四年级Dinner’sready练习题

1、练 习 题1、 写单词（写出 Lets learn 中的五个新单词） 2、 单词辨音，每个单词读两遍。(    ) 1 A、 rice B、 fish C、 pass(    ) 2 A、 bread B、 food C、 noodles(    ) 3 A、 beef B、 knife C、 chicken(    ) 4 A、 soup B、 spoon C、 show(    ) 5 A、 juice B、 milk C、 fisn3、听问

2、句，选择正确的答句。 (    )1. A.Thank you.                   B. OK .Here you are. (    )2. A . I'd like some beef and soup.     B. I like beef and soup. (    )3. A .You're welco

3、me.               B. I'd like some chicken and juice. (    )4. A. I'd like some vegetable and sop, and noodles.         B. John likes chicken, hot dog, and juice.4、根据中文把下列单词补充完整。   面包

4、0;           牛奶       米饭Br _d          m _l k      r _c_    牛肉        鸡肉      鱼   

5、60;B _f      ch _ck _n   f_ sh四、小结Step1 Preparation1. Sing the song“ What would you like?”【设计意图】：通过轻松愉快的歌曲将同学们带入英语课堂中来，另一方面复习了食物单词2. RevisionT：出示rice, soup, beef, fish, noodles, vegetables图片，让学生说出英语名称 T出示以上实物的词卡，齐读、个别读的形式交替进行。【设计意图：复习已学单词，为接下来的任务做好铺垫Free talk&

6、#160;借助刚才的图片和词卡互问互答：Can I have some，please. Sure. Here you are.【设计意图】：在复习单词的基础上，进一步复习对话，循序渐进，为下面的学习做好铺垫Step2.Presentation教学Whats for dinner?Game:猜晚餐吃什么？T：(出示各张食物图片的背面)Whats for dinner? Guess!Ss：beef/rice/?T：Beef/is ready,(把图片逐张贴在黑板上)【设计意图】；让学生去猜测晚饭的食物，又一次操练了单词，由读过渡到用教学Everythings readyT：(教师贴完图片后小结)E

7、verythings ready.让学生理解意思，操练由集体到个别，并板书领读。教学What would you like? Id like some ，please。(1) 紧接着上个环节问学生：What would you like?引导学生回答Id like some领读操练问句和答句并板书。(2).Ask and answer in pairs.【设计意图】；通过师生问答到生生问答，学生巩固了What would you like? Id like some句型 （3）用“单词滚雪球”的游戏来操练句型What would you like ? Id lik

8、e some游戏方式如下：S1: What would you like?S2: Id like some   rice  . What would you like?S3: Id like some    rice  and fish    . What would you like?S4:  【设计意图】；用单词滚雪球游戏来强化巩固所学的句型，为完成下面的活动打下基础。4实景操练，引出句型教师可装扮为饭店服务员用What

9、would you like? Id like some与学生进行问答，点餐完毕顺势说出wait and see.并让学生来扮演服务员【设计意图】；通过真实的情景，学生不但感兴趣，且能自然引出wait and see，能让学生很容易理解它的意思。5自编Chant:Whats for dinner?  Whats for dinner? What would you like for dinner ? Rice and soup , rice and soup. Id like some rice and soup.（学生可自行替换单词）【设计意图】；通过

10、自编小chant，把本课的重点句型再次进行巩固Step3 Practice1听音答题Q1：What would Mike like? Ss:  listen and answer.Check the answer.2.听音正音师说：Open your books，turn to Page 59,listen,point and read aloudly.3合作共建：全班齐读小组齐读，其他组注意听。个别学生读，其他学生听，并纠正。小组合作分角色读，师巡视全班，随时指导各个小组活动。4表演展示：让学生分角色表演对话，检查两组。【设计意图】：通过听读回答问题，学生自己可以概括出课

11、文内容，顺理成章。通过读课文，将课文进一步巩固，为下一步的survey做铺垫 Step 4.ProductionGroup work（课本P59） Mike: What would you like for dinner ？ Chen Jie: Id like some 让学生询问组内成员完成调查表。另可附加学生自己接触过的食物来调查，丰富学生的词汇。【设计意图】：真实的调查，不但练习了说，而且更具真实性，实现英语在真实情境中的真实性。Step5 Homework       

12、;            学生对朋友进行一日三餐的调查，并根据膳食宝塔的结构，给予伙伴“合理饮食，健康生活”的建议。Sentences:What would you like for breakfast/lunch/dinner?            Id like some.Words: rice, fish, beef, meat, vegetables ,ap

13、ple, milk, egg ,bread ,soup, noodles, hamburger, hot dog ,juice ,chicken            【设计意图】：此拓展性作业不仅让学生把所学知识运用于生活，还使学生形成了“合理膳食”的思想观念，更大的发挥了学生的学习主动性。 四年级上册Unit 5A Let'stalk-PEP二次教【研修感言】研修在大家的忙碌间已接近尾声了，两个月里，我们不断地学习着，进步着，提高着。现已进入磨课阶段，也

14、到了展示成果的时候了。研修中学到的任务型教学方法、词汇和语法的教学模式，情境的科学合理性渐渐地融入到我们的教学中。一、教材分析1、单元总体分析本单元教学重点是食物、餐具名称以及就餐用语，期中难点是用餐时的基本会话。教学词汇时，应结合过去所学的食物、饮料单词及句型，运用灵活多样的教学方法帮助学生理解、巩固；同时可适当铺垫渗透Lets talk中的句子如What would you like for？I can use 等，从而降低对话教学的难度，然后通过朗读、操练、表演等方式使学生比较顺利地掌握用餐会话。2、本课教学目标1.能听懂会说：Whats for dinner?Wait and see.

15、 What would you like fordinner? Id like some ，please. Everythings ready.2.能运用句型“What would you like for dinner？Id like some 点餐并进行调查。3、教学重难点本课的教学重点是学生能听懂会说Lets talk 中的对话。难点是学生会说：What would you like for dinner？Id like some ，please.Everythings ready.二、学情分析经过一年的学习，学生已经具备了一定的英语听、说、读、写能力。且班内学生英语学习兴趣浓

16、厚，参与度高，学习程度整体较优秀。绝大部分同学都能听懂会读对话，对于这一目标，班内大部分学生能够达到目标要求。个别学生需要后期再加以强化。但是对于能够学会用餐时用于以及合理搭配饮食，还有更多学生不能达到目标。三、教学策略让学生在贴近生活的情境中学习，并能设置合理化的任务给学生，让学生能够主动学习。同时教学中设计小活动及chant，激发学生的学习兴趣，让学生愿意学。四、课堂教学目标根据以上分析，并结合本课Lets talk的具体要求，我确定了以下课堂教学目标：1知识目标：（基本知识目标、发展知识目标）     基本知识目标：100%学生能听懂会说“What

17、 would you like for dinner ?”“Id like some .”.发展知识目标：80%学生可与同学朋友或家人进行交流，了解更多的美食 ，并能将早中晚餐进行合理搭配，这样可以让能力较强或感兴趣的同学得到语言方面的锻炼，加强对学生的语言输出练习。2. 技能目标 ：（基本技能目标、发展技能目标）基本技能目标：100%学生能够理解并运用 “Im hungry”/“wait and see”/“Everything is ready ”/“Thanks.”80%的学生能在日常生活中，也可在课堂上让学生进行情景模拟会话。

18、发展技能目标： 感兴趣的学生（60%的学生）可去了解更多的关于就餐的用语及礼仪，加强学生语言技能的培养。 3. 情感态度与价值观：鼓励学生去了解中西方饮食文化的差异，树立学生健康饮食的观念与文明用餐的意识。五、教学准备课件、多媒体、磁卡Step1 Warm up1.      Lets chant I like apple，sweet，sweet，sweetI like coke，cool，cool，coolI like hambugers，yummy，yummy，yummy 

19、0;       ，    【设计意图】：老师们一致认为此环节可用I like 有关食物的chant来热身，不仅复习了旧知，还可以从I like。讨论进入新课，引出I'd like 句型的教学2. RevisionT：出示rice, soup, beef, fish, noodles, vegetables图片，让学生说出英语名称 T出示以上实物的词卡，齐读、个别读的形式交替进行。“Oh，there is so much food. How delicous

20、！But dont eat too much. Its not good for your health.【设计意图】：复习已学单词，为接下来的任务做好铺垫渗透不吃的过饱，有害身体的健康饮食习惯。Free talk 借助刚才的图片和词卡互问互答：   Do you like ? Yes, I do    What do you like? I like .【设计意图】：在复习单词的基础上，进一步复习对话，循序渐进，为下面的学习做好铺垫Step2.Presentation创设一个朋友过生日去饭店点餐的情景S1:Whats for din

21、ner？（根据菜单上的菜进行点餐，教师可扮服务员）T：What would you like? 引导学生回答Id like some领读操练问句和答句并板书。对比：I'd like 和I like 这两个句子的发音，提醒学生们注意中间的“d”音。【设计意图】：对话教学离不开情境设置，基于这一点，老师们认为可以创设一个点餐的情境，很顺势的引出本课重点句型，并且情境很真实，贴近生活。 (2).Ask and answer in pairs.【设计意图】；通过师生问答到生生问答，学生巩固了What would you like? Id like some句型 （

22、3）用“单词滚雪球”的游戏来操练句型What would you like ? Id like some(给出单词rice,fish,noodles,soup,vegetables.)游戏方式如下：S1: What would you like?S2: Id like some   rice  . What would you like?S3: Id like some    rice  and fish    . What would you

23、like?S4:  【设计意图】；用单词滚雪球游戏来强化巩固所学的句型，为完成下面的活动打下基础。4实景操练，引出句型教师可装扮为饭店服务员用What would you like? Id like some与学生进行问答，点餐完毕顺势说出wait and see.并让学生来扮演服务员【设计意图】；通过真实的情景，学生不但感兴趣，且能自然引出wait and see，能让学生很容易理解它的意思，学生来扮演服务员，在学会表达意愿的同时还学会了怎样为顾客点餐。5自编Chant:Whats for dinner?  Whats for dinner? 

24、; Rice and soup , rice and soup. What would you like for dinner ? Id like some rice and soup.（学生可自行替换单词）【设计意图】；通过自编小chant，把本课的重点句型再次进行巩固Step3 Practice1听音答题Q1：What would Mike like? Ss:  Listen and answer.Check the answer.2.听音正音师说：Open your books，turn to Page 59,list

25、en,point and read aloudly.3合作共建：全班齐读小组齐读，其他组注意听。个别学生读，其他学生听，并纠正。小组合作分角色读，师巡视全班，随时指导各个小组活动。4表演展示：让学生分角色表演对话，检查两组。“Boys and girls ,your parents are busy with their work. They take good care of you，too .They love you very much. Boys and girls ,you all love your parents. You should help them.”【设计意图】：通过听

26、读回答问题，学生自己可以概括出课文内容，顺理成章。通过读课文，将课文进一步巩固，为下一步的survey做铺垫渗透让学生理解父母的辛苦和对孩子的爱，要主动当父母的小帮手。 Step 4.Production小组任务（分三个组，每个组调查不同的时段的用餐）用句型What would you like for ？ Id like some 来进行调查 学生调查完毕小组展示成果，根据结果进行反馈，并告诉同学们When you eat dinner,you should eat vegetables and  meat .Meat and vegetab

27、les are all good for us. But you don't  only eat meat or vegetables.   【设计意图】：通过完成调查任务，学生不但练习了说，而且更具真实性，同时学生主动的参与了整个过程并得出结论，老师的总结渗透合理搭配饮食的健康理念，为作业做铺垫。Step5 HomeworkMake the menu for your family.(给你的家庭设置菜单) 2.Make the menu（学生根据膳食结构，合理的搭配一日三餐，制作食谱） 【设计意图】：此拓

28、展性作业不仅让学生把所学知识运用于生活，在渗透合理饮食的同时还渗透了爱的教育，让学生学会关心家人关爱他人，起到很好的德育作用。四上 Unit5 What would you like？一、教材分析1、单元总体分析本单元教学重点是食物、餐具名称以及就餐用语，期中难点是用餐时的基本会话。教学词汇时，应结合过去所学的食物、饮料单词及句型，运用灵活多样的教学方法帮助学生理解、巩固；同时可适当铺垫渗透Lets talk中的句子如What would you like for？I can use 等，从而降低对话教学的难度，然后通过朗读、操练、表演等方式使学生比较顺利地掌握用餐会话。2、本课教学目标1.能

29、听懂会说：Whats for dinner?Wait and see. What would you like fordinner? Id like some ，please. Everythings ready.2.能运用句型“What would you like for dinner？Id like some 点餐并进行调查。3、教学重难点本课的教学重点是学生能听懂会说Lets talk 中的对话。难点是学生会说：What would you like for dinner？Id like some ，please.Everythings ready.二、学情分析经过一年的学习

30、，学生已经具备了一定的英语听、说、读、写能力。且班内学生英语学习兴趣浓厚，参与度高，学习程度整体较优秀。绝大部分同学都能听懂会读对话，对于这一目标，班内大部分学生能够达到目标要求。个别学生需要后期再加以强化。但是对于能够学会用餐时用于以及合理搭配饮食，还有更多学生不能达到目标。三、教学策略让学生在贴近生活的情境中学习，并能设置合理化的任务给学生，让学生能够主动学习。同时教学中设计小活动及歌谣，激发学生的学习兴趣，让学生愿意学。四、课堂教学目标根据以上分析，并结合本课Lets talk的具体要求，我确定了以下课堂教学目标：1知识目标：（基本知识目标、发展知识目标）  

31、0;  基本知识目标：100%学生能听懂会说“What would you like for dinner ?”“Id like some .”.发展知识目标：80%学生可与同学朋友或家人进行交流，了解更多的美食 ，并能将早中晚餐进行合理搭配，这样可以让能力较强或感兴趣的同学得到语言方面的锻炼，加强对学生的语言输出练习。2. 技能目标 ：（基本技能目标、发展技能目标）基本技能目标：100%学生能够理解并运用 “Im hungry”/“wait and see”/“Everything is ready ”/“Thanks.”

32、80%的学生能在日常生活中，也可在课堂上让学生进行情景模拟会话。发展技能目标： 感兴趣的学生（60%的学生）可去了解更多的关于就餐的用语及礼仪，加强学生语言技能的培养。 3. 情感态度与价值观：鼓励学生去了解中西方饮食文化的差异，树立学生健康饮食的观念与文明用餐的意识。五、教学准备课件、多媒体、课外材料Step1 Warm up1.GreetingsT: Hello, boys and girls.Ss: Hello, Miss Yang.T: How are you?Ss: Fine, thank you. And you?T: Im fine, too. Th

33、ank you.2.热身过程中突破难点T: Its time for our class.   Boys and girls, are you ready?Ss: Ready!T: OK! Im ready, too.T问S1: Are you ready?(走向一名学生)S1: Ready.T问S2: Boy, are you ready?    S2: Ready.T问S3: Girl, are you ready?    S3: Im ready.T: Very good. No

34、w. Im ready, youre ready.T: Everybody is ready. (手指着每一个学生)  Look! The computer is ready, too.  Everythings ready. (教师点击课件)T: Read after me. Everythings ready.Ss: Everythings ready.T: Pay attention to “th”. (提醒“th”咬舌音)  Everythings ready.Ss: Everythings ready. (教师教读

35、)T: OK! Who can read it?S1: Everythings ready. (学生排火车读)S2:T: Everythings ready. Lets begin our class.【设计意图】：在热身阶段。很自然的引出本课难点句型，并进行突破。2. RevisionT: Well, I bring you many kinds of food today.  Do you want to have a look?Ss: Yes!(学生比较感兴趣)T: OK! Please read it loudly and you can stand up.T: R

36、eady?Ss: Ready.T: Go!(教师播放课件，学生快速大声读出所看到单词)T: Good! (大拇指) You are super!【设计意图】：通过食物单词快闪，学生大声读单词，引入本课的主题，为重点句型操练做铺垫。效果比较理想。Step2.PresentationT: Wow! So many kinds of delicions food.  Im hungry. (教师捂肚子作饥饿状)(引出)Id like some hamburgers.(点击课件)(教师问学生)S1:Id like some beef.(点击课件，出现Id like some同时板书

37、并教读，注意 d  的发音)。（教师问几组，把问句抛给学生来问）T: What would you like?S3: Id like some vegetables.T: Can you ask your deskmate?S3问S4:What would you like?     S4:Id like some教师点击课件并板书：What would you like?T: Follow me please. (教师进行教读)T: Lets ask together. Show me your hands.(全

38、班拍手问，教师指一个学生作答，巩固练习本课重点句型)【设计意图】：真实的情景，更易于学生理解句意，学生想表达的欲望会更加强烈，学生通过拍手问答，将重点句What would you like? Id like some句型进行巩固。 T: Class. Our friend Lan Yangyang is hungry. (点击课件出现懒羊羊)What would he like? Lets ask him together.Ss: What would you like?(课件图片)Lan Yangyang: Wait and see. (教读2遍)Lan Yangyang: Id

39、 like some chicken for dinner.(教师领读“dinner”)T: Hed like some chicken for dinner. What would you like for dinner. (点击课件)课件引导：Id like some（课件）What would you like for dinner?        Id like someT: OK! Please ask and answer with your deskmates.(学生做Pairwork并展示

40、)【设计意图】；让学生与懒羊羊对话，生动的回答巧妙地引出了wait and see.并将句型What would you like for dinner? Id like some进行了练习，同为对话，学生对语言进行了输出。       Lets sing.用幸福拍手歌的曲调将前面操练的句型进行巩固【设计意图】；周明霞和翟海霞老师都认为chant不如歌谣更能激发学生的学习兴趣，因此将此环节进行了修改，朗朗上口的歌谣，将重点句型进行了巩固。T: Its time for dinner in Canada. 

41、 What would Mike like for dinner?  What about Mom?  Lets go his home and have a look.a（播放动画，仿佛真来到Mike家）T: What would he like for dinner? Lets watch.（课件出示题目，学生连续）b学生跟读课文.c学生分角色读课文.d 小组展示课文.【设计意图】；通过听读回答问题，学生自己可以概括出课文内容，顺理成章。通过读课文，将课文进一步巩固。Step3: ExtensionT: Mike has a bi

42、g dinner. Its healthy, too.  What about your diet?(拿起一个小组的盘子，该组同学偏好汉堡和牛排)T: Hamburgers and beef are yummy.  But you cant eat too much.  Lets listen to the doctors suggestions.(课件点击拓展文章)T: Yes. Food is very important for us.  Please read it by yourself. (学

43、生自读手中材料) T: Well, class. Lets do some practice.(出判断题，检查学生的收获)Q3: Eating ice-cream is bad for us?(学生有争议)T: OK! Lets find out the answer from the food pyramid.(课件出示饮食宝塔配有文字，教师读)T: Now, children. It tell us we should eat less sweet food.  So eating less ice-cream please.T: If your diet i

44、s not healthy. Please make it healthy.(小组合作将手中的盘子中的食物设置成健康的饮食)T: If you finished. Read it in groups.(小组展示健康的diet)【设计意图】： 此环节作了较大改动，翟海霞老师觉得拓展环节应适当的给学生点知识和任务，学生通过阅读完成练习，并能够对自己的饮食进行合理的搭配，并能进行语言输出。Step4: Homework.T: OK! Class. Healthy food can give us healthy life.   So we should tak

45、e care of our diet.T: Please make a healthy menu for you friend.T: Goodbye children. Ss: Bye-bye!【设计意图】： 为朋友做一份健康食谱，渗透了情感教育。 课件地址/Article/rjb/qt/sinjs/WhatWouldYo/201112/20111212004632_33754.html视频地址课堂实录 Step1: Warm up1.GreetingsT: Hello, boys and girls.Ss: Hello, Miss Yang.T: How are

46、 you?Ss: Fine, thank you. And you?T: Im fine, too. Thank you.2.热身过程中突破难点T: Its time for our class.   Boys and girls, are you ready?Ss: Ready!T: OK! Im ready, too.T问S1: Are you ready?(走向一名学生)S1: Ready.T问S2: Boy, are you ready?    S2: Ready.T问S3: Girl, are you ready?

47、    S3: Im ready.T: Very good. Now. Im ready, youre ready. T: Everybody is ready. (手指着每一个学生)  Look! The computer is ready, too.  Everythings ready. (教师点击课件)T: Read after me. Everythings ready.Ss: Everythings ready.T: Pay attention to “th”. (提醒“th”咬舌音

48、)  Everythings ready.Ss: Everythings ready. (教师教读)T: OK! Who can read it?S1: Everythings ready. (学生排火车读)S2:T: Everythings ready. Lets begin our class.T: Well, I bring you many kinds of food today.  Do you want to have a look?Ss: Yes!(学生比较感兴趣)T: OK! Please read it loudly and you c

49、an stand up.T: Ready?Ss: Ready.T: Go!(教师播放课件，学生快速大声读出所看到单词)T: Good! (大拇指) You are super!  Step2: Presentation.T: Wow! So many kinds of delicions food.  Im hungry. (教师捂肚子作饥饿状)(引出)Id like some hamburgers.(点击课件)(教师问学生)S1:Id like some beef.(点击课件，出现Id like some同时板书)T:(纠音)IdSs: Id.(教师给

50、学生强调“d”音)T: What would you like?S2: Id like some rice, fish and milk.T: Great! You can get a sticker.(学生将食物卡放到自己的盘子里)（教师问几组，把问句抛给学生来问）T: What would you like?S3: Id like some vegetables.T: Can you ask your deskmate?S3问S4:What would you like?     S4:Id like some教师点击课件并板书：What would you like?T: Follow me please. (教师进行教读)T: Lets ask together. Show me your hands.(全班拍手问，教师指一个学生作答，巩固练习本课重点句型)T: Class. Our friend Lan Yangyang is hungry. (点击课件出现懒羊羊)  What would he like? Lets ask him.Ss: What would you like?(课件图片)Lan Yangyang: Wait and s