新人教版四年级上Unit5Dinner’sready教材解析及教案.docx

单元教材解析教学内容Unit 5 Dinners readyLets learn Lets talk Lets spell Read and write Lets check Story time Lets do Lets play 教材分析本单元围绕“食品、饮料和餐具”展开教学，教学内容与日常生活密切相关，不难激起学生们的学习兴趣，milk,bread,water,egg等单词在三年级时听说读都已接触，老师重点让学生在“写”上下功夫，句型在回顾CanIhavesome，please?的基础上，学习Whatwouldyoulike?Idlikesome句型，用来询问他人的需求。餐具的使用将是了解中西方餐饮文化的一个重要部分，了解和熟悉中西方文化的差异，并在生活实践中加以运用。教学目标1.听说认读单词:beef,chicken,noodles,soup,knife,chopsticks,bowl,fork,vegetable,spoon,正确表达各种食物的名称，并适当进行拓展。 2.学生要对食物名称有很好的认知，达到四会，并学会结合语境，对本单元的重点句型进行很好的学习和操练Whatwouldyoulike?Idlikesome并在正确的语境下使用此句型。3.学生能听懂、会说、会用句型：Whatwouldyoulike?Idlikesome4.音标/i：/e/的学习，e在开闭音节中的发音。5.树立学生健康饮食意识，培养学生健康的饮食习惯。教学重难点重点是A、B两部分的食物、餐具名称以及就餐用语，掌握重点句型Whatwouldyoulike?Idlikesome并在正确的语境下使用此句型。难点是用餐时的基本会话，学会与同学交流自己的饮食及习惯。课 时 教 案课题Unit 5 Dinners ready A Lets talk 授课日期年 月 日教学目标1.能够用正确的语音、语调朗读对话,要求模仿正确、语调自然，并能在情景中进行角色表演.。 2.能够在情景中运用句型 What would you like for dinner? Id like some. ? 询问和回答朋友或家人想要吃的东西，增强关心他人的意识。 3.能在情景中恰当运用功能句:Whats for dinner? Dinners ready! 4.对中西方餐饮文化有一定了解。树立学生健康饮食意识，培养学生健康的饮食习惯。 教学重点1.知道并能够正确朗读课文，模仿正确，语音标准。 2.能听懂、会说Lets talk中的对话，并能联系实际做调查。教学难点将所学句子联系实际进行表演，加以灵活运用。课型会话课课时共6课时，第1课时教具多媒体课件、单词图片、录音机等。板书设计 Unit 5 Dinners ready A Lets talkIm hungry.-What would you like for dinner? -Id like some.家庭作业1.Read the talk to your parents. 2.Try to order the dishes for your parents.预计作业时间： 15 分钟教学过程个性化修改Step 1:Warm-up 1.出示课件，呈现学习目标，教师和学生边听录音边拍手说唱歌曲“What would you like？” 2.教师创设情境，T：I will tell you a good news.I opened a new restaurant,It is happy restaurant.I will divide you in to two groups,Group A and Group B,you will have a competition,Which group walk faster,you can go to my restaurant for free. 3.复习（review） 教师借助幻灯片图片，让学生快速说出PPT所呈现图片的英文。 Step 2:Presentation 1.教学句型Whats for dinner? 教师接着说Its six oclock in the evening.Its dinner time.I am hungry.Whats for dinner? 导入新句型，教读单词dinner，理解句意。 2.教学句型What would you like for dinner? Id likeSome. ? 活动一: T：Whats for dinner？Now Lets go to my restaurant to see.(PPT 展示很多食物图片）教师顺势说Id like some beef and rice,please.(教读这个句型）T：What would you like for dinner?引导学生回答Id like someand（教读这两个句型）注意纠正发音及语调。 活动二: 同桌之间开火车互相问答操练：What would you like for dinner? Id like someand. 活动三:Make a survey:T:now turn to page 48,four students a group,ask your partners with the question What would you like for dinner? And finish the form, and then make a report. I will give you 3 minutes to prepare.四人一组用新句型进行调查，每组派一名代表作报告。 3. 教学句型Dinners ready! T: You did a good job!We all order our dishes,now our rice is ready! Fish is ready!.So our dinners ready!(教教学过程个性化修改读句型） T:When I say dinners ready,What should you say? Ss: Thanks. 4.文本学习 T：Now,Our dinners ready!Mike and his parents will have dinner too,Lets listen to the talk and answer the two questions. 活动一：听录音回答问题。 What would Mike like for dinner? What would Mikes father like for dinner? 活动二：听录音并跟读，注意语音和语调。 活动三：小组分角色朗读，个人分角色朗读。 活动四：完成PPT 呈现的课文挖空练习。 Step 3:Consolidation and extension 1.Group work T：Work with your partners to prepare your talk,you can choose one situation. 情景一:吃晚饭的时间到了，你问家人晚餐吃什么?。 情景二:吃晚饭的时间到了,你和家人或朋友要去餐馆吃饭?。 以上情景二选一，三分钟时间准备，到讲台前来表演。 2.Lets chant 本环节，利用本节课重要句型编一个朗朗上口的chant，配上相应动作，起到复习总结的作用。 3.PPT呈现营养膳食金字塔图片 T：Look at this form, they are healthy diet.in our daily life,we should eat more rice,beans,fruits and vegetables,we should eat less oil,fat and sweet,they are bad for our health.we should form a good eating habits. 让孩子了解营养膳食非常重要，培养孩子养成好的饮食习惯。 4.做练习册本单元Lets talk部分的配套练习。 Step 4:Homework 1.Read the talk to your parents. 2.Try to order the dishes for your parents.课 时 教 案课题Unit 5 Dinners ready A Lets learn 授课日期年 月 日教学目标1.能听、说、认、读单词：beef, chicken, noodles, soup, vegetables. 2.能熟练运用句型：What would you like? Id like some, please. OK. yuan, please. 3.了解知识点：beef, chicken, soup是不可数名词。noodle，vegetable是可数名词。 4.培养学生健康饮食的好习惯。 教学重点1.掌握三会单词beef, chicken, noodles, soup, vegetables并能用Id like some, please.来点餐。 2.能熟练运用句型：What would you like? Id like some, please. OK. yuan, please.进行问答练习，并能在实际生活中灵活运用。 教学难点vegetables的发音是本课的难点。课型词汇课课时共6课时，第2课时教具录音机，单词卡片，会话气泡等板书设计Unit 5 Dinners ready beef chicken noodles soup vegetablesA:What would you like? B:Id like some, please. A:OK, five yuan, please. 家庭作业1.Listen to the tape for 3 times and try to imitate.2.Try to discuss “What would you like for dinner?”with your parents.预计作业时间： 15 分钟教学过程个性化修改Step 1： Warm-up 1.Game将全班同学分成四组，进行PK. 教师出示食物图片，图片一闪而过，让学生来猜这种食物是什么，并说出相应的食物名称。(师可适当提问：Do you like rice? Would you like some milk?) PK环节中呈现的图片即为学生在三年级上册unit5中学习过的单词：rice, fish, juice, milk, bread. 2.自编 Lets do 师生一起边说唱边做动作。如：eat some rice, drink some milk 3.评价分组中注意力热身 把全班分为四个大组，在整个上课过程中，根据学生听课情况随时给每组鼓励。 Step 2： Presentation 1.话题交流，导入新课 师模仿餐馆老板说：Welcome to Miss Wus restaurant. 教师为餐馆取一个有趣的名字，板书呈现餐馆名称。 师介绍说：We have lots of yummy food. Look! This is the menu.（师呈现菜单）Lets have a look. 2.教学noodles 师引导学生一起翻看菜单，（每页菜单上有几种食物，并有标价） 师指着事先翻过去的图片问：Can you guess？Whats this ?师提示：They are usually long and white. 然后呈现面条的单词卡，并朗读单词，在字母组合oo下加上下划线，强调长音/u:/的发音，并用红色粉笔书写s，提示noodles 一词一般用复数。(注意noodle是可数名词，但一般情况下以复数的形式出现。) 师引导学生说唱：Noodles ,noodles ,long noodles. 3.教学 vegetable 师呈现蔬菜图片，板书vegetable，分音节教学读音，强调唇齿音/v/的发音。师生一起说唱：vegetables，vegetables，green vegetables. 复习巩固单词的读音。 4.教学beef和chicken T：We have egg noodles ,vegetable noodles, beef noodles. What kind of noodles would you like? 引导学生看图说出beef教学过程个性化修改和chicken的汉语意思。教师在字母组合ee下面加上下划线，强调长音/i:/的发音方法，跟读正音，纠正发音。看图片引导学生说出some beef. 并且告知学生beef是不可数名词。Beef看上去很美味，教师提问学生：Would you like some beef ? 引导学生说出：Id like some beef, please. 练习此句型。 T：OK. Beef noodles are very yummy .Chicken noodles are yummy ,too. 教师板书chicken，然后分音节教读发音，强调ch发/t f /的方法，请学生模仿跟读。图片出示不同的鸡肉图片，引导学生说出some chicken, 并告知学生chicken 也是不可数名词。我很喜欢鸡肉，问学生喜欢吗引出Id like some chicken, please. 5.教学soup 教师呈现汤类图片说：We have vegetable soup ,beef soup, and fish soup here. What would you like ?请几个学生说出自己爱喝的汤。板书soup,在字母组合ou下面加下划线，强调长音/u:/的发音，请学生模仿跟读。 Step 3： Practice 1.跟读录音，Listen and say. T：OK，Zoom is in a restaurant now, What would he like ? Lets go and see. Turn to page 49. 学生打开教材听录音找答案，回答：Hed like some vegetables. （出示会话气泡，领读，男女生角色扮演读。） 2.听音标序，Listen and number. T：Now ,listen and number.听菜单上的单词，根据听到的顺序给单词标上序号。 3.Lets play(小小服务员) T：Its time for dinner. Who would like to have dinner in my restaurant.? 师先充当服务员，请两名同学做示范。（生点菜时在菜单上做上相应的记号） T：Hello, What would you like？ S1: Id like someWhat would you like？ S2 : Id like some.T: OK, Here you are. yuan , please. 教学过程个性化修改教师邀请一位小小服务员，另请两名学生，三人进行角色表演。(在学习过程中，注重评价，通过不断的男女生比赛激发学生的竞争意识。) Step 4:Consolidation Game：滚雪球 教师邀请三名学生协助师范，教师先说：Id like some bread. 然后引导学生1说：Id like some bread and milk. 引导学生2说：Id like some bread and milk and chicken. 以此类推，轮流把句子中的单词越滚越多，接不上的学生出局，坚持到最后的学生获胜。 Step 5:Homework 1.Listen to the tape for 3 times and try to imitate. 2.Try to discuss “What would you like for dinner?”with your parents. 教学反思安全提示 过马路两边看，还要走在斑马线。 红灯停，绿灯行，安全处处伴我行。 课 时 教 案课题Unit 5 Dinners ready B Lets talk 授课日期年 月 日教学目标1.能够听懂、会说I can use chopsticks. Let me try. Help yourself. Let me show you. Mm Yummy. I like Chinese food. We had a good time.并能在实际情景中灵活运用所学句型进行对话。2.复习有关餐具和食物的词汇。3.提高学生的英语综合运用能力。4.了解中西方不同的餐具使用方法，对接受别人招待表示感谢。教学重点1.本课时需要重点掌握句型：I can use chopsticks. Help yourself.2.能结合所给句型进行替换，在不同的情景中正确使用相应句型。教学难点1.“Help yourself.”，“Dinners ready.”，“No, thanks.”等句子的理解。2.句子“Help yourself.”，“Yes, please.”的语音、语调。课型对话课课时共6课时，第3课时教具词条，词卡，图片，PPT，点读机等板书设计Unit 5 Dinners readyI can use chopsticks.Let me try.Help yourself.Let me show you.家庭作业1.Listen and recite.2.Act the dialogue with your partner.预计作业时间： 20 分钟教学过程个性化修改Step 1. Warm up1.Sing a song : What Would You Like?【设计意图】：通过歌曲营造愉快的教学气氛，消除学生紧张的情绪，让学生在愉快的氛围中学习英语。2.表演上节课作业，用chant表达自己喜爱的食物和餐具。【设计意图】：通过表演自编chant，检查学生作业完成情况，并给学生提供一个表演机会，满足他们表演欲望，让他们带着愉悦心情学习英语。3.Listen and do.(复习Lets do)播放Lets do的录音,学生跟着做动作。【设计意图】：通过TPR形式复习Lets do,巩固上一节课内容，为接下来教学做好铺垫。Step 2. Presentation1.承接上一个环节教学Let me show you.T: Use the chopsticks. I can use the chopsticks. Let me show you.引导学生把Let me show you.放进Lets do中。例如：Wash the plates. I can wash the plates. Let me show you.Cut with the knife. I can cut with the knife. Let me show you.【设计意图】：过渡自然，把Let me show you。放进Lets do中教学，使句子琅琅上口，方便学生理解和记忆。2.T:I like rice. I can use the chopsticks. What would you like? Chinese food, Japanese food or English food.(多媒体呈现Chinese food/ Japanese food/ English food.)【设计意图】：利用多媒体呈现图片教授Chinese food，更容易让学生理解和接受。3.Chant:Dinners ready. I like Chinese food. I like Chinese food.Yummy, yummy, yummy.What about you? 教学过程个性化修改Me too. Me too.Help yourself. Help yourself.Have a good time. Thank you. Thank you.See you. See you.【设计意图】：通过把本课时的重点句子放进chant里面，让学生在说唱中学习知识，更好地激发他们的学习兴趣。4.Watch the video about Lets talk.5.Listen and repeat.6.Role play.7.Show time.【设计意图】：通过扮演对话和表演对话帮助学生更好地掌握知识，学生提供一个表演的机会，符合学生的年龄特点，能更好地激发学生学习的兴趣。Step 3. Practice:1.根据Lets talk自编对话。2.学习 Lets chant.3.小组改编chant并表演。【设计意图】：通过让学生自编Lets talk,小组编chant，更好发挥学生的创造思维，培养他们合作的精神。Step 4. Summary Now please think over: What have you got in this class?引导学生从知识、阅读方法、情感三个方面进行总结。Step 5. Homework1.Listen and recite.2.Act the dialogue with your partner.课 时 教 案课题Unit 5 Dinners ready B Lets learn 授课日期年 月 日教学目标1.能够听说认读五个单词knife, plate, fork, spoon, chopsticks和句子Can I help you? Yes. Pass me a plate, please，并能够在实际情境中运用2.能够听懂指示语，并作出相应的动作。3.培养学生学习英语兴趣，学习英语的积极态度。4.了解中西方饮食文化方面的一些知识。教学重点能够三会掌握五个生词：knife, plate, fork, spoon, chopsticks及句子Mum, can I help? Pass me 教学难点spoon,bowl的词的尾音；knife中字母i 发音；chopsticks的读音。课型词汇课课时共6课时，第4课时教具实物，图片，词卡，点读机等板书设计Unit 5 Dinners readychopsticks bowl fork knife spoonWould you like?Yes, please. Pass me , please.家庭作业1.Read and copy the words. 2.将所学过的餐具的英文名称说给父母听。预计作业时间： 15 分钟教学过程个性化修改Step 1 Preparation1.Lets do（三上 P51）T: Boys and girls, please look, listen and do actions.（设计意图：在听听做做的活动中，既复习了知识又活跃了课堂气氛。）2.在句子中复习A部分所学过的食物单词。T: Here is a menu. Girls group act like rabbit, boys group act like dog.Rabbit: What would you like, dog? Dog: Id like some beef.师请多位男生多位女生，进行上述问答练习。Girl: What would you like? Boy: Id like some .Step 2 Presentation（一）单词导呈T: Lets watch the video: The fox and the tiger（狐假虎威之后续）.chopsticks, fork, knife, spoon, plate全部整体呈现出来。（让学生从整体上感知这五个单词。）1.chopsticksT:（师戴上狐狸头饰）Im the fox. Im the king. Im hungry.Id like some noodles. （教师展示面条图片）Where are my chopsticks? Oh, they are here.教师展示筷子，教读两遍，展示图片，教读，学生个别读或开火车读。师贴图片。教师板书单词，领读。看课件（分音节读）。教师做使用筷子的动作，Use the chopsticks. I can use the chopsticks.T: Do you like noodles? S: Yes, I do.T: Here you are. Can I help?S: Yes. Pass me chopsticks.T: Here you are. S: Thank you!T: Good job！2.fork and knifeT: Do you like beef? S: Yes, I do.教学过程个性化修改T: Here you are. Oh! Give you a fork and a knife. （师把刀叉给该生。） T: Pass me a fork. 该生把叉子递给老师。 教师展示叉子，教读两遍；师展示图片，领读，生跟读；学生传图片开火车读。（T: read it and pass it）T: Pass me a fork. 学生把叉子图片传给教师。师贴图。教师板书单词，领读，生跟读。T: Can you read this word? S: forty.T: Can you read this word? S: fork.T: Very good！T: Pass me a knife.该生把刀子递给老师。教师展示刀子，教读两遍；师展示图片，领读，生跟读；学生传图片开火车读。（T: read it and pass it）T: Pass me a knife. 学生把刀子图片传给教师。师贴图。教师板书单词，领读，生跟读。T: Can you read this word? S: Nine.T: Can you read this word? kn pronounce /n/.S: Knife. T: Excellent！教师拿起刀子，作切东西状并说：Cut with the knife.学生跟着做动作。学生看课件。T: Do you like beef? S: Yes, I do.T: Here you are. Can I help?S: Yes. Pass me a fork and a knife.T: Here you are. S: Thank you!T: Well done.让学生看课件（look and choose），渗透“左手叉，右手刀。”3.spoonT: Id like some soup. Give me a spoon. 学生把勺子递给老师。教师展示勺子，教读两遍，师展示图片，领读，贴图，学生分组读或开火车读。教师对学生说：Give me a spoon.学生做动作。4.plateT: xxx，give you the plate.教师把盘子递给学生。T: Show me your plate. 学生展示盘子。教师接过盘子并展示，教读两遍，师展示图片，领读，贴图，学生分男女生读或开火车读。教师对学生说：Wash the plate.教师手拿洗碗巾，做洗盘子的样子，然后让学生做动作。5.学生整体认读单词。T: Read the new word please。（设计意图：通过吃食物引出餐具，教师展示实物、图片、词卡、一系列读的活动和TPR，让学生充分练习单词.）（二）听音正音1.T: Open your book. Turn to page 61. Listen, point and pay attention to the pronunciation and intonation.2. Listen to the tape and repeat.（三）合作学习同桌准备好单词卡片，一生问：xxx，can I help? 另一生回答：Yes. Pass me a .问完之后交换问。（设计意图：在语境中练习餐具单词。）Step 3 Practice1. Lucky babyT: I want a tableware. Guess, which one I want?教师点击鼠标，开始转动，学生猜，再点鼠标，停止转动，某件餐具停下来并变大。（设计意图：通过lucky baby这个活动，让学生在音、意上练习单词。）2.Whats missing?师展示词卡，让学生快速，抽掉一张，让学生看少了哪一张。猜对后，展示词卡，生再读两遍，让一生找出相应的图片。3.Lets doT: Look, listen and do actions.（设计意图：通过TPR活动，进一步复习巩固单词。）Step 4 ProductionT: The tiger invite the king to eat big dinner.1.教师与一生示范：教学过程个性化修改T: What would you like for dinner? S: Id like some beef/ .T: Can I help? S: Yes, pass/give me a fork/ .T: OK. Here you are. S: Thank you.T: Super！2.Group work: 小组内进行模仿对话练习。3.上台表演展示。（设计意图：通过设计了一个老虎请客的情景，让学生练习句型和餐具单词。）Step 5 Progress1.做当堂达标题 （设计意图：进一步从形、意上巩固单词。）2.Summary：T: What have you learned today？学生自己总结本课所学的内容。3Homework（1）Read and copy the words.（2）将所学过的餐具的英文名称说给父母听。教学反思安全提示过马路时一定要走人行横道，并遵守交通规则。课 时 教 案课题Unit 5 Dinners ready Read and write授课日期年 月 日教学目标1.能听、说、读、写单词：rice,vegetables,fish,beef,noodles,juice。并且能够在实际中运用主句型What wouldyoulikefor.?Idlikesome.2.能朗读并理解Readandwrite文本。3.能根据文中的核心句型结构，写出几个含有该句型的句子。4.让学生注意用餐时的礼节。教学重点掌握四会单词的正确书写及英语书写格式。教学难点1.理解运用trychopsticksfornoodles2.能根据文中的核心句型结构，仿写句子。课型阅读课课时共6课时，第5课时教具PPT，点读机，图片等板书设计 Unit 5 Dinners ready What would you like ?Id like some Would you like ?No, thanks./Yes, please CanIhaveaknifeandfork,please?Yes,John,buttrychopsticksfornoodles.家庭作业1.听录音，模仿语调朗读。2.拼背四会单词，模仿课本例句仿写句子。预计作业时间： 20 分钟教学过程个性化修改Step 1 Warm-up1.Letssing.Whatwouldyoulike?2.Letsdo.Makeasalad3.EnglishShow:我说我秀口语展示(1)Askandanswerin1min (2)Talkaboutyourbreakfast/lunch/dinner.Step 2 Presentation（一）话题交流，导入新课T:Thisisourmenu.Whatwouldyoulikefordinner?S1:IdlikeS2:Idlike（二）情景创设，交际练习1.(课件出示情境，John在书房写作业，Mom询问他晚饭想吃什么)Mom:Whatwouldyoulikefordinner,John?课件呈现许多食品图片，学生以John的身份来回答:Idlikesome2.PPT呈现soup,Task:Wouldyoulikesomesoup?学生看John表情回答，Yes,thankyou?呈现勺子和筷子图片Wouldyoulikeaspoonorchopsticks?学生回答spoon。3.呈现一碗noodles.-Wouldyoulikeaspoonorchopsticks?Then,呈现John与Mom对话图片，-CanIhaveaknifeandfork,please?-Yes,John,buttrychopsticksfornoodles.学生感知语言trychopsticksfornoodles【设计意图】通过这样的活动练习，既习得了知识，又增加了乐趣，让学生在不知不觉中已学会了本课的内容。（三）问题视听，整体感知呈现Readandwrite录音，并完成练习Tickthepicturesyoureadaboutinthetalk。（四）任务跟进，获取详情PPT呈现John的餐盘，请学生将John晚餐所吃的食物及用到的餐具放到John的餐盘里。更直观形象的呈现文本情节。教学过程个性化修改Step 3 Practice（一）自读质疑，练习推进1.学生自读文本，圈出关键词，划出关键句，询问不明白的问题。对于问题可先让学生回答，老师再做补充。2.学生再读文本，完成Look,chooseandwrite练习。Inmysoup,Idlikesome_,_andsome_.-Whatwouldyoulikefordinner?-Idlikesome_.学生在课本四线三格中书写四会单词，完成句子。教师注意规范书写的指导。（二）优化板式，知识梳理根据板书，和学生一起复述课文。后分小组复述展示。Step 4 Extension（1） 活动运用，能力提升Groupwork.课件呈现：Amy、张鹏、吴一凡和Mike形象；呈现食物beef,rice,noodles,vegetables，chicken,fish等图片；呈现餐具：knife,chopsticks,spoon,fork.学生四人一组，选择任一人物，填空完成短文，介绍自己喜好的食物及所需的餐具：Hi,Im_.Idlikesome_and_fordinner.Icanuse_for_（二）总结赏析，情感升华1.总结本节课学习内容：食物类单词的拼写和运用。2.情感升华：健康饮食，不浪