英语人教版四年级上册U5 Dinner's ready A Let's talk

Unit 5 Dinners ready A Lets talk & Lets learn 教材整合教案肇庆市奥威斯实验小学 于青一、教学内容1. Unit 5 Dinners ready A Lets talk的主要句型What would you like (for) ? Id like some 。2. A Lets learn 中的beef, noodles, soup和vegetable四个单词的听、说、认读。二、教学目标 知识目标1. 学生能够在语境中理解新词dinner, beef, soup, noodles和vegetable的意思，并能够正确发音。 2. 学生能够听说认读句型What would you like (for) ? Id like some 。 能力目标 1. 学生能够使用所学单词表达想要某种食物的意愿。 2. 学生能够在情景中运用句型What would you like (for) ? Id like some 表达想要（吃）某种食物的意愿。 情感态度目标 1. 培养学生的注意力和观察力，发展学生的英语思维。 2. 倡导学生多吃蔬菜，水果，并且养成健康均衡饮食的习惯。三、教学重难点重点：单词 vegetable的发音，引导学生用phonics自己拼读新词。难点：学生能够在情景中运用目标语What would you like (for) ? Id like some 去做事情。四、教材整合分析1.PEP三年级上册第五单元教材整合说明学生已经在PEP三年级上册第五单元和下册第四单元中学习了有关食物的单词和用餐时一些基本用语。教师整合三年级上册第五单元的部分教学资源，利用学生已学的旧知识，作为本课Warm up的教学内容，由旧引新，由已知到未知。2. PEP四年级上册第五单元教材整合说明本课时是第五单元的第一课时，教师整合了书本48页Lets talk 和49页Lets learn的内容，让学生在具体的语景中学习新词beef, vegetable, soup, noodles的音、形、义，并且创设真实的语境让学生用目标语What would you like (for) ? Id like some 交流、对话，用英语做事，完成不同层次的任务。本课时，教师创设真实的生活情景，以“我的正餐我做主！”作为本课主线，让学生参与去超市挑选想吃的食物，画想吃的食物和跟同伴谈论自己想吃的食物等英语课堂活动，最后学生学会挑选食物，构成健康均衡的正餐，全班就均衡饮食这一话题，学生之间再次交流，使用目标语。学生在做中学，玩中学。英语新课程标准提出四年级学生应该具有听、说、读、写、画等基本技能，因此我设计了让学生画简笔画这个环节。最终，教师达到了合理使用教材，整合单元教学的目的。 本课时没有使用书本的教材的原因是在第一节课，教师创设学生喜欢的生活场景“我的正餐，我做主” 让学生在不同的活动中灵活运用语言。在下一节课，教师在学生已经学会如何挑选食物，学会均衡饮食的基础上，回归书本，创设在家吃饭和在饭店吃饭的情景，教会学生如何在家点餐和在饭店点餐的语言技能。五、教学过程ProceduresTeachers activitiesStudents activitiesPurposeWarm up1. Free talkT: Good morning, boys and girls. How are you, today? Im fine, too.教师故作闻到好吃的东西的样子。T: Can you smell it? What is it?教师找到气味的来源，原来是一碗面条。让学生闻气味，猜食物。T: Close your eyes and smell it. What is it?T: Do you like noodles?T: Who is hungry? You can eat some noodles.教师请几个肚子有点饿的同学吃面条。T：Yummy?2. Lets chantT: Today, we are going to talk about food.Now, lets chant. Stand up, please.3. What do you have for breakfast?T: This is my breakfast. I have noodles for breakfast. What do you have for breakfast? （教师把noodles单词卡贴在黑板上，再贴学生说到单词卡。）1. Free talkSs: Good morning, Miss Yu. Im fine, thank you. And you?S1: Noodles.S1: Yes, I do. No, I dont.S1: Yummy!2. Lets chant 学生唱英语食物歌谣，边唱边做动作。3. What do you have for breakfast?S1-n: I have some _.师生问好，自由谈话，教师通过闻到好香的东西，引起学生的好奇心，让学生闻一闻，尝一尝，引出今天学习食物这一主题。在英语歌谣中，复习旧单词，由旧引新，由已知到未知。谈论早餐吃什么，贴近学生生活，为下环节正餐吃什么做好铺垫。Presentation1. Lead inT: I have noodles for breakfast, but I have rice for dinner. I cook dinner for my family. （用phonics教授新词dinner）Who cooks dinner for your family? Your father, mother, grandpa or grandma?T: Today, you can order your dinner. Follow me, I order my dinner. Lets go to the supermarket and choose some food. You can show them to your family after class. (本课主线)T: Are you ready?2. Teach new wordsT: Wow. The supermarket is so _. What do you see?T: Lets move on. What do you see?引出新单词vegetable, 教师用phonics 引导学生拼读新词，按音节操练新词。德育渗透：We should eat more vegetables. They are good.T: Lets go on. What do you see?当学生说到eggs时，教师就学生的课堂生成，追问 What dish can you cook with eggs?当学生说到鸡蛋汤时，教师教授egg soup的soup。用phonics教授发音，并挖掘教材，师问学生What kind of soup would you like?当学生说牛肉时，教师就学生的课堂生成，教授新单词beef。分boys和girls操练新词。活动和活动看学生的课堂生成来决定开展活动的先后顺序。3. Choose the foodT: Here is the food in the supermarket. We can choose some food and put them into the basket. Id like some beef, vegetables and apples.教师拿着食物图画，边说边撕，把想要的食物放在篮子里。4. Draw the food教师接着在句子的空格处画简笔画。5. Ask the Ss to read the sentence6.教授新句型T: What would you like for dinner?(教师问3个学生，学生初步感知语言。)教师贴板书，带领学生学习新句型。教师指示全班同学问个别同学，正餐想吃什么。1. Lead inS1-n: Father. / Mother./ Grandpa. / Grandma.Ss: I order my dinner.Ss: Yes.2. Learn new wordsSs: Big.S1-n: I see some rice/ noodles/ bread.S1-n: I see some apples/pears/oranges.学生学习新词vegetable。S1-n: I see some fish/ eggs.S1-n: 番茄炒蛋，蒸蛋，煎蛋，鸡蛋汤学生学习新词soup。S1-n: Id like some _ soup.学生学习新词beef。3. Choose the food学生看老师的示范，然后挑选食物和把食物放在篮子里面。4. Draw the food学生接着画简笔画。5. Ss read the sentence 6. 学习新句型S1-3：Id like some _, _ and _.学生跟着教师学习新句型。全班同学提问，个别同学回答。创设真实的生活情景，以学生感兴趣的“我的正餐我做主”为主线，深度挖掘教材，设置第一个教学活动，去超市看看有什么食物。在超市里看到食物的新单词，学生学习新单词。在教授vegetable单词时，进行德育渗透，要多吃蔬菜。让学生头脑风暴，用鸡蛋做什么菜，就学生的生成，教授soup的单词。再让学生思考自己想喝什么汤，发散学生思维。主线从看见超市的食物到挑选自己喜欢的食物，再到画自己喜欢的食物。在与学生的对话中引出新句型，教授新句型。Practice1. Pair workT: What would you like for dinner?师问S1， S1问S2. 做完示范后，全班开始同位对话。学生练习完毕后，请3-5组学生展示他们的对话。T: Any volunteers? T: Is it a balanced dinner? 这是一份均衡的正餐吗？教师抛出均衡饮食的话题，引导学生如何做到均衡饮食。T: Look at the blackboard. We can classify the food into three colours, red , green and yellow. We shoud eat each of them. We should eat vegetables and fruit every dinner.2. Design a balanced dinner教师在实物投影仪前，挑选食物, 贴在餐单上，构成一份均衡的正餐。T: Id like some beef, vegetables, apples and rice for dinner.3. Talk and judge学生设计好餐单后，教师请学生找同伴，互相询问对方的正餐想吃什么，并且判断对方的正餐是否营养均衡, 觉得均衡的在餐单上画个五角星。教师先做示范。T: S1， come here, please. What would you like for dinner? Its good and balanced.教师在S1的餐单上画个五角星。T: Now work in pairs. Talk and judge.4. Presentation教师请学生在实物投影仪上展示对话。 T: Any volunteers？You two! Please come here, talk and judge.1. Pair workS1: Id like some _, _ and _. What would you like for dinner?S2: Id like some _, _ and _.3-5组学生展示对话。学生学习均衡饮食。2. Design a balanced dinner学生学着设计一份营养均衡的正餐。3. Talk and judge学生设计好餐单后，学生同伴之间互相询问对方的正餐想吃什么，并且判断对方的正餐是否营养均衡, 觉得均衡的在餐单上画个五角星。学生观看教师先做示范。T: Id like some _, _, _ and _.学生同伴之间互相交流后，判断餐单是否做到均衡饮食。4.Presentation2名学生上台展示，相互判断餐单是否做到饮食均衡。开展同位对话，运用目标语对话交流。学生在教师的指导下，学会设计均衡的饮食。学生谈论餐单，在活动中运用语言做事，并且判断对方的正餐单是否营养均衡。Summary T: Today weve learned to choose food to make a balanced dinner. Eat balanced dinner, live healthy life!Ss: Eat balanced dinner, live healthy life!本课小结，思想升华。HomeworkA. Make a new balanced dinnerB. Make a