四年级上册英语教案-Unit 5 Dinner’s ready A Let’s talk 人教PEP版 - 副本.doc

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1、教材图片：Unit5 B Lets talk教案教 材：人教PEP小学英语四年级上册P51单元主题：Dinners ready课 型：听说课一、教学材料分析教学材料出自英语人教PEP四年级上册Unit5 B Lets talk（P51），本单元的话题是Dinners ready。本部分的核心句型是Would you like some .? 及其答语Yes, please./No, thanks. I can use chopsticks。教材通过Mike到吴一凡家里做客用餐的情景，让学生感知上述句型的语义及语用情境。 二、教学设计说明 本节课是一节对话课。教学中设计多次听力训练，培养学生捕捉

2、关键信息，听懂简短对话的能力；预测，培养学生思维品质；读图，培养学生仔细观察，思考能力。在“猜一猜”，“听一听”等活动中让学生逐步理解、练习和运用核心句型，发展学生的语用能力。对话前、对话后的情境续编使对话情境更加完整，有意义。学生在情境中感知句型，学习句型，对话后的交际活动，让学生巩固、运用所学的新句型。 三、教学内容确定 Mum: Dinners ready! Help yourself. Mike and Wu Yifan: Thanks. Wu Yifan: Would you like a knife and fork?Mike: No, thanks. I can use chop

3、sticks. Mum: Would you like some soup? Mike and Wu Yifan: Yes, please! 四、教学目标定位 （一）知识与能力目标1. 学生能够理解对话大意。 2. 能够用正确的语音语调朗读对话。3. 能够在情境中恰当运用句型Would you like some .?及其答语Yes, please./No, Thanks. I can use chopsticks. 提出餐具使用建议并做出正确的反应。 4. 能在语境中运用功能句Help yourself. 能够在语境中理解新词knife, fork, chopsticks的意思，并能够正确发

4、音。（二）情感目标1. 渗透招待客人和用餐时的礼貌言行。2. 了解中西方饮食文化中餐具使用的差异。 五、教学重点难点 （一）教学重点理解对话，学习、练习在情境中运用Would you like some .?及其答语Yes, please./No, thanks.（二）教学难点模仿课文对话，进行真实、丰富的语言交际活动。六、板书设计 Dinners ready Help yourself! Would you like some .? Yes, please. /No, thanks. 七、教学步骤 Step1: Warming up 1. Talk about teachers favour

5、ite food and drink. I like fish. I like watermelon juice. Ask students: What food/drink do you like? Do you like ? 【设计意图】谈论老师喜欢的食物和饮料，拉近学生距离，引出话题。通过问答，初步唤起旧知。2. Watch and answer(1) What food/ drink do you see?(2) What food/ drink would you like? (3) Would you like some ? Let students understand the

6、meaning of “Yes, please. / No, thanks.”【设计意图】通过观看视频，提取信息并进行归纳。复习旧知，为新课的学习奠定基础。 通过教师询问，引导学生用Yes, please./No, thanks. 回答。然后再引导学生提问Would you like some ? 3. Talk about students dinner. Show the dinner list. Work in pairs: Would you like some.? Yes, please. / No, thanks. 【设计意图】通过小组合作谈论dinner，步步为营，在情境中学习操

7、练本课主要句型。Step2: Presentation & Practice 1. (1) Look and answerT shows the picture Who are they? / Where are they? / What time is it? Its dinner time. Whats for dinner? 【设计意图】创设情境，引导学生读图，提取信息。补充文本情境，使对话更完整。 (2) Listen and choose. Pay attention to the key words about food and drink. Tell the answers. 【

8、设计意图】通过听力活动，训练学生捕捉关键信息、听懂对话的能力，通过核对答案，呈现听力内容，了解关于Mike到吴一凡家做客的相关信息，为对话学习做好准备。(3) Lets check. Find the information by reading the dialogue quickly. 2. (1) Look and guessT shows picture 1 of the text. Dinner is ready. What will mom say? What will Mike say? What will Wu Yifan say? Ss look at the picture

9、 carefully. Try to guess what they will say. 【设计意图】通过引导学生读图，获取信息，根据图片猜测对话内容，激发学生思维。(2) T shows picture 2 Whats in Wus /Mikes hand? Teach the words: fork, knife, a knife and fork, chopsticks. Show the tips. Have the Ss to guess: Can Mike use chopsticks? Listen and answer read the passage and check. 【

10、设计意图】通过读图，引导学生在语境中理解和学习knife, fork, chopsticks。通过tips呈现中西餐饮文化的对比，了解文化差异。通过对来自加拿大的Mike是否会使用筷子的猜测，加深了对主体句的理解。在check环节中，培养了学生提取关键信息的能力。 (3) T shows picture 3Have the Ss pay attention to the picture. What will mom ask? Watch and answer: Would they like some soup?【设计意图】引导学生观察图片，根据手指指的soup，猜测妈妈的话语。让学生带着问题

11、看视频，感受对话逻辑关系，检测学生理解能力3. (1) Reading activities Read after the tape. Pay attention to the pronunciation and the intonation.(2) Dubbing time T show how to dub. Ask students to dub.Read and fill in the blanks. Work in three, dubbing and act.【设计意图】通过模仿读，挖空读，配音表演多种朗读形式，培养学生朗读能力。 Step3: Consolidation & ex

12、tension 1. T shows the pictures of Mike home. Who are they? Where are they? Whos coming? What will happen?2. T plays the role of Mikes mom, make a new conversation with two students. Work in three.Try to use their own sentences to make a new conversation. 【设计意图】设置吴一凡去Mike家做客的情境更具延续性。引导学生观察图片，运用所学新句型

13、，结合旧知，创编新对话，提高了语言的综合运用能力。Step4: Assessment 1. Read P51 three times. 2. Ask your friends what food do they like and invite them to have dinner with you.【设计意图】设计紧密联系本课学习内容和课型的作业。即复习本课的语言点，又将学生的学习引向课外更为广阔的学习空间。Step5: 课后反思新教材不仅在情境和语言内容上有了极大的优化，而且配套资源非常丰富。因此，我立足课文情境，在进入文本前设置了吴一凡妈妈和吴一凡、Mike讨论晚餐的情境，将主体句融入对话，让学生在情境中理解句型的功能。在拓展环节，设置了吴一凡去Mike家做客的情境，使情境更完整，更有延续性。 如何在英语课堂上训练学生的思维能力，理解对话的逻辑关系，从而真正发展学生的语言能力一直是我们努力的方向。我设计了看视频、记单词活动，通过读图、观察、预测、推理等活动，训练学生思维能力，达到一定效果。 因此，在对话课中，如何训练学生的逻辑思维能力，如何设计对话后的大活动，提升学生的语用能力，是今后我的改进方向。