【人教PEP版】小学四年级英语上册教学设计-【The first period（第一课时）】

Step1:Warm-up&RevisionTeachingpurpose①Teachingpurpose①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。2.Singasong—Let’shaveapicnictoday.(课件出示:PEP三上教材P54的歌曲动画)3.Revision.①(1)Sharpeyes.Showthewordsaboutfoodanddrinksonebyone.(课件出示:egg,juice,bread,milk,water,fish,rice,cake依次快速出现，再消失)T:Ifyouknowtheword,youcanstandupandreaditaloud.(2)Driveatrain.Showthewordsaboveandreviewtheword“fish”withpictures.(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)Letstudentsworkingroupsofsix.Askeverystudentinthegrouptoaskandanswerquestionsinturn.Makeamodel:T:Oh,I’mhungry.I’dlikesomebreadandmilk.Whatwouldyoulike?S1:I’dlikesome…Whatwouldyoulike?S2:I’dlikesome…Whatwouldyoulike?S3:…Step2:PresentationTeachingpurpose②设置情景，让学生在情景中学习新单词，感知新句型。Teachingpurpose②设置情景，让学生在情景中学习新单词，感知新句型。(1)ShowapictureonthePPT.(课件出示:一幅图，画面显示太阳落山了，钟表显示18:00)T:Look!It’s6:00intheevening.It’stimefordinner.Guesswhat“dinner”means.Ss:晚餐。T:Yes.I’mhungry.What’sfordinner?(Showthewordcard.)Dinner,dinner,/d/-/ɪ/-/n/-/ə(r)/,//.Writedownthesentence“What’sfordinner?”ontheblackboardandteachit.(2)ShowapictureonthePPT.(课件出示:一张餐桌，学生每提问一次“What’sfordinner?”，餐桌上就出现一种食物，依次为fish,rice,egg,soup,vegetable)Ss:What’sfordinner?T:Somefish/rice/eggs.Ss:What’sfordinner?T:Somesoup.(Showthewordcard.)Soup,soup,/s/-/u:/-/p/,/su:p/,somesoup.Writedowntheword“soup”ontheblackboardandteachit.Ss:What’sfordinner?T:Somevegetables.(Showthewordcard.)Vegetable,vegetable,/vedʒ/-/tə/-/bl/,//,somevegetables.Payattentiontothepronunciationsof“v/v/”and“s/z/”.Writedowntheword“vegetable”ontheblackboardandteachit.Showthepictureofthetablewiththefoodmentionedabove.(课件出示:摆放着上述食物的餐桌图片)T:Oh!Dinner’sready!Icaneatnow.(Showthewordcard.)Ready,ready,/r/-/e/-/d/-/i/,//.Dinner’sready!Writedownthesentence“Dinner’sready!”ontheblackboardandteachit.T:Whatwouldyoulikefordinner?Writedownthesentence“Whatwouldyoulikefordinner?”ontheblackboardandteachit.S1:I’dlikesome…Teachingpurpose③Teachingpurpose③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’stalk.③(1)TalkaboutPicture3of“Let’stalk”andpredictthemainideaofthedialogue.(课件出示:教材P48Let’stalk板块的图三)T:(Pointtothepicture.)Wow,alotofdeliciousfood!Dinner’sready!What’sfordinner?Ss:Somesoup,somebread,somefishandsomevegetables.T:Lookatthefood.I’mhungry.I’dlikesomebread.Areyouhungry?Whatwouldyoulike?S1:Yes.I’mhungry.I’dlikesome…S2:…T:Mikeishungry,too.Whatwouldhelike?(2)Watchthevideoandanswerthequestions.ShowPicture1of“Let’stalk”.(课件出示:教材P48Let’stalk板块的图一)T:WhereareMikeandhismother?Ss:Theyareinthekitchen.T:Mikeishungry.WhatwouldMikelikefordinner?Let’swatchthevideo.Underlinethekeysentenceoftheanswerinyourbooks.Playthevideoandletstudentsgetthekeysentence.(课件出示:教材P48Let’stalk板块的音频)T:WhatwouldMikelike?Teachingpurpose④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。Teachingpurpose④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:WhatwouldMike’sdadlikefordinner?Let’swatchthevideoagain.Underlinethekeysentenceoftheanswerinyourbooks.Playthevideoagainandletstudentsgetthekeysentence.(出示课件)T:WhatwouldMike’sdadlike?Ss:Somefishandvegetables.Mike’sdadsays,“Somefishandvegetables,please.”(3)Readafterthevideo.④T:Boysandgirls,let’sreadthedialogueafterthevideo.Pleaselistentoitandreadcarefully.Playthevideoagainandaskstudentstoreadafteritandtrytoimitatethepronunciationandtheintonation.Thenletstudentsreadtogetherandreadfreely.(4)Readthedialogueindifferentroles.Thenactoutthedialogue.T:Nowwe’llfindthebestactororactress.Pleasecometothefrontandshowthedialogue.Takeoutsomeheaddressesandasksomestudentstoactoutthedialogue.(5)Retellthedialogueaccordingtotheblackboard-writingandthepicturesof“Let’stalk”.Teachingpurpose⑤Teachingpurpose⑤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。Step3:Practice⑤Let’ssurvey.(课件出示:教材P48Let’ssurvey板块的表格及以下句型)T:Supposeit’stimefordinner.Whatwouldyoulikefordinner?Let’smakeasurvey.Letstudentsdothesurveyingroupsoffour.Makeamodel:T:S1,whatwouldyoulikefordinner?S1:I’dlikesomefishandrice.T:S2,whatwouldyoulikefordinner?S2:I’dlikesomebreadandmilk.T:…S3:…Teachingpurpose⑥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。Teachingpurpose⑥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。Askeachgrouptochooseareportertointerviewtheotherthreestudents,fillinaformandreporttheresultstothewholeclass.Step4:Consolidation&Extension⑥1.Makeanewdialogue.Askstudentstoimitatethetexttomakeanewdialogue.(1)Makeamodel.(2)Letstudentsimitatetoworkingroupsofthree.Thenmakeanewdialogueingroups.(3)Showtime.Asksomegroupstoactouttheirdialogues.2.Intherestaurant.(课件出示:一家餐厅的背景和句子“Don’twastefood.”)Takeoutapreparedchefcap,somepicturesoffoodanddrinksandtherelevantpricetags.Letstudentsactascustomersoracook.(1)Makeamodel.T:Look!WhatdoIdo?Yes,I’macook.Icancookdeliciousfood.Pleasecometomyrestaurantfordinner.Myrestaurant’sruleis“Orderasmuchasyoucaneat.Don’twastefood.”T:Welcometomyrestaurant!Whatwouldyoulikefordinner?S1:I’dlike…T:Hereyouare.Tenyuan,please.S1:Thankyou!(2)Letstudentsworkingroups.(3)Showtime.Asksomegroupstoactout.▶板书设计▶作业设计1.Readthedialogueof“Let’stalk”fivetimes.2.Askyourparentswiththekeysentencestructuresandwritetheiranswersdown.3.Dotheexercises.(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，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。▶TeachingContents&TeachingAimsLet’stalk·Beabletounderstandthegeneralideaofthedialogue.·Beabletoreadthedialoguewiththecorrectpronunciationandintonation.·Beabletousethesentencestructures“—Whatwouldyoulike(for…)?—I’dlike(Iwouldlike)some…,please.”insituations.·Beabletousethesentence“What’sfordinner?”insituationsproperly.·Beabletounderstandthenewwordsincontextandpronouncethemcorrectly.Let’ssurvey·Beabletofurtherconsolidateandusethesentencestructuresofaskingforandexpressingthewilltoeatintheinterviewactivities.Andfurtherconsolidateandusethevocabularyoffood.▶TeachingPriorities·Beabletounderstandandspeakthesentencestructures“—Whatwouldyoulike(for…)?—I’dlike(Iwouldlike)some…,please.”“What’sfordinner?”·Beabletounderstandandreadthewords“dinner,soup,vegetable,ready”.·Beabletounderstand,readandactoutthedialogueindifferentroles.▶TeachingDifficulties·Beabletousethesentencestructures“—Whatwouldyoulike(for…)?—I’dlike(Iwouldlike)some…,please.”toaskforandexpressthewilltoeatinsituations.▶TeachingProcedures

TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision1.Greetings.2.Singasong—Let’shaveapicnictoday.3.Revision.(1)Sharpeyes.(2)Driveatrain.1.Greetings.2.Singthesong.3.Revision.Playthegames.Helpstudentsreviewthewordseasilyinthesongandthegames,andpreparetolearnthenewcontent.Presentation1.Talkaboutdinner.Teachthenewwordsandthesentencestructures.Learnthenewwords.Haveapreliminaryunderstandingofthenewsentencestructures.Setthesituation.Letstudentslearnthenewwordsandperceivethenewsentencestructuresinthesituation.2.Let’stalk.(1)Showthethirdpictureof“Let’stalk”andaskstudentstotalkaboutit.(2)Playthevideoandaskthequestions.(3)Letstudentspracticethedialogueindifferentways.(1)Talkaboutthepicture.(2)Watchthevideoandanswerthequestions.(3)Readafterthevideo.(4)Readthedialogueindifferentroles.Actoutthedialogue.(5)Retellthedialogue.Understandthecontentofthetextandreadthetextcorrectly.Understandandmasterthekeysentencestructuresofthislessonindifferentformsofreadingandperformingactivit