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小学英语人教版 (PEP)四年级上册Unit 5 Dinner is ready Part A第一课时教案
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这是一份小学英语人教版 (PEP)四年级上册Unit 5 Dinner is ready Part A第一课时教案，共11页。
The first perid（第一课时）
Part A Let’s talk & Let’s survey
▶教学内容与目标
▶教学重点
1.能够听懂、会说句型“—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.”“What’s fr dinner?”。
2.能够听懂、会读单词“dinner, sup, vegetable, ready”。
3.能够听懂、会读对话，并能够分角色表演。
▶教学难点
能够在情景中正确使用句型“—What wuld yu like （fr…）? —I’d like (I wuld like) sme…, please.”来征求并表达用餐意愿。
▶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、单词卡片、人物头饰、厨师帽、食物及饮品图片、价格标签等。
▶教学过程教材分析
本单元学习的主题是用餐。教学内容主要是围绕着用餐的各种情景来展开的。教学重点是能够听、说、认读核心句型“What’s fr dinner?”“—What wuld yu like (fr…)? —I’d like sme…, please.”“—Wuld yu like…? —Yes, please./N, thanks. I can use…”；能够听、说、认读单词“beef, chicken, ndles, sup, vegetable, chpsticks, bwl, frk, knife, spn”。
教学目标
知识与能力目标:
句型
·能够听、说、认读句型“What’s fr dinner?”“—What wuld yu like (fr…)? —I’d like sme…, please.”“—Wuld yu like…? —N, thanks. I can use…”
·能够在情景中运用句型“—What wuld yu like (fr…)? —I’d like…”征求并表达用餐意愿
·能够在情景中运用句型“Help yurself.”“—Wuld yu like…? —Yes, please./N, thanks. I can use…”提出用餐建议和餐具使用建议,并恰当回应
·能够在情景中运用句型“What’s fr dinner?”询问用餐的食物
·能够按意群朗读“—What wuld yu like fr dinner, Jhn? —I’d like sme beef, please.”等三组句子
词汇
·能够听、说、认读单词“beef, chicken, ndles, sup, vegetable, chpsticks, bwl, frk, knife, spn”
·能够正确使用上述单词表达用餐意愿和餐具使用情况
·能够在有意义的语境中抄写上述话题词汇
语音
·能够掌握-e的发音规则,即-e在单词中发长音/ i: /
·能够读出符合-e发音规则的单词，并能够根据发音拼写出符合-e发音规则的单词
情感态度､文化意识､学习策略目标:
·了解用餐礼仪,能够对用餐建议作出恰当反应
·初步了解中西方餐饮文化的差异
·能够根据-e的发音规则拼读单词,并能够根据-e-与-e的发音规则拼写单词
课时安排
第一课时: Part A Let’s talk & Let’s survey
第二课时: Part A Let’s learn & Let’s play
第三课时: Part A Let’s spell
第四课时: Part B Let’s talk & Let’s play
第五课时: Part B Let’s learn & Let’s d
第六课时: Part B Read and write & Let’s check & Let’s sing
课时教学内容
课时教学目标
Let’s talk
·能够理解对话大意
·能够用正确的语音、语调朗读对话
·能够在情景中运用句型“—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.”征求并表达用餐意愿
·能够在情景中恰当运用功能句“What’s fr dinner?”
·能够在语境中理解新词“dinner, sup, vegetable, ready”的意思,并能够正确发音
Let’s survey
·能够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食物类词汇
Step 1: Warm-up & Revisin
Teaching purpse
通过这两个活动，让学生在轻松愉快的氛围中复习已学过的食物及饮品单词。同时，游戏活动引入用餐话题，自然地创设真实、有效的教学情景。
1. Greetings.
2. Sing a sng—Let’s have a picnic tday. (课件出示: PEP三上教材P54的歌曲动画)
3. Revisin.
(1)Sharp eyes.
Shw the wrds abut fd and drinks ne by ne. (课件出示:egg, juice, bread, milk, water, fish, rice, cake依次快速出现，再消失)
T: If yu knw the wrd, yu can stand up and read it alud.
(2)Drive a train.
Shw the wrds abve and review the wrd “fish” with pictures. (课件出示:1. 已学的食物及饮品单词egg, juice, bread, milk, water, fish, rice, cake。2. 出示三张图片，图片一:一盘鱼肉，教学fish；图片二:两条同一种类的鱼，教学fish；图片三:两条不同种类的鱼，教学fishes)Let students wrk in grups f six. Ask every student in the grup t ask and answer questins in turn. Make a mdel:
T: Oh, I’m hungry. I’d like sme bread and milk. What wuld yu like?
S1: I’d like sme… What wuld yu like?
S2: I’d like sme… What wuld yu like?
S3: …
Step 2: Presentatin
Teaching purpse
设置情景，让学生在情景中学习新单词，感知新句型。
1. Talk abut dinner.
(1)Shw a picture n the PPT. (课件出示: 一幅图，画面显示太阳落山了，钟表显示18:00)
T: Lk! It’s 6:00 in the evening. It’s time fr dinner. Guess what “dinner” means.
Ss: 晚餐。
T: Yes. I’m hungry. What’s fr dinner? (Shw the wrd card.) Dinner, dinner, /d/-/ɪ/-/n/-/ə (r)/, //.
Write dwn the sentence “What’s fr dinner?” n the blackbard and teach it.
(2)Shw a picture n the PPT. (课件出示: 一张餐桌，学生每提问一次“What’s fr dinner?”，餐桌上就出现一种食物，依次为fish, rice, egg, sup, vegetable)
Ss: What’s fr dinner?
T: Sme fish/rice/eggs.
Ss: What’s fr dinner?
T: Sme sup. (Shw the wrd card.) Sup, sup, /s/-/u:/-/p/, /su:p/, sme sup.
Write dwn the wrd “sup” n the blackbard and teach it.
Ss: What’s fr dinner?
T: Sme vegetables. (Shw the wrd card.) Vegetable, vegetable, /vedʒ/-/tə/-/bl/, //, sme vegetables. Pay attentin t the prnunciatins f “v/v/” and “s/z/”.
Write dwn the wrd “vegetable” n the blackbard and teach it.
Shw the picture f the table with the fd mentined abve. (课件出示:摆放着上述食物的餐桌图片)
T: Oh! Dinner’s ready! I can eat nw. (Shw the wrd card.) Ready, ready, /r/-/e/-/d/-/i/, //. Dinner’s ready!
Write dwn the sentence “Dinner’s ready!” n the blackbard and teach it.
T: What wuld yu like fr dinner?
Write dwn the sentence “What wuld yu like fr dinner?” n the blackbard and teach it.
S1: I’d like sme…
Write dwn the sentence “I’d like sme…” n the blackbard. Lead mre students t answer the questin “What wuld yu like fr dinner?” by using this sentence structure.
Teaching purpse
通过各项活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。
2. Let’s talk.
(1)Talk abut Picture 3 f “Let’s talk” and predict the main idea f the dialgue. (课件出示:教材P48 Let’s talk板块的图三)
T: (Pint t the picture.) Ww, a lt f delicius fd! Dinner’s ready! What’s fr dinner?
Ss: Sme sup, sme bread, sme fish and sme vegetables.
T: Lk at the fd. I’m hungry. I’d like sme bread. Are yu hungry? What wuld yu like?
S1: Yes. I’m hungry. I’d like sme…
S2: …
T: Mike is hungry, t. What wuld he like?
(2)Watch the vide and answer the questins.
Shw Picture 1 f “Let’s talk”. (课件出示:教材P48 Let’s talk板块的图一)
T: Where are Mike and his mther?
Ss: They are in the kitchen.
T: Mike is hungry. What wuld Mike like fr dinner? Let’s watch the vide. Underline the key sentence f the answer in yur bks.
Play the vide and let students get the key sentence. (课件出示:教材P48 Let’s talk部分的音频)
T: What wuld Mike like?
Ss: Sme sup and bread. Mike says, “I’d like sme sup and bread, please.”
T: What wuld Mike’s dad like fr dinner? Let’s watch the vide again. Underline the key sentence f the answer in yur bks.
Play the vide again and let students get the key sentence. (出示课件)
Teaching purpse
教师播放录音，学生听录音跟读。引导学生按正确的语音、语调及意群朗读对话，并能够进行角色扮演。
T: What wuld Mike’s dad like?
Ss: Sme fish and vegetables. Mike’s dad says, “Sme fish and vegetables, please.”
(3)Read after the vide.
T: Bys and girls, let’s read the dialgue after the vide. Please listen t it and read carefully.
Play the vide again and ask students t read after it and try t imitate the prnunciatin and the intnatin. Then let students read tgether and read freely.
(4)Read the dialgue in different rles. Then act ut the dialgue.
T: Nw we’ll find the best actr r actress. Please cme t the frnt and shw the dialgue.
Take ut sme headdresses and ask sme students t act ut the dialgue.
(5)Retell the dialgue accrding t the blackbard-writing and the pictures f “Let’s talk”.
Make a mdel first and then lead students t retell the dialgue withut their textbks.
Teaching purpse
通过完成调查活动，进一步巩固练习新单词及核心句型，在创设的语境中提高学生的语言运用能力，使学生能够熟练运用所学语言询问及表达用餐意愿。
Step 3: Practice
Let’s survey.
(课件出示:教材P48 Let’s survey板块的表格及以下句型)
T: Suppse it’s time fr dinner. What wuld yu like fr dinner? Let’s make a survey.
Let students d the survey in grups f fur.
Make a mdel:
T: S1, what wuld yu like fr dinner?
S1: I’d like sme fish and rice.
T: S2, what wuld yu like fr dinner?
S2: I’d like sme bread and milk.
T: …
S3: …
T: S1 wuld like sme fish and rice. S2 wuld like sme bread and milk. S3…
Teaching purpse
教师让学生先模仿练习对话，再创设在餐厅点餐的情景，层层深入，为学生创建真实的语言运用环境，以此巩固本节课的重点内容,同时达到学以致用的目的。
Ask each grup t chse a reprter t interview the ther three students, fill in a frm and reprt the results t the whle class.
Step 4: Cnslidatin & Extensin
1. Make a new dialgue.
Ask students t imitate the text t make a new dialgue.
(1)Make a mdel.
(2)Let students imitate t wrk in grups f three. Then make a new dialgue in grups.
(3)Shw time.
Ask sme grups t act ut their dialgues.
2. In the restaurant.
(课件出示:一家餐厅的背景和句子“Dn’t waste fd.”)
Take ut a prepared chef cap, sme pictures f fd and drinks and the relevant price tags. Let students act as custmers r a ck.
(1)Make a mdel.
T: Lk! What d I d? Yes, I’m a ck. I can ck delicius fd. Please cme t my restaurant fr dinner. My restaurant’s rule is “Order as much as yu can eat. Dn’t waste fd.”
T: Welcme t my restaurant! What wuld yu like fr dinner?
S1: I’d like…
T: Here yu are. Ten yuan, please.
S1: Thank yu!
(2)Let students wrk in grups.
(3)Shw time.
Ask sme grups t act ut.
▶板书设计
▶作业设计
1. Read the dialgue f “Let’s talk” five times.
2. Ask yur parents with the key sentence structures and write their answers dwn.
3. D the exercises. (见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶教学反思
1. 在课前热身阶段，活动丰富，有歌曲，有游戏，有表演，让学生在轻松的环境中迅速进入英语学习的状态，同时也起到了承上启下的作用，为新课做好了铺垫。
2. 设计与生活相近、与课文内容也相关的语境，导入新单词和句型，再自然地引出课文。环环相扣，层层深入，让学生轻松地掌握课文内容。
3. 呈现的活动设计丰富，操练形式多样，且具有连贯性、层次性。学生积极主动参与，参与面很广，体现了以学生为主体的教学原则。学生不仅从中学到了新知识，更拓展了思维，效果非常明显。
4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Cntents & Teaching Aims
Let’s talk
·Be able t understand the general idea f the dialgue.
·Be able t read the dialgue with the crrect prnunciatin and intnatin.
·Be able t use the sentence structures “—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.”in situatins.
·Be able t use the sentence “What’s fr dinner?” in situatins prperly.
·Be able t understand the new wrds in cntext and prnunce them crrectly.
Let’s survey
·Be able t further cnslidate and use the sentence structures f asking fr and expressing the will t eat in the interview activities. And further cnslidate and use the vcabulary f fd.
▶Teaching Pririties
·Be able t understand and speak the sentence structures “—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.” “What’s fr dinner?”
·Be able t understand and read the wrds “dinner, sup, vegetable, ready”.
·Be able t understand, read and act ut the dialgue in different rles.
▶Teaching Difficulties
·Be able t use the sentence structures “—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.” t ask fr and express the will t eat in situatins.
▶Teaching Prcedures
（续表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
1. Greetings.
2. Sing a sng—Let’s have a picnic tday.
3. Revisin.
(1)Sharp eyes.
(2)Drive a train.
1. Greetings.
2. Sing a sng.
3. Revisin.
Play the games.
Help students review the wrds easily in the sng and the games, and prepare t learn the new cntent.
Presentatin
1. Talk abut dinner.
Teach the new wrds and the sentence structures.
Learn the new wrds. Have a preliminary understanding f the new sentence structures.
Set the situatin. Let students learn the new wrds and perceive the new sentence structures in the situatin.
2. Let’s talk.
(1)Shw the third picture f “Let’s talk” and ask students t talk abut it.
(2)Play the vide and ask the questins.
(3)Let students practice the dialgue in different ways.
(1)Talk abut the picture.
(2)Watch the vide and answer the questins.
(3)Read after the vide.
(4)Read the dialgue in different rles. Act ut the dialgue.
(5)Retell the dialgue.
Understand the cntent f the text and read the text crrectly. Understand and master the key sentence structures f this lessn in different frms f reading and perfrming activities.
Practice
Let’s survey.
Let students d the survey in grups. Make a mdel.
Assign investigatin tasks and d the survey in grups. Reprt the results t the class.
Further cnslidate and practice the new wrds and sentence structures thrugh ding the survey.
Cnslidatin
&
Extensin
1. Make a new dialgue.
Ask students t imitate the text t make a new dialgue.
(1)Make a mdel.
(2)Let students imitate t wrk in grups f three and make a new dialgue.
(3)Shw time.
2. In the restaurant.
(1)Make a mdel.
(2)Let students wrk in grups.
(3)Shw time.
1. Imitate the text t make a new dialgue in grups.
2. Act as custmers r a ck. Wrk in grups and shw in class.
Cnslidate the key cntent f this lessn and transfrm the knwledge int ability by making a new dialgue abut rdering in the restaurant.
Hmewrk
1. Read the dialgue f “Let’s talk” five times.
2. Ask yur parents with the key sentence structures and write their answers dwn.
3. D the exercises.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Presentatin
1. Teach the new wrds and the
sentence structures.
(1)Lead in and teach the new
vcabulary and sentence structures.
(2)Let students understand the
sentence: It’s a fat panda!
(1)Learn the new vcabulary and practice the sentence structures.
(2)Understand the sentence: It’s a fat panda!
First, learn the new vcabulary and the sentence structures in the dialgue s as t prepare fr the later learning and understanding. Then, test students’ understanding t the dialgue by setting up three questins.
2. Teach the dialgue f “Let’s
talk”.
Present the pictures f “Let’s
talk”. Give sme questins and play the recrding twice.
Check the answers.
Listen t the dialgue twice and answer the questins.
Check the answers.
Practice
1. Play the recrding.
2. Let students read in rles.
3. Let sme students act ut in
rles.
4. Let students fill in the blanks.
5. Activity: What’s in the
pencil bx?
6. Let’s play.
1. Listen t the recrding
again and imitate.
2. Read and rle play in
grups.
3. Act ut the dialgue in rles.
4. Fill in the blanks.
5. Ask and answer with the
partner and shw in class.
6. Play the game and act ut in class.
Practice the main sentences in different ways. Prepare fr the next part.
Cnslidatin
&
Extensin
1. Create a new dialgue.
Shw three schlbags and language scafflds.
2. Draw a new schlbag and talk abut it with yur partner.
Make an evaluatin.
1. Create a new dialgue
accrding t the language
scafflds. Practice in paris and reprt it in class.
2. Draw a new schlbag and talk abut it with yur partner.
Act ut in class.
Evaluate sme students’
perfrmances.
Use the sentence structures learned in this lessn t create a dialgue. Give full play t students’autnmy,
cultivate their creativity, and imprve their ability t use the language synthetically.
Hmewrk
1. Practice the dialgue.
2. Talk abut yur schlbag with yur partner.
3. D the exercises.
The first perid（第一课时）
Part A Let’s talk & Let’s survey
▶教学内容与目标
▶教学重点
1.能够听懂、会说句型“—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.”“What’s fr dinner?”。
2.能够听懂、会读单词“dinner, sup, vegetable, ready”。
3.能够听懂、会读对话，并能够分角色表演。
▶教学难点
能够在情景中正确使用句型“—What wuld yu like （fr…）? —I’d like (I wuld like) sme…, please.”来征求并表达用餐意愿。
▶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、单词卡片、人物头饰、厨师帽、食物及饮品图片、价格标签等。
▶教学过程教材分析
本单元学习的主题是用餐。教学内容主要是围绕着用餐的各种情景来展开的。教学重点是能够听、说、认读核心句型“What’s fr dinner?”“—What wuld yu like (fr…)? —I’d like sme…, please.”“—Wuld yu like…? —Yes, please./N, thanks. I can use…”；能够听、说、认读单词“beef, chicken, ndles, sup, vegetable, chpsticks, bwl, frk, knife, spn”。
教学目标
知识与能力目标:
句型
·能够听、说、认读句型“What’s fr dinner?”“—What wuld yu like (fr…)? —I’d like sme…, please.”“—Wuld yu like…? —N, thanks. I can use…”
·能够在情景中运用句型“—What wuld yu like (fr…)? —I’d like…”征求并表达用餐意愿
·能够在情景中运用句型“Help yurself.”“—Wuld yu like…? —Yes, please./N, thanks. I can use…”提出用餐建议和餐具使用建议,并恰当回应
·能够在情景中运用句型“What’s fr dinner?”询问用餐的食物
·能够按意群朗读“—What wuld yu like fr dinner, Jhn? —I’d like sme beef, please.”等三组句子
词汇
·能够听、说、认读单词“beef, chicken, ndles, sup, vegetable, chpsticks, bwl, frk, knife, spn”
·能够正确使用上述单词表达用餐意愿和餐具使用情况
·能够在有意义的语境中抄写上述话题词汇
语音
·能够掌握-e的发音规则,即-e在单词中发长音/ i: /
·能够读出符合-e发音规则的单词，并能够根据发音拼写出符合-e发音规则的单词
情感态度､文化意识､学习策略目标:
·了解用餐礼仪,能够对用餐建议作出恰当反应
·初步了解中西方餐饮文化的差异
·能够根据-e的发音规则拼读单词,并能够根据-e-与-e的发音规则拼写单词
课时安排
第一课时: Part A Let’s talk & Let’s survey
第二课时: Part A Let’s learn & Let’s play
第三课时: Part A Let’s spell
第四课时: Part B Let’s talk & Let’s play
第五课时: Part B Let’s learn & Let’s d
第六课时: Part B Read and write & Let’s check & Let’s sing
课时教学内容
课时教学目标
Let’s talk
·能够理解对话大意
·能够用正确的语音、语调朗读对话
·能够在情景中运用句型“—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.”征求并表达用餐意愿
·能够在情景中恰当运用功能句“What’s fr dinner?”
·能够在语境中理解新词“dinner, sup, vegetable, ready”的意思,并能够正确发音
Let’s survey
·能够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食物类词汇
Step 1: Warm-up & Revisin
Teaching purpse
通过这两个活动，让学生在轻松愉快的氛围中复习已学过的食物及饮品单词。同时，游戏活动引入用餐话题，自然地创设真实、有效的教学情景。
1. Greetings.
2. Sing a sng—Let’s have a picnic tday. (课件出示: PEP三上教材P54的歌曲动画)
3. Revisin.
(1)Sharp eyes.
Shw the wrds abut fd and drinks ne by ne. (课件出示:egg, juice, bread, milk, water, fish, rice, cake依次快速出现，再消失)
T: If yu knw the wrd, yu can stand up and read it alud.
(2)Drive a train.
Shw the wrds abve and review the wrd “fish” with pictures. (课件出示:1. 已学的食物及饮品单词egg, juice, bread, milk, water, fish, rice, cake。2. 出示三张图片，图片一:一盘鱼肉，教学fish；图片二:两条同一种类的鱼，教学fish；图片三:两条不同种类的鱼，教学fishes)Let students wrk in grups f six. Ask every student in the grup t ask and answer questins in turn. Make a mdel:
T: Oh, I’m hungry. I’d like sme bread and milk. What wuld yu like?
S1: I’d like sme… What wuld yu like?
S2: I’d like sme… What wuld yu like?
S3: …
Step 2: Presentatin
Teaching purpse
设置情景，让学生在情景中学习新单词，感知新句型。
1. Talk abut dinner.
(1)Shw a picture n the PPT. (课件出示: 一幅图，画面显示太阳落山了，钟表显示18:00)
T: Lk! It’s 6:00 in the evening. It’s time fr dinner. Guess what “dinner” means.
Ss: 晚餐。
T: Yes. I’m hungry. What’s fr dinner? (Shw the wrd card.) Dinner, dinner, /d/-/ɪ/-/n/-/ə (r)/, //.
Write dwn the sentence “What’s fr dinner?” n the blackbard and teach it.
(2)Shw a picture n the PPT. (课件出示: 一张餐桌，学生每提问一次“What’s fr dinner?”，餐桌上就出现一种食物，依次为fish, rice, egg, sup, vegetable)
Ss: What’s fr dinner?
T: Sme fish/rice/eggs.
Ss: What’s fr dinner?
T: Sme sup. (Shw the wrd card.) Sup, sup, /s/-/u:/-/p/, /su:p/, sme sup.
Write dwn the wrd “sup” n the blackbard and teach it.
Ss: What’s fr dinner?
T: Sme vegetables. (Shw the wrd card.) Vegetable, vegetable, /vedʒ/-/tə/-/bl/, //, sme vegetables. Pay attentin t the prnunciatins f “v/v/” and “s/z/”.
Write dwn the wrd “vegetable” n the blackbard and teach it.
Shw the picture f the table with the fd mentined abve. (课件出示:摆放着上述食物的餐桌图片)
T: Oh! Dinner’s ready! I can eat nw. (Shw the wrd card.) Ready, ready, /r/-/e/-/d/-/i/, //. Dinner’s ready!
Write dwn the sentence “Dinner’s ready!” n the blackbard and teach it.
T: What wuld yu like fr dinner?
Write dwn the sentence “What wuld yu like fr dinner?” n the blackbard and teach it.
S1: I’d like sme…
Write dwn the sentence “I’d like sme…” n the blackbard. Lead mre students t answer the questin “What wuld yu like fr dinner?” by using this sentence structure.
Teaching purpse
通过各项活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。
2. Let’s talk.
(1)Talk abut Picture 3 f “Let’s talk” and predict the main idea f the dialgue. (课件出示:教材P48 Let’s talk板块的图三)
T: (Pint t the picture.) Ww, a lt f delicius fd! Dinner’s ready! What’s fr dinner?
Ss: Sme sup, sme bread, sme fish and sme vegetables.
T: Lk at the fd. I’m hungry. I’d like sme bread. Are yu hungry? What wuld yu like?
S1: Yes. I’m hungry. I’d like sme…
S2: …
T: Mike is hungry, t. What wuld he like?
(2)Watch the vide and answer the questins.
Shw Picture 1 f “Let’s talk”. (课件出示:教材P48 Let’s talk板块的图一)
T: Where are Mike and his mther?
Ss: They are in the kitchen.
T: Mike is hungry. What wuld Mike like fr dinner? Let’s watch the vide. Underline the key sentence f the answer in yur bks.
Play the vide and let students get the key sentence. (课件出示:教材P48 Let’s talk部分的音频)
T: What wuld Mike like?
Ss: Sme sup and bread. Mike says, “I’d like sme sup and bread, please.”
T: What wuld Mike’s dad like fr dinner? Let’s watch the vide again. Underline the key sentence f the answer in yur bks.
Play the vide again and let students get the key sentence. (出示课件)
Teaching purpse
教师播放录音，学生听录音跟读。引导学生按正确的语音、语调及意群朗读对话，并能够进行角色扮演。
T: What wuld Mike’s dad like?
Ss: Sme fish and vegetables. Mike’s dad says, “Sme fish and vegetables, please.”
(3)Read after the vide.
T: Bys and girls, let’s read the dialgue after the vide. Please listen t it and read carefully.
Play the vide again and ask students t read after it and try t imitate the prnunciatin and the intnatin. Then let students read tgether and read freely.
(4)Read the dialgue in different rles. Then act ut the dialgue.
T: Nw we’ll find the best actr r actress. Please cme t the frnt and shw the dialgue.
Take ut sme headdresses and ask sme students t act ut the dialgue.
(5)Retell the dialgue accrding t the blackbard-writing and the pictures f “Let’s talk”.
Make a mdel first and then lead students t retell the dialgue withut their textbks.
Teaching purpse
通过完成调查活动，进一步巩固练习新单词及核心句型，在创设的语境中提高学生的语言运用能力，使学生能够熟练运用所学语言询问及表达用餐意愿。
Step 3: Practice
Let’s survey.
(课件出示:教材P48 Let’s survey板块的表格及以下句型)
T: Suppse it’s time fr dinner. What wuld yu like fr dinner? Let’s make a survey.
Let students d the survey in grups f fur.
Make a mdel:
T: S1, what wuld yu like fr dinner?
S1: I’d like sme fish and rice.
T: S2, what wuld yu like fr dinner?
S2: I’d like sme bread and milk.
T: …
S3: …
T: S1 wuld like sme fish and rice. S2 wuld like sme bread and milk. S3…
Teaching purpse
教师让学生先模仿练习对话，再创设在餐厅点餐的情景，层层深入，为学生创建真实的语言运用环境，以此巩固本节课的重点内容,同时达到学以致用的目的。
Ask each grup t chse a reprter t interview the ther three students, fill in a frm and reprt the results t the whle class.
Step 4: Cnslidatin & Extensin
1. Make a new dialgue.
Ask students t imitate the text t make a new dialgue.
(1)Make a mdel.
(2)Let students imitate t wrk in grups f three. Then make a new dialgue in grups.
(3)Shw time.
Ask sme grups t act ut their dialgues.
2. In the restaurant.
(课件出示:一家餐厅的背景和句子“Dn’t waste fd.”)
Take ut a prepared chef cap, sme pictures f fd and drinks and the relevant price tags. Let students act as custmers r a ck.
(1)Make a mdel.
T: Lk! What d I d? Yes, I’m a ck. I can ck delicius fd. Please cme t my restaurant fr dinner. My restaurant’s rule is “Order as much as yu can eat. Dn’t waste fd.”
T: Welcme t my restaurant! What wuld yu like fr dinner?
S1: I’d like…
T: Here yu are. Ten yuan, please.
S1: Thank yu!
(2)Let students wrk in grups.
(3)Shw time.
Ask sme grups t act ut.
▶板书设计
▶作业设计
1. Read the dialgue f “Let’s talk” five times.
2. Ask yur parents with the key sentence structures and write their answers dwn.
3. D the exercises. (见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶教学反思
1. 在课前热身阶段，活动丰富，有歌曲，有游戏，有表演，让学生在轻松的环境中迅速进入英语学习的状态，同时也起到了承上启下的作用，为新课做好了铺垫。
2. 设计与生活相近、与课文内容也相关的语境，导入新单词和句型，再自然地引出课文。环环相扣，层层深入，让学生轻松地掌握课文内容。
3. 呈现的活动设计丰富，操练形式多样，且具有连贯性、层次性。学生积极主动参与，参与面很广，体现了以学生为主体的教学原则。学生不仅从中学到了新知识，更拓展了思维，效果非常明显。
4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Cntents & Teaching Aims
Let’s talk
·Be able t understand the general idea f the dialgue.
·Be able t read the dialgue with the crrect prnunciatin and intnatin.
·Be able t use the sentence structures “—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.”in situatins.
·Be able t use the sentence “What’s fr dinner?” in situatins prperly.
·Be able t understand the new wrds in cntext and prnunce them crrectly.
Let’s survey
·Be able t further cnslidate and use the sentence structures f asking fr and expressing the will t eat in the interview activities. And further cnslidate and use the vcabulary f fd.
▶Teaching Pririties
·Be able t understand and speak the sentence structures “—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.” “What’s fr dinner?”
·Be able t understand and read the wrds “dinner, sup, vegetable, ready”.
·Be able t understand, read and act ut the dialgue in different rles.
▶Teaching Difficulties
·Be able t use the sentence structures “—What wuld yu like (fr…)? —I’d like (I wuld like) sme…, please.” t ask fr and express the will t eat in situatins.
▶Teaching Prcedures
（续表）
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
1. Greetings.
2. Sing a sng—Let’s have a picnic tday.
3. Revisin.
(1)Sharp eyes.
(2)Drive a train.
1. Greetings.
2. Sing a sng.
3. Revisin.
Play the games.
Help students review the wrds easily in the sng and the games, and prepare t learn the new cntent.
Presentatin
1. Talk abut dinner.
Teach the new wrds and the sentence structures.
Learn the new wrds. Have a preliminary understanding f the new sentence structures.
Set the situatin. Let students learn the new wrds and perceive the new sentence structures in the situatin.
2. Let’s talk.
(1)Shw the third picture f “Let’s talk” and ask students t talk abut it.
(2)Play the vide and ask the questins.
(3)Let students practice the dialgue in different ways.
(1)Talk abut the picture.
(2)Watch the vide and answer the questins.
(3)Read after the vide.
(4)Read the dialgue in different rles. Act ut the dialgue.
(5)Retell the dialgue.
Understand the cntent f the text and read the text crrectly. Understand and master the key sentence structures f this lessn in different frms f reading and perfrming activities.
Practice
Let’s survey.
Let students d the survey in grups. Make a mdel.
Assign investigatin tasks and d the survey in grups. Reprt the results t the class.
Further cnslidate and practice the new wrds and sentence structures thrugh ding the survey.
Cnslidatin
&
Extensin
1. Make a new dialgue.
Ask students t imitate the text t make a new dialgue.
(1)Make a mdel.
(2)Let students imitate t wrk in grups f three and make a new dialgue.
(3)Shw time.
2. In the restaurant.
(1)Make a mdel.
(2)Let students wrk in grups.
(3)Shw time.
1. Imitate the text t make a new dialgue in grups.
2. Act as custmers r a ck. Wrk in grups and shw in class.
Cnslidate the key cntent f this lessn and transfrm the knwledge int ability by making a new dialgue abut rdering in the restaurant.
Hmewrk
1. Read the dialgue f “Let’s talk” five times.
2. Ask yur parents with the key sentence structures and write their answers dwn.
3. D the exercises.
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Presentatin
1. Teach the new wrds and the
sentence structures.
(1)Lead in and teach the new
vcabulary and sentence structures.
(2)Let students understand the
sentence: It’s a fat panda!
(1)Learn the new vcabulary and practice the sentence structures.
(2)Understand the sentence: It’s a fat panda!
First, learn the new vcabulary and the sentence structures in the dialgue s as t prepare fr the later learning and understanding. Then, test students’ understanding t the dialgue by setting up three questins.
2. Teach the dialgue f “Let’s
talk”.
Present the pictures f “Let’s
talk”. Give sme questins and play the recrding twice.
Check the answers.
Listen t the dialgue twice and answer the questins.
Check the answers.
Practice
1. Play the recrding.
2. Let students read in rles.
3. Let sme students act ut in
rles.
4. Let students fill in the blanks.
5. Activity: What’s in the
pencil bx?
6. Let’s play.
1. Listen t the recrding
again and imitate.
2. Read and rle play in
grups.
3. Act ut the dialgue in rles.
4. Fill in the blanks.
5. Ask and answer with the
partner and shw in class.
6. Play the game and act ut in class.
Practice the main sentences in different ways. Prepare fr the next part.
Cnslidatin
&
Extensin
1. Create a new dialgue.
Shw three schlbags and language scafflds.
2. Draw a new schlbag and talk abut it with yur partner.
Make an evaluatin.
1. Create a new dialgue
accrding t the language
scafflds. Practice in paris and reprt it in class.
2. Draw a new schlbag and talk abut it with yur partner.
Act ut in class.
Evaluate sme students’
perfrmances.
Use the sentence structures learned in this lessn t create a dialgue. Give full play t students’autnmy,
cultivate their creativity, and imprve their ability t use the language synthetically.
Hmewrk
1. Practice the dialgue.
2. Talk abut yur schlbag with yur partner.
3. D the exercises.
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