【教学设计】Unit 1 Lesson 4（冀教版）.docx

Unit 1 Li Ming Goes to CanadaLesson 4 Making Dinner 教材分析本课是冀教版小学英语六年级上册第一单元的第四课，是一节新授课。本单元的主题是李明来到加拿大，生活在詹妮家和詹妮一起认识房间，饮食并做家务。在本课中介绍了李明和詹妮帮助史密斯夫妇做晚饭、洗盘子，包含了饮食及做家务方面的内容。 教学目标【知识与能力目标】使学生能够听懂、会说、认读并书写单词：dinner, dirty, lunch, dish.了解tomato和potato的复数变化，并能正确使用。能够听懂本课对话，并能在真实的语境中灵活运用对话中的句子。【过程与方法目标】通过活动培养学生能够运用所学习的词汇和句子来正确表达。【情感态度价值观目标】培养学生热爱劳动、做家务的好习惯，学会感恩。 教学重难点【教学重点】使学生能够听懂、会说、认读并书写单词：dinner, dirty, lunch, dish.了解tomato和potato的复数变化，并能正确使用。【教学难点】能够运用help, cook, wash, dry, dirty等词，介绍自己晚饭时间如何帮家人做家务。 课前准备课件。 教学过程Step 1. ReviewThe greeting between students and teacher：T: Good morning class.S: Good morning teacher.T: Hows the weather today?S: Its sunny/cloudy.Teacher show three pictures of clocks, help students to solidify the expression of time by asking and answering. Reviewing the key sentences “Time for breakfast/ lunch/ dinner.” read the new key words “dinner”.（Design thinking: review the expression of time and lead in new knowledge in this lesson, to make a proficiency cohesion between old and new knowledge.）Step 2. Topic introducingBroadcast PPT3-5。T: What did you have for breakfast?What did you have for lunch?What did you have for dinner?Ask students what to eat for meals and lead them to discuss. Ask students what do they want to eat for dinner.（Design thinking: to begin with the breakfast, greet in a interview manner and encourage students to ask and answer freely. Lead them to apply the knowledge to real life and make preparation for the dinner in this lesson. ）Step 3. Presentation1. PPT6-PPT13 learn the dialogue of the first part of book.Broadcast PPT6，lead them to read several times until they can read skillfully.Answer：“What did Jenny eat for lunch?”。After leading students to answer the questions, the students explain the “ate” simply, to point out that it is the past tense of “eat”, and stress on its pronunciation. Teacher continues to ask students:What time is it? （Its half past six）Is Jenny hungry?（Yes, she is.）Who is cooking?（Jennys mother.）Whats for dinner?（Meat and vegetables）What does Mrs. Smith need?（She needs some vegetables.）Teacher answers the question with students together.Broadcast PPT7Teacher tell students that Jennys mom need some vegetables, but wheres vegetables? Lead students help Jenny an Li Ming to find the answers.The teacher show the pictures of PPT7, ask students the position of tomatoes, potatoes and carrots. Use the vivid pictures to explain phrase “in the fridge” and “on the table”.Broadcast PPT8The teacher show PPT8，conclude the rule of noun that ended by “-o” ：以o结尾的名词，有生命的一般加es，无生命的一般加s。such like：tomatoes, potatoes, radios, photos.PPT9Teacher continues to create condition, Mrs. Smith with the help of Jenny and Li Ming, complete cooking the dinner soon. Now its the dinner time, lets see what they say? Teacher show PPT9，lead to read the dialogue of this part.Broadcast PPT10-13explain the knowledge points in turn.This part is mainly aiming at asking what to eat for meals and the usage of “help”.2. PPT14-PPT18 learn the dialogue of second part of the book.Broadcast PPT14Teacher asks the students “what will you do for help your parents when you complete eating at home?” Ask if they will help parents to wash dishes at home.Teacher lead to speak the phrase：dirty dishes.Teacher continues to create condition, who wash the dishes in Jennys home? Lets read this dialogue together.Broadcast PPT15-18Explain the knowledge points in turn and divide the whole sentence structure into several parts. Link with example sentences and examples to promote grasping new knowledge points.The key knowledge points for this part is : “May I help you？”sentence and the usage of “dirty”.（Design thinking: the whole design for class is aiming at the topicJennys dinner. From cooking to washing, the continuity of condition will be of great benefits for students understanding of the text.）Step 4. Lets do it!（PPT19-20）Broadcast PPT19-20，complete the 3rd part of the book.Give students enough time to complete the questions.Teacher check the answers with students together, encourage students to point out the reason of mistakes of wrong sentences.（Design thinking: when they are working for items, lead students try to analyze how to solve problem, which will be good for solidify students fundamental knowledge.）Step 5. Quiz（PPT21-22）Broadcast the PPT and ask students to answer the questions. Explain the knowledge points of every answer.（Design thinking: to solidify knowledge points of this lesson.）Step 6. Summarize after class（PPT23）Write on the blackboard：Key words：lunch, dinner, dirtyKey phrases：Whats for dinner? Lets help my mother make dinner.Step 7. Homewor