人教PEP四年级上册英语Unit 5 Dinner is ready Part B教案

1、Unit 5 Dinners ready Lets talk B教学设计教学目标一、知识技能目标1. 能听、说、认读单词:chopsticks, bowl, fork, knife, spoon。掌握固定短语: a bowl / fork / knife / spoon.2. 能熟练运用句型:Would you like? Yes, please, and pass me the? please来描述本节课单词。3. 了解知识点:a bowl / fork / knife / spoon, chopsticks只有复数形式。4. 语篇提升:Would you like some beef? Yes, please, and pass me the knife and fork please.二、情感目标:让学生了解中西方餐桌文化的差异性和饮食方面的一些文化知识,培养学生的跨文化交际意识。学情分析学生在A部分内容里学过食物类单词,复习食物类单词适时引入餐具。重点难点三、教学重点:1. 能听、说、认读单词chopsticks, bowl, fork, knife, spoon.2. 听懂指

2、示语,并按照指令做出相应的动作。教学过程一、Warm-up(一)Lets sing.教师播放歌曲“What would you like?”的录音,让学生欣赏并跟唱。(二)复习旧知中知识热身1. Golden Eyes 火眼金睛通过用课件快速闪现食物图片,让学生快速说出单词,既复习了旧知识又为学习新知识做好了铺垫,这个游戏能使学生注意力高度集中,快速融入课堂。2. Free talk 日常口语练习T: (拿出一个放着很多食物卡片或实物的托盘)Look ! I have some food and drinks here. Do you like them? S: Yes, I do.T: What would you like ? S1: Id like some bread.T: Have some bread . / OK. Here you are.( 把该词图片给学生,同时把托盘给S1,示意他向其他同学继续发问)S1: S2, what would you like ?S2: Id like ? S3, what would you like ?S3: Id like ?(三)

3、评价分组中注意力热身I will divide the students into four groups: Group bowl, Group fork, Group knife and Group spoon. If they did a good job, they will get some dishware for their groups.【设计意图】通过吟唱歌谣,激发学生兴趣,创设浓厚的英语学习氛围。通过热身，为学习新课做好铺垫。通过分组评价的方法,引入竞争机制,提高学生的积极性,培养学生的竞争意识和合作精神。二、Presentation(一)话题交流,导入新课T: What would I like?Can you guess?S: Would you like some?(引导学生用这个句型猜测)T: Yes, please. / No, thanks.T: Would you like some?S1: Yes, please. / No, thanks.?(二)情景创设,理解词意T: Look! Whats this?S: Bowl.T:Yes, its a bo

4、wl. Bowl, bowl, pass me the bowl. (教师边说边做动作,学生跟读)T: Whats this?S: A bowl of noodles.(引导学生回答。)T: Would you like some noodles?S: Yes, please. / No, thanks.T: How can we eat them?(show and ask) Spoon? Fork? Knife? Or chopsticks?S:(choose and answer)Chopsticks.T: Chopsticks, chopsticks, use the chopsticks. (教师边说边做动作,帮助学生理解。)T: We can use the chopsticks to have noodles. Can we drink the soup with the chopsticks?S: No.T: We should use the spoon. Spoon, spoon, use the spoon. S: ?T: Look! Heres some bee

5、f. Is it delicious? Would you like some beef? S: Yes, please.T: But how can we eat it?S: Use the knife and fork.T: Knife, knife, cut with the knife.(教师边说边做动作,学生跟读,注意强调字母i的发音。)T: Fork, fork, use the fork.(教师示范,学生做动作跟读)T: Id like some beef. Pass me the knife and fork, please. (教师示范,学生跟读)引导学生说:Id like some noodles. Pass me the chopsticks.(三)句中学习,领读词卡1. 巩固单词记忆,反复领读词卡。教师领读,男生女生读,分排、分行、分组读,“小老师”领读,大小声法等多种方式相结合,让学生在角色转换和反复训练中加深对词汇的感知。2. 学生对单词有了初步了解和记忆后,将单词融入句子和具体情景中,进行语言交际训练。T: Would you like some nood

6、les?S: Yes, please, and pass me the chopsticks please. / No, thanks.(四)版式呈现,视听正音1. 通过板书呈现重点单词和句型2. 听一听,练一练先仔细听录音,再让学生跟录音模仿单词和句子,看谁说得最好,为下环节的练习做准备。【设计意图】创设情境学习语言,让学生由初步感知到理解运用,逐步达到灵活运用所学语言的目的。三、Practice(一)跟读模仿,听做强化1. Listen, repeat and imitate.跟读录音,强化模仿。2. Lets do(二)游戏巩固,任务落实1. Whats missing?课件呈现餐具单词,每次消失一个,请学生快速说出“Whats missing?”2. Look and match.【设计意图】通过练习对所学知识进行复习巩固,让学生在任务落实中完成由输入语言到输出语言的转变过程。四、Extension(一)活动运用,语篇提升1. 任务活动:小调查学生四人一组互相询问对食物的喜好,并完成表格。S1: Would you like some?S2: Yes, please, and pass me the? please. / No, thanks.2. 练习任务中落实,随堂检测(二)总结赏析,情感升华让学生了解中西方餐桌文化的差异性和饮食方面的一些文化知识,培养学生的跨文化交际意识。(三)Homework1. Listen and imitate with the tape for 3 times.2. Make a dialogue with the sentence structures: Would you like? Yes, please, and pass me the? please.3. Describe the dishware you have learned in English.【设计意图】通过参与活动,落实任务型教学,提高学生综合运用知识的能力;随堂检测可以及时巩固学习中的重点、难点,使学习落到实处;分层作业可以使不同层次的学生在自己原有的基础上得到锻炼和提高。【板书设计】Unit 5 What Would You Like?Would you like some?Yes, please.

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