PEP四上U5 A Talk 教学设计

PEP Book 3 Unit 5 Dinners ready A Lets talk 江山文溪实验学校 毛利芬一、教材分析： 本课内容为PEP四年级上册Unit5 Dinners ready A Lets talk对话课，根据课标一级目标，即要求学生能交流简单的信息，能用What would you like? 询问他人想吃什么？能用Id like some 表达自己的意愿。并能拓展运用He would like some.二、教学目标与要求：1.能够听懂、会说正确的语音、语调朗读对话，并能在情境中恰当运用功能句：What would you like? Id like some Whats for dinner? Dinners ready!2. 能在语境中理解: What would you like for dinner? Id like some，please.并在情境中运用该句型征求并表达用餐意愿。3. 理解对话大意，理解dinner,soup,vegetable,ready的意思，并能够正确发音。三、教学重难点重点：能听懂会说Lets talk中的对话，灵活运用What would you like for dinner? Id like some,please.难点：理解对话内容，并能在情境中熟练运用；vegetable 的正确发音。三、课前准备 课件、单词卡片、头饰四、教学流程Step1. Warm-up1.GreetingT: Good morning, boys and girls.T: Nice to meet you.T: How are you?T: Sit down, please.2. Sing a song： T: Wow I am so happy today because I have so many friends. Hello, Im Miss Mao, whats your name? Nice to meet you. How are you? Oh, you are tall / beautiful . I like you. Give me a hug.3.Play a game: T：Lets play a game: Oh-yeah! Oh-no! 动作Follow me! 动作Oh-yeah! Oh-no! Im a PE teacher. I am beautiful. I like you. You like yummy food. I have many food for you. Lets read it.【设计意图】本环节通过两个活动：sing a song 和Oh-yeah! Oh-no!游戏，激发学生学习兴趣，激活孩子们已学知识，初步进入本节课的学习。Step2.Presentation（一）话题交流，导入新课1. revise the words: OK, lets read the food, 学生有节奏的读食物单词Wow, so much food. 带读一次食物单词Id like some noodles.(出示词条Id like some noodles.先Id like-Id like some noodles.(小组发音，开火车 横的，竖的-) 完毕(板书) T: What would you like?S: Id like some. （注意Id ）T: 注意用餐文明，pleaseS: Id like some.,please.T：What would you like?(出示词条What would you like?) -w,w,w-du-带读并检测学生发音, 2个2个读，group1, group 2, group3) 板书 What would you like? 2. Ask and answer: What would you like? Id like some., please. One is A, one is b, ask and answer in pairs.评价：We have so much food to eat. What about Mike?（二）情景创设，理解语意1. PPT present Mikes family, teacher asks：T: Look! Mike is in the kitchen with mom, and dad is coming back home, too. Can you guess: What time is it? Listen! (钟声) Its time for dinner. (课件出示)Teach: dinner. 2. phonics教学 i, i, er sounds e。 3. T: It time for dinner! Mike is hungry. Guess” what does he say?” Ss: 扩散性思维回答 课件中播放Mike 说的话，学生注意倾听2次。 学生模仿Mike说的话：S: Im hungry. Whats for dinner? 请3个同学说，说完出示整句，词条Whats for dinner? (板书)书写Whats for dinner? Spell “dinner”【设计意图】创设真实情境，让学生体验，感知和理解whats for dinner的意思。同时利用自然拼读让孩子联系已学语音知识，自己去发现和总结单词dinner的发音规律。（三）问题视听，整体感知 T: Mike is hungry. Whats for dinner? What would he like for dinner? Lets watch and answer. (说完之后打击鼠标) 1. Watch and answer: What would Mike like?听第一段，回答问题听，跟读第一段；听，跟读并模仿第一段；请个别同学读一读并演一演；分角色读读演演第一段 ；（先老师和全体同学，再分角色演一演，把妈妈的微笑和饿，请演出来）Mike would like some soup and bread.What would Mikes dad like for dinner?2. Listen and answer. What would Dad like? (先读一读答句，再听，回答)A: He would like some fish and bread.B: He would like some fish and vegetables.拓展：What would Mikes dad like?Hed like some fish and vegetables.听，跟读第二段；听，注意语音语调，并请同学读一读；男女生读，小组读。【设计意图】文本处理从看动画回答问题到听录音回答问题，不同的学习策略，即训练了学生的注意力，又培养了学生听的能力。通过对Mike和Mikes father两人晚饭意愿的询问，自然拓展到了What would he like for dinner? Hed like.，对话进行了人称的自然转换。3. Think and answer. Mike would like some., Dad would like some.and. 出示卡片图：soup is ready, bread is ready, fish is ready, vegetables ready. Dinners ready! （词条，书写） 【设计意图】设计三个问题，分别让学生看对话来回答，听录音来回答，总结对话内容来回答，从不同的方面训练学生捕捉信息的能力。在处理对话时加入模仿环节，不仅减轻模仿的难度，更能帮助学生理解，还可以进行适当的拓展。Step3 Practice1. Listen and repeat one by one. 学生一句一句跟录音跟读，齐读一次。2. Challenge2星级，5星级 （请各2组，共4组）3. 表演生成Act out the dialogue. 师生示范一组，（示范时把餐桌上的菜摆上）。然后四人分角色有感情表演对话；戴头饰表演。（3组表演）Step4 Extension任务活动中运用（一）感恩母亲，全员参与T: Mother cooks for Mike and Dad every day. So today Mike and Dad wants to cook lunch for mom. Whats for lunch（午餐）? What would mom like for lunch? Can you make a new dialogue? 自由对话。配乐 （2-3组） 【设计意图】为了感谢母亲平日里的辛劳，Mike和爸爸决定为妈妈做午饭。由此展开Mom, What would you like for lunch? Id like.创设真实情境让让学生主动参与，唤醒成长意识，感恩家人。（2） 活动采访，参与成长 Lets survey1. Our school will have a food party for you on Childrens Day. So I wants to know what would you like for dinner? T: 问3个学生，然后打勾。示范 Take out your paper. Now you can work in your group小组采访活动，组内成员互帮互助，运用本节课所学新知，展开情境对话，完成调查表，教师在一旁点拨、指导，适时评价，最后以小组汇报的形式展示调查结果。【设计意图】小组采访活动，让学生认识到自己是学习的主人，在学习过程中体验自主、自立的信心，参与成长的过程。语言上也拓展到Hed like some. Shed like some.从对话到形成语篇展示。（四）总结赏析，情感升华 Great! Today we have learned .Next class, we will have a food party.（五）作业分层，自主拓展1.Listen and imitate for 3 times. （听、跟读录音至少3遍。）2. Make up a new dialogue with your partner.（