四年级英语上册Unit5Dinnerisready时教案人教PEP.docx

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1、The fifth period （第五课时）Part B Let s learn & Let* s doA教学内容与目标教学重点课时教学内容课时教学目标Let s learn,能够听、说、认读单词chopsticks, bowl, fork, knife, spoon能够运用句型“Pass me the knife and fork, please. w熟练地表述就餐时需要的餐具Let s do能够听懂指令，并根据指令做出正确的动作1.能够听懂、会说、认读单词“chopsticks, bowl, fork, knife, spoon。2.能够运用句型“Pass me the knife an

2、d fork, please.”熟练地表述就餐时需要的餐具。a教学难点能够熟练且正确地向别人提出用餐建议或使用餐具的建议并做出正确的回应。教学准备1 .预习状元大课堂创优作业100分状元作业本中本课时的相关内容。2 . PPT课件、课文录音、视频、卡片、餐具、蔬菜等。教学过程Step 1: Warm-up & Lead-in1. Greetings.2. Let* s chant.二聋件出示Would you like, would you hke.Would you bkc some soup?Yet, please Ycf. please I,d hke some soupWould yo

3、u like, would you like.Would you like o knife and fork?No. thanks. No. thanks I con use chopitidcs.3. Sharp eyes.T: Now let s play a game. When you see the picture, try to say the word as quickly as you can.（课件出示：egg, juice, bread, milk, water, fish, rice, cako, beef, chicken, noodles, soup, vegetab

4、les 的图片逐 一快速闪现）4. Lead-in.T: Do you know what I would like? Can you guess?SI: Would you like some bread?T: No, thanks.Teaching purpose由上一课时与本课的重 点句型作为韵句的主要结构 来进行热身，帮助唤醒学生 的已有知识，并为下一环节 的学习做好准备。Teaching purpose通过用课件快速闪现食 物图片，让学生快速说出单 词，在复习旧知的同时为学 习新知做铺垫，这个游戏,能 使学生注意力高度集中，快 速融入课堂。S2: Would you like som

5、e beef? T: Yes, please.T: What wou 1 d I like? Yes, 1 d 1 ike some beef, (Write down the food the teacher likes on the blackboard.) Step 2: PresentationTeaching purpose通过情景引入新词，把 单词和句子与情景结合起来 学习。在对话中加强学生对 新知的理解与运用能力。1. Teach the new words and sentences.(1)Teach the words “pass, knife, fork”.(教师拿出餐具：

6、chopsticks, a knife and fork, a spoon, a bowl)T: Oh, I, m hungry. I* d like some beef. How can I eat it? I can use51: A knife and fork.T: Good. I can use a knife and fork. Pass me the knife and fork. Pass/pa：s/, a/a：/, pass/pa：s/. Pass me the knife and fork.Write down the sentence “Pass me the knife

7、 and fork. w on the blackboard and teach it.T: Thank you. Knife/naf/, kn/n/-i/a/-fe/f/. Knife, knife, cut with the knife.(教师边说边做动作，学生跟读)T: Fork/fo:k/, or/o:/. Fork, fork, use the foik.(教师边说边做动 作,学生跟读)T: Look! The knife is in my right hand. The fork is in my left hand. Then cut with the knife and use

8、 the fork to eat. Can you use them now?52: Yes, I can. Let me show you.T: Great! Can you use the knife and fork?53: No, I can t.T: Let me help you.(2)Teach the word “bowl”.T: (Show a bowl.) What s this?S2:碗。T: Yes, it s a bowl. Bowl/baul/, ow/ao/. Pass me the bowl.(用 动作示意S2把碗递过来)T: Thank you! Bowl,

9、bowl, pass me the bowl.(教师边说边做动作， 学生跟读)Write down the word bowl on the blackboard and teach it.T: What can I put in the bowl?55: Rice. /Noodles. /Soup.(课件出示：a bowl of rice, a bowl of noodles, a bowl of soup)T: Bowl, bowl, a bowl of rice/a bowl of noodles/a bowl of soup.(3)Teach the word chopsticks”

10、.T: Oh, I * m hungry, too. I * d like a bowl of noodles. How can I eat them? A knife and fork?56: No. Use the Chopsticks.T: Good. I can use the chopsticks. Chopsticks/ Ll npstlks/ ch/tj-op/op/-chop/tjbp/-sticks/st ks/, / UnP、Hk/. pass me the chopsticks. (用动作示意S3把筷子递过来)T: Thanks. Chopsticks, chopstic

11、ks, use the chopsticks.(教师边 说边做动作,学生跟读)Write down the word “chopsticks“ on the blackboard and teach it.(4)Teach the word spoon” .T: I can use the chopsticks to have noodles. Can I drink the soup with the chopsticks?57: No.T: I can use the spoon. Spoon/spu:n/, sp/sp/, 00/u:/. /u:/, noodles, food, sou

12、p. Pass me the spoon.(用动作示意S4把勺子递过来)T: Thank you. Spoon, spoon, use the spoon.(教师边说边做动作，学 生跟读)Write down the word “spoon“ on the blackboard and teach it.2. Let s learn.(课件出示:教材P52 Let s learn板块的图片及音 频)(l)Listen and ask.T: John is eating dinner at Wu Yifan, s home. Wu Yifan s mum cooks a lot of delic

13、ious food. What can you see?51: I can see some rice, some beef, some vegetables, some soup52: I can see a knife and fork, a spoon, some bowls, some chopsticks-T: Let s listen to the recording, then answer the following questions:Khat would John like?How can he eat it?(2)Let students read after the r

14、ecording and pay attention to the pronunciation and the intonation.(3)Check the answers.T: What would John 1 ike?51: John would like some beef.T: How can he eat it?52: He can use a knife and fork.(4)Let students practice the dialogue in pairs.(5)Act out the dialogue.Step 3: Practice1. Play games and

15、 practice the words.(l)What s missing?(游戏说明：课件出示词汇 wchopsticks, a knife and fork, a spoon, a bowl”，然后让其中一个词汇快速消失，让学生说出消失的词汇。将词汇换 成图片，再玩一次。)Teaching purpose通过以上活动，使学生 能够充分理解课文内容，掌 握本课的重点单词和句型， 并且能够把本课学习的单词 和句型灵活地运用在一起。Teaching purpose在游戏中巩固本课所学 的新词，使学生学起来更轻 松更愉快，学习效果更好。T: Please watch carefully and t

16、ell me what the missing word is.(2)Listen and find.Say a word or a phrase each time, and let students find the corresponding picture.(课件出示:筷子、刀叉、勺子、碗的图片)2. Let, s do.(1)Make a salad.T: You really did a good job. I want to make a salad for you. I need some help. Who can help me?Take out the prepared

17、vegetables, knife, bowl, fork and spoon and ask a student to help with the salad.T: Look. A lot of vegetables. I want to make a vegetable salad.SI, I say, you do. Pass me the bowl. Pass me the knife.SI: Here you are.T: Good, thank you. Go back to your seat. Let s go on. Cut the vegetables. Use the s

18、poon. Use the fork. Now let s try it! Wow, yummy!(2)Listen and do some actions.Present the pictures of Let s do” .(课件出示：依次出示教材 P52 Let s do板块的图片，学生回答后呈现与图片对应的文字)T: Let s look at the pictures. I show, you say.(Show Picture 1.)SI: Pass me the bowl.(Show Picture 2.)S2: Pass me the knife.Listen to the r

19、ecording and read after it.(课件出示：教材 P52 Let s do板块的音频)Listen to the order and point to the corresponding pictures.T: Now I say, you point. Use the spoon.SI: (Point to Picture 4.)Listen to the order and do the corresponding actions.T: I say, you do. Pass me the knife.SI: (Do the corresponding action.

20、)(3)Make a salad and taste the salad.Make a salad in groups of four. Then taste the salad.Step 4: Consolidation & ExtensionDinner time.T: Suppose your friends are eating dinner at your home, make a dialogue with your friends. Work in groups of three.Make a model:A: Dinner, s ready! Help yourself!B:

21、Thanks.Teaching purpose通过分享salad的制作 过程让学生对本课的学习内 容更加感兴趣。利用TPR教 学方法可以营造轻松愉快的 课堂气氛，更好地调动学生 的学习积极性。leaching purpose通过创设情境，让学生 在情境中运用所学习的语言 知识，不仅可以帮助学生更 深层次地理解和掌握所学语 言知识，而且通过小组活动 可以培养学生的合作能力。C: WouId you 1 ike some？B: Yes, please. /No, thanks. Pass me theC: Here you are.Ask some groups to perform the di

22、alogues on the platform and select the best group. a板书设计Unit 5 Dinner $ readychopsticks-Would y。“ 胸b“门bowl-y”. please./No, thanks.Pass t/v knifa and 命法 p/”“. knift spoonA作业设计1. Listen to the recording and read the new words and sentences for twenty minutes.2. Make a salad for your parents.3. Do the

23、exercises.（见“状元成才路”系列丛书创优作业100分或状元作业本对应课时作业） a教学反思1 .这是一节单词和句型的新授课。用Let s chant这种说、做结合的活动来热身，既调节了气氛，又起 到了很好地承前启后的作用。2 .把单词放入情景中教学，加深学生的理解和记忆，然后再通过游戏加以巩固，学习效果事半功倍。3,句型操练设计形式多样，以学生为本，层层递进，完成了语言从输入再到输出的过程。4 . Let s do部分制作沙拉，使用实物教学，边做边教学，再到学生自己动手做，自己品尝自己的成果， 把这节课推向高潮，学生不仅学会了做沙拉，也学会了用语言来表达沙拉的制作过程。5 .板书设计

24、清晰明了，重点突出，起到了很好的辅助作用。Teaching Contents & Teaching Aims Let s learn, Be able to listen, speak and read the words “chopslicks, bowl, fork, knife, spoonv ., Be able to use the sentence structure “Pass me the knife and fork, please. to express the tableware needed in dining skillfully.Let s do Be able t

25、o understand the instructions and make correct actions according to the instructions.Teaching Priorities, Be able to understand, speak and read the words “chopsticks, bowl, fork, knife, spoonw ., Be able to use the sentence structure “Pass me the knife and fork, please. to express the tableware for

26、dining adroitly.Teaching Difficulties, Be able to give suggestions on dining or using tableware to others skillfully and correctly, and make correct response.Teach i ng ProceduresTeaching StagesTeacher, s ActivitiesStudents ActivitiesTeaching PurposesWarm-up & Lead-in1. Greetings.2. Let s chant.3. S

27、harp eyes.4. Lead-in.1. Greetings.2. Read the chant loudly and act it out.3. Say the word quickly.4. Answer the questions.Review the words about food and related sentence structures. Help students awaken their existing knowledge.（续表）Teaching StagesTeacher, s ActivitiesStudents ActivitiesTeaching Pur

28、posesPresentation1. Teach the new words and sentences.Learn the new words and sentences.Introduce the new words through situations. Learn the words in combination with the situation. Strengthen students understanding and application of new knowledge in dialogue.2. Let s learn.Play the recording and

29、ask.(2)Play the recording again.(3)Check the answers.(4)Let students practice the dialogue in pairs.(5)Let students act out the dialogue.(l)Listen and cinswer.Read after the recording and pay attention to the pronunciation and the intonation.(3)Check the answers with the teacher.(4)Practice the dial

30、ogue in pairs.(5)Act out the dialogue.Understand the content of the text, master the key words and the sentence structures, and use them flexibly through the above activities.Practice1. Play games and practice the words.(l)What s missing?(2)Listen and find.(l)Say the missing words.(2)Listen to the t

31、eacher and find out the corresponding pictures.Consolidate the new words in the game. Make learning more relaxing and enjoyable for students, and make the learning effect better.2. Let s do.(1)Make a salad.Teach how to make a vegetable salad.(2)Listen and do some actions.Show the pictures of “Let s

32、do” .(3)Make a salad and taste the salad.(1)Learn how to make a salad.(2)Listen and do the relevant actions.(3)Make a salad in groups and taste it.Stimulate students, learning interest and enthusiasm. Increase students participation.Consolidation & ExtensionDinner time.Create a scene for students. A

33、nd give relevant sentence structures.Select the best group.Make dialogues. Work in groups of three. And show the dialogue on the platform.Understand and master the language knowledge at a deeper level. Develop students cooperative ability through group activities.Homework1. Listen to the recording and read the new words and sentences for twenty minutes.2. Make a salad for your parents.3. Do the exercises.