小学英语pep四年级下Dinner27sready教学设计

1、辽河一小教师基本功达标课教案驾年级英语学科上学期教者杨楠上课日t间2013-12-05课题UnitFiveDinner'sready(PartALet'stalk)课型会话课课时第一课时教学目标：1.知识目标：使学生能够在图片和教师的帮助下理解对话大意；能够用正确的语音、语调朗读对话；能够在语境中理解新词dinner,soup,vegetable,ready勺意思，以及句型Whatwouldyoulike(for)?I'dlikesome,please并能够正确发音。2 .能力目标：能够在情景中恰当运用soup,vegetable食物词汇。使学生能够在情景中运用句型Wh

2、atwouldyoulike(for)？I'dlikesome,please.征求并表达用餐意愿；能够在情景中恰当运用功能句：Whatsfordinner.3 .情感目标：激发和培养学生学习英语的兴趣，树立自信心；通过游戏等活动培养学生合作意识及集体主义精神；渗透购买健康食品的观念，不偏食，不挑食。并能够让学生感受到粮食的珍贵，珍惜粮食。教学重难点：1、能够在语境中理解新词dinner,soup,vegetable,rea的意思并能够正确发音。d like2、在情景中恰当运用句型Whatwouldyoulike?Isome,please征求并表达用餐意愿。教具准备：多媒体课件、教学卡片

3、、简笔画、Warm-up1、 GreetingsbetweentheT-S.T:Goodmorning,boysandgirls.Ss:Goodmorning,teacher.T:I'mveryhappytobeyournewEnglishteachertoday.Sonicetomeetyou.Ss:Nicetomeetyou,too.程T:Thankyou.（设计意图：师生问候，增进情感）2、 Watchashortmovie.T:ThisismyfirsttimetobeinQingDao.QingDaoisreallyabeatifullcityandtherearemanyd

4、eliciousfoodinQingDao.Suchastheseafood,thebeerandsoon.'mfromInnerMongolia.Therearemanydeliciousfood,too.Doyouwanttoseethem?OK.Hlplayashortmovietoyou.YoucansayWhatcanyousee?out.OK?Ss:OK!T:Let'sgo!T:Doyoulikethem?Ifyou'refree,welcometomyhometownandI'llgladtotreatyou.OK?（设计意图：通过看一个有关我们的

5、家乡内蒙古名吃的短片，来直观的提示学生今天所学话题并引发学生学习兴趣。）3、 Dividetheclassintotwogroupstohaveacompetation.T:Beforeourclass,Iwantdivideyouintotwogroups.Eachgrouphasatable.Andyoucanputthefoodyoulikeonyourtable.Thistableisforyouandthisisforyou.Gotit?Ss:Yes.T:Good.（设计意图：通过分组，激发学生学习兴趣，培养学生团体合作意识。）二、Presentation&Practice1

6、、 LeadinthenewsentencepatternWhatwouldyoulike?'I"dlikesome,please.Andthenewwords'soup'and"vegetable.T:Oh,I'mhungry.I'dlikesomethingtoeat.CanyouguessWhatwouldCindylike?'Ss:T:Oh,yes.Givemefive!I'dlikesomeCanyoutellmeWhatwouldyoulike?'S1:I'dlikesomeT:Ithink

7、,it'sveryyummy.OK.Thankyou.Followme.I'dlikesome，please.fdlikesomebread,please.'Idlikesome,please.T:OK.Good.Whatwouldyoulike?Ss:I'dlikesome,please.T:Canyouaskhim/her?S2:Whatwouldyoulike?S3:I'dlikesome,please.T:Good!Whatwouldyoulike?叫起某个学生，集体问，Whatwouldyoulike?T:Look!Whatsthis?Ss:s

8、oup.T:Yes.Followme.SoupWhatwouldyoulike?Ss:I'dlikesomesoup,please.T:What'sthis?Ss:vegetableT:Yes.Followmevegetable.Whatwouldyoulike?教学过程Ss:I'dlikesomevegetables.（设计意图：教师通过情景创设和肢体语言来帮助学生理解新句型的含义，引导学生用型likesome,please回答，紧接着用Whatwouldyoulike?进行提问。在初步掌握两个新句子的语音的情况下学习两个新单词。最后把两个句子和和两个单词结合起来变成

9、对话，进行综合运用。）2、 Let'ssingtogether.T:Boysandgirls,doyoulikesinging?Ss:Yes.T:Let'ssingasongtogether.OK?Ss:OK.T:Let'go.T:Wonderful.Allofyouaregoodsingers.Soclaptoyourself.（设计意图：在刚刚学习了两个句型和单词的基础上，我根据四年级学生的身心特点把刚刚学过的两个句型和单词组织起来，变成一个简单的歌谣，进行积极巩固。并帮助学生快乐的学习英语。）3、 PresentthenewsentencepatternWhat&

10、#39;sfordinner?'andconsolidatethenewwords'soup'andvegetables.T:Lookatthispicture.Whatahappinessfamily.Yes?ItsSixo'clockintheevening.It'stimefordinner.Doyouknowdinner'?Ss:T:Yes.CanyouguessWhat'sfordinner?'?S1:S2:T:IfyouaskmeWhat'sfordinner?'andI'llshowthemt

11、oyou.OK?Ss:OK.T:So,whatsfordinner?Ss:soup,vegetables,riceandfish.Allofthemaregoodforourhealth.Yes?（设计意图：用18：:00来引导学生理解dinner的含义。通过呈现部分遮盖着的餐桌图片，要求学生每提问一次，教师就出去一个遮盖部分。引导学生提问What'sfordinner?，使得学生在真实的情境中理解和掌握What'sfordinner?的音和义。并继续巩固新单词'soup'andvegetables）4、 Presentthenewsentencepattern

12、Dinnersready：T:Doyourememberthem?Whoarethey?Ss:HesMikeandShesMike'smom.T:Yes.Theyareinthekitchen,andtheyretalkingaboutsth.NowsupposefmMikesmom.WhowanttobeMike?（S1:Mum,I'mhungry.What'sfordinner?T:Whatwouldyoulike?S1：I'dlikesome-.please.T:OK.Dinnersready!51: Thanks.）T:Thankyou.Doyouund

13、erstandDinnersready.'?Ss:T:Yes.Followme,let'ssayanddotheactions.Dinneisready.（设计意图：通过情景创设和肢体语言帮助学生理解新句型Dinnersready.'的含义，并鼓励学生根据提示制作小对话。）5、 PlayLetstalk'twotimesandasktwoquestions（WhatwouldMikelikefordinner?'andWhatwouldMikesdadlikefordinner?'）T:DoyouwanttoknowWhatwouldMikeli

14、kefordinner?Ss:Yes.T:Let'sgoandhavealook!T:DoyouwanttoknowWhatwouldMikesfatherlikefordinner?Let'sgo.（设计意图：此处播放本课小短文两次，每次播放前都出示一个有关课文的问题，让学生带着问题有目的的看、听。）6、 Readafterthevideo.T:Now,boysandgirls.Letsreadaftertheredio.OK?Ss:Ok.（设计意图：请学生分角色有感情的朗读对话。加深学生对课文的理解，增强语感。为学生在延伸部分自主做对话奠定基础。）三、Consolidate

15、&Extension1、ShowLet'stalk'out.（设计意图：让学生分角色扮演对话中的人物，时刻给学生创设真实语言情景，制造时间、机会让学生用语言做事情。）2、Makeasurvey.T:Doyourememberthem?Yes!SheisChenJieandheisMike.ChenJieismakingasurveynow,letsgoandhavealook.SupposeI'mChenJienow.Iwanttodoasuvey.Whowanttobemypartner?T:Good!Nowgroupwork.Askyourparterner

16、Whatwouldtheylikefordinner?'andFinishyoursurvey.OK?Letsgo!（设计意图：做调查并完成调查表是一项小组活动，要求学生调查班内至少三个同学晚餐准备吃什么，是一个存在信息沟的语言交际活动。本活动不仅是在采访活动中进一步巩固和运用征求用餐意愿及表达用餐意愿的句型。并进一步巩固和运用实物类词汇。为学生创造情景用英语做事情。）2、Makeadialoguebythemselves.T:Allofyoudidagoodjob.T:OK.Now,supposeIhavearestaurant.Youcometomyrestaurantfordin

17、ner.Whowanttohaveatry?（Welcometomyrestaurant.Whatwouldyoulike?S1:I'dlikesome-Whatwouldyoulike?S2:I'dlikesomeWhatwouldyoulike?T:OK.50yuan,please.）T:OK,Justlikethis.Doagroupwork.Gotit?Let'sgo!（设计意图：通过模拟表演餐厅服务员与顾客对话的形式强化句型与词汇的音-义匹配。并引导学生学以致用。在每组表演结束后请学生选出最佳点菜顾客，渗透科学饮食的知识。）4、Playashortmovie.

18、T:Boysandgirls.Look.TheyaretheChildrenfromthepoormountain.Theyhavenotenoughfoodtoeatandclothingtokeepwarm.Theycannotaffordtoschool.Comparingwithus,wehaveknowledge.Soletscherishingthefood.Forcherishingthefoodistohasapassionforlife珍惜粮食就是热爱生命。OK?Good!（设计意图：通过播放和讲解贫困山区孩子生活图片，引发师生共鸣。共同努力学习，珍惜粮食。）四、Homework1、Makeanothersurvey.DoyouknowWhatwouldyourparentslikefordinner?"Sotodayshomeworkismakeasurveyaboutyourparents'favouritefoodfordinner.Andyoucantryyourbesttoprepareasimpledinner'Orthem.OK?T:Verygood!Howtimeflies.Itstimetosaygoodbye.But,pleaseremember