人教PEP版四年级英语上册《Unit 5 第五课时》教案教学设计小学优秀公开课

1、Unit 5 第五课时课时内容B. Lets learn; Lets do课时分析本课时依照惯例为词汇学习课，学生通过学习本课中呈现的词汇，来更好地利用本单元的句式， 向别人发起使用餐具的建议并做出正确回应。Lets learn 中，John 正在和 Wu Yifan 的家人一起进餐。Wu Yifan 的妈妈问他要不要来点牛肉。他表示感谢并要求递给他餐刀和餐叉。他们就餐的桌面上除了摆放着食物外，还摆着着餐具，也就是本课时的重点词汇：chopsticks, bowl, fork, knife, spoon. 教学中可以引导学生观察并描述图片内容，获取这些餐具的信息， 从而更好地理解这些词汇。同时

2、还要让学生明白东西方餐具使用的不同。Lets do 以做沙拉的过程为例，教学生如何使用本课时中学习到的餐具名称。可以将其编制成 TPR 活动，让学生边做动作边重复句子，从而练习本课中的重点词汇。词汇学习是句式学习的支撑，本课时的学习中要创设多种活动及情境，让学生在各种活动及情境交流中，反复操练、使用，达到完全掌握的目的。课时目标1. 能够听懂、会说、认读单词 chopsticks, fork, knife, bowl, spoon2. 能够听懂、会说、认读句式：Would you like some.? Yes, please. No, thanks.3. 能够熟练且正确向别人发起用餐或使用餐

3、具的建议并做出正确的回应课时重难点1. 重点：能够听懂、会说、认读单: chopsticks, fork, knife, bowl, spoon能够听懂、会说认读句式：Would you like some.? Yes, please. No, thanks.2. 难点：能够熟练且正确向别人发起用餐或使用餐具的建议并做出正确的回应教学准备61. 多媒体课件、录音机、磁带2. 单词图卡教学过程Step 1 Warm up1. 呈现韵句：Whats for dinner? 学生齐唱。Teacher: Lets chant together.Its time for dinner. What wou

4、ld you like?Id like fish, Id like rice. Id like some juice, please. Its time for dinner. What would you like?Id like eggs, Id like bread, Id like some milk, please. Its time for dinner. What would you like?Id like beef Id like chicken, Id like some soup, please. Its time for dinner. What would you l

5、ike?Id like fish, Id like vegetables, Id like some noodles. please.设计意图：以学习过的食物名称作为韵句的支撑词汇，由上一课时与本课的重点句式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。Step 2 Lead in1. 展示食物及餐具的图片，学生快速读出单词。Teacher: Look at these pictures. Please say it as quickly as you can.设计意图：以快速认读单词的方式来复习旧知，为新知的学习做好准备。Step 3 Presentati

6、on1. 观察教材图片，讨论所看到的内容。Teacher： Look at this table. What can you see on the table? You can see rice, bread, vegetables, beef, soup, dishes, chopsticks, fork, knife. Whats this?（指向碗） Please listen and find.播放课文录音，学生认真倾听，并尝试找出新单词的读音。Teacher: Whats this? Yes, its a bowl. Read after me, bowl. （板书单词）Read i

7、t one by one, please. Whats this? Yes, its a spoon. (板书单词) And whats this? （板书 fork, knife, chopsticks）设计意图：通过讨论，让学生对于新授知识先有直观的认识，再通过认真倾听，获取新单词的语音。2. 再次播放课文录音，学生跟读。Teacher：Listen to the tape again. Read after it. 设计意图：通过跟读获取新知识的准确读音。Step 4 Practice1. 游戏：我来指，你来说。老师指向黑板上的单词，请学生快速地读出单词。Teacher ： Lets p

8、lay a game. I point you say. I will point to the words on the blackboard, please say it as quickly as you can. Lets find who is the fastest.设计意图：此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。2. 出示单词图卡，请学生快速说出单词。Teacher: Look at my cards. What is it? What is this? What are these?设计意图：以此活动来帮助学生理解并说出本课重点单词，并复习之前学习过的食物类单

9、词。3. 乱序呈现组成单词的字母，请学生猜出单词并拼写。Teacher：Look at these letters. Please put them in order. What word is it? Yes, its the word fork. Lets try next one. Whats this?设计意图：此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字形。4. 任意抽取食物类单词，与学生进行对话活动。Teacher：What would you like? Choose one card and try to answer. 学生抽出食物类卡片，并回答问题：Id lik

10、e .Teacher：（抽出食物类单词）Would you like some.? Student: Yes, please. / No, thanks.Teacher: Please do it in pairs.Teacher: Show me your dialogues, please.设计意图：以此进行句型的替换练习。因为抽取的食物或餐具是随机的，所以能够激发学生的参与兴趣。并使学生在替换中更加理解句式的结构。5. 完成 Lets do 活动。Teacher: Do you like vegetables? Do you like salad? Lets make salad. Wh

11、at should we do? Look at the pictures and find.Teacher: （乱序出示做沙拉的步骤）Please put them in order.Teacher ： No. 1, Pass me the bowl. No. 2, Pass me the knife. No. 3. Cut the vegetables. No. 4. Use the spoon. No. 5, Use the fork. No. 6. Lets try it. Good. You did a very good job.Teacher: Read it in groups

12、, please. Teacher: Read it together, please.设计意图：通过排序的活动让学生体会做沙拉的先后顺序。并通过读掌握活动中的重点词汇。Step 5 Summary1. 出示所有的食物及餐具的图片，请学生读出单词。Teacher：Look at my cards. Whats this? Read them as quickly as you can.设计意图：重现重点词汇，帮助学生巩固所学知识。课堂作业一、根据图片提示，选择正确的字母补全单词。( ) 1. f rkA. oB. aC. u( ) 2. b wlA. aB. oC. e ( ) 3. chop

13、st cks A. eB. iC. u ( ) 4. sp onA. oB. uC. a() 5. kn feA. eB. oC. i二、选出下列各项中不是一类的单词，将其序号填入题前括号内。() 1. A. forkB. knifeC. soup() 2. A. vegetablesB. bowlC. spoon() 3. A. beefB. chopsticksC. chicken() 4. A. saladB. noodlesC. table三、匹配图片与句子，将正确句子的序号填入图下括号内。()()()1. What would you like? Id like some vegetables.2. Pass me the bowl.3. I can use