四年级英语上册Unit5Dinnerisready第四课时教案人教PEP

1、the fourth period（第四课时）part b lets talk & lets play 教学内容与目标课时教学内容课时教学目标lets 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恰当运用句型“would you like? yes, please./no, thanks. i can use”提出餐具使用建议并做出正确回应能够在情景中恰当运用功能句“help yourself.”能够在语境中理解新词“knife, fork, chopsticks”的意思，并能够正确发音lets play能够在选择食物的场景中巩固运用句型“would you like s

2、ome?”教学重点1.能够听懂、会说句型“would you like some? yes, please./no, thanks.”“help yourself.”。2.能够理解并正确朗读课文对话，做到发音准确、语调自然。教学难点能够在真实的情景中运用本课的句型来向别人提出用餐建议或餐具使用建议。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、筷子和刀叉等。teaching purpose通过听音乐和玩游戏来复习学过的词汇，在自由谈话中复习a部分的句型，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。教学过程9step 1:

3、warm-up & revision & lead-in1. greetings.2. enjoy the songwhat would you like? (课件出示:教材p54 lets sing板块的歌曲动画)3. play a game“whats missing?”(课件出示:egg, juice, bread, milk, water, fish, rice, cake, beef, chicken, noodles, soup, vegetables的图片依次快速出现，再消失)t: look! a lot of food! what are they?ss: t: now, wh

4、ats missing?ss: 4. free talk. t: what delicious food! oh, im hungry. id like some fish, chicken and beef. (教师表现出一副很想品尝的模样) what would you like?ss: id like someteaching purpose设置情景，让学生在情景中学习新单词，感知新句型。step 2: presentation1. teach the new words and sentences. （1）(课件出示:18:00的闹钟和一些食物的图片)t: its time for d

5、inner. what would you like for dinner? would you like some beef? if you would, you can say, “yes, please.” if you wouldnt, you should say, “no, thanks.”s1: yes, please.t: would you like some rice?s2: no, thanks.write down the sentence structures “would you like some? yes, please./no, thanks.” on the

6、 blackboard. read these sentences together.（2）t: i want to eat some noodles. what can i use? (课件出示:一双筷子和一副刀叉)t: (pick up the prepared tableware.) chopsticks or a knife and fork?(students point to the chopsticks.)t: yes, chopsticks/, ch/t/-o/-chop/tp/-sticks/stks/, /. i can use chopsticks. write down

7、 the word “chopsticks” on the blackboard and teach it.(3)t: (point to s1.) he would like some beef. what can he use? chopsticks or a knife and fork?(students point to the knife and fork.)t: yes, a knife and fork. knife/naf/, kn/n/-i/a/-fe/f/, /naf/; fork/f:k/, f/f/-or/:/-k/k/, /f:k/. knives and fork

8、s are used in sets. a set of knife and fork means a knife and fork. he can use a knife and fork. write down the phrase “a knife and fork” on the blackboard and teach it.t: (point to some food on the table on the ppt and say to students.) now, dinners ready! help yourself. help/help/, e/e/, help/help

9、/, yourself/, your/j:/-self/self/, yourself/.write down the sentence “help yourself.” on the blackboard and teach it.t: you are all polite, so you should sayss: thanks.t: good! oh, i can use chopsticks, but i cant use a knife and fork. can you teach me?ask a student to demonstrate how to use it on t

10、he platform.teaching purpose通过各种活动，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，为其熟练表达奠定基础。t: the fork is on the left. the knife is on the right. do like this. (教师做使用刀叉的动作) now, i can use a knife and fork. thank you.2. lets talk.(1)present the first picture of “lets talk”. (课件出示:教材p51 le

11、ts talk板块的图一)t: look. mike is at wu yifans home. its 6:00 in the afternoon. its time for dinner. dinners ready. whats for dinner? look at picture 1.s1: soup, beef, vegetables and bread.t: they are all western food. why?s2: mike is from canada. t: would mike like a knife and fork for dinner? guess!s2

12、: yes./no.（2）watch the cartoon and answer the questions. （课件出示:教材p51 lets talk板块的视频）t: when you listen to the recording, pay attention to the pronunciation and the intonation. and underline the key sentences in your book.(3)check the answers.t: would mike like a knife and fork?s1: no. mike says, “no

13、, thanks.”t: what can he use? can he use chopsticks？s2: he can use chopsticks. mike says, “i can use chopsticks.” t: would mike like some soup？s3: yes. mike says, “yes, please!”(4)read and act.read after the recording and pay attention to the pronunciation and the intonation.let students practice th

14、e dialogue in groups.act out.ask some groups to perform in different roles.step 3: practice1. make a new dialogue.teaching purpose通过创编对话让学生把握重点句型的结构，熟练表达重点句型。take out some pictures of food and tableware. let students work in pairs to make a new dialogue.make a model:t: would you like some bread/? (t

15、ake out a picture of food.) s1: yes, please./no, thanks. t: (take out a picture of tableware.) would you like a knife and fork/chopsticks?s1: yes, please./no, thanks. i can use chopsticks/a knife and fork.teaching purpose利用教材中有关特惠菜的图片进行对话交流，让学生在交流中练习、使用重点句型，培养学生灵活运用语言的能力。既能落实课标的要求，又能实现语言的迁移运用。t: now

16、 practice the dialogue with your partner.2. lets play. (课件出示:教材p51 lets play板块的图片)t: lets go to a restaurant now. look! todays specials. soup is only 1 yuan now. noodles are only 3 yuan now. juice is only 2 yuan. fish is only 8 yuan. beef is only 10 yuan. vegetables are only 5 yuan. so cheap!let stu

17、dents work in pairs. make a model with a student.t: here are todays specials. would you like some beef?s1: yes, please. how much is it?t: ten yuan. t: now, do it in pairs. ask and answer, please.ask some pairs to perform on the platform.teaching purpose设置吴一凡去mike家做客的情境更具延续性。引导学生运用所学新句型，结合旧知，创编新对话，提高

18、语言的综合运用能力。step 4: consolidation & extension1. make a new dialogue. (课件出示:吴一凡去mike家吃饭的情景图)t: look. who are they?ss: they are mikes mum, mike and wu yifan.t: today wu yifan is at mikes home for dinner. mike is from canada. whats for dinner, chinese food or western food? guess! ss: chinese food. wu yif

19、an is from china.(课件出示:分类展示中餐和西餐的图片)t: please make a new dialogue with your partners. let students work in groups of three. then act out their dialogues.make a model:2. lets chant.change the words to make a new chant.板书设计作业设计1. listen and imitate the dialogue of “lets talk” for three times.2. do the

20、 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)教学反思1. 在课前热身阶段，通过听歌曲、玩游戏、对话等活动让学生们在轻松的气氛中进入复习，同时这些食物类的单词和句型也起到了承上启下的作用，为新课做了一定的铺垫。2. 设计与生活相近、与课文内容也相关的语境，导入新词汇和句型，再自然地引入课文。环环相扣，层层深入，让学生轻松地掌握课文内容。3. 呈现的活动丰富、操练形式多样，充分调动了学生的积极性，使学生能够积极主动地参与到活动中，既拓展了思维，也明显提高了语言能力。4. 本节课的对话学习中穿插了中西饮食文化中餐具使用的差异，充分激发了学生的学习兴趣。

21、teaching contents & teaching aimslets talkbe able to understand the general idea of the dialogue. be able to read the dialogue with the correct pronunciation and intonation.be able to use the sentence structures“would you like? yes, please./no, thanks. i can use”to offer suggestions on the use of ta

22、bleware and make correct response in situations.be able to use the functional sentence “help yourself.” in situations properly. be able to understand the meanings of the new words “knife, fork, chopsticks” in the context, and pronounce them correctly.lets playbe able to consolidate and use the key s

23、entence structures in the scene of food selection.teaching prioritiesbe able to understand and say the sentence structures “would you like some? yes, please. /no, thanks.” “help yourself.”be able to understand and read the text correctly with accurate pronunciation and natural intonation.teaching di

24、fficultiesbe able to use the sentence structures of this lesson in real situations to give advice on dining or using tableware to others.teaching proceduresteaching stagesteacher s activitiesstudents activitiesteaching purposeswarm-up&revision&lead-in1. greetings.2. enjoy the song.3. play a game“wha

25、ts missing?”4. free talk. ask some questions.1. greetings.2. enjoy the song. 3. say the missing words.4. answer the questions.review the words learned by listening to music and playing games. and review the sentence structures of part a in free talk. help students arouse their existing knowledge and

26、 prepare for the next step.（续表）teaching stagesteacher s activitiesstudents activitiesteaching purposespresentation1. teach the new words and sentences.learn the new words and sentences.set the situation, and let students learn the new words in situations and perceive the new sentence structures.2. l

27、ets talk.(1)present the first picture of“lets talk”. (2)play the cartoon and ask three questions.(3)check the answers.(4)read and act.let students practice the dialogue in groups.(1)talk about the picture.(2)watch the cartoon and answer the questions.(3)check the answers with the teacher.(4)read aft

28、er the recording. practice the dialogue in groups. then act out.let students understand and master the key sentence structures in this lesson gradually, and lay the foundation for their skillful expression.practice1. make a new dialogue.show some sentences on the ppt. make a model.look at the sentences on the ppt.make a new dialogue in pairs according to the example.through makin