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Unit5Dinnersready
一、教材分析本单元学习的主题是用餐教学内容主要是围绕着用餐的各种情景来展开的教学重点是能够听、说、认读核心句型“What，sfordinner”“一Whatwouldyoulikefbr...—Idlikesome...please.—Wouldyoulike...—Yesplcase./Nothanks.Icanuse…”；能够听、说、认读单词“beefchickennoodlessoupvegetablechopsticksbowlforkknifbspoon”
二、学情分析四年级的学生大概处在十岁左右，这个阶段的儿童注意力不稳定，不持久，难于长时间地注意同一件事物，容易为一些新奇刺激的事物所吸引，所以他们对课件里的动画和能动发声的教具感兴趣，另一方面，他们感知事物的特点比较笼统，不精确，往往只注意到一些孤立的现象，看不出事物之间的联系和特点，对时间和空间的概念也比较模糊四年级的学生已有一年的英语学习基础，但是因为对所学知识掌握不够，要大力鼓励和奖励学生，对优良学生鼓励他们要刻苦学习，努力进步，要致力于发展性思维训练，不光是为了考试分数高，更主要的是掌握学习策略和学习过程鼓励优秀学生积极创造，增强思维的灵活性、敏捷性，做学习上的小老师
三、教学目标1知识与能力
1.能够听、说、认读句型“What，sfbrdinner”—Whatwouldyoulikefor...一Idlikesome...please.—Wouldyoulike...一Nothanks.Icanuse…”
2.能够在情景中运用句型“一Whaiwouldyoulikefor...—rdlike...”征求并表达用餐意愿.能够在情景中运用句型“Helpyourself/^—Wouldyoulike...—Yesplease./Nothanks.Icanuse…提出用餐建议和餐具使用建议并恰当回应
4.能够在情景中运用句型“Whatsfbrdinner”询问用餐的食物.能够听、说、认读单词“beegchickennoodlessoupvegetablechopsticksbowlforkknifespoon”.能够掌握-e的发音规则，即・e在单词中发长音/i:/o.能够读出符合-e发音规则的单词，并能够根据发音拼写出符合-e发音规则的单词Step2:PresentationTeachthenewwords.Showapictureofarestaurant.（出示课件）
（1）T:Welcometomyrestaurant-FreshRestaurant.Wehavelotsofyummyfood.Thisisthemenu.（课件出示:教材P49Letslearn板块的菜单）Letshavealook!Thericeisoneyuan.Thefishis...Thefishistenyuan.Thejuiceisfiveyuan.Themilkistwoyuan.Thebreadisoneyuan.Teachthewordnoodles.T:Good!Guesswhattheseare.Theyreusuallylongandwhite.（Showthebackofthecard.）YestheyVenoodles.Noodles/nuidlz/n/n/-oo/u:/-dle/dl/-s/z/noodles/nindlz/.（课件出示图片一筷子夹一根面条，出示单词noodle；图片二:一碗面条，出示单词noodles）Putthewordcardof“noodles“ontheblackboardandwritedownthisword.Askstudentstoreadandchantaftertheteacherwithsomeactions.T:Noodlesnoodleslongnoodles.Ilikenoodles.IfyoudlikesomenoodlesyoucansayJTdlikesomenoodles.Yummyyummy!”WhatwouldyoulikeSs:rdlikesomenoodles.Yummyyummy!T:Look!Therearemanykindsofnoodles.（课件出示各种面条的图片）Wehaveeggnoodlesvegetablenoodlesbeefnoodlesandchickennoodles.Eggsandnoodlesarceggnoodlessovegetablesandnoodlesarcvegetablenoodles.
（3）Teachtheword“vegetables”.（课件出示一个西红柿，一根黄瓜，一个南瓜）T:Look!AretheyfruitSs:No.T:Theyarevegetables.Vegetable/1vedstobl/ve/ve/-ge/d3/-ta/to/-ble/bl/vegetable/1vedstobl/.Putthewordcardof“vegetables“ontheblackboardandwritedownthisword.Askstudentstoreadandchantaftertheteacher.Letstudentspayattentiontothechangeofsingularandpluralforms.T:Vegetablevegetablegreenvegetablesredvegetablesyellowvegetables...Ilikevegetables.WhatwouldyoulikeSs:rdlikesomevegetables.Yummyyummy!
（4）Teachthewordbee『.T:Beefnoodlesareveryyummy.Beefisfromthecow.（课件出示:牛和牛肉的图片）Ilikebeef.DoyoulikebeefPutthewordcardofbeeFontheblackboardandwritedownthisword.Askstudentstoreadandchantaftertheteacher.T:Beef7bi:f7b/b/-ee/i:/-f/f/beef/bi:f/.Ilikebeef.WhatwouldyoulikeSs:Tdlikesomebeef.Yummyyummy!5Teachtheword“chicken”.T:Chickenisveryyummytoo.WeofteneatchickenintheKFC.Doyoulikechicken课件出示:鸡肉的图片Putthewordcardof“chicken“ontheblackboardandwritedownthisword.Askstudentstoreadandchantaftertheteacher.T:Chicken/1tjikin/ch/tj/-i/l/-ck/k/-en/ln/chicken/1tjikin/.Ilikechicken.WhatwouldyoulikeSs:Idlikesomechicken.Yummyyummy!6Teachthewordsoup.课件出示:各种汤的图片T:Pointtothepictureofsoup.WhatsthisItssoup.Soup/su:p/s/s/-ou/u:/-p/p/.Look!Therearemanykindsofsoupinmyrestaurant.WhataretheySs:Theyareeggsoupvegetablesoupfishsoupbeefsoupandchickensoup.T:Ilikefishsoup.Whatwouldyoulike•••Watchthecartoonandanswerthequestion.T:Its6:00oclockintheevening.Itstimefordinner.Myrestaurantisopennow.WelcometoFreshRestaurant.Thisisthemenu.课件出示:教材P49Letslearn板块的菜单WhatwouldyoulikeIdlikesomebee£please.T:Youshouldeatsomericenoodlesorbread.Oryouwontbefull.课件出示:标示出菜单中的主食:ricenoodlesbreadTdlikesomebeefandriceplease.T:OK.Twenty-oneyuanplease.Ohlook!ZoomandZipareinmyrestaurant.WhatwouldZoomlikeGuess!Maybesome...Maybesome...T:Maybe!LetswatchthecartoonandanswerWhatwouldZoomlike”PlaythecartoonofLetslearn”.出示课件Askstudentstoreadafterit.2Letstudentsreadthedialogueagainandanswerthequestion.Checkstudcntsanswersandleadstudentstomakeanintroductionaccordingtotheiranswers.Itcanbedonelikethis:ZoomsaysIdlikesomevegetablesplease3Rcadandact.
①Playtherecordingagainandaskstudentstoreadafterit.出示课件Leadstudentstotrytoimitatethepronunciationandtheintonationoftherecording.Letthemreadtogetherandreadfreely.
②Letstudentsreadthedialogueinpairsandchoosesomefood.Severalminuteslaterasksomestudentstoactouttheirdialogues.Makeamodel:WhatwouldyoulikeIdlikesomechickenvegetablesandrice.OK.Twenty-oneyuanplease.Hereyouare.
③Choosethebestperformersandgiveawards.Step3:PracticePlayagame—Whatsmissing”（游戏说明:单词noodlesvegetablesbeefchickensoup在课件上逐一消失，让学生快速读出消失的单词）Lefsmatch.Letstudentsmatchthecorrespondingwordswiththepictures.T:Nowletsmatch.Ishowthepicturesyoureadthewords.Playagame—“WhatwouldIlike”Makeamodel:T:Pleaseguess.It\fiveyuanonthemenu.WhatwouldIlikeSI:Youdlikesomejuice.T:No.S2:1know.Youdlikesomevegetables.Pleaseguess.Itstenyuanonthemenu.WhatwouldIlike...Asksomestudentstodoastheydo.Step4:ConsolidationExtensionLetsplay.A WhatwouldyoulikeBIdlikesome...please.A OK....yuanplease.Hereyouare.B Thankyou.Letstudentsworkingroupsofsix.T:Youknowtherestaurantwellandyouknowhowmuchthefoodis.Nowletsplay.Pleasemakeadialogueingroups.Oneofyoucanbethewaiterorwaitressintherestaurant.Theothersgototherestaurantandorder.Accordingtothediningprinciplesdesignyourownthreemeals.Choosestudentswiththemostreasonablethreemealsandthebesthandwriting.板书设计Unit5Dinnersready一Whatwouldyoulike-Idlikesomeplease.一OKyuanplease./OK.Hereyouare.作业设计完成《核心课堂》/《一本好卷》本节课习题教学反思.由talk和游戏引入，带领学生复习己学的与食物有关的单词和上一课的句型，迅速抓住学生的注意力.通过情景引入新词，做到在语篇中呈现单词，具有情景性和完整性，也最大限度地增加了单词在篇章中的运用频率，尽可能地提高综合语言运用能力.从听到说，再到读，从大量的输入再到学生自主的输出，由易到难，呈现递进关系，同时运用多种方式调动学生学习的能动性与积极性.最后把“写”与生活相结合，并对学生进行思想教育，让学生把所学知识与生活更紧密地结合起来ThethirdperiodPartALetsspelI内容分析本节为Unil5的第三课时这一课时和音标有关，能够感知并归纳在单词中的发音规则，能够根据单词读音拼写出符合-e-e-以及a-ei-eo-eu-e发音规则的单词课时目标知识与能力.能够感知并归纳-c在单词中的发音规则.能够读出符合-e发音规则的单词.能够根据单词读音拼写出符合以及a-ei-eo-eu-e发音规则的单词过程与方法先让学生通过观察发现三个单词的共同点是并且发相同的音/i:/再通过听录音跟读，让学生进一步感知、体验发音，为下面的拼读练习做准备通过变换不同的辅音字母，让学生尝试读出新单词对含有-e的单词的读音进行强化训练，培养学生“见词能读”的能力通过观察和书写单词，培养学生根据发音规则拼写单词的能力，能真正做到把语音的学习落实到单词的拼写上面，培养学生“听词能写”的能力情感态度价值观培养学生独立思考的习惯，树立学习英语的自信心教学重难点教学重点.感知并归纳字母e在开音节-e与闭音节-e-中的发音规则.能够读出符合和e发音规则的单词教学难点能够根据单词的读音拼写出符合发音规则的单词教学准备教学课件、录音、语音例词单词卡等教学媒体选择多媒体，录音教学活动小组合作教学过程Step1:Warm-upLead-inGreetings.T:WhocantrytomakeanewchantlikethisPleasehaveatry!Step2:PresentationPresentthepictures.（课件出示男孩在寻找钢笔，女孩在寻找铅笔的图片，然后出现图片红色的铅笔在课桌上，黄色的钢笔在床上）
（1）Talkaboutthepictures.T:LookwhatishedoingHeisfindinghispen.T:SowhatisshedoingSheisfindingherpencil.T:WherestheredpencilWherestheyellowpenTheredpencilisonthedesk.Theyellowpenisonthebed.Writedownheshemeandtenredpenyellowdeskbed“ontheblackboard.（课件出示单词）T:Readthechanttogetherthenobservethesewordsandtellmethecommonletteramongthem.Ss:Lettere”.2Lookatthewordsandfindoutthepronunciationrules.T:Lookatthesewordshesheme”.Whatsthesoundoftheletter・e”Listentomecarefully.Readthesewords.Ss:/i:/.Teachthesound/i:/.T:Lookatthesewordstenredpenyellowdeskbed”.Whatsthesoundoftheletter“-e-？Listentomecarefully.Readthesewords.Ss:/e/.Teachthesound/e/.3Comparethesewordsandsummarizethepronunciationrulesofthelettere”.-e/i:/hesheme-e-/e/tenredpenyellowdeskbedLetsread.Showthewordsmebewesetredhenbeglet”onthePPT.出示课件T:Whocanreadthesewords1Asksomestudentstoreadthesewords.2Readaloudtogether.Readlistenandchant.1Showthepicturesandthewords.课件出示:教材P50Readlistenandchant部分的内容Askstudentstoreadthewordsonebyoneandthenreadingroups.2Lefschant.Showthechantoft€ReadlistenandchantonthePPT.
①Askstudentstolistenandreadafterit.
②Readtogetherwithstudents.Step3:PracticeReadlistenandtick.课件出示:教材P50Readlistenandtick部分的图片T:Lookatthesewords.WhocanreadthesewordsSs:...T:Good!Nowlistentotherecordingandtickthewordsyouhearplease.课件出示:教材P50Readlistenandtick部分的音频Checktheanswers.Answers:be;red;me;she;letListencircleandwrite.1Letstudentsobservethefourpicturesandguesswhatwordsshouldbefilledinthepicture.课件出示:教材P50Listencircleandwrite部分的图片2Lcadstudentstolistentotherecordingandwritedowntheanswers.Thenchecktheanswers.Answers:rice;he;red;wcT:Rice.Isitfbr-eorSs:Itsfbri-c”.T:Socirclei-e.T:Hecircle...Ss:-c”.Step4:ConsolidationExtensionIPlayagame—“Picktheapplesfromthetree.^^课件出示:一棵苹果树，苹果上的单词为“wewetyesmepencilLeehenbesetmetheletdesktellshe”树下两个篮子一个是“-c/i:/“，一个是Dividestudentsintotwogroups.Letonegroupusethebasket・e/i:/andtheotherusethebasketT:Nowyourecompetingtopickapples.Giveyoutenseconds.Thewinnerbelongstothefastandaccurategroup.Listenandlift.Theteachergivesoutsomewordcardstostudents.Whentheteachersaysawordstudentsfindtheconespondingwordcardandliftitup.Makeanewchant.T:Itschanttime.Listenfirstthenchanttogether.Eee;itsin“he，/i://i://i:/.Eee;itsinpen”/e//e//e/.Askstudentstomakeanewchantonebyone.Usethesechantstoreviewthepronunciationsoflettersi4aeiou”.rheshe-e/i:/-mewe作业设计完成《核心课堂》/《一本好卷》本节课习题教学反思.创设语言情境，在语境中学习语音.拼读结合，在多层次的活动中练习语音.由浅入深，培养了学生的分析能力和举一反三的能力ThefourthperiodPartBLetstalkLetsplay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“一Wouldyoulikesome…？一Yesplease./Nothanks.n“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.能够在情景中恰当运用句型“一Wouldyoulike...—Yesplease./Nothanks.Icanuse…”提出餐具使用建议并做出正确回应.能够在情景中恰当运用功能句Helpyourself.”.能够在语境中理解新词“knifeforkchopsticks”的意思，并能够正确发音.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.能够听懂、会说句型“一Wouldyoulikesome---—Yesplease./NothanksJ“Helpyourself.”.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.角色扮演；.游戏；.观看动画教学过程Step1:Warm-upRevisionLead-inGreetings.Enjoythesong—Whatwouldyoulike（课件出示:教材P54Letssing板块的歌曲动画）Playagame—“Whatsmissing（课件出示:eggjuicebreadmilkwaterfishricecakebeefchickennoodlessoupvegetables的图片依次快速出现，再消失）T:Look!Alotoffood!WhatarctheySs:...T:NowwhatsmissingSs:...Freetalk.T:Whatdeliciousfood!OhImhungry.Idlikesomefishchickenandbeef.（教师表现出一副很想品尝的模样）WhatwouldyoulikeSs:rdlikesome...Step2:PresentationTeachthenewwordsandsentences.
（1）（课件出示:18:00的闹钟和一些食物的图片）T:Itstimefbrdinner.WhatwouldyoulikefbrdinnerWouldyoulikesomebeefIfyouwouldyoucansay“Yesplease.IfyouwouldntyoushouldsayNothanks.”Yesplease.T:WouldyoulikesomericeNothanks.•••Writedownthesentencestructures“一Wouldyoulikesome...一Yesplease./Nothanks.^^ontheblackboard.Readthesesentencestogether.T:Iwanttocatsomenoodles.WhatcanIuse课件出示:一双筷了，和一副刀又）T:Pickupthepreparedtableware.ChopsticksoraknifeandforkStudentspointtothechopsticks.T:Yeschopsticks/tfopstiks/ch/tf/-o/D/-chop/tfDp/-sticks/stlks//tfopstiks.Icanusechopsticks.Writedowntheword“chopsticks“ontheblackboardandteachit.3T:PointtoSI.Hewouldlikesomebeef.WhatcanheuseChopsticksoraknifeandforkStudentspointtotheknifeandfork.T:Yesaknifeandfork.Knife/naif7kn/n/-i/al/-fe/f7/naif/;fork/fo:k/f/f/-or/o:/-k/k//fo:k/.Knivesandforksareusedinsets.Asetofknifeandforkmeansaknifeandfork.Hecanuseaknifeandfork.Writedownthephrase“aknifeandfbrk“ontheblackboardandteachit.T:PointtosomefoodonthetableonthePPTandsaytostudents.Nowdinnersready!Helpyourself.Hclp/hclp/e/e/hclp/hclp/yoursclC⑹，/your/jo:/-self/sell7yourself/C、*/.Writedownthesentence“Helpyourself.ontheblackboardandteachit.T:Youareallpolitesoyoushouldsay...Ss:Thanks.T:Good!OhIcanusechopsticksbutIcanIuseaknifeandfork.CanyouteachmeAskastudenttodemonstralehowtouseitontheplatform.T:Theforkisontheleft.Theknifeisontheright.Dolikethis.教师做使用刀叉的动作NowIcanuseaknifeandfork.Thankyou.Lefstalk.2情感态度价值观.了解用餐礼仪，能够对用餐建议作出恰当反应.初步了解中西方餐饮文化的差异
四、课时安排第一课时PartALetstalkLetssurvey第二课时PartALefslearnLefsplay第三课时PartALetsspell第四课时PartBLetstalkLetsplay第五课时PartBLetsleamLetsdo第六课时:PartBReadandwriteLetscheckLetssing第七课时StorytimeThefirstperiodPartALet1stalkLetssurvey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“一Whatwouldyoulikefbr...—IdlikeIwouldlikesome…，please.”Whatsfordinner”能够在语境中理解新词“dinnersoupvegetableready”的意思，并能够正确发音课时目标知识与能力.能够用正确的语音、语调朗读对话.能够在情景中运用句型“一Whatwouldyoulikefor...—rdlikeIwouldlikesome…please.”征求并表达用餐意愿.能够在情景中恰当运用功能句“What，sfordinner.能够在语境中理解新词“dinnersoupvegetableready”的意思，并能够正确发音.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1PresentthefirstpictureofLetstalk”.课件出示:教材P51Letstalk板块的图一T:Look.MikeisatWuYifanshome.It5s6:00intheafternoon.Wstimefbrdinner.Dinnersready.WhatsfordinnerLookatPicture
1.Soupbeefvegetablesandbread.T:Theyareallwesternfood.WhyM汰eisfromCanada.T:WouldMikelikeaknifeandforkfordinnerGuess!S2:Yes./No.2Watchthecartoonandanswerthequestions.课件Hl示:教材P51Letstalk板块的视频IWouldMikelikeakivfeandfork2WhatcanHeuse窗WouldMikehk*somesoupT:Whenyoulistentotherecordingpayattentiontothepronunciationandtheintonation.Andunderlinethekeysentencesinyourbook.3Checktheanswers.©T:WouldMikelikeaknifeandforkNo.Mikesays“Nothanks.”
②T:WhatcanheuseCanheusechopsticksHecanusechopsticks.Mikesays“Icanusechopsticks.^^
③T:WouldMikelikesomesoupYes.Mikesays“Yesplease!”4Readandact.©Readaftertherecordingandpayattentiontothepronunciationandtheintonation.
②Letstudentspracticethedialogueingroups.
③Actout.Asksomegroupstoperformindifferentroles.Step3:PracticeMakeanewdialogue.Takeoutsomepicturesoffoodandtableware.Letstudentsworkinpairstomakeanewdialogue.Wouldyoulikesomefood—Yesplease./Nothanks.—Wouldyouliketableware一Yesplease./Nothanks.Icanuse.tablewareMakeamodel:T:Wouldyoulikesomebread/...Takeoutapictureoffood.SI:Yesplease./Nothanks.T:（Takeoutapictureoftableware.）Wouldyoulikeaknifeandfork/chopsticksSI:Yesplease./Nothanks.Icanusechopsticks/aknifeandfork.T:Nowpracticethedialoguewithyourpartner.Lefsplay.（课件出示:教材P51Letsplay板块的图片）T:Letsgotoarestaurantnow.Look!Todaysspecials.Soupisonly1yuannow.Noodlesarconly3yuannow.Juiceisonly2yuan.Fishisonly8yuan.Beefisonly10yuan.Vegetablesareonly5yuan.Socheap!Letstudentsworkinpairs.Makeamodelwithastudent.T:Herearctodaysspecials.WouldyoulikesomebeefSI:Yesplease.HowmuchisitT:Tenyuan.T:Nowdoitinpairs.Askandanswerplease.Asksomepairstoperformontheplatform.Step4:ConsolidationExtension
1.Makeanewdialogue.（课件出示:吴一凡去Mike家吃饭的情景图）T:Look.WhoaretheySs:TheyareMikesmumMikeandWuYifan.T:TodayWuYifanisatM很eshomefordinner.MikeisfromCanada.WhatsfordinnerChinesefoodorwesternfoodGuess!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Unit5Dinnersready-Wouldyoulikesome-Yesplease./Nothanks.Helpyourself.作业设计完成《核心课堂》/《一本好卷》本节课习题教学反思.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.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.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.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ThefifthperiodPartBLetslearnLetsdo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“chopsticksbowlforkknifespoon能够运用句型“Passmetheknifeandforkplease.w熟练地表述就餐时需要的餐具课时目标知识与能力.能够听、说、认读单词“chopsticksbowlforkknifespoon”.能够运用句型“Passmetheknifeandforkplease.”熟练地表述就餐时需要的餐具.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.能够听懂、会说、认读单词“chopslicksbowlforkknifespoon”.能够运用句型“Passmetheknifeandforkplease.n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.角色扮演;.游戏；.观看动画教学过程Step1:Warm-upLead-inGreetings.Letschant.Wouldyoulikewouldyoulike.WouldyoulikecomesoupYesplease.YespleaseIdlikesomesoup.Wouldyoulikewouldyoulike.Wouldyoul*eaknifeandforkNothanks.Nothanks.Iconusechoprticks.Sharpeyes.T:Nowlefsplayagame.Whenyouseethepicturetrytosaythewordasquicklyasyoucan.课件出示:eggjuicebreadmilkwaterfishricecakebeefchickennoodlessoupvegetables的图片逐一快速闪现Lead-in.T:Doyouknowwhat1wouldlikeCanyouguessWouldyoulikesomebreadT:Nothanks.WouldyoulikesomebeefT:Yesplease.•••T:WhatwouldIlikeYesIdlikesomebeef...Writedownthefoodtheteacherlikesontheblackboard.Step2:PresentationTeachthenewwordsandsentences.1Teachthewordspassknifefbrk”.教师拿出餐具:chopsticksaknifeandforkaspoonabowlT:OhVmhungry.Tdlikesomebeef.HowcanIeatitIcanuse...Aknifeandfork.T:Good.Icanuseaknifeandfork.Passmetheknifeandfork.Pass/pa:s/a/a:/pass/pa:s/.Passmetheknifeandfork.Writedownthesentence“Passmetheknifeandfbrk.ontheblackboardandteachit.T:Thankyou.Knife/nalf/kn/n/-i/ai/-fe/f/.Knifeknifecutwiththeknife.（教师边说边做动作，学生跟读）T:Fork/fo:k/or/O:/.Forkforkusethefork.（教师边说边做动作，学生跟读）T:Look!Theknifeisinmyrighthand.Theforkisinmylefthand.Thencutwiththeknifeandusetheforktoeat.CanyouusethemnowSI:YesIcan.Letmeshowyou.T:Great!CanyouusetheknifeandforkNoIcant.T:Letmehelpyou.
（2）Tcachthewordbowl.T:（Showabowl.）WhatsthisS2:碗T:Yesitsabowl.Bowl/bau1/ow/su/.Passmethebowl.（用动作示意S2把碗递过来）T:Thankyou!Bowlbowlpassmethebowl.（教师边说边做动作，学牛.跟读）Writedownthewordbowlontheblackboardandteachit.T:WhatcanIputinthebowlSs:Rice./Noodles./Soup.（课件出示:abowlofriceabowlofnoodlesabowlofsoup）T:Bowlbowlabowlofrice/abowlofnoodles/abowlofsoup.
（3）Teachthewordchopsticks”.T:OhImhungrytoo.Tdlikeabowlofnoodles.HowcanIeatthemAknifeandforkNo.UsetheChopsticks.T:Good.Icanusethechopsticks.Chopsticks/tSnpstiks/ch/tf/-op/Dp/-chop/tfDp/-sticks/stlks/Z1tjdpstiks/.Passmethechopsticks.（用动作示意S3把筷子递过来）T:Thanks.Chopstickschopsticksusethechopsticks.（教师边说边做动作学生跟读）Writedowntheword“chopsticksontheblackboardandteachit.
（4）Teachthewordspoon”.T:Icanusethechopstickstohavenoodles.CanIdrinkthesoupwiththechopsticksNo.T:Icanusethespoon.Spoon/spu:n/sp/sp/oo/u:/./u:/noodlesfoodsoup.Passmethespoon.（用动作示意S4把勺子递过来）T:Thankyou.Spoonspoonusethespoon.教师边说边做动作，学生跟读Writedowntheword“spoon“ontheblackboardandteachit.Lefslearn.课件出示:教材P52Lefslearn板块的图片及音频1Listenandask.T:JohniseatingdinneratWuYifhnshome.WuYifansmumcooksalotofdeliciousfood.WhatcanyouseeSI:Icanseesomericesomebeefsomevegetablessomesoup...S2:1canseeaknifeandforkaspoonsomebowlssomechopsticks...T:Letslistentotherecordingthenanswerthefollowingquestions:
①WhatwouldJohnlike
②Howcanheeatit2Letstudentsreadaftertherecordingandpayattentiontothepronunciationandtheintonation.3Checktheanswers.T:WhatwouldJohnlikeJohnwouldlikesomebeef.T:HowcanheeatitHecanuseaknifeandfork.4Letstudentspracticethedialogueinpairs.5Actoutthedialogue.Step3:PracticePlaygamesandpracticethewords.lWhafsmissing游戏说明:课件出示词汇“chopsticksaknifeandforkaspoonabowl”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.2Listenandfind.Sayawordoraphraseeachtimeandletstudentsfindthecorrespondingpicture.课件出示:筷子、刀叉、勺子、碗的图片Letsdo.1Makeasalad.T:Youreallydidagoodjob.Iwanttomakeasaladforyou.Ineedsomehelp.WhocanhelpmeTakeoutthepreparedvegetablesknifebowlforkandspoonandaskastudenttohelpwiththesalad.T:Look.Alotofvegetables.Iwanttomakeavegetablesalad.SIIsayyoudo.Passmethebowl.Passmetheknife.Hereyouare.T:Goodthankyou.Gobacktoyourseat.Letsgoon.Cutthevegetables.Usethespoon.Usethefork.Nowletstryit!Wowyummy!2Listcnanddosomeactions.
①PresentthepicturesofLetsdo”.课件出示:依次出示教材P52Leisdo板块的图片，学生回答后呈现与图片对应的文字T:Letslookatthepictures.Ishowyousay.ShowPicture
1.Passmethebowl.ShowPicture
2.Passmetheknife.•••©Listentotherecordingandreadafterit.课件Hl示:教材P52Letsdo板块的音频©Listentotheorderandpointtothecorrespondingpictures.T:NowIsayyoupoint.Usethespoon.SI:PointtoPicture
4.•••©Listentotheorderanddothecorrespondingactions.T:Isayyoudo.Passmetheknife.SI:Dothecorrespondingaction.•••3Makeasaladandtastethesalad.Makeasaladingroupsoffour.Thentastethesalad.Step4:ConsolidationExtensionDinnertime.T:Supposeyourfriendsareeatingdinneratyourhomemakeadialoguewithyourfriends.Workingroupsofthree.Makeamodel:Dinnersready!Helpyourself!Thanks.Wouldyoulikesome...Yesplease./Nothanks.Passmethe...Hereyouare.Asksomegroupstoperformthedialoguesontheplatformandselectthebestgroup.板书设计Unit5Dinner$r“dyckcpiticki-W3dyoulik・$om・b”fy.$.H-./A/，thanf».龟Paifmttheknif^andfdrktplu”.knifkspoon作业设计完成《核心课堂》/《一本好卷》本节课习题教学反思.这是一节单词和句型的新授课用Lischant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.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.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.Letsdo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.板书设计清晰明了，重点突出，起到了很好的辅助作用ThesixthperiodPartBReadandwriteLetscheckLetssing内容分析本节为Unit5的第六课时教学重点是能够听、说、认读本单元的核心词汇和句型，完成相关练习题，巩固本单元所学的知识点课时目标知识与能力.能够按意群和正确的语音、语调朗读对话并理解大意.能够在有意义的语境中抄写本单元的话题词汇，完成句子.能够综合运用本单元的核心词句.能够了解歌词意义，并能够清晰准确地歌唱过程与方法通过观察和描述图片，在复习本单元的词汇和句型的基础上认读理解本课的新句型通过细读环节，培养学生自主阅读获取信息和处理信息的能力，进而提升学生的阅读技巧，让学生比较扎实地掌握所学知识给学生自由想象的空间，真正把语言活学活用之后，再运用到写作之中，可以提高学生的写作水平和语言组织能力情感态度价值观培养学生养成总结归纳知识点的学习习惯教学重难点教学重点.能够听懂、会说、认读本单元重点词汇.能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句型教学难点.能够在有意义的语境中抄写本单元的话题词汇，完成句子.能够综合运用本单元的核心词句教学准备教学课件、课文视频、录音等教学媒体选择多媒体，录音教学活动游戏；抢答教学过程Step1:Warm-upRevisionGreetings.Letsdo.（课件出示:教材P52Lefsdo板块的音频）Listenanddo.Theteacherpastesthepicturesoftablewareandfoodaroundtheclassroombeforeclass.Theteachersays“Passme.../Giveme…Andstudentsfindtherightpicturesandgivethemtotheteacher.Ortheteachersays“Whatwouldyoulike”Andstudentsanswerthequestionandfindtherightpictures.Step2:Presentation
1.Pre-reading.（课件出示:傍晚John在家的图片）
（1）Lookandsay.T:Itstimefordinner.Look!WhereisJohnYeshesathome.WhatwouldJohnlikefordinnerCanyouguessSs:Beef./Bread...Thestudentsguesstheanswersandtheteacherwritesdownthewordsontheblackboard.Theteachertakesoutthepicturesoffoodandasksseveralstudentstopastethepicturesnexttotheconespondingwords.Showthepicturesoftableware.T:Imhungry.Tdlikesomenoodles.教师从图片中随机抽取餐具图片并提问CanIhaveaspoon/aknifeandfork/chopstickspleaseSs:Yes./No.T:WouldyoulikesomenoodlesYesplease.教师提示学生抽取一张餐具图片，其中不包含筷子图片CanIhaveaspoon/aknifeandforkpleaseT:Yesbuttrychopsticksfornoodles.Teachthesentencestructures“CanIhave...please”Try…fbr…andaskstudentstopracticeIhem.课件出示.
①先呈现牛肉、勺子图片，然后出现刀叉图片；
②先呈现汤、筷子图片，然后出现勺子图片While-reading.1Watchthecartoonandanswer.T:Look!Johnisathomewithhismother.Itstimefbrdinner.Theyaretalkingabouttheirdinner.WhatwouldJohnlikefordinnerWatchthecartoonfindtheanswerandunderlinethekeysentences.课件出示:教材P53Readandtick部分的动画2Watchthecartoonagainandanswer.T:WouldJohnlikesomenoodlesWhatcanJohnusefornoodlesWatchthecartoonagainfindtheanswersandunderlinethekeysentences.出示课件3Readafterthecartoonthentickthepicturesyoureadaboutinthetalk.Askstudentstopayattentiontoimitatingtheaccuratepauseandintonationandrealizetheemotionofthecharacters.Checktheanswers.Answers:Picture2354Readthedialogueaftertheteacher.Instructstudentstoreadthetextaccordingtothesensegroups.5Readthedialoguealoud.6Actoutthedialogue.Post-reading.Lookchooseandwrite.课件出示:教材P53Lookchooseandwrite部分的图片及练习1Talkaboutthesoupandchoosesomewordstofillintheblanks.T:Pointtothesoup.WhatsthisYessoup.ThisisJohnssoup.WhatsinthesoupSs:Beefvegetablesandnoodles.T:IfyouareJohnyoucansay“InmysoupTdlikesomebee[vegetablesandsomenoodles.Payattentiontothespellingofthesewords.Whenwewritesentences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.能够听懂、会说句型“一Whatwouldyoulikefor---—IdlikeIwouldlikesome…，please.”“Whatsfordinnervo.能够听懂、会读单词dinnersoupvegetableready”.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螫“一Whaiwouldyoulikefor-—IdlikeIwouldlikesome…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.角色扮演；.游戏；.观看动画教学过程Step1:Warm-upRevisionGreetings.Singasong—LeCshaveapicnictoday.课件出示PEP三上教材P54的歌曲动画Revision.Sharpeyes.Showthewordsaboutfoodanddrinksonebyone.课件出示:eggjuicebreadmilkwaterfishricecake依次快速出现，再消失T:Ifyouknowthewordyoucanstandupandreaditaloud.2Driveatrain.Showthewordsaboveandreviewtheword“fishwithpictures.课件出示:
1.已学的食物及饮品单词eggjuicebreadmilkwaterfishricecake
2.出示三张图片，图片一:一盘鱼肉，教学行sh；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fishcsLctstudentsworkingroupsofweshouldpayattentiontocapitalizingthefirstletter.Andweshouldalsopayattentiontopunctuationmarks.Writethesentenceontheblackboardfordemonstration.2Talkaboutyourdinnerandchoosesomewordstofillintheblanks.T:Nowsupposeits6:00intheevening.Itstimefbrdinner.WhatwouldyoulikefordinnerPleasetalktoyourpartnerthenwritedownyourdinnerinyourbook.Writethesentenceontheblackboardfordemonstration:Idlikesomefishvegetablesandrice.Step3:PracticeLetscheck.1Lookatthepicturesanddescribethem.课件出示:教材P54Listenandtick部分的图片Leadstudentstoobservethefourpairsofpicturescarefully.T:Lefslookatthefirstpairofpictures.WhatsinthepictureaboveSomesoupandvegetables.T:WhatsinthepicturebelowSomevegetablesandfish.T:Lefslookatthesecondpairofpictures.WhatsinthepictureaboveAspoon.T:WhatsinthepicturebelowChopsticks.•••2Listenandtick.Playtherecording.课件出示:教材P54Listenandtick部分的音频Askstudentstotickthecorrectpictures.3Checktheanswers.Answers:第一组:上图；第二组下图；第三组:上图；第四组:上图Lookandmatch.1Lookatthepicturesanddescribethem.课件出示:教材P54Lookandmatch部分的图片T:Lookatthetable.WhatsonthetableTalkaboutitwithyourpartner.2Lookandmatch.3Checktheanswers.Answers:第一行从左到右序号:53141第二行从左到右序号:78926Step4:ConsolidationExtensionLefswrite.（l）ShowsomesentenceswithblanksonthePPTandletstudentstrytowriteandpracticeingroups.
（2）Choosethebestoneineachgroupthenselectinthewholeclass.Selectionrules:
①Writecorrectlyandbeautifully.
②Eathealthily.Letssing.
（1）Learnthefirstpartofthesong.WhatwouldyoulikeWhatwouldyoulikeIdlakesomefish.IdlikesomefishIdlikesomebeef.Idhkescenebeef.Putitonmydish.Putttonmydish.©Listentothefirstpartofthesongthenanswer:WhatwouldIlike示课件）Ss:Somefishandbeef.（课件出示:学生回答之后出示fish和beef的图片，再出现dish的图片做出鱼和牛肉放到碟子中的动画，通过动画让学生理解“Putitonmydish”的含义）T:（鼠标点击鱼，鱼到碟中）Putitonmydish.T:（鼠标点击牛肉，牛肉到碟中）Putitonmydish.@LearnIhefirstpartofthesongaftertherecording.
（2）Learnthesecondpartofthesong.©Listenanddo.（课件出示:图片aforkaspoonaknife）T:Pleasepassmeafork.（请一名学生上前找到PPT中fork的图片，并点击图片，图片飞到碟子的左边）T:Pleasepassmeaknife.（请一名学生上前找到PPT中knife的图片，并点击图片，图片飞到碟子的右边）T:Pleasepassmeaspoon.（请一名学生上前找到PPT中spoon的图片，并点击图片，图片飞到碟子中）T:Nowdinnersready!CanwepleaseeatsoonCanwepleaseeatsoon（教师边说边做动作，帮助学生们理解句子）
②Listentothesecondpartofthesongandlearnit.（出示课¥1）
（3）Studcntssingthesongwhiledoingactions.
（4）Askstudentstoreplacethewordsoffoodinthesongwhentheysing.板书设计Unit5Dinnersready一Whatwouldyoulikefordinner——rdlikesomefishvegetablesandrice.作业设计完成《核心课堂》/《一本好卷》本节课习题教学反思.热身部分就是对前面课程内容的复习学生由唱到听最后到用，这样的复习很轻松，复习效果事半功倍.在阅读这部分，从直观地看，到问答再到读，让学生对这一部分内容烂熟于心，这样语言输入就完成了，再通过练习与拓展，完成了语言输出的过程.学生们能正确地在四线三格内书写本单元的四会单词和句子.整个教学过程流畅自然，重点突出又有趣，达到了知识与趣味的结合TheseventhperiodStorytime内容分析本课是PEP小学英语四年级上册Unit5第七课时，本节课为故事课故事发生在猫大厨的餐厅里.，在引导学生锻炼餐厅点餐用餐的常用语的同时融入了关于诚实守信，拒绝逃单，节约粮食的生活道理学生在学习本课内容的过程中，不仅要对故事内容有所认识，也要体悟故事中关于诚实、节约的道理，养成良好生活的习惯课时目标知识与能力.复习本单元所学的词汇和句型.能读懂“Storytime”部分的故事，通过故事的学习达到复习本单元所学知识的目的.能总结本单元所学的主要句型和词汇，提高学生运用英语的能力过程与方法通过游戏和观察图片，让学生复习已经学过的词汇，为新课的学习做好知识铺垫通过细读环节，初步培养学生自主阅读来获取信息和处理信息的能力，进而提升学生的阅读技巧，让学生比较扎实地掌握所学知识情感态度价值观根据故事中Zip与猫大厨的经历，引导学生养成良好的道德品质，做到诚实守信，勤俭节约教学重难点教学重点.掌握句型:Whatwouldyoulikerdlikesome...AnythingelseHeresyourbill..理解“Storytime”故事的意思教学难点Anythingelse的发音较难，以及在真实环境中运用故事中的语言教学准备教学课件、课文视频、单词卡片等教学媒体选择多媒体，录音教学活动.角色扮演；.游戏；.观看动画教学过程Step1:Warm-upRevisionLead-inGreetings.Singthesong—Whatwouldyoulike.（课件出示教材P54Letssing板块的歌曲音频）Playagame—“missinggame.（课件出示本课所学的食物，餐具的图片，根据老师的点击，图片消失，同学们说出消失的图片对应的单词）ReviewthevocabularybeefchickennoodlessoupvegetablechopsticksbowlsforkknifespoonLead-in.T:Nowletsbeginourclass.BoysandgirlsdoyoulikehavingamealinrestaurantsSs:YesIdo./NoIdont.设计意图基于学生的日常生活提问，激起学生的回答兴趣T:Oksowhatwouldyouliketoeatinrestaurants（找答话喜欢去餐厅吃饭的学生回答）SI:IdliketoeatT:VerygoodtodayZipwillhaveamealinMr.sCatsrestaurant.WhatwillheeatAndwhatwillhappeninrestaurantLetsfindtheanswertogether.设计意图既练习了本单元学习的重点句式，也引出了本节课内容Step2:PresentationandPracticeWhile-reading.Watchandanswer（展示故事图片，展示学生需要回答的问题，播放故事视频）WhatdoesZiporderforthefirsttimeWhatdoesZiporderforthesecondtimeWhatdoesZiporderforthethirdtimeWhyisMrsCatangry设计意图设置问题，让学生们带着问题去观看视频学习小故事Readandwrite.Readthestoryingroupsandunderlinethenewwordsandexpressions.设计意图锻炼学生自主阅读学习，并画出新词写下解释，加深记忆，教师适时给予指导与帮助Learnthenewexpressions.—Anythingelse—Heresyourbill.设计意图趁热打铁学习本节课的重点句型Studentsreadtheexpressionsaloud.设计意图通过大声读加深学生的记忆WatchandreadWalchthevedioagainandreadaloud设计意图重新完整的观看故事视频并要求学生边看边跟读，加深对故事内容的理解Practice.Readthestoryaloudingroupsfor5minutes.Roleplay.2studentsinagroupReadtogether.Roleplayingroups.Thenchoosesomegroupstoactoutthestory.Step3:ConsolidationExtensionT:TodaywereadaninterestingstoryabouttheZipandMrsCat.ZipcometoMrsCafsrestaurantforameal.Heeatssomericeandfishnoodlesandbeefsoupandvegetables.WhenMrsCatwanttogiveZipthebillabirdtakeitaway.ItmakesMrsCatveryangry.Soboysandgirlsinourdailylifeweshouldbehonestandtrustworthy.Andweshouldsavefoodtoo.板书设计Unit5DinnersreadystorytimeWhatdoesZiporderforthefirsttimeWhatdoesZiporderforthesecondtimeWhatdoesZiporderforthethirdtimeWhyisMrsCatangryAnythingelse还要别的吗Hereisyourbill.这是您的帐单作业设计完成《核心课堂》/《一本好卷》本节课习题教学反思.本节课利用图片、视频、音频、多种资源帮助学生学习Storytime中的英语小故事.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对餐桌语言的掌握six.Askeverystudentinthegrouptoaskandanswerquestionsinturn.Makeamodel:T:OhImhungry.Tdlikesomebreadandmilk.WhatwouldyoulikeIdlikesome...WhatwouldyoulikeIdlikesome...Whatwouldyoulike...Step2:PresentationTalkaboutdinner.lShowapictureonthePPT.课件出示一幅图画面显示太阳落山了钟表显示18:00T:Look!Its6:00intheevening.It^timefbrdinner.Guesswhatudinner^^means.Ss:晚餐T:Yes.Tmhungry.WhatsfbrdinnerShowthewordcard.Dinnerdinner/d/-/i/-/n/-/or//1dinor/.WritedownthesentenceWhatsfbrdinner”ontheblackboardandteachit.2ShowapictureonthePPT.课件出示:一张餐桌，学生每提问一次“Whatsfordinner”餐桌上就出现一种食物，依次为fishriceeggsoupvegetableSs:WhatsfbrdinnerT:Somefish/rice/eggs.Ss:WhatsfbrdinnerT:Somesoup.Showthewordcard.Soupsoup/s/-/u:/-/p//su:p/somesoup.Writedownthewordsoupontheblackboardandteachit.Ss:WhatsfbrdinnerT:Somevegetables.Showthewordcard.Vegetablevegetable/ved3/-/la/-/bl//1ved5tabl/somevegetables.Payattentiontothepronunciationsofv/v尸ands/z/”.Writedowntheword“vegetable“ontheblackboardandteachit.Showthepictureofthetablewiththefoodmentionedabove.课件出示:摆放着上述食物的餐桌图片T:Oh!Dinnersready!Icaneatnow.Showthewordcard.Readyready/r/-/e/-/d/-/i/»/1redi/.Dinnersready!Writedownthesentence“Dinnersready!”ontheblackboardandteachit.T:WhatwouldyoulikefordinnerWritedownthesentence“Whatwouldyoulikefbrdinner”ontheblackboardandteachit.SI:Tdlikesome...WritedownthesentenceTdlikesome...”ontheblackboard.Leadmorestudentstoanswerthequestion“Whatwouldyoulikefbrdinner^^byusingthissentencestructure.Lefstalk.lTalkaboutPicture3ofLeislalkandpredictthemainideaofthedialogue.课件出示:教材P48Letstalk板块的图三T:Pointtothepicture.Wowalotofdeliciousfood!Dinnersready!WhatsfbrdinnerSs:Somesoupsomebreadsomefishandsomevegetables.T:Lookatthefood.Tmhungry.Tdlikesomebread.ArcyouhungryWhatwouldyoulikeYes.Tmhungry.Tdlikesome......T:Mikeishungrytoo.Whatwouldhelike2Watchthevideoandanswerthequestions.ShowPicture1ofLetstalk”.课件出示:教材P48Leistalk板块的图一T:WhereareMikeandhismotherTheyareinthekitchen.T:Mikeishungry.WhatwouldMikelikefordinnerLetswatchthevideo.Underlinethekeysentenceoftheanswerinyourbooks.Playthevideoandletstudentsgetthekeysentence.课件出示:教材P48Letstalk部分的音频T:WhatwouldMikelikeSs:Somesoupandbread.MikesaysTdlikesomesoupandbreadplease.”T:WhatwouldMikesdadlikefbrdinnerLetswatchthevideoagain.Underlinethekeysentenceoftheanswerinyourbooks.Playthevideoagainandletstudentsgetthekeysentence.出示课件T:WhatwouldM汰esdadlikeSs:Somefishandvegetables.Mikesdadsays“Somefishandvegetablesplease.”3Readafterthevideo.T:Boysandgirlsletsreadthedialogueafterthevideo.Pleaselistentoitandreadcarefully.Playthevideoagainandaskstudentstoreadafteritandtrytoimitatethepronunciationandtheintonation.Thenletstudentsreadtogetherandreadfreely.4Readthedialogueindifferentroles.Thenactoutthedialogue.T:Nowwellfindthebestactororactress.Pleasecometothefrontandshowthedialogue.Takeoutsomeheaddressesandasksomestudentstoactoutthedialogue.5Retellthedialogueaccordingtotheblackboard-writingandthepicturesof“Letstalk”.Makeamodelfirstandthenleadstudentstoretellthedialoguewithouttheirtextbooks.Step3:PracticeLefssurvey.课件出示:教材P48Lefssurvey板块的表格及以下句型.一Whatwouldyoulikefordinner—Idlikesome..wouldlikesome.T:Supposeilstimefbrdinner.WhatwouldyoulikefbrdinnerLetsmakeasurvey.Letstudentsdothesurveyingroupsoffour.Makeamodel:T:SIwhatwouldyoulikefordinnerTdlikesomefishandrice.T:S2whatwouldyoulikefordinnerIdlikesomebreadandmilk.T:......T:SIwouldlikesomefishandrice.S2wouldlikesomebreadandmilk.S
3...Askeachgrouptochooseareportertointerviewtheotherthreestudentsfillinaformandreporttheresultstothewholeclass.Step4:ConsolidationExtensionMakeanewdialogue.Askstudentstoimitatethetexttomakeanewdialogue.1Makeamodel.2Lctstudentsimitatetoworkingroupsofthree.Thenmakeanewdialogueingroups.3Showtime.Asksomegroupstoactouttheirdialogues.Intherestaurant.课件出示:一家餐厅的背景和句子“Don，lwastefood.Takeoutapreparedchefcapsomepicturesoffoodanddrinksandtherelevantpricetags.Letstudentsactascustomersoracook.lMakeamodel.T:Look!WhatdoIdoYesImacook.Icancookdeliciousfood.Pleasecometomyrestaurantfbrdinner.Myrestaurantsruleis“Orderasmuchasyoucaneat.Dontwastefbod.”T:Welcometomyrestaurant!WhatwouldyoulikefordinnerSI:rdlike...T:Hereyouare.Tenyuanplease.SI:Thankyou!2Letstudentsworkingroups.3Showtime.Asksomegroupstoactout.板书设计Unit5DinnersreadyUJhat$fordinner-IVhatwouldyoulikefordinner一/dlikewmtsoupandbread.fishandvt^tabksDinner$ready!作业设计完成《核心课堂》/《一本好卷》本节课习题教学反思.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.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.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.板书设计清晰明了，重点突出，起到了很好的辅助作用ThesecondperiodPartALetslearnLetsplay内容分析本节为Unit5的第二课时教学重点是能够在真实或虚拟的情景中熟练运用句型”—Whatwouldyoulike-I’dlikesome…”征求和表达用餐意愿课时目标知识与能力.能够听、说、认读单词“beefchickennoodlessoupvegetable”.能够熟练运用句型”—Whatwouldyoulike—Idlikesome…”征求和表达用餐意愿.能够模拟餐馆中顾客点餐时与服务员之间的对话，并且能够快速找到食物图片或判断图片的正确性过程与方法韵句既可以激发学生的学习兴趣，又可以复习上节课Letstalk板块的内容再通过游戏复习所学有关食物或饮品的单词和数词，激活学习背景，为学习新知识做好铺垫创设情境，利用餐馆这个环境来引出本课的重点知识用菜单这一餐馆中常见的重要物品来引出食物类词汇，帮助学生为接下来的学习做好词汇的积累工作情感态度价值观锻炼学生运用语言的能力，提高学生参与英语学习的积极性，教育学生要珍惜粮食，不要浪费食物教学重难点教学重点.能够听、说、认读单词“beefchickennoodlessoupvegelable”.能够在真实或虚拟的情景中熟练运用句型“一Whatwouldyou1汰e一Idlikesome…”征求和表达用餐意愿教学难点能够熟练运用所学单词及核心句型进行简单的点餐活动教学准备教学课件、课文视频、单词卡片等教学媒体选择多媒体，录音教学活动.角色扮演；.游戏；.观看动画.小组合作竞争教学过程Step1:Warm-upRevisionGreetings.Letstalk.T:Whatwouldyoulikefordinner（课件出示一些食物的图片，用来激发学生的回答灵感）SI:Idlikesome...Letstudentschangethewordsoffoodtomakeanewchant.Sharpeyes.Reviewthewordsoffoodanddrinks.（课件I示apple1（）applesbanana12bananasegg5eggsbreadmilkricejuicefish依次快速出现并消失）T:Ifyouknowthewordorthephraseyoucanstandupandreaditaloud.
2.Lefschant.a-e/el/cakefacenamea/ee/cathatdadi-e/al/likekitefivei/l/bigpigsixo-e/ou/noseCokenoteo/d/doglothotu-ely\i\lusecuteexcuseu/a/duckcutupWhatwouldyoulikefordinnerJohnIdlikesomebeefplease.WouldyoulikesomenoodleslooYesthankyouCanIhaveaknifeandforkpleaseYesJohnbuttrychopsticksfornoodles.。
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