小学英语教案（人教版四上）第五单元

小学英语教案（人教版四上）第五单元

Unit Five Dinner’s ready 单元整体分析 本单元是义务教育人教版（pep）小学英语教科书四年级上册第五单元。单元主题为Dinner’s ready（晚餐准备好了）。主情景图通过学生及动物们在餐馆用餐的情景展示本单元的主题：表达用餐意愿，以及与主题相关的核心词汇与句式。‎ A部分共三页，分三课时。第一课时为情景对话和练习部分。Let’s talk部分Mike和妈妈在进行有关用餐的交流。引出句式: What’s for dinner? What would you like? I’d like some.... Dinner’s ready等。并在对话中熟悉单词dinner, ready, soup，并复习一些食物名称。Let’s survey是一个调查活动，调查同学们的用餐意愿，从而操练重点句式，并复习相关食物类单词。第二课时为词汇学习课时，Let’s learn中以菜单的形式介绍了食物名称词汇：beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread. 以及询问他人用餐意愿的句子：What would you like? 及其回答。之后的Let’s play活动是学生利用食物单词卡片进行的模拟点餐活动。第三课时为语音与字母学习课时，通过读一读，听一听，唱一唱；听一听、圈一圈；听一听，圈一圈，写一写三个活动，让学生学习元音字母e在开音节中的发音/i:/。‎ B部分共四页，分两课时。第一课时仍然呈现情景对话和练习。Let’s talk中Mike到John家做客，以此来引出向别人发出用餐建议的句式：Would you like some...? 及其回答：NO, thanks. Yes, please. 之后的Let’s play活动以推荐特价菜的方式来练习重点句式。第二课时以John和妈妈的对话来学习新的词汇：chopsticks, fork, knife, bowl, spoon, 之后通过一个活动Let’s do来进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并匹配的练习以及歌曲都用来巩固练习本课的重点词汇及句型，与C部分合为一个课时。‎ C部分中Zip到餐馆点餐，却被鸟叼走了帐单，通过这样一个有趣的故事来整合本单元的重点词汇与重点句式。‎ 单元教学目标 知识目标：‎ ‎1.词汇：学生能够听、说、认读单词：beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon ‎2.句型结构：能够听懂、会说、认读句型What’s for dinner? What would you like (for...)? I’d like some... please. Would you like ...? No, thanks. I can use ...‎ ‎3. 字母与语音：能够掌握字母i在开音节里的发音，即/ ju:/‎ 能力目标 ‎1. 能够正确使用重点词汇来表达用餐意愿或餐具使用情况 ‎2. 能够在有意义的语境中抄写上述话题词汇 ‎3. 能够在真实或模拟的情景中运用句型What would you like ( for ...) ? I’d like ... 征求并表达用餐的意愿 ‎4. Help yourself. Would you like some...? Yes, please. No, thanks. I can use ... 提出用餐及餐具使用建议，并做出恰当的回应。‎ ‎5.‎ 26‎ ‎ 能够读出符合开音节发音规则的含有字母i的单词；并能根据发音拼写出符其发音规则的单词 情感态度、学习策略、文化意识目标 ‎1. 了解用餐礼仪，能够对用餐建议作出恰当反应 ‎2. 初步了解中西方餐饮文化的差异 ‎3. 能够根据-e的发音规则拼读单词，并能够根据-e-与-e的发音规则拼写单词 教学重难点 教学重点 ‎1. 能够听、说、认读单词：beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon ‎2. 能够听懂、会说句型What’s for dinner? What would you like (for...)? I’d like some... please. Would you like ...? No, thanks. I can use ... ‎ ‎3. 能够正确使用重点词汇来表达用餐意愿或餐具使用情况 ‎4. 能够掌握字母i在开音节里的发音，即/i:/‎ 教学难点 ‎1. 能够在真实或模拟的情景中运用句型What would you like ( for ...) ? I’d like ... 征求并表达用餐的意愿 ‎2. 能够认读并在情景中运用句型Help yourself. Would you like some...? Yes, please. No, thanks. I can use ... 提出用餐及餐具使用建议，并做出恰当的回应。‎ ‎3. 能够在有意义的语境中抄写话题词汇 ‎4. 能够根据i在开音节里的发音规则拼读单词，并能够根据其发音规则拼写单词 教学方法 情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法 教学时间 本单元教学用时两周，建议使用六课时完成教学任务 第一课时：A. Let’s talk. Let’s survey ‎ 第二课时：A. Let’s learn. Let’s play ‎ 第三课时：A. Let’s spell. ‎ 第四课时：B. Let’s talk. Let’s play 第五课时：B. Let’s learn. Let’s do 第六课时：B. Read and write. Let’s check. Let’s sing. C. Story time. ‎ 知识视窗 西方餐具的摆放及使用 正宗的传统西餐的餐具应该是金属制，分为金餐具、银餐具和钢餐具。一般规格越高，餐具也就越好。西方餐具主要包括餐刀、餐叉和餐勺。‎ 26‎ 西餐中的餐刀主要有三种，一种是切肉的牛排刀，锯齿比较明显，一种是正餐刀，巨具不明显或干脆没有，主要用来配合餐叉切割一些蔬菜或水果等食品。第三种是取黄油用的黄油刀，这种刀比较小一些，一般放在黄油盘或者面包盘里。牛排刀和正餐刀一般平行竖放在正餐盘的右侧。牛排先上的话，则牛排刀放在正餐刀的右侧。如果是正餐先于牛排上的话，则把正餐刀放在牛排刀的右侧。‎ 餐叉在西餐中也有很多种，最常见常用的则是沙拉叉、正餐叉和水果叉。水果叉是其中最小的一个，一般横放在正餐盘的上方，主要用来吃水果或者是甜品。沙拉叉的个头居中，主要用来吃沙拉和冷拼。正餐叉是最大的，用来和局正餐热菜。‎ 餐勺最常见的也有三种，一是正餐勺，勺是椭圆形的，主要在吃正餐或者主食的时候，起到辅助餐叉的作用。一种是汤勺，一般是圆头，主要用来喝汤。这两川勺子一般平行竖放在餐刀的右侧，汤勺要放在正餐勺的外边。还有一种甜勺，要比前两种勺小，一般平放在正餐盘的上方，主要用来吃甜品。‎ 英式用餐具的方法是右手拿刀，左手拿叉，要注意保持叉齿向下。左手的叉负责把食物送入口中，右手持的餐刀则负责切开菜或者将菜推到叉前上。要注意的是，每吃完一口再切一次。也就是切一块儿，吃一块儿，不要将食物一次性切完。‎ 美式的刀叉用法相对比较复杂。切菜时右手持刀，左手持叉，叉齿向下。这跟英式的拿法相同。但切完之后，就把右手的刀平放到餐盘的顶端，然后把叉子从左手换到右手，叉齿向上，把切好的食品送入口中。美式的可以先将所有的菜都切好，然后把餐叉倒到右手后再慢慢用餐。‎ 第一课时 课时内容 A. Let’s talk；Let’s survey ‎ 课时分析 ‎ 在Let’s talk部分，Mike告诉妈妈他饿了，问妈妈正餐都吃些什么。妈妈则问他打算吃些什么。他告诉妈妈想要吃汤和面包。爸爸则告诉妈妈想吃鱼和蔬菜。妈妈按照他们的需求准备好了晚餐。两个人都非常开心地表示感谢。在这个对话过程中，展示了如何询问他人用餐意愿的句式; What would you like? 及What would you like for dinner? 以及如何回应：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，这些句子都比较好理解。因此要为学生创设相应的情境，让他们能够在真实或虚拟的语境中理解并使用语言，从而掌握所学知识，提高自己的口语表达能力。‎ Let’s survey是个在同学间进行的调查活动。学生需要调查同组或同班同学的用餐意愿，并记录下来。在调查过程中，学生要不断地使用我们的目标语言，达到操练语言，使用语言的目的。‎ 课时目标 ‎1. 能够听懂、会说句型：What would you like ( for ...) ? I’d like some..., please. ‎ ‎2. 能够听懂、会说以下词汇：dinner, soup, vegetables, ready ‎3. 能够听懂、会读对话，并能分角色表演。‎ ‎4. 能够在真实或模拟的情景中正确使用句型What would you like ? I’‎ 26‎ d like...来征求并表达用餐的意愿 ‎5. 了解中西方饮食文化的差异 课时重难点 ‎1.重点 能够听懂、会说句型：What would you like ( for ...) ? I’d like some..., please.‎ 能够听懂并使用词汇：dinner, soup, vegetables, ready 能够听懂、会读对话，并能分角色表演 ‎2. 难点 能够在真实或模拟的情景中正确使用句型What would you like ? I’d like...来征求并表达用餐的意愿 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 食物单词图片 教学过程 Step 1 Warm up ‎1.播放歌曲：It’s time for lunch. 学生认真倾听。 ‎ 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?‎ 设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛围。同时，帮助学生复习与食物相关的知识，为下一步的学习做好准备。‎ Step 2 Lead in ‎1.出示食物的图片，请学生说出其名称。‎ Teacher: What’s this? Yes, it’s bread. What’s this? It’s juice. What about this one? It’s soup. （板书单词）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. （板书单词）Do you like vegetables? What’s this? it’s rice. What’s this? It’s fish. They are food. ‎ 设计意图：衔接歌曲，出示食物图片。 通过图片，使学生明白新授的食物名称。‎ Step 3 Presentation ‎1. 提出问题，引起学生阅读兴趣，呈现对话内容。‎ 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. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。‎ 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. ‎ 设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。‎ 26‎ ‎3.谈论对话内容，帮助学生深入理解对话。‎ 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. ‎ 设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对往右的主要内容。‎ Step 4 Practice ‎1. 再次播放课文录音。学生跟读课文。‎ Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully.‎ ‎2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。‎ Teacher：Now please read the text freely. If you have any questions, please show me your hand and ask me. ‎ ‎3. 学生分角色朗读课文。‎ 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. 请学生戴上头饰来扮演对话的角色，表演对话。‎ Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue.‎ 设计意图：通过以上四个活动，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。‎ ‎5. 出示不同食物的图片，请学生针对图片进行交流。‎ 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...（板书答句）‎ Teacher: Which pair wants to show your dialogue? ‎ 设计意图：展示食物图片，为学生的对话提供语料支撑。然后通过老师的示范，师生示范， 再到生生练习，逐步引导学生熟悉重点句式。‎ ‎6. 小组活动：调查你同组同学的用餐意愿，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?‎ 设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。‎ Step 5 Summary ‎1. 请学生谈一谈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? ‎ 26‎ 设计意图：请学生思考并发现中西餐饮食中的不同。可以适当使用汉语。教师进行有必要的补充，使其了解中西方饮食文化的不同。‎ 课堂作业 一、根据图片选出正确的单词。‎ ‎( ) 1. A. soup B. milk ‎( ) 2. A. vegetables B. fruit ‎( ) 3. A. rice B. fish 二、为下列问句选择正确的答句。‎ ‎( ) 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、连词成句。‎ ‎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. ‎ 板书设计 Unit Five Dinner’s ready A. Let’s talk soup vegetables ‎ What’s for dinner?‎ 26‎ What would you like for dinner?‎ I’d like some... ‎ 第二课时 课时内容 A. Let’s learn; Let’s play ‎ 课时分析 ‎ 在Let’s learn部分，Zoom和Zip在玩点餐的游戏。教材中展示了一本大大的菜单（Menu），Zip在问Zoom想要什么，Zoom想要一些蔬菜，Zip根据菜单中标出的食物价格收费。在菜单上标出了以下食物名称：beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread。 其中前五个为本单元要求掌握的单词。后边的五个是学生已经掌握的单词。学习本课时，可以设定餐馆点餐的场景，让学生在虚拟的情景中学习、操练重点单词和句式。‎ Let’s play也是个模拟点餐的活动。学生利用各种食物的图片进行模拟点餐的活动。在点餐的过程中练习句式：What would you like? I’d like some... ‎ 本课时要为学生创设相关的情境，让学生在情境中感受、理解、操练、掌握重点知识。 ‎ 课时目标 ‎1. 能够听懂、会说、认读单词：beef, chicken, noodles, soup, vegetable ‎2. 能够在真实或虚拟的情景中听懂、会说、认读句式：What would you like? I’d like some..., please. ‎ ‎3. 能够利用所学的知识进行简单的点餐活动 课时重难点 ‎1.重点：‎ 能够听懂、会说、认读单词：beef, chicken, noodles, soup, vegetable 能够在真实或虚拟的情景中听懂、会说、使用句式What would you like? I’d like some..., please.来征求他人的用餐意愿，并进行恰当的回应 ‎2. 难点：‎ 能够利用所学的知识进行简单的点餐活动 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 食物单词卡片、自制菜单 教学过程 Step 1 Warm up ‎1.呈现韵句：What’s for dinner? 学生先倾听，再跟唱，最后齐唱。‎ Teacher: Let’s chant. Listen to me first. ‎ It’s time for dinner. What would you like? ‎ 26‎ 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. ‎ 设计意图：以韵句来营造良好的英语学习氛围，带领学习集中注意力开启英语学习。同时，以韵句内容来熟悉、回忆有关食物的词汇与句式。，为接下来的学习做好知识与心理的双重准备。 ‎ Step 2 Lead in ‎1. 播放餐厅的图片，为学生创设餐厅的情境，在情境中引出本课要学习的内容。‎ Teacher：Look at the picture. It’s a restaurant. Let’s go to the restaurant. Let’s eat! ‎ ‎2. 展示餐厅的菜单，来呈现餐馆里的食物与价格。‎ Teacher： Let’s look at the menu of the restaurant. What does the restaurant have? （学生观察菜单上的图片，说出相应的食物类单词）‎ 设计意图：创设情境，利用餐馆这个环境来引出本课的重点知识。用菜单这一餐馆中的常见和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。 ‎ Step 3 Presentation ‎1. 引起阅读兴趣，播放课文录音或视频。‎ Teacher：Oh, look, Zoom and Zip are in this restaurant. What would they like? Let’s watch and find. ‎ 学生带问题认真倾听录音内容，然后尝试回答。‎ Teacher: Now show me you answer. What would Zoom like? Yes, Zoom would like some vegetables. How much are the vegetables? Yes, five yuan. ‎ 设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。‎ ‎2. 再次播放课文内容，学生跟读。‎ Teacher：Listen to the text again and read with it. ‎ 设计意图：跟读，以掌握正确的读音 ‎3. 根据菜单内容讨论，讲授新单词。‎ Teacher：Look at the menu. What’s this? Yes, it’s beef. (板书单词) It’s from an ox. Do you like beef? How much is it? ‎ Teacher: Is this beef? No, it isn’t. It’s chicken. （板书单词）Do you like chicken? You can eat chicken in the KFC. ‎ Teacher: What’s this? It’s soup. （板书单词）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. （板书单词）Do you like noodles? How much are they? ‎ Teacher: What are these? You know them, right? They are vegetables. (板书单词) How much are they? Five yuan. Yes. ‎ 设计意图：通过观察菜单讲授新单词。‎ Step 4 Practice ‎1. 出示食物图片，请学生根据图片展示的食物来完成对话。‎ 26‎ 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? ... ‎ 设计意图：通过这种活动来帮助学生将食物单词的字音与字义结合起来。‎ ‎2. 猜出老师想要点的餐。‎ Teacher：What would I like? Please guess. It’s five yuan. What is it? It’s ten yuan. What is it? ‎ 设计意图：说出价格，让学生猜出食物名称。使学生将食物与价格建立起联系，为其之后的对话编制做好准备。‎ ‎3. 出示食物图片的一部分，请学生猜出食物名称，并进行问答。‎ Teacher：Oh，this menu is dirty. What’s the food? Can you guess and say? What would you like? （指向其中一个，让学生尝试回答）Good. ‎ ‎4. 小组合作，完成点餐活动。‎ 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. （教师巡视，帮助学生解决编制对话时的困难和问题）‎ Teacher：Show me your story, please. Let’s find the best group. ‎ 设计意图：请学生以点餐的方式来进行对话练习。教师提供语言架构支持，使他们在情境下进行比较流畅的对话，帮助他们提高口语表达能力。‎ Step 5 Summary ‎1. 再次呈现韵句：What’s for dinner? 学生齐唱。‎ 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.‎ 设计意图：将本课新学的单词编制到热身部分的韵句之后，让学生在再一次吟唱韵句时复习总结本课的重点词汇和重点句式。‎ l 课堂作业 一、根据单词选择正确的图片。‎ ‎( ) 1. beef A. B. ‎ ‎( ) 2. soup A. B. ‎ 26‎ ‎( ) 3. chicken A. B. ‎ ‎( ) 4. vegetables A. B. ‎ 二、判断下列句子与图片是（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、读对话，判断正（T）误（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 ‎ 板书设计 26‎ Unit Five Dinner’s ready A. Let’s learn ‎ ‎ ‎ soup vegetables beef chicken noodles What would like?‎ I’d like some..., please. ‎ 第三课时 课时内容 A. Let’s spell 课时分析 ‎ 本部分分为语音学习和单词书写两部分内容。通过听一听，读一读，唱一唱的活动，让学生通过听、读、拆音等练习体会并掌握字母i在单词中的发音，本课时主要学习其在开音节里发的双元音/i:/。本活动中呈现的韵句为：He and she, She and he, Let’s play together. He, she and me. He and she, She and he, We all play together. 韵句中呈现含有i的开音节词汇：he, she, we, me同时在教材中以图片形式呈现了这四个语音例词。学生通过这些语音例词以及韵句的诵读，来感受并掌握字母e在开音节里的发音。之后的读一读，听一听并判断的活动，让学生区分e在开音节与闭音节中的发音的不同，将单词的读音与字形结合起来，进一步训练学生的听音辨音能力。听一听，圈一圈，写一写的活动学生需要判断字母e在本单词中的发音规则，圈出相应的代表字母，并写出单词。这个活动帮助学生进一步掌握拼读规则，并根据拼读规则拼写出单词。‎ 在教学过程中，需要通过多种活动，使学生自己发现、感悟字母的发音规律。‎ 课时目标 ‎1. 能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则 ‎2. 能够读出符合-e和-e-发音规则的单词 ‎3. 能够根据单词的读音拼写出符合发音规则的单词 课时重难点 ‎1.重点：‎ 能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则 能够读出符合-e和-e-发音规则的单词 ‎2. 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 26‎ ‎1. 多媒体课件、录音机、磁带 ‎2. 语音例词单词卡、学生准备家人或朋友的照片 教学过程 Step 1 Warm up ‎1. 播放第三单元B中的chant: Tim is my friend. 学生齐唱。‎ 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. ‎ 设计意图：本课的语音例词为人称代词，因此以第三单元中的韵句来热身，既营造良好的英语学习的氛围，又引出本课的语音例词。‎ Step 2 Lead in ‎1. 出示教材中人物图片，询问其身份，引出语音例词。‎ Teacher: Look at this pictured. Who is he? Yes, he is Mike. Who is she? Yes, she is Amy. （板书单词he, she）Say with me, please. ‎ ‎2. 展示自己的家人图片，向学生介绍自己的家人。‎ Teacher: Look, he is my father. She is my mother. They love me. I love them. We are a happy family. ‎ 展示自己朋友的图片，向学生介绍自己的朋友。‎ Teacher: They are my friends. He is my friend Jason. She is my friend Lily. They often play with me. We are good friends. (板书单词me, we)‎ 设计意图：通过介绍自己的家人和朋友，完整出示本课所有的语音例词。同时，人称代词的使用也是学生比较容易出问题的内容。通过这样的介绍，使学生能够区分清楚，正确使用这些词汇。‎ Step 3 Presentation ‎1. 播放语音韵句。学生先认真倾听。然后再跟读。‎ 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. 学生自由说韵句，以自己的方式来打节奏。‎ Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. ‎ ‎3. 表演韵句。‎ Teacher：Now let’s act the chant together. ‎ 设计意图：学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句，以达到熟练说韵句的目的。‎ ‎4. 引导学生发现字母的发音规则。‎ 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. （和学生一起慢慢读每一个语音例词）What is the sound? Yes, it’s /i:/. Look at my mouth and say with me. ‎ 26‎ 设计意图：通过拼读，让学生自己发现字母的发音规则，再模仿口型，获得发音的正确方式。‎ Step 4 Practice ‎1. 看口型，猜单词。教师说出语音例词中的一个，但不出声，学生通过观察老师的口型，猜出单词，并大声读出来。‎ 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.‎ 设计意图：通过观察教师口型来猜单词，有助于学生感受字母在单词的发音，以及字母u的发音方法。‎ ‎2.听一听，举一举。学生听教师说出的语音例词，举起相应的单词卡片。‎ 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. ‎ 设计意图：这个活动锻炼学生能否正确听懂所学的语音例词。提高学生的听音辨音能力。‎ ‎3. 读一读，听一听，为听到的单词打对勾。播放录音，学生根据听到的内容选出听到的单词。‎ 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. ‎ 设计意图：此活动让学生将单词的字音与字形结合起来，同时帮助学生区分字母u在开音节与闭音节里的发音的区别。‎ ‎4. 听一听，圈一圈，写一写，根据听到的内容，判断单词是属于哪种发音规则，圈出相应的代表字母，然后写一写听到的单词。‎ 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. ‎ 设计意图：学生先根据听到单词的发音判断其属于闭音节还是开音节，圈出相应的代表符号，再在四线三格上写一写单词。一方面体会单词在四线三格中的书法方式，另一方面也在书写中进一步体会字母在单词里的发音。‎ ‎5. 使用语音例词来介绍自己的家人或朋友。‎ 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. ‎ 设计意图：通过这个环节，让学生根据老师之前的示范使用语音例词进行介绍人物的活动，让学生在语流中体会和感受语音例词的发音。帮助他们在交流中正确使用语音例词。‎ Step 5 Summary ‎1. 编写语音小韵句，学生学唱。‎ Teacher: It’s chant time. Listen first, then say it. ‎ E, e, e; e, e, e; e is in he, /i:/, /i:/, /i:/. ‎ 26‎ 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. 表演韵句。给学生练习的时间，鼓励他们加入自己的动作，也可以小组合作，选择小组展示韵句节拍的方式，来有创意地表演韵句。‎ Teacher：Now，let’s work in groups. Please act the chant out. You can choose the way to show it. ‎ 设计意图：通过韵句来完整呈现本课的重点语音知识。在逐句的跟读中，学生不知不觉地在重复、强调字母e在单词中的发音，为总结、巩固其发音规律奠定了基础。‎ 课堂作业 一、听录音，圈出正确的单词。‎ ‎1. bed red 2. he she ‎3. be bed 4. he get ‎5. we wet 6.let get ‎ 二、判断以下单词中划线部分的发音是（T）否（F）一致。‎ ‎( ) 1. rice nice ( ) 2. we he ‎( ) 3. me pen ( ) 4. red he ‎( ) 5. bed red ( ) 6. she we 三、听录音，写单词，补全句子。‎ ‎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. ‎ 板书设计 Unit Five Dinner’s ready A. Let’s spell me he she we bed red pen get ‎ 第四课时 课时内容 B. Let’s talk; Let’s play 26‎ 课时分析 ‎ 本课时在学习了如何询问和表达自己的用餐意愿的基础上，学习如何向别人提出用餐建议或餐具使用建议。‎ 在Let’s talk部分中，Mike来到的Wu Yifan家里做客，妈妈让他们自己照顾自己。Wu Yifan问Mike用餐刀还是餐叉，结果Mike选择用筷子。接着妈妈问他们要不要来点汤，两个人都接受并表示感谢。在这个对话过程中，呈现了向别人提出用餐建议的句式：Would you like some soup? 以及向别人提出用何种餐具的建议的句子：Would you like a knife? 以及正确的回应方式：Yes, please. No, thanks. ‎ Let’s play活动中呈现了某个餐厅的“今日特惠”Amy向Sarah提出了用餐建议，Sarah表示同意。可以针对这个图片内容让学生进行对话操练，以巩固所学的重点句式。‎ 本课中的knife, fork, chopsticks都为下课时要学习的重点词汇。在本课时中，只要求学生可以听懂会说即可。‎ 课时目标 ‎1. 能够听懂、会说句式：Would you like some....? Yes, please. No, thanks. Help yourself. ‎ ‎2. 能够理解并能正确认读课文对话，发音准确，语调自然。‎ ‎3. 能够在真实的语境中运用本课的句型来向别人发出用餐或使用餐具的建议 课时重难点 ‎1.重点：‎ 能够听懂、会说句式：Would you like some....? Yes, please. No, thanks. Help yourself. ‎ 能够理解并能正确认读课文对话，发音准确，语调自然 ‎2. 难点：‎ 能够在真实的语境中运用本课的句型来向别人发出用餐或使用餐具的建议 教学准备 ‎1. 多媒体课件、录音机、磁带。‎ ‎2. 单词卡片 教学过程 Step 1 Warm up ‎1. 呈现韵句：What’s for dinner? 学生齐唱。‎ 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? ‎ 26‎ 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.‎ 设计意图：以学习过的食物名称作为韵句的支撑词汇，由上一课时与本课的重点句式作为韵句的主要结构来进行热身，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。‎ Step 2 Lead in ‎1.出示食物类单词图片，请学生读出单词，并和教师进行对话交流。‎ Teacher：What’s this? Say it as quickly as you can. ‎ Teacher: What would you like?‎ 设计意图：复习相关的食物类词汇，并以此为基础进行重点句式的问答交流。‎ ‎2. 讨论吃饭时用的餐具，引出对话中的新单词。‎ Teacher：What do you use when have dinner?（呈现餐刀、餐叉、餐勺及筷子） A knife? A fork? A spoon? Or chopsticks？ （板书单词）Read after me, please. This line, please read knife one by one. This line, please read this word, fork. And this line, please read spoon one by one. The last line, read chopsticks please. ‎ Teacher: What do you use? You use chopsticks, right?‎ 设计意图：通过询问学生用餐时使用的餐具引出新单词，帮助学生理解其意思，并掌握其读音。‎ Step 3 Presentation ‎1.提出问题，引起学生的阅读兴趣。播放对话，学生认真倾听，找出答案并展示。‎ Teacher：You use chopsticks to have dinner. What about Mike? What would he like? Let’s listen and find. ‎ Teacher: Answer the question, please. Mike would like chopsticks. ‎ ‎2. 根据课文内容，分析东西方餐具使用的不同。‎ Teacher: Mike can use chopsticks. That’s so good. People in western countries usually use knives, forks and spoons. （呈现有关西方餐具使用规则的视频或文字、图片材料）We usually use chopsticks. Sometimes we use spoons. ‎ 设计意图：引导学生发现东西方文化中餐具使用的不同。‎ Step 4 Practice ‎1. 播放课文内容，学生跟读，注意发音、语调。‎ Teacher：Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation.‎ ‎2.自由读对话内容，分角色表演课文。‎ Teacher：Read the dialogue freely. Then I will ask you to act it out. Let’s find the best pair. ‎ 设计意图：通过跟读，保证学生能够正确朗读对话内容，而分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。‎ ‎3. 展示食物及餐具的图片，学生快速读出单词。‎ Teacher: What’s this? Say it quickly. ‎ ‎4. 利用抽到的图片进行对话。先抽食物，再抽餐具。‎ Teacher：Would you like some...（抽选一张食物图片，补全句子）noodles? ‎ 26‎ Student: Yes, please./ No, thanks. ‎ Teacher: (再抽取一张餐具类图片) Would you like a knife? ‎ Student: Yes, please./ No, thanks. I can use ...‎ Teacher: Who wants to play like this? ‎ 设计意图：在玩游戏之前，先帮助学生复习、重现所有的食物及餐具类单词。为他们接下来的对话交流活动提供语料支撑。接下来，通过老师示范，让学生明白游戏的玩法。通过游戏让学生把握重点句式的结构，熟练表达重点句式。‎ ‎5. 完成Let’s play活动。‎ Teacher: Look at this picture. It’s Today’s specials. That means these foods are cheap today. What would you like? Would you like some noodles? How much is it? ‎ Teacher: Do a pair work. Ask and answer, please. ‎ Teacher: Which pair wants to show your dialogue? Let’s find the best pair. ‎ 设计意图：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、使用重点句式，达到自由交流的目的。‎ Step 5 Summary ‎1. 利用图片，让学生编韵句，总结本课内容。‎ Teacher: Let’s chant. ‎ What would you like? What would you like? ‎ I’d like a (出示图片学生说出单词，编成韵句). I’d like a ...‎ 设计意图：通过使用单词卡片编韵句，让学生再现、总结重点词汇与重点句式，从而巩固所学知识。 ‎ 课堂作业 一、根据图片内容选出正确的单词，将序号填入括号内。‎ ‎( ) 1. A. fork B. knife ‎ ‎( ) 2. A. knife B. chopsticks ‎( ) 3. A. noodles B. chicken ‎ ‎( ) 4. A. fish B. beef ‎ 二、为下列问句选出正确的答句。‎ ‎( ) 1.What would you like for dinner? ‎ ‎ A. It’s on the table. B. I’d like some vegetables. ‎ ‎( ) 2. What would you like? ‎ ‎ A. Some fish, please. B. I’m hungry. ‎ ‎( ) 3. Would you like a fork and knife? ‎ ‎ A. No, thanks. B. Help yourself. . ‎ ‎( ) 4. Would you like some soup? ‎ ‎ A. I can use chopsticks. B. Yes, please. ‎ 26‎ 三、连词成句。‎ ‎1.like you Would some soup (?)‎ ‎________________________________________________‎ ‎2. you Would a knife and fork like (?)‎ ‎________________________________________________‎ ‎3. use I can chopsticks (.)‎ ‎________________________________________________‎ 答案：‎ 一、1. A 2. B 3. A 4. A 二、1. B 2. A 3. A 4. B 三、1. Would you like some soup? 2. Would you like a knife and fork? 3. I can use chopsticks. ‎ 板书设计 Unit Five Dinner’s ready B. Let’s talk ‎ fork knife chopsticks Would you like some...?‎ Would you like a...?‎ Yes, please. ‎ No, thanks. ‎ 第五课时 课时内容 B. Let’s learn; Let’s do 课时分析 ‎ 本课时依照惯例为词汇学习课，学生通过学习本课中呈现的词汇，来更好地利用本单元的句式， 向别人发起使用餐具的建议并做出正确回应。‎ Let’s learn中，John正在和Wu Yifan的家人一起进餐。Wu Yifan的妈妈问他要不要来点牛肉。他表示感谢并要求递给他餐刀和餐叉。他们就餐的桌面上除了摆放着食物外，还摆着着餐具，也就是本课时的重点词汇：chopsticks, bowl, fork, knife, spoon. 教学中可以引导学生观察并描述图片内容，获取这些餐具的信息，从而更好地理解这些词汇。同时还要让学生明白东西方餐具使用的不同。‎ Let’‎ 26‎ s do以做沙拉的过程为例，教学生如何使用本课时中学习到的餐具名称。可以将其编制成TPR活动，让学生边做动作边重复句子，从而练习本课中的重点词汇。‎ 词汇学习是句式学习的支撑，本课时的学习中要创设多种活动及情境，让学生在各种活动及情境交流中，反复操练、使用，达到完全掌握的目的。‎ 课时目标 ‎1. 能够听懂、会说、认读单词chopsticks, fork, knife, bowl, spoon ‎2. 能够听懂、会说、认读句式：Would you like some...? Yes, please. No, thanks. ‎ ‎3. 能够熟练且正确向别人发起用餐或使用餐具的建议并做出正确的回应 课时重难点 ‎1.重点：‎ 能够听懂、会说、认读单: chopsticks, fork, knife, bowl, spoon 能够听懂、会说认读句式：Would you like some...? Yes, please. No, thanks..‎ ‎2. 难点：‎ 能够熟练且正确向别人发起用餐或使用餐具的建议并做出正确的回应 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 单词图卡 教学过程 Step 1 Warm up ‎1. 呈现韵句：What’s for dinner? 学生齐唱。‎ 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.‎ 设计意图：以学习过的食物名称作为韵句的支撑词汇，由上一课时与本课的重点句式作为韵句的主要结构来进行热身，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。‎ Step 2 Lead in ‎1. 展示食物及餐具的图片，学生快速读出单词。‎ Teacher: Look at these pictures. Please say it as quickly as you can. ‎ 设计意图：以快速认读单词的方式来复习旧知，为新知的学习做好准备。‎ Step 3 Presentation ‎1.观察教材图片，讨论所看到的内容。‎ Teacher：Look at this table. What can you see on the table? You can see rice, bread, vegetables, beef, soup, dishes, chopsticks, fork, knife. What’s ‎ 26‎ this?（指向碗）Please listen and find. ‎ 播放课文录音，学生认真倾听，并尝试找出新单词的读音。‎ Teacher: What’s this? Yes, it’s a bowl. Read after me, bowl. （板书单词）Read it one by one, please. What’s this? Yes, it’s a spoon. (板书单词) And what’s this? （板书fork, knife, chopsticks）‎ ‎ 设计意图：通过讨论，让学生对于新授知识先有直观的认识，再通过认真倾听，获取新单词的语音。‎ ‎2. 再次播放课文录音，学生跟读。‎ Teacher：Listen to the tape again. Read after it. ‎ 设计意图：通过跟读获取新知识的准确读音。 ‎ Step 4 Practice ‎1. 游戏：我来指，你来说。老师指向黑板上的单词，请学生快速地读出单词。‎ Teacher：Let’s play a game. I point you say. I will point to the words on the blackboard, please say it as quickly as you can. Let’s find who is the fastest. ‎ 设计意图：此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。‎ ‎2. 出示单词图卡，请学生快速说出单词。‎ Teacher: Look at my cards. What is it? What is this? What are these? ‎ 设计意图：以此活动来帮助学生理解并说出本课重点单词，并复习之前学习过的食物类单词。‎ ‎3. 乱序呈现组成单词的字母，请学生猜出单词并拼写。‎ Teacher：Look at these letters. Please put them in order. What word is it? Yes, it’s the word fork. Let’s try next one. What’s this? ‎ 设计意图：此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字形。‎ ‎4. 任意抽取食物类单词，与学生进行对话活动。‎ Teacher：What would you like? Choose one card and try to answer. ‎ 学生抽出食物类卡片，并回答问题：I’d like ...‎ Teacher：（抽出食物类单词）Would you like some...? ‎ Student: Yes, please. / No, thanks. ‎ Teacher: Please do it in pairs. ‎ Teacher: Show me your dialogues, please. ‎ 设计意图：以此进行句型的替换练习。因为抽取的食物或餐具是随机的，所以能够激发学生的参与兴趣。并使学生在替换中更加理解句式的结构。‎ ‎5. 完成Let’s do 活动。‎ Teacher: Do you like vegetables? Do you like salad? Let’s make salad. What should we do? Look at the pictures and find. ‎ Teacher: （乱序出示做沙拉的步骤）Please put them in order. ‎ Teacher：No. 1, Pass me the bowl. No. 2, Pass me the knife. No. 3. Cut the vegetables. No. 4. Use the spoon. No. 5, Use the fork. No. 6. Let’s try it. Good. You did a very good job.‎ Teacher: Read it in groups, please. ‎ Teacher: Read it together, please. ‎ 26‎ 设计意图：通过排序的活动让学生体会做沙拉的先后顺序。并通过读掌握活动中的重点词汇。‎ Step 5 Summary ‎ 1.出示所有的食物及餐具的图片，请学生读出单词。‎ Teacher：Look at my cards. What’s this? Read them as quickly as you can. ‎ 设计意图：重现重点词汇，帮助学生巩固所学知识。 ‎ 课堂作业 一、根据图片提示，选择正确的字母补全单词。‎ ‎( ) 1. f___rk A. o B. a C. u ‎ ‎( ) 2. b__wl A. a B. o C. e ‎( ) 3. chopst__cks A. e B. i C. u ‎( ) 4. sp__on A. o B. u C. a ‎ ‎( ) 5. kn___fe A. e B. o C. i 二、选出下列各项中不是一类的单词，将其序号填入题前括号内。‎ ‎( ) 1. A. fork B. knife C. soup ‎( ) 2. A. vegetables B. bowl C. spoon ‎( ) 3. A. beef B. chopsticks C. chicken ‎( ) 4. A. salad B. noodles C. table 三、匹配图片与句子，将正确句子的序号填入图下括号内。‎ ‎ ( ) ( ) ( )‎ ‎1. What would you like?‎ ‎ I’d like some vegetables. ‎ ‎2. Pass me the bowl. ‎ ‎3. I can use chopsticks. ‎ 答案：‎ 一、1. A 2. B 3. B 4. A 5. C 二、1.C 2. A 3. B 4. C 三、2, 3, 1‎ 板书设计 Unit Five Dinner’s ready 26‎ B. Let’s learn spoon bowl chopsticks knife fork Would you like some...? ‎ Yes, please. No, thanks. ‎ Pass me the ..., please. ‎ 第六课时 课时内容 B. Read and write; Let’s check; Let’s sing. C. Story time 课时分析 ‎ 本课时是在基本掌握本单元重点词汇和句型的基础上，进行的练习测试与故事阅读课。‎ Read and write部分包括两个活动，第一个活动为Read and tick学生要先读一读John和妈妈的对话，然后选出对话中谈到的词语。之后的Look, choose and write活动中，学生要先观察图片中包含的食物，然后选择正确的单词写在四线三格上，完成句子。之后，根据自己的用餐意愿，选择单词填空，写出句子。这两个活动将词汇的字义与字形结合起来，检验学生有否理解并书写重点词汇，同时复习重点句式结构。‎ Let’s check部分也包括两个活动，Listen and tick中学生会听到四组对话，然后根据对话的内容判断哪幅图片是正确的。这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look and match活动中呈现了一个餐桌和十组单词，学生要将单词写在相应的物品旁边。这检验了学生能否正确认读、理解本单元的重点词汇。‎ Let’s sing的歌词内容为What would you like？呈现句式：What would you like? I’d like some... Put it on my dish. 学生学唱歌曲的过程中会复习到本单元的重点词汇及重点句式。‎ Story time部分Zip到餐馆吃饭，先后点了米饭、鱼、面条、牛肉、汤和蔬菜，要结帐时，帐单被一只鸟给叼走了。复习了相关的食物词汇和句式：What would you like? I’d like some ..., please. Anything else? Here’s your bill. 学生通过阅读故事，理解这些句子的意思，从而拓展自己的词汇与语言，为以后的文本阅读做好准备。‎ 课时目标 ‎1. 能够听懂、会说、认读本单元重点单词 ‎2. 能够听懂故事，并表演 ‎3. 能够会唱歌曲What would you like? ‎ ‎4. 能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句式 26‎ 课时重难点 ‎1.重点：‎ 能够听懂、会说、认读本单元重点单词 能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句式 ‎2. 难点：‎ 能够听懂故事，并正确表演 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 单元重点词汇图片 教学过程 Step 1 Warm up ‎1. 播放歌曲：What would you like，学生先倾听。‎ Teacher: Boys and girls, let’s listen to a song. Listen carefully, please.‎ ‎2. 再次播放歌曲，学生跟唱。‎ Teacher：Listen to the song again, please sing with it. ‎ ‎3. 齐唱歌曲。‎ Teacher: Now let’s sing the song together. ‎ 设计意图：以歌曲来热身，可以使学生在韵律中集中自己的注意力，并激发学生的学习兴趣。这首歌与本单元的重点内容息息相关，可以让学生在轻松欢快的氛围中准备好本课内容的学习。‎ Step 2 Lead in ‎1. 与学生讨论他们喜欢的食物名称。‎ Teacher：What do you like? Would you like some noodles? Would you like some chicken? Would you like some vegetables? ...‎ 设计意图：通过自由谈话，帮助学生复习相关知识。为下一环节的阅读活动做好准备。‎ Step 3 Presentation ‎1. 提出问题，激起学生的阅读兴趣。然后播放故事视频，学生认真观察，并尝试回答问题。‎ Teacher: Look at this picture. Who can you see? Oh, you can see Zip and a cat. Where is Zip? She is in a restaurant. What would Zip like? Watch the story and find. ‎ Teacher：What would Zip like? She would like some rice and fish. And then what would she like? Read the story, please. ‎ ‎2. 再次播放故事，学生认真观察，之后和教师一起讨论故事内容。‎ Teacher：What’s this? It’s the bill. You should pay according the bill. Where is Zip’s bill? The bird gets it and fly away. Zip can’t pay. Does Zip like that? What do you think? ‎ ‎3. 再次播放故事，学生跟读，提醒学生注意语音及语调。‎ Teacher: Watch the story again. This time please read with it. Pay attention to the pronunciation. ‎ 26‎ 设计意图：通过听回答问题、读后细致的交流，跟读等活动，保证学生可以理解故事内容，并能正确朗读故事内容。‎ Step 4 Practice ‎1. 学生自由读故事。‎ Teacher：Read the story freely, please. （教师巡视，帮助学生解决读中的问题）‎ ‎2. 小组合作，表演故事。‎ Teacher: Now, let’s act the story out. We’ll find the best group. ‎ 设计意图：通过表演，使学生内化故事中的语言，提高自己的语言表达能力。‎ ‎3. 出示Read and match中的对话，尝试分角色朗读。‎ Teacher: Look at the dialogue between John and his mother. Please read it freely. ‎ Teacher: Now please read it in roles. ‎ Teacher: Please tick the pictures you read about in the talk. ‎ Teacher: Show your answer, please. ‎ 设计意图： 先让学生自由读对话，然后表演对话，在这个过程中复习相关的食物单词及重点句式，为完成练习服务。然后请学生完成练习题目。检验学生能否在读的同时捕捉重点信息。‎ ‎4. 完成Look, choose and write 先出示图片，学生讨论图片上汤里的内容，然后再选择正确的单词进行填空活动。‎ Teacher: （展示活动中的图片）What’s this? Yes, it’s soup. What’s in the soup? ‎ Teacher: Now please choose the correct words according to the pictures and write. ‎ Teacher: Show me your answers, please. ‎ Teacher: Please read the sentences. ‎ Teacher：Choose the correct words to write what you would like for dinner. .‎ Teacher: Show us your answer and say it, please. ‎ 设计意图：先引导学生观察图片中的内容， 然后再根据自己观察到的图片的内容来选择正确的单词进行填空，检验学生能否正确地理解句子、认读单词。最后让学生选择正确的单词填写句子来表达自己的用餐意愿，让学生在使用中巩固所学知识。‎ ‎5. 完成Listen and tick or . 先让学生观察图片内容，再去听音判断正误。‎ Teacher：（展示图片）What can you see in this picture? Soup and vegetables. What about this one? Fish and vegetables. What’s this? A spoon. What are these? Chopsticks. These are –noodles. This is –beef. This is –fruit. This is an --- ice cream. ‎ Teacher: Now, please listen and tick. Choose the correct picture. ‎ Teacher: Show me your answer, please. ‎ 设计意图：在完成听力练习之前，先引导学生观察图片获取信息，养成在做听力习惯之前先获取信息的习惯。‎ ‎6. 完成 Look and match 的活动。先出示图片，让学生观察图片内容，并描述，然后再进行匹配活动。‎ Teacher：Look at the table. What’s on the table? Talk about it. ‎ Teacher: Now, look and match. ‎ Teacher: Show me your answer, please. ‎ 26‎ 设计意图：这个活动是检验学生单词的认读和理解能力的。学生获得图片中的信息之后再去匹配单词，如果他们能够正确认读单词，就能很轻松地完成这个活动。‎ Step 5 Summary 播放歌曲What would you like. 学生齐唱。‎ Teacher：Let’s sing the song What would you like? together. ‎ 设计意图：以歌曲结束课程。让学生通过歌曲来回忆本单元重点句式, 达到总结的目的。‎ 课堂作业 一、看图片写单词。‎ ‎____________ _________ _________ ___________‎ 二、选出与所给单词内容相符的图片。‎ ‎( ) 1. fork A. B. ‎ ‎( ) 2. chicken A. B. ‎ ‎( ) 3. chopsticks A. B. ‎ ‎( ) 4. knife A. B. ‎ 三、选择正确的单词补全句子。‎ ‎( ) 1. What would you ____? ‎ ‎ A. like B. do C. to like ‎( ) 2. Would you like ____ noodles? ‎ ‎ A. a B. an C. some ‎( ) 3. Pass ____ the bowl, please. ‎ ‎ A.me B. I C. he ‎( ) 4.Help _________, please. ‎ ‎ A. myself B. yourself C. I ‎ 答案：‎ 一、vegetables, noodles, soup, beef 二、1.B 2. A 3. B 4. B 三、1. A 2. C 3.A 4. B ‎ 板书设计 Unit Five Dinner’s ready C. Story time What would you like?‎ 26‎ I’d like some...‎ Anything else?‎ Here’s your bill. ‎ 26‎