四年級(jí)英語(yǔ)上冊(cè) Unit 5 Dinner is ready教案 人教PEP版.doc

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Unit Five Dinner’s ready 單元整體分析 本單元是義務(wù)教育人教版（pep）小學(xué)英語(yǔ)教科書四年級(jí)上冊(cè)第五單元。單元主題為Dinner’s ready（晚餐準(zhǔn)備好了）。主情景圖通過(guò)學(xué)生及動(dòng)物們?cè)诓宛^用餐的情景展示本單元的主題：表達(dá)用餐意愿，以及與主題相關(guān)的核心詞匯與句式。 A部分共三頁(yè)，分三課時(shí)。第一課時(shí)為情景對(duì)話和練習(xí)部分。Let’s talk部分Mike和媽媽在進(jìn)行有關(guān)用餐的交流。引出句式: What’s for dinner? What would you like? I’d like some.... Dinner’s ready等。并在對(duì)話中熟悉單詞dinner, ready, soup，并復(fù)習(xí)一些食物名稱。Let’s survey是一個(gè)調(diào)查活動(dòng)，調(diào)查同學(xué)們的用餐意愿，從而操練重點(diǎn)句式，并復(fù)習(xí)相關(guān)食物類單詞。第二課時(shí)為詞匯學(xué)習(xí)課時(shí)，Let’s learn中以菜單的形式介紹了食物名稱詞匯：beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread. 以及詢問(wèn)他人用餐意愿的句子：What would you like? 及其回答。之后的Let’s play活動(dòng)是學(xué)生利用食物單詞卡片進(jìn)行的模擬點(diǎn)餐活動(dòng)。第三課時(shí)為語(yǔ)音與字母學(xué)習(xí)課時(shí)，通過(guò)讀一讀，聽一聽，唱一唱；聽一聽、圈一圈；聽一聽，圈一圈，寫一寫三個(gè)活動(dòng)，讓學(xué)生學(xué)習(xí)元音字母e在開音節(jié)中的發(fā)音/i:/。 B部分共四頁(yè)，分兩課時(shí)。第一課時(shí)仍然呈現(xiàn)情景對(duì)話和練習(xí)。Let’s talk中Mike到John家做客，以此來(lái)引出向別人發(fā)出用餐建議的句式：Would you like some...? 及其回答：NO, thanks. Yes, please. 之后的Let’s play活動(dòng)以推薦特價(jià)菜的方式來(lái)練習(xí)重點(diǎn)句式。第二課時(shí)以John和媽媽的對(duì)話來(lái)學(xué)習(xí)新的詞匯：chopsticks, fork, knife, bowl, spoon, 之后通過(guò)一個(gè)活動(dòng)Let’s do來(lái)進(jìn)一步熟悉新授詞匯。之后的讀寫練習(xí)、聽音判斷、看一看并匹配的練習(xí)以及歌曲都用來(lái)鞏固練習(xí)本課的重點(diǎn)詞匯及句型，與C部分合為一個(gè)課時(shí)。 C部分中Zip到餐館點(diǎn)餐，卻被鳥叼走了帳單，通過(guò)這樣一個(gè)有趣的故事來(lái)整合本單元的重點(diǎn)詞匯與重點(diǎn)句式。 單元教學(xué)目標(biāo) 知識(shí)目標(biāo)： 1.詞匯：學(xué)生能夠聽、說(shuō)、認(rèn)讀單詞：beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon 2.句型結(jié)構(gòu)：能夠聽懂、會(huì)說(shuō)、認(rèn)讀句型What’s for dinner? What would you like (for...)? I’d like some... please. Would you like ...? No, thanks. I can use ... 3. 字母與語(yǔ)音：能夠掌握字母i在開音節(jié)里的發(fā)音，即/ ju:/ 能力目標(biāo) 1. 能夠正確使用重點(diǎn)詞匯來(lái)表達(dá)用餐意愿或餐具使用情況 2. 能夠在有意義的語(yǔ)境中抄寫上述話題詞匯 3. 能夠在真實(shí)或模擬的情景中運(yùn)用句型What would you like ( for ...) ? I’d like ... 征求并表達(dá)用餐的意愿 4. Help yourself. Would you like some...? Yes, please. No, thanks. I can use ... 提出用餐及餐具使用建議，并做出恰當(dāng)?shù)幕貞?yīng)。 5. 能夠讀出符合開音節(jié)發(fā)音規(guī)則的含有字母i的單詞；并能根據(jù)發(fā)音拼寫出符其發(fā)音規(guī)則的單詞 情感態(tài)度、學(xué)習(xí)策略、文化意識(shí)目標(biāo) 1. 了解用餐禮儀，能夠?qū)τ貌徒ㄗh作出恰當(dāng)反應(yīng) 2. 初步了解中西方餐飲文化的差異 3. 能夠根據(jù)-e的發(fā)音規(guī)則拼讀單詞，并能夠根據(jù)-e-與-e的發(fā)音規(guī)則拼寫單詞 教學(xué)重難點(diǎn) 教學(xué)重點(diǎn) 1. 能夠聽、說(shuō)、認(rèn)讀單詞：beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon 2. 能夠聽懂、會(huì)說(shuō)句型What’s for dinner? What would you like (for...)? I’d like some... please. Would you like ...? No, thanks. I can use ... 3. 能夠正確使用重點(diǎn)詞匯來(lái)表達(dá)用餐意愿或餐具使用情況 4. 能夠掌握字母i在開音節(jié)里的發(fā)音，即/i:/ 教學(xué)難點(diǎn) 1. 能夠在真實(shí)或模擬的情景中運(yùn)用句型What would you like ( for ...) ? I’d like ... 征求并表達(dá)用餐的意愿 2. 能夠認(rèn)讀并在情景中運(yùn)用句型Help yourself. Would you like some...? Yes, please. No, thanks. I can use ... 提出用餐及餐具使用建議，并做出恰當(dāng)?shù)幕貞?yīng)。 3. 能夠在有意義的語(yǔ)境中抄寫話題詞匯 4. 能夠根據(jù)i在開音節(jié)里的發(fā)音規(guī)則拼讀單詞，并能夠根據(jù)其發(fā)音規(guī)則拼寫單詞 教學(xué)方法 情景創(chuàng)設(shè)法、游戲教學(xué)法、多媒體輔助教學(xué)法、TPR、小組合作學(xué)習(xí)法 教學(xué)時(shí)間 本單元教學(xué)用時(shí)兩周，建議使用六課時(shí)完成教學(xué)任務(wù) 第一課時(shí)：A. Let’s talk. Let’s survey 第二課時(shí)：A. Let’s learn. Let’s play 第三課時(shí)：A. Let’s spell. 第四課時(shí)：B. Let’s talk. Let’s play 第五課時(shí)：B. Let’s learn. Let’s do 第六課時(shí)：B. Read and write. Let’s check. Let’s sing. C. Story time. 知識(shí)視窗 西方餐具的擺放及使用 正宗的傳統(tǒng)西餐的餐具應(yīng)該是金屬制，分為金餐具、銀餐具和鋼餐具。一般規(guī)格越高，餐具也就越好。西方餐具主要包括餐刀、餐叉和餐勺。 西餐中的餐刀主要有三種，一種是切肉的牛排刀，鋸齒比較明顯，一種是正餐刀，巨具不明顯或干脆沒(méi)有，主要用來(lái)配合餐叉切割一些蔬菜或水果等食品。第三種是取黃油用的黃油刀，這種刀比較小一些，一般放在黃油盤或者面包盤里。牛排刀和正餐刀一般平行豎放在正餐盤的右側(cè)。牛排先上的話，則牛排刀放在正餐刀的右側(cè)。如果是正餐先于牛排上的話，則把正餐刀放在牛排刀的右側(cè)。 餐叉在西餐中也有很多種，最常見常用的則是沙拉叉、正餐叉和水果叉。水果叉是其中最小的一個(gè)，一般橫放在正餐盤的上方，主要用來(lái)吃水果或者是甜品。沙拉叉的個(gè)頭居中，主要用來(lái)吃沙拉和冷拼。正餐叉是最大的，用來(lái)和局正餐熱菜。 餐勺最常見的也有三種，一是正餐勺，勺是橢圓形的，主要在吃正餐或者主食的時(shí)候，起到輔助餐叉的作用。一種是湯勺，一般是圓頭，主要用來(lái)喝湯。這兩川勺子一般平行豎放在餐刀的右側(cè)，湯勺要放在正餐勺的外邊。還有一種甜勺，要比前兩種勺小，一般平放在正餐盤的上方，主要用來(lái)吃甜品。 英式用餐具的方法是右手拿刀，左手拿叉，要注意保持叉齒向下。左手的叉負(fù)責(zé)把食物送入口中，右手持的餐刀則負(fù)責(zé)切開菜或者將菜推到叉前上。要注意的是，每吃完一口再切一次。也就是切一塊兒，吃一塊兒，不要將食物一次性切完。 美式的刀叉用法相對(duì)比較復(fù)雜。切菜時(shí)右手持刀，左手持叉，叉齒向下。這跟英式的拿法相同。但切完之后，就把右手的刀平放到餐盤的頂端，然后把叉子從左手換到右手，叉齒向上，把切好的食品送入口中。美式的可以先將所有的菜都切好，然后把餐叉倒到右手后再慢慢用餐。 第一課時(shí) 課時(shí)內(nèi)容 A. Let’s talk；Let’s survey 課時(shí)分析 在Let’s talk部分，Mike告訴媽媽他餓了，問(wèn)媽媽正餐都吃些什么。媽媽則問(wèn)他打算吃些什么。他告訴媽媽想要吃湯和面包。爸爸則告訴媽媽想吃魚和蔬菜。媽媽按照他們的需求準(zhǔn)備好了晚餐。兩個(gè)人都非常開心地表示感謝。在這個(gè)對(duì)話過(guò)程中，展示了如何詢問(wèn)他人用餐意愿的句式; What would you like? 及What would you like for dinner? 以及如何回應(yīng)：I’d like some soup and bread, please. 以及句式：What’s for dinner? Dinner’s ready. 在故事的情境中，這些句子都比較好理解。因此要為學(xué)生創(chuàng)設(shè)相應(yīng)的情境，讓他們能夠在真實(shí)或虛擬的語(yǔ)境中理解并使用語(yǔ)言，從而掌握所學(xué)知識(shí)，提高自己的口語(yǔ)表達(dá)能力。 Let’s survey是個(gè)在同學(xué)間進(jìn)行的調(diào)查活動(dòng)。學(xué)生需要調(diào)查同組或同班同學(xué)的用餐意愿，并記錄下來(lái)。在調(diào)查過(guò)程中，學(xué)生要不斷地使用我們的目標(biāo)語(yǔ)言，達(dá)到操練語(yǔ)言，使用語(yǔ)言的目的。 課時(shí)目標(biāo) 1. 能夠聽懂、會(huì)說(shuō)句型：What would you like ( for ...) ? I’d like some..., please. 2. 能夠聽懂、會(huì)說(shuō)以下詞匯：dinner, soup, vegetables, ready 3. 能夠聽懂、會(huì)讀對(duì)話，并能分角色表演。 4. 能夠在真實(shí)或模擬的情景中正確使用句型What would you like ? I’d like...來(lái)征求并表達(dá)用餐的意愿 5. 了解中西方飲食文化的差異 課時(shí)重難點(diǎn) 1.重點(diǎn) 能夠聽懂、會(huì)說(shuō)句型：What would you like ( for ...) ? I’d like some..., please. 能夠聽懂并使用詞匯：dinner, soup, vegetables, ready 能夠聽懂、會(huì)讀對(duì)話，并能分角色表演 2. 難點(diǎn) 能夠在真實(shí)或模擬的情景中正確使用句型What would you like ? I’d like...來(lái)征求并表達(dá)用餐的意愿 教學(xué)準(zhǔn)備 1. 多媒體課件、錄音機(jī)、磁帶 2. 食物單詞圖片 教學(xué)過(guò)程 Step 1 Warm up 1.播放歌曲：It’s time for lunch. 學(xué)生認(rèn)真傾聽。 Teacher: Boys and girls, are you ready for our English class? First let’s listen to a song. Listen carefully, please. It’s time for lunch. I want to eat. Noodles and rice, a special treat. It’s time for lunch, I want to eat, noodles and rice, a special treat. Teacher: Can you try to sing with it? 設(shè)計(jì)意圖：以歌曲熱身可以快速吸引學(xué)生的注意力，營(yíng)造良好的英語(yǔ)課堂氛圍。同時(shí)，幫助學(xué)生復(fù)習(xí)與食物相關(guān)的知識(shí)，為下一步的學(xué)習(xí)做好準(zhǔn)備。 Step 2 Lead in 1.出示食物的圖片，請(qǐng)學(xué)生說(shuō)出其名稱。 Teacher: What’s this? Yes, it’s bread. What’s this? It’s juice. What about this one? It’s soup. （板書單詞）Read after me, please. Do you like soup? And look, what’s this? This is a cucumber. This is a tomato. This is a potato. They are vegetables. Read after me, vegetables. （板書單詞）Do you like vegetables? What’s this? it’s rice. What’s this? It’s fish. They are food. 設(shè)計(jì)意圖：銜接歌曲，出示食物圖片。 通過(guò)圖片，使學(xué)生明白新授的食物名稱。 Step 3 Presentation 1. 提出問(wèn)題，引起學(xué)生閱讀興趣，呈現(xiàn)對(duì)話內(nèi)容。 Teacher：Look at the food. Are you hungry? Do you want to eat? Mike is hungry. What would he like? Let’s listen and find. 2. 播放對(duì)話錄音，學(xué)生找出答案。聽完錄音后，請(qǐng)學(xué)生說(shuō)出自己的答案。 Teacher: Answer the question, please. What would Mike like? That means what Mike wants to eat. He would like... Yes, He would like some soup and bread. 設(shè)計(jì)意圖：通過(guò)提問(wèn)引起學(xué)生的閱讀興趣，并使學(xué)生帶著問(wèn)題認(rèn)真傾聽課文內(nèi)容。 3.談?wù)搶?duì)話內(nèi)容，幫助學(xué)生深入理解對(duì)話。 Teacher：What would Mike’s dad like for dinner? He would like ... Yes, some fish and vegetables. What does Mike’s mother do? She is ready for the dinner. She makes dinner for Mike and Mike’s father. When do we have dinner? Sometimes it’s in the afternoon. Sometimes it’s in the evening. Most of us have dinner in the evening. That means the supper. Dinner is the biggest meal in a day. Read after me, dinner. 設(shè)計(jì)意圖：通過(guò)深入討論對(duì)話內(nèi)容，幫助學(xué)生理解新授單詞的意思及對(duì)往右的主要內(nèi)容。 Step 4 Practice 1. 再次播放課文錄音。學(xué)生跟讀課文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 學(xué)生自由讀課文，教師巡視，幫助學(xué)生解決讀音上的問(wèn)題。 Teacher：Now please read the text freely. If you have any questions, please show me your hand and ask me. 3. 學(xué)生分角色朗讀課文。 Teacher: Now, who wants to be Mike? Who wants to be Mike’s Mum? Who wants to be Mike’s dad? Let’s read it in roles. 4. 請(qǐng)學(xué)生戴上頭飾來(lái)扮演對(duì)話的角色，表演對(duì)話。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 設(shè)計(jì)意圖：通過(guò)以上四個(gè)活動(dòng)，使學(xué)生能夠充分理解課文內(nèi)容，并且能夠正確朗讀課文。在不同形式的讀和表演活動(dòng)中，使學(xué)生逐步理解并掌握本課的重點(diǎn)句型，為其達(dá)到熟練表達(dá)奠定基礎(chǔ)。 5. 出示不同食物的圖片，請(qǐng)學(xué)生針對(duì)圖片進(jìn)行交流。 Teacher: What are these? Say it quickly. Teacher: What would you like? Teacher: Do a pair work. Ask and answer, please. What would you like? I would like or I’d like...（板書答句） Teacher: Which pair wants to show your dialogue? 設(shè)計(jì)意圖：展示食物圖片，為學(xué)生的對(duì)話提供語(yǔ)料支撐。然后通過(guò)老師的示范，師生示范， 再到生生練習(xí)，逐步引導(dǎo)學(xué)生熟悉重點(diǎn)句式。 6. 小組活動(dòng)：調(diào)查你同組同學(xué)的用餐意愿，并形成表格。 Teacher： Let’s survey. Look at this chart. Ask your members of the group and fill in the blanks. Teacher: Which group wants to show your chart? Can you talk about it? 設(shè)計(jì)意圖：在進(jìn)行調(diào)查活動(dòng)時(shí)，為了完成調(diào)查任務(wù)，學(xué)生不得不一次又一次地使用學(xué)習(xí)到的語(yǔ)言進(jìn)行交流。從而達(dá)到在“用中學(xué)”的作用。 Step 5 Summary 1. 請(qǐng)學(xué)生談一談自己眼中中西餐的不同。 Teacher：What would you like for dinner? What does Mike like for dinner? Are they the same? What do you know about these differences? Can you say something about it? 設(shè)計(jì)意圖：請(qǐng)學(xué)生思考并發(fā)現(xiàn)中西餐飲食中的不同?？梢赃m當(dāng)使用漢語(yǔ)。教師進(jìn)行有必要的補(bǔ)充，使其了解中西方飲食文化的不同。 課堂作業(yè) 一、根據(jù)圖片選出正確的單詞。 ( ) 1. A. soup B. milk ( ) 2. A. vegetables B. fruit ( ) 3. A. rice B. fish 二、為下列問(wèn)句選擇正確的答句。 ( ) 1.What’s for dinner? A. Fish and vegetables. B. Dinner’s ready. ( ) 2 What would you like? A. I’d like some rice. B. I’m hungry. ( ) 3. Is she in the kitchen? A. No, it isn’t. B. Yes, she is. 三、連詞成句。 1. would What like for you dinner (?) ________________________________________________________ 2. for What is dinner (?.) ________________________________________________________ 3. some soup I’d and like bread please (, ) (.) ________________________________________________________ 答案： 一、1.A 2. A 3. B 二、1.A 2. A 3. B 三、1.What would you like for dinner? 2. What is for dinner? 3. I’d like some soup and bread, please. 板書設(shè)計(jì) Unit Five Dinner’s ready A. Let’s talk soup vegetables What’s for dinner? What would you like for dinner? I’d like some... 第二課時(shí) 課時(shí)內(nèi)容 A. Let’s learn; Let’s play 課時(shí)分析 在Let’s learn部分，Zoom和Zip在玩點(diǎn)餐的游戲。教材中展示了一本大大的菜單（Menu），Zip在問(wèn)Zoom想要什么，Zoom想要一些蔬菜，Zip根據(jù)菜單中標(biāo)出的食物價(jià)格收費(fèi)。在菜單上標(biāo)出了以下食物名稱：beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread。 其中前五個(gè)為本單元要求掌握的單詞。后邊的五個(gè)是學(xué)生已經(jīng)掌握的單詞。學(xué)習(xí)本課時(shí)，可以設(shè)定餐館點(diǎn)餐的場(chǎng)景，讓學(xué)生在虛擬的情景中學(xué)習(xí)、操練重點(diǎn)單詞和句式。 Let’s play也是個(gè)模擬點(diǎn)餐的活動(dòng)。學(xué)生利用各種食物的圖片進(jìn)行模擬點(diǎn)餐的活動(dòng)。在點(diǎn)餐的過(guò)程中練習(xí)句式：What would you like? I’d like some... 本課時(shí)要為學(xué)生創(chuàng)設(shè)相關(guān)的情境，讓學(xué)生在情境中感受、理解、操練、掌握重點(diǎn)知識(shí)。 課時(shí)目標(biāo) 1. 能夠聽懂、會(huì)說(shuō)、認(rèn)讀單詞：beef, chicken, noodles, soup, vegetable 2. 能夠在真實(shí)或虛擬的情景中聽懂、會(huì)說(shuō)、認(rèn)讀句式：What would you like? I’d like some..., please. 3. 能夠利用所學(xué)的知識(shí)進(jìn)行簡(jiǎn)單的點(diǎn)餐活動(dòng) 課時(shí)重難點(diǎn) 1.重點(diǎn)： 能夠聽懂、會(huì)說(shuō)、認(rèn)讀單詞：beef, chicken, noodles, soup, vegetable 能夠在真實(shí)或虛擬的情景中聽懂、會(huì)說(shuō)、使用句式What would you like? I’d like some..., please.來(lái)征求他人的用餐意愿，并進(jìn)行恰當(dāng)?shù)幕貞?yīng) 2. 難點(diǎn)： 能夠利用所學(xué)的知識(shí)進(jìn)行簡(jiǎn)單的點(diǎn)餐活動(dòng) 教學(xué)準(zhǔn)備 1. 多媒體課件、錄音機(jī)、磁帶 2. 食物單詞卡片、自制菜單 教學(xué)過(guò)程 Step 1 Warm up 1.呈現(xiàn)韻句：What’s for dinner? 學(xué)生先傾聽，再跟唱，最后齊唱。 Teacher: Let’s chant. Listen to me first. It’s time for dinner. What would you like? I’d like fish, I’d like rice. I’d like some juice, please. It’s time for dinner. What would you like? I’d like eggs, I’d like bread, I’d like some milk, please. Teacher: Now please chant with me. Let’ s chant together. 設(shè)計(jì)意圖：以韻句來(lái)營(yíng)造良好的英語(yǔ)學(xué)習(xí)氛圍，帶領(lǐng)學(xué)習(xí)集中注意力開啟英語(yǔ)學(xué)習(xí)。同時(shí)，以韻句內(nèi)容來(lái)熟悉、回憶有關(guān)食物的詞匯與句式。，為接下來(lái)的學(xué)習(xí)做好知識(shí)與心理的雙重準(zhǔn)備。 Step 2 Lead in 1. 播放餐廳的圖片，為學(xué)生創(chuàng)設(shè)餐廳的情境，在情境中引出本課要學(xué)習(xí)的內(nèi)容。 Teacher：Look at the picture. It’s a restaurant. Let’s go to the restaurant. Let’s eat! 2. 展示餐廳的菜單，來(lái)呈現(xiàn)餐館里的食物與價(jià)格。 Teacher： Let’s look at the menu of the restaurant. What does the restaurant have? （學(xué)生觀察菜單上的圖片，說(shuō)出相應(yīng)的食物類單詞） 設(shè)計(jì)意圖：創(chuàng)設(shè)情境，利用餐館這個(gè)環(huán)境來(lái)引出本課的重點(diǎn)知識(shí)。用菜單這一餐館中的常見和重要物品來(lái)引出食物類詞匯。幫助學(xué)生為接下來(lái)的學(xué)習(xí)做好詞匯的積累工作。 Step 3 Presentation 1. 引起閱讀興趣，播放課文錄音或視頻。 Teacher：Oh, look, Zoom and Zip are in this restaurant. What would they like? Let’s watch and find. 學(xué)生帶問(wèn)題認(rèn)真傾聽錄音內(nèi)容，然后嘗試回答。 Teacher: Now show me you answer. What would Zoom like? Yes, Zoom would like some vegetables. How much are the vegetables? Yes, five yuan. 設(shè)計(jì)意圖：引導(dǎo)學(xué)生帶著問(wèn)題去聽錄音，培養(yǎng)其認(rèn)真傾聽且在傾聽中關(guān)注重要信息的能力。 2. 再次播放課文內(nèi)容，學(xué)生跟讀。 Teacher：Listen to the text again and read with it. 設(shè)計(jì)意圖：跟讀，以掌握正確的讀音 3. 根據(jù)菜單內(nèi)容討論，講授新單詞。 Teacher：Look at the menu. What’s this? Yes, it’s beef. (板書單詞) It’s from an ox. Do you like beef? How much is it? Teacher: Is this beef? No, it isn’t. It’s chicken. （板書單詞）Do you like chicken? You can eat chicken in the KFC. Teacher: What’s this? It’s soup. （板書單詞）Do you like soup? Teacher：Look at this. Can I say what’s this? No. I should say what are these? What are these? Yes, they are noodles. （板書單詞）Do you like noodles? How much are they? Teacher: What are these? You know them, right? They are vegetables. (板書單詞) How much are they? Five yuan. Yes. 設(shè)計(jì)意圖：通過(guò)觀察菜單講授新單詞。 Step 4 Practice 1. 出示食物圖片，請(qǐng)學(xué)生根據(jù)圖片展示的食物來(lái)完成對(duì)話。 Teacher：What would you like? Please answer with the food on the picture. What’s this? Yes, it’s rice. So you should say I’d like some rice. Look at next one. What would you like? Yes, you’d like some vegetables. What would you like? ... 設(shè)計(jì)意圖：通過(guò)這種活動(dòng)來(lái)幫助學(xué)生將食物單詞的字音與字義結(jié)合起來(lái)。 2. 猜出老師想要點(diǎn)的餐。 Teacher：What would I like? Please guess. It’s five yuan. What is it? It’s ten yuan. What is it? 設(shè)計(jì)意圖：說(shuō)出價(jià)格，讓學(xué)生猜出食物名稱。使學(xué)生將食物與價(jià)格建立起聯(lián)系，為其之后的對(duì)話編制做好準(zhǔn)備。 3. 出示食物圖片的一部分，請(qǐng)學(xué)生猜出食物名稱，并進(jìn)行問(wèn)答。 Teacher：Oh，this menu is dirty. What’s the food? Can you guess and say? What would you like? （指向其中一個(gè)，讓學(xué)生嘗試回答）Good. 4. 小組合作，完成點(diǎn)餐活動(dòng)。 Teacher：You know the restaurant well and you know how much they are. Now let’s play. Please make a dialogue in groups. One of you can be the waiter or waitress in the restaurant. Others go to the restaurant and order. Teacher: You can talk in group to practice your dialogue. （教師巡視，幫助學(xué)生解決編制對(duì)話時(shí)的困難和問(wèn)題） Teacher：Show me your story, please. Let’s find the best group. 設(shè)計(jì)意圖：請(qǐng)學(xué)生以點(diǎn)餐的方式來(lái)進(jìn)行對(duì)話練習(xí)。教師提供語(yǔ)言架構(gòu)支持，使他們?cè)谇榫诚逻M(jìn)行比較流暢的對(duì)話，幫助他們提高口語(yǔ)表達(dá)能力。 Step 5 Summary 1. 再次呈現(xiàn)韻句：What’s for dinner? 學(xué)生齊唱。 Teacher: Let’s chant together. It’s time for dinner. What would you like? I’d like fish, I’d like rice. I’d like some juice, please. It’s time for dinner. What would you like? I’d like eggs, I’d like bread, I’d like some milk, please. It’s time for dinner. What would you like? I’d like beef I’d like chicken, I’d like some soup, please. It’s time for dinner. What would you like? I’d like fish, I’d like vegetables, I’d like some noodles. please. 設(shè)計(jì)意圖：將本課新學(xué)的單詞編制到熱身部分的韻句之后，讓學(xué)生在再一次吟唱韻句時(shí)復(fù)習(xí)總結(jié)本課的重點(diǎn)詞匯和重點(diǎn)句式。 l 課堂作業(yè) 一、根據(jù)單詞選擇正確的圖片。 ( ) 1. beef A. B. ( ) 2. soup A. B. ( ) 3. chicken A. B. ( ) 4. vegetables A. B. 二、判斷下列句子與圖片是（T）否（F）相符。 ( ) 1.—What would you like? —I’d like some noodles. ( ) 2.—What would you like? —I’d like some fish. ( ) 3.—What would you like? —I’d like some vegetables. ( ) 4. —What would you like? —I’d like some bread. 三、讀對(duì)話，判斷正（T）誤（F）。 Tom: I’m hungry. Jim: I’m hungry, too. What’s for dinner? Mum: What would you like? Tom: I’d like some beef and milk, please. Jim: I’d like some fish and vegetables. Mum: I have beef and vegetables. But I don’t have fish. Jim: Oh, I’d like some beef and vegetables, please. Mum: Ok. I’d like some vegetables and milk. Mum: Dinner’s ready. Jim and Tom: Thank you, mum. ( ) 1. Tom and Jim are hungry. ( ) 2. Jim has some fish and vegetables for dinner. ( ) 3. Jim would like some beef and milk for dinner. ( ) 4. Tom would like some beef and milk for dinner. ( ) 5. Mum would like some beef and milk. 答案： 一、1. A 2.A 3.A 4.B 二、1.T 2. F 3. T 4. T 三、1. T 2. F 3. F 4. T 5. F 板書設(shè)計(jì) Unit Five Dinner’s ready A. Let’s learn soup vegetables beef chicken noodles What would like? I’d like some..., please. 第三課時(shí) 課時(shí)內(nèi)容 A. Let’s spell 課時(shí)分析 本部分分為語(yǔ)音學(xué)習(xí)和單詞書寫兩部分內(nèi)容。通過(guò)聽一聽，讀一讀，唱一唱的活動(dòng)，讓學(xué)生通過(guò)聽、讀、拆音等練習(xí)體會(huì)并掌握字母i在單詞中的發(fā)音，本課時(shí)主要學(xué)習(xí)其在開音節(jié)里發(fā)的雙元音/i:/。本活動(dòng)中呈現(xiàn)的韻句為：He and she, She and he, Let’s play together. He, she and me. He and she, She and he, We all play together. 韻句中呈現(xiàn)含有i的開音節(jié)詞匯：he, she, we, me同時(shí)在教材中以圖片形式呈現(xiàn)了這四個(gè)語(yǔ)音例詞。學(xué)生通過(guò)這些語(yǔ)音例詞以及韻句的誦讀，來(lái)感受并掌握字母e在開音節(jié)里的發(fā)音。之后的讀一讀，聽一聽并判斷的活動(dòng)，讓學(xué)生區(qū)分e在開音節(jié)與閉音節(jié)中的發(fā)音的不同，將單詞的讀音與字形結(jié)合起來(lái)，進(jìn)一步訓(xùn)練學(xué)生的聽音辨音能力。聽一聽，圈一圈，寫一寫的活動(dòng)學(xué)生需要判斷字母e在本單詞中的發(fā)音規(guī)則，圈出相應(yīng)的代表字母，并寫出單詞。這個(gè)活動(dòng)幫助學(xué)生進(jìn)一步掌握拼讀規(guī)則，并根據(jù)拼讀規(guī)則拼寫出單詞。 在教學(xué)過(guò)程中，需要通過(guò)多種活動(dòng)，使學(xué)生自己發(fā)現(xiàn)、感悟字母的發(fā)音規(guī)律。 課時(shí)目標(biāo) 1. 能夠感知并歸納字母e在開音節(jié)(-e結(jié)構(gòu))及閉音節(jié)（-e-）中的發(fā)音規(guī)則 2. 能夠讀出符合-e和-e-發(fā)音規(guī)則的單詞 3. 能夠根據(jù)單詞的讀音拼寫出符合發(fā)音規(guī)則的單詞 課時(shí)重難點(diǎn) 1.重點(diǎn)： 能夠感知并歸納字母e在開音節(jié)(-e結(jié)構(gòu))及閉音節(jié)（-e-）中的發(fā)音規(guī)則 能夠讀出符合-e和-e-發(fā)音規(guī)則的單詞 2. 難點(diǎn)： 能夠根據(jù)單詞的讀音拼寫出符合發(fā)音規(guī)則的單詞 教學(xué)準(zhǔn)備 1. 多媒體課件、錄音機(jī)、磁帶 2. 語(yǔ)音例詞單詞卡、學(xué)生準(zhǔn)備家人或朋友的照片 教學(xué)過(guò)程 Step 1 Warm up 1. 播放第三單元B中的chant: Tim is my friend. 學(xué)生齊唱。 Teacher：Let’s chant together. Tim is my friend. He’s a good, good boy. He’s tall and thin. He’s a good, good boy. 設(shè)計(jì)意圖：本課的語(yǔ)音例詞為人稱代詞，因此以第三單元中的韻句來(lái)熱身，既營(yíng)造良好的英語(yǔ)學(xué)習(xí)的氛圍，又引出本課的語(yǔ)音例詞。 Step 2 Lead in 1. 出示教材中人物圖片，詢問(wèn)其身份，引出語(yǔ)音例詞。 Teacher: Look at this pictured. Who is he? Yes, he is Mike. Who is she? Yes, she is Amy. （板書單詞he, she）Say with me, please. 2. 展示自己的家人圖片，向?qū)W生介紹自己的家人。 Teacher: Look, he is my father. She is my mother. They love me. I love them. We are a happy family. 展示自己朋友的圖片，向?qū)W生介紹自己的朋友。 Teacher: They are my friends. He is my friend Jason. She is my friend Lily. They often play with me. We are good friends. (板書單詞me, we) 設(shè)計(jì)意圖：通過(guò)介紹自己的家人和朋友，完整出示本課所有的語(yǔ)音例詞。同時(shí)，人稱代詞的使用也是學(xué)生比較容易出問(wèn)題的內(nèi)容。通過(guò)這樣的介紹，使學(xué)生能夠區(qū)分清楚，正確使用這些詞匯。 Step 3 Presentation 1. 播放語(yǔ)音韻句。學(xué)生先認(rèn)真傾聽。然后再跟讀。 Teacher：Look at these words on the blackboard. Can you read them? Now, let’s listen to a chant about these words. Listen carefully. Teacher: Listen to the chant again. Now, let’s say the chant after it. 2. 學(xué)生自由說(shuō)韻句，以自己的方式來(lái)打節(jié)奏。 Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韻句。 Teacher：Now let’s act the chant together. 設(shè)計(jì)意圖：學(xué)生先傾聽韻句，初步感受韻句內(nèi)容。然后跟讀，獲取正確的語(yǔ)音。自由讀可以使學(xué)生以自己喜歡的方式操練韻句，以達(dá)到熟練說(shuō)韻句的目的。 4. 引導(dǎo)學(xué)生發(fā)現(xiàn)字母的發(fā)音規(guī)則。 Teacher：Look at these words on the blackboard. What can you find? Yes, there is an e in each word. What is the sound of the e? Let’s read and find. （和學(xué)生一起慢慢讀每一個(gè)語(yǔ)音例詞）What is the sound? Yes, it’s /i:/. Look at my mouth and say with me. 設(shè)計(jì)意圖：通過(guò)拼讀，讓學(xué)生自己發(fā)現(xiàn)字母的發(fā)音規(guī)則，再模仿口型，獲得發(fā)音的正確方式。 Step 4 Practice 1. 看口型，猜單詞。教師說(shuō)出語(yǔ)音例詞中的一個(gè)，但不出聲，學(xué)生通過(guò)觀察老師的口型，猜出單詞，并大聲讀出來(lái)。 Teacher: Boys and girls, let’s play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly. 設(shè)計(jì)意圖：通過(guò)觀察教師口型來(lái)猜單詞，有助于學(xué)生感受字母在單詞的發(fā)音，以及字母u的發(fā)音方法。 2.聽一聽，舉一舉。學(xué)生聽教師說(shuō)出的語(yǔ)音例詞，舉起相應(yīng)的單詞卡片。 Teacher: Look at these word cards. What’s this? What’s this? What about this? You are right. Get the card, please. Teacher: The students who got the word card please come to the front. I will say the word. Please put up the correct card. 設(shè)計(jì)意圖：這個(gè)活動(dòng)鍛煉學(xué)生能否正確聽懂所學(xué)的語(yǔ)音例詞。提高學(xué)生的聽音辨音能力。 3. 讀一讀，聽一聽，為聽到的單詞打?qū)?。播放錄音，學(xué)生根據(jù)聽到的內(nèi)容選出聽到的單詞。 Teacher: Look at these letters. There are many words in it. Listen and find the word. Tick it. Listen, please. Be, red, me, she, let. Teacher：Show me your answer, please. Teacher：Now let’s read these words together. 設(shè)計(jì)意圖：此活動(dòng)讓學(xué)生將單詞的字音與字形結(jié)合起來(lái)，同時(shí)幫助學(xué)生區(qū)分字母u在開音節(jié)與閉音節(jié)里的發(fā)音的區(qū)別。 4. 聽一聽，圈一圈，寫一寫，根據(jù)聽到的內(nèi)容，判斷單詞是屬于哪種發(fā)音規(guī)則，圈出相應(yīng)的代表字母，然后寫一寫聽到的單詞。 Teacher：Now, please listen, circle and write. Write the word that you heard. Listen, rice. Is it for –e or i-e? It’s for i-e . So circle i-e, then write the word rice. Now, listen carefully and write the words. Rice, he, red, we. Teacher: Show me your answer, please. Teacher: Read these words together, please. 設(shè)計(jì)意圖：學(xué)生先根據(jù)聽到單詞的發(fā)音判斷其屬于閉音節(jié)還是開音節(jié)，圈出相應(yīng)的代表符號(hào)，再在四線三格上寫一寫單詞。一方面體會(huì)單詞在四線三格中的書法方式，另一方面也在書寫中進(jìn)一步體會(huì)字母在單詞里的發(fā)音。 5. 使用語(yǔ)音例詞來(lái)介紹自己的家人或朋友。 Teacher：Today you know about my family and my friends. Now it’s your turn to introduce your family or friends. Show me your picture and introduce. Teacher: Who is he? Who is she? Please introduce. 設(shè)計(jì)意圖：通過(guò)這個(gè)環(huán)節(jié)，讓學(xué)生根據(jù)老師之前的示范使用語(yǔ)音例詞進(jìn)行介紹人物的活動(dòng)，讓學(xué)生在語(yǔ)流中體會(huì)和感受語(yǔ)音例詞的發(fā)音。幫助他們?cè)诮涣髦姓_使用語(yǔ)音例詞。 Step 5 Summary 1. 編寫語(yǔ)音小韻句，學(xué)生學(xué)唱。 Teacher: It’s chant time. Listen first, then say it. E, e, e; e, e, e; e is in he, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in she, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in we, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in me, /i:/, /i:/, /i:/. 2. 表演韻句。給學(xué)生練習(xí)的時(shí)間，鼓勵(lì)他們加入自己的動(dòng)作，也可以小組合作，選擇小組展示韻句節(jié)拍的方式，來(lái)有創(chuàng)意地表演韻句。 Teacher：Now，let’s work in groups. Please act the chant out. You can choose the way to show it. 設(shè)計(jì)意圖：通過(guò)韻句來(lái)完整呈現(xiàn)本課的重點(diǎn)語(yǔ)音知識(shí)。在逐句的跟讀中，學(xué)生不知不覺地在重復(fù)、強(qiáng)調(diào)字母e在單詞中的發(fā)音，為總結(jié)、鞏固其發(fā)音規(guī)律奠定了基礎(chǔ)。 課堂作業(yè) 一、聽錄音，圈出正確的單詞。 1. bed red 2. he she 3. be bed 4. he get 5. we wet 6.let get 二、判斷以下單詞中劃線部分的發(fā)音是（T）否（F）一致。 ( ) 1. rice nice ( ) 2. we he ( ) 3. me pen ( ) 4. red he ( ) 5. bed red ( ) 6. she we 三、聽錄音，寫單詞，補(bǔ)全句子。 1. ______ is my friend Tom. ______ is a good boy. 2. _______ is my sister Lynn. ______ is tall. 3. _______ are a happy family. They all love ________. 答案： 一、1. bed 2. she 3. be 4. get 5. we 6. let 二、1. T 2. T 3. F 4. F 5.T 6. T 三、1. He is my friend Tom. He is a good boy. 2. She is my sister Lynn. She is tall. 3. We are a happy family. They all love me. 板書設(shè)計(jì) Unit Five Dinner’s ready A. Let’s spell me he she we bed red pen get 第四課時(shí) 課時(shí)內(nèi)容 B. Let’s talk; Let’s play 課時(shí)分析 本課時(shí)在學(xué)習(xí)了如何詢問(wèn)和表達(dá)自己的用餐意愿的基礎(chǔ)上，學(xué)習(xí)如何向別人提出用餐建議或餐具使用建議。 在Let’s talk部分中，Mike來(lái)到的Wu Yifan家里做客，媽媽讓他們自己照顧自己。Wu Yifan問(wèn)Mike用餐刀還是餐叉，結(jié)果Mike選擇用筷子。接著媽媽