pep小学英语四上Unit 5Dinners ready教学设计.docx

PEP小学四年级上册Unit 5 Dinners ready Part A Lets talk教学设计一、教学目标：1.知识目标（1） 能在情景中运用句型 Wait and see. What would you like for dinner? Id like some , please.Dinners ready.”征求并表达用餐意愿。能够在情景中恰当运用功能句Whats for dinner?能在语境中理解dinner soup vegetables ready的意思，并能够正确发音。（2）能运用句型What would you like for dinner? Id like some 进行相互调查。（3）学生能理解对话大意；能够运用正确的语音、语调朗读对话。2.能力目标：结合自身生活实际和课堂教学活动，通过观察、思考、分析以及相互交流学会英语中特殊疑问句“What would you like for dinner?”及其回答并能结合实际生活情境简单地加以应用。3. 情感目标：通过本课学习，对比自己与Mike的晚餐发现差异，了解中西方饮食文化的差异，渗透健康的饮食习惯。二、教学重、难点重点：能听懂、会说Lets talk中的对话。难点：学生掌握特殊疑问句“What would you like for dinner?”及其回答，单词would的读音3、 教具：多媒体课件 食物图片 卖食物的托盘和围裙4、 教学过程（Steps）：Step 1 Warm-up / Revision（热身、复习）1.Listen to a song: Noodle noodle dumpling .Find out the food in the song.2.Let Ss talk about what other food and drinks in their life.（设计意图：通过听唱、找出歌曲中的食物、让学生表达生活中的食物与饮料词汇等形式，不仅吸引学生的注意力，调动积极性，而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫，构建了知识表象。）Step 2 Presentation (呈现新知)Go to the cate street. （教师使用多媒体课件呈现许多食物、饮料。）1.Revise the food.2.Teacher tell Ss: Id like some fish and vegetables.Teach:Id like=I would likeRead after the teacher slowly. Then read quickly.Read one by one.(设计意图：美食街的呈现，让学生在学习复习食物的同时引出本课重点句子，由于Id like some fish and vegetables.句子太长，学生学习起来比较困难，这个环节的设计，我把句子分成两部分进行突破,再合一起教读。教读的方法由慢到快，由易到难。有范读、齐读、开火车读、个别读等形式。让学生的学习由模仿提高到运用，这符合小学生的认知发展规律。)3.Ask Ss: What would you like? 示范读，齐读，个别读。师问学生：What would you like? 让几名学生说出：Id like some4.询问学生What would you like for dinner?引出主句型。T : Look ,its 6:30. Im hungry. Time for dinner. Id like some rice and vegetables for dinner. Teach:dinner. What would you like for dinner?开火车读。个别读。5.Pair work.让学生同桌之间互相问答：What would you like for dinner?Id like some for dinner.6.创设情境：I am a waitress.I sell food and drinks in the cate street.Hambergers! Hambergers!Hot dog! Hot dog!Buy quickly! Buy quickly!Who wants to buy?A:Can I help you?B:Yes.A: What would you like?B: Id like someA: Hot dog is ready.Here you are!B:Thank you.（和学生进行现场买卖食物。）（设计意图：在真实的语言环境，老师扮作女商贩在美食街叫卖食品，吸引学生来买时，运用常用的购物语言Can I help you? What would you like? Id like some来让学生理解英语语言的实际交际运用所在，同时运用Hot dog is ready.此类句子为以下的Dinners ready.做好铺垫。这个环节的设计充分体现在交际中教，在运用中学的理念，通过这种方式便于学生的理解和运用。7.Lets chant.What would you like, what would you like for dinner? Id like some, Id like some rice. What would you like, what would you like for dinner? Id like some, Id like some soup. Hmm, yummy, yummy, yummy(设计意图：这个环节的设置，充满着韵律美，完全符合小学生的口味，学生们在有节奏欢快的气氛中，既巩固了新知，又获得了学习快乐。）8. Ss practise in pairs. Then call out some students to act it out. 9.带着问题听对话看卡通，回答问题。Listen twice and answer the questions:What would Mike like for dinner?What would Mikes mother like for dinner?Tell Ss they should eat some healthy food and they shouldnt eat some fast food. They should eat some fish,vegetables,fruits and so on.（设计意图：让学生带着任务去听回答问题，目的是让学生理解课文的重要内容，培养学生的听力水平和思维记忆能力。同时通过对比自己与Mike及Mikes father的晚餐发现差异，了解中西方饮食文化的差异，告诫学生要健康饮食。）10.Let Ss find the new sentences:（解释句意教读）Whats for dinner?（让生解释句意）Wait and see.(情景演示)（设计意图：让学生打开书找出自己不太理解的句子，不是直接说意思，而是通过做肢体动作进行理解感知，培养学生的阅读能力。）11.Read after the tape and imitate reading.（设计意图：让学生跟读点读机中的录音，模仿语音语调，为学生创造良好的听读氛围，给学生展示纯正的英语语音，让小学生在模仿中学习，为将来的学习打下良好的基础。）12.Let Ss read by themselves.13.Role play in groups.14.Act it out.（设计意图：通过分组对话和角色扮演培养学生良好的交际能力。）Step 3 Consolidation and extension.1.Make a survey.(调查活动)NamericenoodlesbeefsoupmeatfishchickenvegetablesMike教师先示范做一个调查，再请两对学生示范。然后让学生在四人或五人小组内调查同学晚餐想吃什么。（设计意图：师生示范表演为学生提供一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价知道，给学生提供平等的说英语的机会，鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交际活动的展开。通过“Happy face”的评价总结，让学生认识到集体目标的实现离不开个人的努力，激发其进一步追求成功的欲望。）2、 Lets sing: What would you like? 设计意图：在美妙的歌曲中对本节的知识进行总结。（四）Homework（将课内的学习延伸到课外，维持学生的学习兴趣。）1. Ask your parents “What would you like for dinn