四年级上册英语教案Unit 5 Dinner's ready Part A 课时2

1、.Unit 5 Dinners ready Part A第二课时教材分析本课时Let's talk 是本单元的第2课时，为会话课。本课的主要内容是能听懂会说本课的对话，能运用句型“What would you like for? Id likeI would likesome,please.“Whats for dinner？来征求并表达用餐意愿。Lets survey部分为对本课内容的运用。教学目的【知识目的】1学生可以在语境中理解新词：dinner, soup, vegetable, ready的意思，并能正确发音。2能运用句型“What would you like for? I

2、d likeI would likesome,please. “Whats for dinner？来征求并表达用餐意愿。【才能目的】1学生可以理解对话大意；可以用正确的语音、语调朗读对话。2能运用句型“What would you like for? Id likeI would likesome,please. “Whats for dinner？来征求并表达用餐意愿。【情感目的】引导学生珍惜粮食，安康饮食。教学重难点【教学重点】1. 能运用句型“What would you like for? Id likeI would likesome,please. “Whats for dinne

3、r？来征求并表达用餐意愿。2. 可以在情景中恰当运用功能句：Whats for dinner?【教学难点】1.单词 dinner, soup, vegetable, ready的正确发音。2.句型在情景中的运用。课前准备单词卡、教学课件，智慧课堂软件教学过程Step1. Warm-up1. Greeting.2. Sing a song: What would you like?3. Review: 借助刚刚的歌曲问学生：T：Do you like fish? Ss: Yes, I do.【设计意图】针对四年级低年级的学生特点，老师语言本着示范、引导、启发的原那么，在课堂上进展简单的交流，加上

4、有动感节奏的歌曲，目的是创设轻松愉快的学习气氛，调动学生的知识储藏，同时启发学生的思维，有层次的复习与本课题有关的单词及句型。Step2. Presentation1.Ask students to look at some pictures: bread, rice, fish, juice, milk, soup, beef, vegetable, noodles, chicken.在此过程中老师问学生Whats this? 学生说出图片中的单词。并在遇到beef, vegetable, noodles, soup, chicken这些单词的过程中教授读音。2.Play a game: 老

5、师拿出beef, vegetable, noodles, soup, chicken 这些单词卡片让学生说出相应的单词，看哪组学生反映最快 3. T: Look! Its 6:00 in the evening. Im hungry. Its time for dinner. 并重点教授单词dinner.T: Id like some soup and bread. What would you like for dinner?S: Id like在问学生的过程中板书What would you like for dinner? 并教读该句型。再以开火车的形式练习S1: What would

6、you like for dinner? S2: Id like some 4.T: Now I know what you would like for dinner. Lets watch a video and answer the following question. What would Mike like for dinner? He would like some fish soup and bread.What would Mikes father like for dinner?He would like some fish and vegetables.5.第二次播放录音

7、，师生核对答案。6.屏幕展示一些图片，带着学生熟悉Lets talk的对话内容，引导学生理解Dinners ready 的意义，师带读对话。7.再次听录音，齐读对话。【设计意图】主句型的学习遵循学生的认知特点及语言学习的规律，结合文本语言内容的含义以及随着文本情景的推进，逐步学习并练习主句型：What would you like? Id like/Whats for dinner?Step 3. Practice1. Listen and repeat.指出跟读要求，要注意模拟语音语调。2. Read together.3. Act together.4. Make a new dialog

8、ue: Mike : Mum, Im hungry. Whats for dinner? Mum: What would you like? Mike: Id like . Mum: Ok, Dinners ready! Mike: Thanks.【设计意图】继续延伸课文内容及主要句型，一起观看视频、一起读、一起表演、编写新对话等。Step 4.Consolidation and ExtensionLook at lets survey. 老师问两名学生进展调查T: Hello! Whats your name?S: Im.T: What would you like for dinner?S

9、: Id like.老师做记录并汇报被调查学生的结果。然后老师组织学生进展该活动并上台展示。【设计意图】通过屡次的语言操练，稳固核心知识。Step 5 Summary总结本节课主要知识。【设计意图】：整合课堂所学知识，并帮助学生形成较明晰的脉络，有利于知识的稳固和消化。Step 6 Homework课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一那么名言警句即可。可以写在后黑板的“积累专栏上每日一换,可以在每天课前的3分钟让学生轮流讲解,

10、也可让学生个人搜集,每天往笔记本上抄写,老师定期检查等等。这样,一年就可记300多条成语、300多那么名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏在学生脑中,自然会出口成章,写作时便会随心所欲地“提取出来,使文章增色添辉。1. Listen to the tape and try to read the dialogue to your parents.要练说，先练胆。说话胆小是幼儿语言开展的障碍。不少幼儿当众说话时显得害怕：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是

11、和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学形式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的时机，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断进步，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模拟。长期坚持，不断训练，幼儿说话胆量也在不断进步。2. Design your own menu for dinner.【设计意图】复习稳固本课所学内容，学以致用，举一反三。教学反思略课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死的缘故。要解决这个问题,方法很简单,每天花3-5