,让学生快速说出单词,在复习旧知的同时为学习新知做铺垫,这个游戏能使学生注意力高度集中,快速融入课堂。通过情景引入新词，把单词和句子与情景结合起来学习。在对话中加强学生对新知的理解与运用能力。在游戏中巩固本课所学的新词，使学生学起来更轻松更愉快，学习效果更好。情感态度价值观提高口语表达能力，树立学生学习的自信心。教学重难点教学重点1.能够听懂、会说、认读单词“chopsticks,bowl,fork,knife,spoon”。2.能够运用句型“Passmetheknifeandfork,please.”熟练地表述就餐时需要的餐具。教学难点能够熟练且正确地向别人提出用餐建议或使用餐具的建议并做出正确的回应。教学准备教学课件、课文视频、录音、卡片、餐具、蔬菜等。教学媒体选择多媒体，录音。教学活动1.角色扮演；2.游戏；,1.观看动画。教学过程Step1:Warm-up&Lead-in1.Greetings.2.Let’schant.3.Sharpeyes.T:Nowlet’splayagame.Whenyouseethepicture,trytosaythewordasquicklyasyoucan.(课件出示:egg,juice,bread,milk,water,fish,rice,cake，beef,chicken,noodles,soup,vegetables的图片逐一快速闪现)4.Lead-in.T:DoyouknowwhatIwouldlike?Canyouguess?S1:Wouldyoulikesomebread?T:No,thanks.S2:Wouldyoulikesomebeef?T:Yes,please.…T:WhatwouldIlike?Yes,I’dlikesomebeef,…(Writedownthefoodtheteacherlikesontheblackboard.)Step2:Presentation1.Teachthenewwordsandsentences.(1)Teachthewords“pass,knife,fork”.(教师拿出餐具:chopsticks,aknifeandfork,aspoon,abowl)T:Oh,I’mhungry.I’dlikesomebeef.HowcanIeatit？Icanuse…S1:Aknifeandfork.T:Good.Icanuseaknifeandfork.Passmetheknifeandfork.Pass/pɑːs/,a/ɑː/,pass/pɑːs/.Passmetheknifeandfork.Writedownthesentence“Passmetheknifeandfork.”ontheblackboardandteachit.T:Thankyou.Knife/naɪf/,kn/n/-i/aɪ/-fe/f/.Knife,knife,cutwiththeknife.(教师边说边做动作,学生跟读)T:Fork/fɔ:k/,or/ɔ:/.Fork,fork,usethefork.(教师边说边做动作,学生跟读),T:Look!Theknifeisinmyrighthand.Theforkisinmylefthand.Thencutwiththeknifeandusetheforktoeat.Canyouusethemnow?S1:Yes,Ican.Letmeshowyou.T:Great!Canyouusetheknifeandfork?S2:No,Ican’t.T:Letmehelpyou.(2)Teachtheword“bowl”.T:(Showabowl.)What’sthis?S2:碗。T:Yes,it’sabowl.Bowl/bəʊl/,ow/əʊ/.Passmethebowl.(用动作示意S2把碗递过来)T:Thankyou!Bowl,bowl,passmethebowl.(教师边说边做动作,学生跟读)Writedowntheword“bowl”ontheblackboardandteachit.T:WhatcanIputinthebowl?Ss:Rice./Noodles./Soup.(课件出示:abowlofrice,abowlofnoodles,abowlofsoup)T:Bowl,bowl,abowlofrice/abowlofnoodles/abowlofsoup.(3)Teachtheword“chopsticks”.T:Oh,I’mhungry,too.I’dlikeabowlofnoodles.HowcanIeatthem?Aknifeandfork?S3:No.UsetheChopsticks.T:Good.Icanusethechopsticks.Chopsticks/`tʃɒpstɪks/,ch/tʃ/-op/ɒp/-chop/tʃɒp/-sticks/stɪks/,/ˈtʃɒpstɪks/.Passmethechopsticks.(用动作示意S3把筷子递过来)T:Thanks.Chopsticks,chopsticks,usethechopsticks.(教师边说边做动作,学生跟读)Writedowntheword“chopsticks”ontheblackboardandteachit.(4)Teachtheword“spoon”.T:Icanusethechopstickstohavenoodles.CanIdrinkthesoupwiththechopsticks?S4:No.T:Icanusethespoon.Spoon/spu:n/,sp/sp/,oo/u:/./u:/,noodles,food,soup.Passmethespoon.(用动作示意S4把勺子递过来)T:Thankyou.Spoon,spoon,usethespoon.(教师边说边做动作,学生跟读)Writedowntheword“spoon”ontheblackboardandteachit.2.Let’slearn.(课件出示:教材P52Let’slearn板块的图片及音频)(1)Listenandask.T:JohniseatingdinneratWuYifan’shome.WuYifan’smumcooksalotofdeliciousfood.Whatcanyousee?S1:Icanseesomerice,somebeef,somevegetables,somesoup…,S2:Icanseeaknifeandfork,aspoon,somebowls,somechopsticks…T:Let’slistentotherecording,thenanswerthefollowingquestions:①WhatwouldJohnlike?②Howcanheeatit?(2)Letstudentsreadaftertherecordingandpayattentiontothepronunciationandtheintonation.(3)Checktheanswers.T:WhatwouldJohnlike?S1:Johnwouldlikesomebeef.T:Howcanheeatit?S2:Hecanuseaknifeandfork.(4)Letstudentspracticethedialogueinpairs.(5)Actoutthedialogue.Step3:Practice1.Playgamesandpracticethewords.(1)What’smissing?(游戏说明:课件出示词汇“chopsticks,aknifeandfork,aspoon,abowl”,然后让其中一个词汇快速消失，让学生说出消失的词汇。将词汇换成图片，再玩一次。)T:Pleasewatchcarefullyandtellmewhatthemissingwordis.(2)Listenandfind.Sayawordoraphraseeachtime,andletstudentsfindthecorrespondingpicture.（课件出示:筷子、刀叉、勺子、碗的图片）2.Let’sdo.(1)Makeasalad.T:Youreallydidagoodjob.Iwanttomakeasaladforyou.Ineedsomehelp.Whocanhelpme?Takeoutthepreparedvegetables,knife,bowl,forkandspoonandaskastudenttohelpwiththesalad.T:Look.Alotofvegetables.Iwanttomakeavegetablesalad.S1,Isay,youdo.Passmethebowl.Passmetheknife.S1:Hereyouare.T:Good,thankyou.Gobacktoyourseat.Let’sgoon.Cutthevegetables.Usethespoon.Usethefork.Nowlet’stryit!Wow,yummy！(2)Listenanddosomeactions.①Presentthepicturesof“Let’sdo”.(课件出示:依次出示教材P52Let’sdo板块的图片，学生回答后呈现与图片对应的文字)T:Let’slookatthepictures.Ishow,yousay.(ShowPicture1.),S1:Passmethebowl.(ShowPicture2.)S2:Passmetheknife.…②Listentotherecordingandreadafterit.(课件出示:教材P52Let’sdo板块的音频)③Listentotheorderandpointtothecorrespondingpictures.T:NowIsay,youpoint.Usethespoon.S1:(PointtoPicture4.)…④Listentotheorderanddothecorrespondingactions.T:Isay,youdo.Passmetheknife.S1:(Dothecorrespondingaction.)…(3)Makeasaladandtastethesalad.Makeasaladingroupsoffour.Thentastethesalad.Step4:Consolidation&ExtensionDinnertime.T:Supposeyourfriendsareeatingdinneratyourhome,makeadialoguewithyourfriends.Workingroupsofthree.Makeamodel:A:Dinner’sready!Helpyourself!B:Thanks.C:Wouldyoulikesome…?B:Yes,please./No,thanks.Passmethe…C:Hereyouare.Asksomegroupstoperformthedialoguesontheplatformandselectthebestgroup.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.这是一节单词和句型的新授课。用Let’schant这种说、做结合的活动来热身，既调节了气氛，又起到了很好地承前启后的作用。2.把单词放入情景中教学，加深学生的理解和记忆，然后再通过游戏加以巩固，学习效果事半功倍。3.句型操练设计形式多样，以学生为本，层层递进，完成了语言从输入再到输出的过程。4.Let’sdo部分制作沙拉，使用实物教学，边做边教学，再到学生自己动手做，自己品尝自己的成果，把这节课推向高潮，学生不仅学会了做沙拉，也学会了用语言来表达沙拉的制作过程。5.板书设计清晰明了，重点突出，起到了很好的辅助作用。