小学英语四上Unit5Dinnne(教案)

课文标：Unit5Dinner’s (PartA,Let’sUnit5Dinner’sPEPPrimary Grade

语言知识目

语言技能与文化目

排 句型： fordinner? like(for...)?课 答句I’d

能够通过Mike运用功能句What’sfordinner?能够在语dinner,soup,vegetable,

3.让学生通过对比自己和Mike1词汇：beef,noodles,soup,句型：Whatwouldyoulike?I’dlikesome...学生能够听、说、读、写beef, 学生能够在饥饿时，熟练运用Whatwouldyoulike?I’dlikesome...征求继续体会中西zipmilk,fish,chickenoosoupou在老师创设的11.-e/i:/通过听力活动对训练-ee-的音通过听写单词活能够读出符合-音拼写出符合-o-e，u-e1句型：Wouldyoulikeaknifeandthanks.Icanusechopsticks.学生能够理解对能够在情景中恰当运用句型Wouldyoulike...?No,thanks.Icanuse...提出餐具Mike功能句Help3.能够在语境中理解新词knife,fork,chopsticks4.通过吴一凡和1能够运用句型Passmetheknifeandfork,please.熟练地表让学生了解中西通过一些使用餐，具的游戏来体验Ican 的借助制作水果沙1John与妈妈用通过对本单元知识的复习，养成良好的温故而知新的习惯。本课主要采用图一、ZipZoom二、egg,bread,cake,fish,water,milk本课时通过餐馆账单的情景呈现单词，符合学生的生活经验，容I’dlikesome...在三年级的时候学过，为在句中表达想吃食物意愿打下了基础。三、学生能够听、说、读、写beef,chicken,noodles,soup,学生能够在饥饿时，熟练运用句型Whatwouldyoulike?likesome...征求和表达用餐意愿。学生掌握词汇：beef,chicken,noodles,soup,vegetables.noodles的发音。并知道noodles和vegetables一般以复数形式出现。’sfordinner?Whatwouldyoulike(for...)?及其答语I’dlike(I wouldlike)...,please.soupouB四、1.beef,chicken,noodles,soup,k,fish,chickeninoodles’sfordinner?Whatwouldyoulike(for...)?I’dlike(Iwouldlike)...,please.I’dlikesome.表达用餐意愿时，能正确区分可sWarm- Showaclock.Whattimeisit?It’stimeforLet’shavesomefoodand Ss:It’sSayanddo.Havesomeeggs.Havesomejuice.Eatsomebread.Drinksomemilk.Chantanddoagain. full,now.- Tick,tock. youhungry,now?Let’sgototheFirst,weshouldreadthemenu.Lookatpage1.2.Lookatp2.ReadtheoldwordsonP1.Theotherstudentsreadafterher/Listentothetapeandreadthe2new 呈现fish，milk进Beefandchicken, Don’teattoomuch Nextone,noodles（用肢体语Wecanputsomeeggs,beefandchickeninit.SowecallI’dlikeListentothetapeandfollowit. Egg/beef/chicken P1 menu活呈现 4.Teachthenewword:soupAlso,wecanputegg/chicken/beefintothesoup.WhatwouldyouDoyouknowwhatIwouldlike?Youcanaskme.I’dlikesomevegetablesoup.It’syummyReadthenewwordaftertape.Teachthenewword5.Readthe Zipishungry,Shegoesto源。将time出 WatchagainandcirclethefoodonthemenuZipasksShesays:I’dlikesome and and Zipasksfor muchDoyouhaveanyTips:Don’twasteUsethe2.Whathappened?Thebirdistakingawaythebill.Thebillisdirty.Canyouhelpthem? and Ss:Finishthe之前单强调得 bill被将故事学生还原破损bill，强调了词汇的1.Ticktock,tick,tock.It’s6:00. I’mIt’scoldtoday.I’dlikesomehotWecanputmanythingsinthepot.Wouldyoulike? S1: someS1:ThankPractiseingroups.Actthedialogue.T:Welcome!CanhelpT:WhatwouldT:HereyouT:You’re waiter,theareUnit5Dinner’sready Let’slearnWhatwouldyou I’dlike 后翻了几遍，寻找为我所用的资源。最终发现storyP1P2.在讲本课时，是早晨的八点，学生刚吃过早饭不久，谈论用餐意愿，显然苍白无力，不符合实际。于是，我想到用自制教具钟表来呈现吃饭的时间段，来保证情境的较为真实性。关于吃饭的情境，脑中浮现了很多，但始终不能整合在一起，显得支离破碎。最终想到为什么不让钟表的作用发挥的更多一些呢。于是我以钟表显示一日三餐的时间为主线，依次呈现了breakfast—lunch—dinnerlet’sdo.复现过去的旧知；午饭以读菜单的形式呈Zip出；