四年级上册英语教案- Unit 5 Dinner's ready PB人教版（三年级起点）.docx

1、Unit 5 Dinners readyPart B【课时安排】3课时【第一课时】【教学重点】1能听、说、认、读单词plate, fork, knife, spoon, chopsticks.2听懂指示语,并按照指令做出相应的动作.【教学难点】本课新词Spoon, knife, chopsticks三个词的发音.【学情分析】本节课是学生在学习的食物的基础上呈现的,学生对各种食物非常感兴趣,能积极参与到各种活动中,可借助学生的这种兴趣呈现本节课的内容.【教学目标】1能力目标:能听懂传递与使用餐具的一些指令,如:Pass me a plate, please. Use the chopsticks

2、.等.2知识目标:（1）能听、说、认读单词plate, fork, knife, spoon, chopsticks.（2）能够掌握句型Can I help? Yes. Pass me a plate, please.3情感目标:学生在家中应帮助家长做一些自己力所能及的家务劳动,养成热爱劳动的好习惯.【教学准备】教师准备CAI课件、单词卡片、餐具实物、评价小奖品,学生准备单词卡片.【教学过程】Warming up / Revision（热身/复习）1情绪热身T: Good morning, boys and girls. Today we are going to have a big din

3、ner, would you like to come with me? Ss: Yes.T: Come on, boys and girls. First, lets have a chant. （师生齐唱Unit 1 Lets chant : Work and play）.2划分小组学生按男女生分组,教师提供各种食物卡片作为奖励.3复习（1）教师发指令,学生快速指向放在教室四周的单词图片.（2）师生自由会话:T: What would you like for breakfast / lunch / dinner?S: （学生根据自己的爱好做出回答.）T: What would I lik

4、e for dinner? Guess!S: Fish? / Chicken? / Vegetables? . T: Id like soup. （教师给猜对的同学奖励,并课件呈现soup的图片）T: Can I have some soup? （教师走向soup卡片,并问附近的同学）S: Sure. Here you are.学生做出回答.设计意图:通过设计自由会话,复习A部分涉及到的两个句型.在对话中又设计了一个猜一猜教师喜欢的食物的小游戏,更能激发学生的兴趣.Presentation / Practice（新课呈现/操练）学习新单词spoon, knife, fork, chopstic

5、ks, plate1通过解决问题学习单词（1）学习spoonT: Id like some soup, look, its very hot, how can I drink? S: Spoon. （学生可能会用汉语说出勺子,教师课件呈现并带读.）T: Spoon,spoon,give me a spoon.（教师边说边做动作,帮助学生理解.）S: （2）学习knife 、fork和plateT: I have a spoon, I can drink the soup, but Id like some beef to eat. Look, how can I eat it? （课件呈现be

6、ef的图片,引出knife和 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: Look! I have two knives, a big knife and a small knife. （教师通过呈现一大一小两把刀子,引出knife 的复数形式,为对话的学习做准备.）T: Fork,fork ,pass me the fork.（教师示范,学生做动作跟读.）T: Fork,fork ,use the fork.（呈现use一词,为后边Use the chopsticks的学习降低难度）T: I

7、can use and fork and knife to eat the beef, but where is the beef?S: （学生看课件,引出plate）T: Look, how many plates can you see? Lets count. （教师课件呈现许多盘子,跟学生一起数,注意由单数到复数的变化.）S: plates.T: Look, the plates are dirty, can you wash the plates? Do with me.（学生边读边做）（3）通过noodles引出chopsticks,同样方法教学chopsticks,本单词较难,教

8、师应清楚的示范,可分音节来带读.也可通过大小声或由慢到快进行反复练习.设计意图:餐具在日常生活中起一个工具的作用,所以在教学环节的设计上也突出这样一个作用,学生在课堂上用餐具,更有利于学生对各种餐具用途的掌握.2句型Can I help? Yes. Pass me a plate, please.的呈现.（1）教师通过课件呈现Lets learn情景图,学生看图猜对话内容,然后教师呈现对话语言.（2）学生两人一组练习对话内容,并试着改编对话.Listen / Repeat / Imitate教师放课本录音,学生听录音跟读.3通过游戏练习单词（1）看一看,猜一猜教师在黑板上画一个大一点的圆,学生

9、看图猜出plate,然后教师把图补充完整.教师在画一个小一点的圆,学生猜出spoon（2）Whats missing?教师准备好本节课的单词卡片,学生闭上眼睛,教师喊“One, two, three”并抽掉一张卡片,学生迅速睁开眼睛,快速说出是少了哪张卡片.（3）合理搭配教师出示食物和餐具卡片,学生根据日常生活经验进行合理搭配.设计意图:三个游戏的设计是由少了什么这种记忆性活动到看图片想单词,然后联系生活实际的一个循序渐进过程,游戏的设计有利于激发学生的兴趣,进一步巩固单词.4Lets do 的教学（1）Listen and do. 教师发指令,学生做动作.（2）Listen and numb

10、er. 教师播放Lets do的录音,学生听音排列手中的单词卡片.（3）男女生对唱Lets do的内容.（4）趣味操练“Simon says”游戏.教师发指令,如果指令中有“Simon says”,学生可做动作,如果没有学生则什么也不做.教师给全部正确的小组奖励.Consolidation and extension（巩固与拓展）1Good to know.（1）dessert 是甜食,甜点心,一般为正餐的最后一道菜,如布丁、果冻、冰激凌、馅饼、蛋糕等.（2）吃西餐时,你知道怎样拿餐具吗?让我告诉你.我们应该左手拿叉,右手拿刀.摆放餐具时,中间放盘子,其左边放刀子,右边放汤勺和叉子.2Read

11、 and match.（读一读, 将汉语前的序号填在括号内.）Use the chopsticks.（ ） A给我一把勺子.Wash the plates.（ ） B递给我一把叉子.Pass me a fork.（ ） C洗盘子.Cut with the knife.（ ） D用筷子.Give me a spoon.（ ） E. 用小刀切.Emotional Theme（情感升华）Your parents are work hard for you every day, you can help your parents do some housework, your parents will

12、 be very happy.设计意图:通过学习,学生能意识到自己可以帮助大人做些力所能及的家务活,培养学生主动参与家务劳动的意识.【作业布置】1听录音5遍.2表演Lets do 的内容给家长看.【板书设计】Unit 5 Dinners readyCan I help?Yes.Spoon fork knifeChopsticks plate【第二课时】【教学重点】1能够听懂、会说:I can use chopsticks. Dinners ready! Let me try. Let me show you. Help yourself. Me too. We had a good time.

13、 See you tomorrow. Good night.2听懂指示语,并按照指令做出相应的动作.【教学难点】能听懂、会说:I can use chopsticks. Help yourself. 【学情分析】本课内容继续讨论与食物有关的话题,学生本身的积极性较高,教师可利用这种积极性创造情境,使学生在具体的情境中逐个突破新语言.【教学目标】1能力目标（1）会使用用餐时的基本用语,如:Dinners ready. Your forks and knives. Help yourself. （2）听懂指示语,并按要求做出相应的动作,如:Pass me the fork. Pass me the

14、 knife2知识目标能够听懂、会说:I can use chopsticks. Dinners ready! Let me try. Let me show you. Help yourself. Me too. We had a good time. See you tomorrow. Good night.3情感目标（1）掌握基本的用餐礼仪.（2）在道别和表示感谢时注意礼貌用语的使用.【教学准备】教师准备CAI课件、餐具食物图片、录音机及磁带.【教学过程】Warming up / Revision（热身/复习）1情绪热身T: Look, boys and girls. Dinners r

15、eady, you can eat the delicious food, but before you eat, Id like you to do something for the dinner. Please stand up, lets do together. （教师播放B Lets do 部分的录音,学生边做动作边说唱.）2划分小组本节课与餐桌礼仪有关,可让学生四人或六人围成一组,模拟餐桌.3复习日常口语会话.T: Look at the table, what would you like? （教师课件呈现餐桌上摆着各种食物,如 fish, chicken, rice, dum

16、plings, noodles, French fries, hamburger, hot dog等.）S: I like （学生根据自己的爱好做出回答）设计意图:通过看各种生动形象的图片,让学生说出自己喜爱的食物名称,学生倍感兴趣.Presentation / Practice（新课呈现/操练）分步学习对话中的重点语言:1教学I like Chinese food. I can use chopsticks. Let me show you. 和Let me try.（1）在食物呈现上,教师有意将食物分为Chinese food和English food两大类,教师可说:I like dum

17、plings, I like noodles, and I like Chinese food. Do you like Chinese food? If you like, you can say I like Chinese food, too. 教师随意询问班上的同学.然后问其中一位:“You like Chinese food, but how can you eat the Chinese food?”教师指指其中的dumplings和noodles,引导学生说出: “Use the chopsticks.”教师接着问: “Can you show us?”这时教师可拿筷子做示范,并

18、说: “Let me show you. I can use chopsticks.”学生跟读,教师接着说: “Do you want to have a try? You can say let me try.”学生跟读并模仿老师做动作.（2）教师在示范读后可请学生作为小教师示范朗读,其他同学跟读.设计意图:通过食物的呈现引出中餐和西餐,然后呈现中西方在餐具使用上的不同,加强了文化上的渗透,通过情境能自然呈现句子,也利于学生的理解.2教学Yummy和Help yourself.（1）教师指着食物图卡片做出很好吃的表情说: “Its yummy. The fish is yummy. The

19、chicken is yummy, too.”学生跟读.教师接着说: “What would you like? Help yourself.”教师可用汉语解释Help yourself.的意思.（2）学生在小组内练习.设计意图:教师通过非常夸张的表情帮助学生理解单词的意思,并能吸引学生的注意力,提高学生的学习兴趣.3教学We had a good time.T: We had so many delicious food, Im very happy, are you happy?S: Yes.T: So we had a good time. 教师带读.4教学对话Lets talk（1）W

20、atch VCD 教师播放本课时VCD,学生看VCD整体感知课文内容.（2）再次播放VCD,学生听录音跟读,并完成练习.（ ）aLet _ show you.AI Bme Cmy（ ）bWe had _ good time.Athe Ban Ca（ ）cYour forks and _.Aknife Bknives Cknifes（ ）dI _ Chinese foodAis Blike Clikes（ ）e-Good night. -_.AGood morning BGood night CGood afternoon答案:B、C、C、B、B（3）学生看VCD,对照课文给录像配音.（4）学生

21、分角色朗读,然后表演对话,教师给表演好的小组食物或餐具奖励.设计意图:通过反复观看课件,输入新语言,而设计给课文录像配音及表演对话的活动则是一个输出的过程,输入输出相结合,学生能更好的使用语言.5学习Lets chant（1）Lets chant 的呈现.T: Im hungry, can I have some beef? （教师走到小组中间问学生）S: Sure. Here you are.T: Can I use my hands to eat? No. （教师边说边做动作）通过此情境引出Pass me the fork/knife/plate/spoon , please.（2）练习L

22、ets chant学生拿单词卡片跟读歌谣,也可通过拍手打节奏说唱歌谣.（3）改编歌谣.Consolidation and extension（巩固与拓展）1创编对话.2Read and choose （选择句子,完成对话）A: Dinners ready. Sit down, please.B and C: OK.A: _.B and C: Thank you.B: I cant use chopsticks.A: _.C: _.A: Me too.B and C: _. Good night.A: Good night.（1）Your forks and knives.（2）Let me s

23、how you.（3）Mom, yummy! I like Chinese food.（4）We had a good time.Emotional Theme（情感升华）Olympic Games approaching, many foreign friends will come to China, if you want to be a good master, and you have to understand the different countries dining habits.设计意图:联系奥运,让学生将所学运用于生活之中.【作业布置】1听录音,跟读课文5遍.2以小组为单

24、位,改编对话及歌谣.【板书设计】Unit 5 Dinners readyHelp yourself.I can use chopsticks.Let me show you.Let me try.We had a good time.【第三课时】【教学重点】1五个四会单词的正确书写.2能听懂What would you like for dinner? Id like【教学难点】1 五个四会单词的正确书写.2 句子You cant eat so much!【学情分析】本课时是这一单元的最后一课时,是在复习前面单词基础上达到更高的要求,因此单词对学生来说已经成了旧知识,教师应设计多种活动,激发学

25、生的兴趣,使学生对单词的掌握由三会到四会.【教学目标】1能力目标能够利用以下句型进行问答: What would you like for dinner? Id like some.2知识目标掌握rice, beef, chicken, fish四个四会单词的认读和书写.3情感目标（1）培养学生学习英语的兴趣及自信心.（2）了解中西方饮食文化的差异, 学会如何礼貌的招待客人.【教学准备】幻灯片、图片、词卡、录音机.【教学过程】Warming up / Revision（热身/复习）1情绪热身（1）Free talk.T: I got up late today, so I didnt have

26、 breakfast, I want to eat, and do you want to eat? Look, I have many food, what would you like? 教师呈现各种食物,学生根据自己的喜好说出食物名称.教师可问其中一句同学,然后由他在班内找一位同学回答.（2）Sing a song.教师播放课本Lets sing: What would you like? 师生拍手齐唱.2划分小组全班分为三组,表现好的小组可得食物图片,最后看哪一组的晚餐最丰盛,哪组即为获胜.3复习:猜一猜游戏教师依次出示剪出轮廓的食物图片的反面:cake, bread, egg, mi

27、lk, water,提问学生:What would you like for breakfast? 学生猜测并回答:Id like some 教师再提问:Can you spell the word? 教师出示大卡片,学生出示小卡片,看一看,比一比,看谁能将单词迅速拼出并大声朗读出来.设计意图:设计猜单词的活动学生能保持较高的兴趣,让学生拼单词则复习A部分所学的四会单词.Presentation/Practice（新课呈现/操练）分步学习对话中的重点语言1教学四会单词:Rice, beef, chicken, fish.T: I know you can have break, milk, a

28、nd eggs for breakfast, but what would you like for dinner? 教师课件呈现长在田地中的水稻,学生通过联想,从而引出rice.Rice, rice, Id like some rice. 学生跟读,教师强调字母I的发音,并可举出包含字母i的单词,如:nice, kite, time.然后学生一起拼读rice, r-i-c-e, rice,教师板书示范.用同样方法呈现beef, chicken, fish.2呈现What would you like for dinner? 及You cant eat so much.（1）教师课件呈现一只钟

29、表,并说:Look, its 6:30. Its time for dinner, what would you like for dinner? 教师请一名学生做出回答,并作转述,如: John would like for dinner, can you spell ? 教师请一位同学拼单词,若拼单词正确,可给予奖励.对于回答食物比较多的同学教师可说:”You cant eat so much.”（2）练习运用句子我是小小服务员教师用下面的表格请学生作为服务生来并模仿教师的示范来“采访”顾客: What would you like for dinner? 被采访的学生用Id like s

30、ome. 来回答,“服务生”作记录.教师可根据实际情况适当增加难度,最后请一位同学对采访结果做出汇报.设计意图:通过采访活动的设计,学生能反复练习句型及各种食物,学生带着任务去调查,兴趣较高.3巧用比赛/游戏/歌曲/歌谣等活动来突破重/难点句型（1）Lets chantWhat would you like, what would you like, what would you like for breakfast?Id like, Id like, and Id like some milk.What would you like, what would you like, what wo

31、uld you like for lunch?Id like, Id like, and Id like some rice.What would you like, what would you like, what would you like for dinner?Id like, Id like, and Id like some fish.（2）比赛: 字母中找食物.教师准备两组字母组合,包含本节课学过的四会单词,学生分组比赛,看哪个组能以最快速度找出单词并圈出.（3）看图猜单词.教师用简笔画在黑板上画食物的一部分,学生根据图示猜单词,并拼出单词.设计意图:通过设计一系列的游戏练习巩

32、固四会单词.4教学Read and write（1）Listen to the tape and repeat. （2）Fill in the blanks:r _c_ f _ sh b_ _ f ch _ ck _n3学生完成Write and say.设计意图:本部分由听录音跟读到补全单词,最后完成整个单词的书写,活动设计从易到难,符合学生的认知规律.Consolidation and extension（巩固与拓展）1给孩子创设去餐馆吃饭的情景,各小组的组长扮演服务生,其他组员扮演顾客,分角色表演.教师先与一名学生进行示范表演.T: Can I help you? S: Yes. I m

33、 hungry.T: What would you like for dinner / lunch, please? Heres the menu.S1: Id like some beef, chicken and rice.2Write down the words according to the Chinese.（根据汉语写出单词.）-What would you like for lunch? -Id like some _（鱼）,some _（牛肉）,some _（鸡肉）, and some _（米饭）.-Oh, no. You cant eat so much! 答案:Fish,

34、 beef, chicken, rice3Sum up.T: Look at the blackboard, group 1 has , group 2 has , group 3 has, which group is the winner?S: Group T: Group has a big dinner, group is the winner.Emotional Theme（情感升华）Reasonable diet is good for your healthy.合理膳食,有利健康.【作业布置】1抄写四会单词.2采访自己家人的一日三餐,并进行汇报.【板书设计】Unit 5 Dinners readyWhat would you like for dinner?Rice fishId like some Beef chicken