（新人教PEP版）英语四年级上册 Unit 5 Part A+B 大单元教学设计

Unit5Dinner'sready

PartALet'slearn&Let'splay

教学目标

能够听、说、认读单词“beef,chicken,noodles,soup,vegetable”。

能够熟练运用句型“一Whatwouldyoulike?—Pdlikesome-”征求和表达用餐意愿。

能够模拟餐馆中顾客点餐时与服务员之间的对话，并且能够快速找到食物图片或判断图片的

正确性。

教学重点

能够听、说、认读单词“beef,chicken,noodles,soup,vegetable"0

能够在真实或虚拟的情景中熟练运用句型“—Whatwouldyoulike?-1'dlikesome…”

征求和表达用餐意愿。

教学难点

能够熟练运用所学单词及核心句型进行简单的点餐活动。

教学准备

PPT课件、课文录音、视频、卡片等。

教学过程

Step1:Warm-up&Revision

1.Greetings.

2.Let,schant.

Letstudentschangethewordsoffoodtomakeanewchant.

3.Sharpeyes.

Reviewthewordsoffoodanddrinks.（课件出示：apple,10

apples,banana,12bananas,egg,5eggs,bread,milk,rice,

juice,fish依次快速出现并消失）

T:Ifyouknowthewordorthephrase,youcanstandup

andreaditaloud.

Step2:Presentation

1.Teachthenewwords.

Showapictureofarestaurant.（出示课件）

（1）T:Welcometomyrestaurant-FreshRestaurant.Wehave

lotsofyummyfood.Thisisthemenu.（课件出示：教材P49Let'

slearn板块的菜单）Let'shavealook!Thericeisoneyuan.

Thefishis…

Ss:Thefishistenyuan.Thejuiceisfiveyuan.Themilk

istwoyuan.Thebreadisoneyuan.

（2）Teachtheword"noodles".

T:Good!Guesswhattheseare.They*reusuallylongand

white.（Showthebackofthecard.）Yes,they'renoodles.

Noodles/^Uldlz/,n/n/-oo/u:/-d1e/d1/-s/z/,noodles/'nu：dlz/.

（课件出示：图片一：筷子夹一根面条，出示单词noodle；图片二:

一碗面条，出示单词noodles）

Putthewordcardof“noodles”ontheblackboardandwrite

downthisword.Askstudents:oreadandchantaftertheteacher

withsomeactions.

T:Noodles,noodles,longnoodles.Ilikenoodles.Ifyou'

dlikesomenoodles,youcansay,'Tdlikesomenoodles.

Yummy,yummy!”Whatwouldyoulike?

Ss:I'dlikesomenoodles.Yummy,yununy!

T:Look!Therearemanykindsofnoodles.（课件出示：各

种面条的图片）Wehaveeggnoodles,vegetablenoodles,beef

noodlesandchickennoodles.Eggsandnoodlesareeggnoodles,

sovegetablesandnoodlesarevegetablenoodles.

（3）Teachthewordvegetablesw.（课件出示：一个西红柿，

一根黄瓜，一个南瓜）

T:Look!Aretheyfruit?

Ss:No.

T:Theyarevegetables.Vegetable/'vedstobl/,ve/ve/-ge/d

s/-ta/ta/-ble/bl/,vegetable/'ved3tobl/.

Putthewordcardof“vegetables“ontheblackboardand

writedownthisword.Askstudentstoreadandchantafterthe

teacher.Letstudentspayattentiontothechangeofsingular

andpluralforms.

T:Vegetable,vegetable,greenvegetables,redvegetables,

yellowvegetables***Ilikevegetables.Whatwouldyoulike?

Ss:I'dlikesomevegetables.Yummy,yummy!

（4）Teachtheword"beef".

T:Beefnoodlesareveryyummy.Beefisfromthecattle

（牛）.（课件出示：牛和牛肉的31片DIlikebeef.Doyoulikebeef?

Putthewordcardof"beef"ontheblackboardandwrite

downthisword.Askstudentstoreadandchantafterthe

teacher.

T:Beef/bi：f/>b/b/-ee/i：/-f/f/,beef/bi：f/.Ilikebeef.

Whatwouldyoulike?

Ss:I'cllikesomebeef.Yummy,yummy!

（5）Teachtheword"chicken”.

T:Chickenisveryyummy,too.Weofteneatchickeninthe

therestaurant.Doyoulikechicken?（课件出示：鸡肉的图片）

Putthewordcardof“chicken”ontheblackboardandwrite

downthisword.Askstudentstoreadandchantafterthe

teacher.

T:Chicken/'ijikm/,ch/tf/~i/i/-ck/k/-en/in/,

chicken/'Ulkm/.Ilikechicken.Whatwouldyoulike?

Ss:I'dlikesomechicken.Yummy,yummy!

(6)Teachtheword“soup”.(课件出示：各种汤的图片)

T:(Pointtothepictureofsoup.)What*sthis?It'ssoup.

Soup/su:p/,s/s/-ou/u:/-p/p/.Look!Therearemanykindsof

soupinmyrestaurant.Whatarethey?

Ss:Theyareeggsoup,vegetablesoup,fishsoup,beefsoup

andchickensoup.

T:Ilikefishsoup.Whatwouldyoulike?

•••

2.Watchthecartoonandanswerthequestion.

(1)T:It*s6:00o'clockintheevening.It'stimefor

dinner.Myrestaurantisopennow.WelcometoFreshRestaurant.

Thisisthemenu.(课件出示：教材P49Let'slearn板块的菜

单)Whatwouldyoulike?

SI:I'dlikesomebeef,please.

T:Youshouldeatsomerice,noodlesorbread.Oryouwon'

tbefull.

(课件出示:标示出菜单中的主食：rice,noodles,bread)

SI:I'dlikesomebeefandrice,please.

T:OK.Twenty-oneyuan,please.Oh,look!ZoomandZipare

inmyrestaurant.WhatwouldZoomlike?Guess!

SI:Maybesome***

S2:Maybesome…

••♦

T:Maybe!Let'swatchthecartoonandansweruWhatwould

Zoomlike?"

Playthecartoonof"Let'slearn(出示课件)Askstudents

toreadafterit.

(2)Letstudentsreadthedialogueagainandanswerthe

question.

Checkstudents9answersandleadstudentstomakean

introductionaccordingtotheiranswers.Itcanbedonelike

this:Zoomsays,"I'dlikesomevegetables,please.”

（3）Readandact.

①Playtherecordingagainandaskstudentstoreadafter

it.（出示课件）Leadstudentstotrytoimitatethe

pronunciationandtheintonationoftherecording.Letthem

readtogetherandreadfreely.

②Letstudentsreadthedialogueinpairsandchoosesome

food.Severalminuteslater,asksomestudentstoactouttheir

dialogues.

Makeamodel:

SI:Whatwouldyoulike?

S2:I'dlikesomechicken,vegetablesandrice.

SI:OK.Twenty-oneyuan,please.

S2:Hereyouare.

•••

©Choosethebestperformersandgiveawards.

Step3:Practice

1.Playagame—"What'smissing?”

（游戏说明：单词noodles,vegetables,beef,chicken,soup

在课件上逐一消失，让学生快速读出消失的单词。）

2.Let'smatch.

Letstudentsmatchthecorrespondingwordswiththe

pictures.

T:Nowlet'smatch.Ishowthepictures,youreadthewords.

3.Playagame—“WhatwouldIlike?”

Makeamodel:

T:Pleaseguess.It'sfiveyuanonthemenu.Waatwould

Ilike?

SI:You,dlikesomejuice.

T:No.

S2:Iknow.You'dlikesomevegetables.Pleaseguess.It,

stenyuanonthemenu.Whatwou1dIlike?

S3:…

Asksomestudentstodoastheydo.

Step4:Consolidation&Extension

1.Let'splay.

Letstudentsworkmgroupsofsix.

T:Youknowtherestaurantwellandyouknowhowmuchthe

foodis.Nowlet'splay.Pleasemakeadialogueingroups.

Oneofyoucanbethewaiterorwaitressintherestaurant.

Theothersgototherestaurantandorder.

2.Accordingtothediningprinciples,designyourown

threemeals.

Choosestudentswiththemostreasonablethreemealsand

thebesthandwriting.

板书

作业设计

1.Readthenewwordsandthedialogueof"Let'slearn”fivetimes.

2.Designthreemealsforyourparents.

教学反思

由chant和游戏引入，带领学生复习已学的与食物有关的单词和上一课的句

型，迅速抓住学生的注意力。

通过情景引入新词，做到在语篇中呈现单词，具有情景性和完整性，也最大

限度地增加了单词在篇章中的运用频率，尽可能地提高综合语言运用能力.

从听到说、再到读，从大量的输入再到学生自主的输出，由易到难、呈现递

进关系，同时运用多种方式调动学生学习的能动性与积极性。

最后把“写”与生活相结合，并对学生进行思想教育，让学生把所学知识与

生活更紧密地结合起来。

PartALet'stalk&Let'ssurvey

教学目标

能够理解对话大意。

能够用正确的语音、语调朗读对话。

能够在情景中运用句型”—Whatwouldyoulike(for…)？一Ifdlike(1

wouldlike)some…，please.w征求并表达用餐意愿。

能够在情景中恰当运用功能句"What'sfordinner?”。

能够在语境中理解・新词"dinner,soup,vegetable,ready”的意思，并能

够正确发音。

能够在采访活动中进一步巩固和运用征求用餐意愿及表达用餐意愿的句型，

并进一步巩固和运用食物类词汇。

教学重点

能够听懂、会说句型“一Whatwouldyoulike(for-)?—Vdlike(Twould

like)some…，please."What'sfordinner?”。

能够听懂、会读单词“dinner,soup,vegetable,readyno

能够听懂、会读Xf话，并能够分角色表演。

教学难点

能够在情景中正确使用句型”—Whatwouldyoulike(for…)？—I'dlike

(Iwouldlike)some*",please.”来征求并表达用餐意愿。

教学准备

PPT课件、单词卡片、人物头饰、厨师帽、食物及饮品图片、价格标签等。

教学过程

Step1:Warm-up&Revision

1.Greetings.

2.Singasong—Let'shaveapicnictoday.(课件出示：PEP三上教

材P54的歌曲动画)

3.Revision.

(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)Letslud6ntsworkin

groupsofsix.Askeverystudentinthegrouptoaskandanswerquestions

inturn.Makeamodel:

T:Oh,I'mhungry.I'dlikesomebreadandmilk.Whatwouldyoulike?

SI:I'dlikesome***Whatwouldyoulike?

S2:I'dlikesome…Whatwouldyoulike?

S3:-

Step2:Presentation

1.Talkaboutdinner.

(l)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/-//-/n/-/a(r)/,/dww(r)/.

Writedownthesentence"What'sfordinner?”ontheblackboardand

teachit.

(2)ShowapictureonthePPT.(课件出示：一张餐桌，学生每提问一次

"What'sfordinner?w,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,/ved

3/-/1a/-/bl/,/'''Cdstd"/,somevegetables.Payattentiontothe

pronunciationsof“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/,/redi/.Dinner,sready!

Writedownthesentence“Dinner'sready!”ontheblackboardand

teachit.

T:Whatwouldyoulikefordinner?

WritedownthesentenceuWhatwouldyoulikefordinner?”onthe

blackboardandteachit.

SI:I'dlikesome…

Writeclownthesentencedlikesome…"ontheblackboard.Lead

morestudentstoanswerthequestion“Whatwouldyoulikefordinner?”

byusingthissentencestructure.

2.Let'stalk.

(l)TalkaboutPicture3of“Let'stalk”andpredictthemainidea

ofthedialogue.（课件出示：教材P48Lei'stalk板块的图三）

T:(Pointtothepicture.)Wow,alotofdeliciousfood!Dinnerys

ready!What'sfordinner?

Ss:Somesoup,somebread,somefishandsomevegetables.

T:Lookatthefood.I'mhungry.1'dlikesomebread.Areyouhungry?

Whatwouldyoulike?

SI: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:Theyarcinthekitchen.

T:Mikeishungry.WhatwouldMikelikefordinner?Let'swatchthe

video.Underlinethekeysentenceoftheanswerinyourbooks.

Playthevideoandletstudentsgetthekeysentence.(课件出示：

教材P48Let'stalk部分的音频)

T:WhatwouldMikelike?

Ss:Somesoupandbread.Mikesays,'Tdlikesomesoupandbread,

please.w

T:WhatwouldMike'scladlikefordinner?Let'swatchthevideoagain.

Underlinethekeysentenceoftheanswerinyourbooks.

Playthevideoagainandletstudentsgetthekeysentence.(出示

课件)

T:WhatwouldMike'sdadlike?

Ss:Somefishandvegetables.Mike'sdadsays,“Somefishand

vegetables,please.

(3)Readafterthevideo.

T:Boysandgirls,let,sreadthedialogueafterthevideo.Please

listentoitandreadcarefully.

Playthevideoagainandaskstudentsreadafteritandtryto

imitatethepronunciationandintonation.Thenletstudentsreadtogether

andreadfreely.

(4)Readthedialogueindifferentroles.Thenactoutthedialogue.

T:Nowwe'11findthebestactororactress.Pleasecometothefront

andshowthedialogue.

Takeoutsomeheadwearsandasksomestudentstoactoutthedialogue.

(5)Retellthedialogueaccordingtotheblackboard-writingandthe

picturesof“Let'stalk”.

Makeamodelfirstandthenleadstudentstoretellthedialogue

withouttheirtextbooks.

Step3:Practice

Let,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:SI,whatwouldyoulikefordinner?

SI:I'dlikesomefishandrice.

T:S2,whatwouldyoulikefordinner?

S2:I'dlikesomebreadandmilk.

T:•••

S3:…

T:SIwouldlikesomefishandrice.S2wouldlikesomebreadandmilk.

S3…

Askeachgrouptochooseareportertointerviewtheotherthree

students,fillinaformandreporttheresultstothewholeclass.

Step4:Consolidation&Extension

1.Makeanewdialogue.

Askstudentstoimitatethetexttomakeanewdialogue.

(l)Makeamodel.

(2)Letstudentsimitatetoworkingroupsofthree.Thenmakeanew

dialogueingroups.

(3)Showtime.

Asksomegroupstoactouttheirdialogues.

2.Intherestaurant.

(课件出示:一家餐厅的背景和句子"Don'twastefood.”)

Takeoutapreparedchefcap,somepicturesoffoodanddrinksand

therelevantpricetags.Letstudentsactascustomersoracook.

(l)Makeamodel.

T:Look!WhatdeIdo?Yes,I'macook.Icancookdeliciousfood.

Pleasecometomyrestaurantfordinner.MyrestaurantJsruleis“Order

asmuchasyoucaneat.Don,twastefood.

T:Welcometomyrestaurant!Whatwouldyoulikefordinner?

SI:I'dlike…

T:Hereyouare.Tenyuan,please.

SI:Thankyou!

(2)Letstudentsworkingroups.

(3)Showtime.

Asksomegroupstoactout.

板书

作业

1.Readthedialogueof"Let'stalk“fivetimes.

2.Askyourparentswiththekeysentencestructuresandwritetheir

answersdown.

教学反思

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，为新课作好了铺

垫。

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。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。

板书设计清晰明了，重点突出，起到了很好的辅助作用。

PartALet'sspell

教学目标

能够感知并归纳-c在单词中的发音规则。

能够读出符合-。发音规则的单词。

能够根据单词读音拼写出符合-。，-e-以及a-e,i-e,o-e,u-e发音规则的

单词。

教学重点

感知并归纳字母e在开音节(-e)与闭音节(-。-)中的发音规则。

能够读出符合-e和飞-发音规则的单词。

教学难点

能够根据单词的读音拼写出符合发音规则的单词。

教学准备

PPT课件、课文录音、视频、卡片等。

教学过程

Step1:Warm-up&Revision

1.Greetings.

2.Let,schant.

T:Whocantrytomakeanewchantlikethis?Pleasehaveatry!

Step2:Presentation

1.Presentthepictures.

(l)Talkaboutthepictures.

T:ThisisLee.Heisten.Hehas…Tellmemoreabouthim.

Ss:Heisthin.Hehasaredpen.

T:Look!ThisisEve.Tellmesomethingabouther.

Ss:Eveisagirl.Sheisten.Shehasayellowpen.

(课件出示:男孩女孩身边的钢笔消失，然后一起找钢笔，红色的钢笔在课桌

上，黄色的钢笔在床上)

T:Where,stheredpen?Where*stheyellowpen?

Ss:Theredpenisonthedesk.Theyellowpenisonthebed.

(课件出示：Zoom巴现并拿到钢笔说：“Letmegetthepens.")

Writedown“he,she,me"and"ten,red,pen,yellow,desk,becl,,

ontheblackboard.

T:Readthechanttogether,thenobservethesewordsandtellmethe

commonletteramongthem.

Ss:Letter"e”.

(2)Lookatthewordsandfindoutthepronunciationrules.

T:Lookatthesewords"he,she,me”.What'sthesoundoftheletter

“-e”?Listentomecarefully.(Readthesewords.)

Ss:/i：/.

Teachthesound/i:/.

T:Lookatthesewords"ten,red,pen,yellow,desk,bed”.What'

sthesoundoftheletter?Listentomecarefully.(Readthese

words.)

Ss:/e/.

Teachthesound/e/.

(3)Comparethesewordsandsummarizethepronunciationrulesofthe

letter"e".

2.Let*sread.

Showthewords"me,be,we,set,red,hen,beg,let“onthePPT.

(出示课件)

T:Whocanreadthesewords?

(1)Asksomestudentstoreadthesewords.

(2)Readaloudtogether.

3.Read,listenandchant.

(l)Showthepicturesandthewords.(课'牛出示：教材P50Read,listen

andchant部分的内容)

Askstudentstoreadthewordsonebyoneandthenreadingroups.

(2)Let,schant.

ShowthechantofuRead,listenandchant"onthePPT.

®Askstudentstolistenandreadafterit.

②Readtogetherwithstudents.

Step3:Practice

1.Read,listenandtick.

(课件出示：教材P50Read,listenandtick部分的图片)

T:Lookatthesewords.Whocanreadthesewords?

Ss:

T:Good!Nowlistentotherecordingandtickthewordsyouhear,

please.(课件出示：教材P50Read,listenandtick部分的音频)

Checktheanswers.Answers:be;red;me;she;let

2.Listen,circleandwrite.

(1)Letstudentsobservethefourpicturesandguesswhatwordsshould

befilledinthepicture.(课件出示:教材P50Listen,circleandwrite

部分的图片)

(2)Leadstudentstolistentotherecordingandwritedowntheanswers.

Thenchecktheanswers.

Answers:rice;he;red;we

T:Rice.Isitfor“-e”or“i-e”？

Ss:It'sfor“i-e”.

T:Socircle“i-e”.

T:He,circle***

Ss:"-e”.

Step4:Consolidation&Extension

1.Playagame—“Picktheapplesfromthetree.”

(课件出示:一棵苹果树,苹果上的单词为"we,wet,yes,me,pencil,Lee,

hen,be,set,met,he,let,desk,tell,she”,树下两个篮子,一个是a-e/i

:，一个是)

Dividestudentsintotwogroups.Letonegroupusethebasketa-e/l

andtheotherusethebasket“-e-/e/".

T:Nowyou'recompetingtopickapples.Giveyoutenseconds.The

winnerbelongstothefastandaccurategroup.

2.Listenandlift.

Theteachergivesoutsomewordcardstostudents.Whentheteacher

saysaword,studentsfindthecorrespondingwordcardandliftitup.

3.Makeanewchant.

T:It'schanttime.Listenfirst,thenchanttogether.E,e,e;it'

sin“he”,/i:/,/i:/,/i:/.E,e,e;it'sin"pen”,/e/,/e/»/e/.

Askstudentstomakeanewchantonebvone.

Usethesechantstoreviewthepronunciationsofletters“a,e,i,

o,u

板书

作业

1.Writethewords"rice,he,red,we“infourlinesandthreegrids.

2.Thinkaboutotherwordswiththeletter“-e"and"一。一”.

教学反思

创设语言情境，在语境中学习语音。拼读结合，在多层次的活动中练习语音。由浅入深，

培养了学生的分析能力和举一反三的能力。利用自编chanl,师生频繁互动，小组竞赛等形式，

使原本枯燥的语音课变得生动起来。

Unit5Dinner,sready

PartBLet'slearn&Let'sdo

教学目标

能够听、说、认读单词“chopsticks,bowl,fork,knife,spoon”。

能够运用句型“Passmetheknifeandfork,please.,,熟练地表述就餐时

需要的餐具。

能够听懂指令，并根据指令做出正确的动作。

教学重点

能够听懂、会说、认读单词“chopsticks,bowl,fork,knife,spoon”。

能够运用句型“Passmetheknifeandfork,please.w熟练地表述就餐时需要的餐具。

教学难点

能够熟练且正确地向别人提出用餐建议或使用餐具的建议并做出正确的回应。

教学准备

PPT课件、课文录音、视频、卡片、餐具、蔬菜等。

教学过程

Step1:Warm-up&Lead-in

1.Greetings.

2.Let,schant.

3.Sharpeyes.

T:Nowlet'splayagame.Whenyouseethepicture,try

tosaythewordasquicklyasyoucan.(课件出示：egg,juice,

bread,milk,water,fish,rice,cake,beef,chicken,noodles,

soup,vegetables的图片逐一快速闪现)

4.Lead-in.

T:DoyouknowwhatTwould1ike?Canyouguess?

SI:Wouldyou1ikesomebread?

T:No,thanks.

S2:Wouldyoulikesomebeef?

T:Yes,please.

•••

T:WhatwouldIlike?Yes,I'dlikesomebeef,(Write

downthefoodtheteacherlikesontheblackboard.)

Step2:Presentation

1.Teachthenewwordsandsentences.

(l)Teachthewords"pass,knife,fork”.

(教师拿出餐具：chopsticks,aknifeandfork,aspoon,a

bowl)

T:Oh,I'mhungry.I'dlikesomebeef.HowcanIeatit?

Icanuse***

SI:Aknifeandfork.

T:Good.Icanuseaknifeandfork.Passmetheknifeand

fork.Pass/pa：s/»a/a：/,pass/pa：s/.Passmetheknifeandfork.

Writedownthesentence“Passmetheknifeandfork.n

ontheblackboardandteachit.

T:Thankyou.Knife/naf/,kn/n/-i/a/-fe/f/.Knife,knife,

cutwiththeknife.（教师边说边做动作，学生跟读）

T:Fork/fo:k/,or/。:/.Fork,fork,usethefork.(教师

边说边做动作，学生跟读)

T:Look!Theknifeisinmyrighthand.Theforkisinmy

lefthand.Thencutwiththeknifeandusetheforktoeat.

Canyouusethemnow?

SI:Yes,Ican.Letmeshowyou.

T:Great!Canyouusetheknifeandfork?

S2:No,Ican't.

T:Letmehelpyou.

(2)Teachtheword"bowl”.

T:(Showabowl.)Whatrsthis?

S2:碗。

T：Yes,it'sabowl.Bowl/bool/,ow/00/.Passmethebowl.

(用动作示意S2把碗递过来)

T:Thankyou!Bowl,bowl,passmethebowl.(教师边说边

做动作,学生跟读)

Writedowntheword"bowl”ontheblackboardandteach

T:WhatcanIputinthebowl?

Ss:Rice./Noodles./Soup.

(课件出示：abowlofrice,abowlofnoodles,abowlofsoup)

T:Bowl,bowl,abowlofrice/abowlofnoodles/abowlof

soup.

(3)Teachtheword“chopsticks".

T:Oh,1'mhungry,too.1'dlikeabowlofnoodles.How

canTeatthem?Aknifeandfork?

S3:No.UsetheChopsticks.

T:Good.1canusethechopsticks.Chopsticks/

ch/t#-op/i3p/-chop/tjbp/-sticks/stks/,/tjopstlks/.Passme

thechopsticks.（用动作示意S3把筷孑递过来）

T:Thanks.Chopsticks,chopsticks,usethechopsticks.（教

师边说边做动作,学生跟读）

Writedowntheword“chopsticks“ontheblackboardand

teachit.

（4）Teachtheword“spoon".

T:Icanusethechopstickstohavenoodles.CanIdrink

thesoupwiththechopsticks?

S4:No.

T:Icanusethespoon.Spoon/spu:n/,sp/sp/,oo/u:/,/u:

/,noodles,food,soup.Passmethespoon.（用动作示意S4

把勺子递过来）

T：Thankyou.Spoon,spoon,usethespoon.（教师边说边

做动作,学生跟读）

Writedowntheword“spoon“ontheblackboardandteach

it.

2.Let,slearn.（课件出示：教材P52Let'slearn板块的

图片及音频）

（l）Listenandask.

T:JohniseatingdinneratWuYifan,shome.WuYifan,

smumcooksalotofdeliciousfood.Whatcanyousee?

SI:Icanseesomerice,somebeef,somevegetables,some

soup---

S2:1canseeaknifeandfork,aspoon,somebowls,some

chopsticks***

T:LetJs1istentotherecording,thenanswerthefollowing

questions:

①WhatwouldJohnlike?

②Howcanheeatit?

(2)Letstudentsreadaftertherecordingandpayattention

tothepronunciationandintonation.

(3)Checktheanswers.

T:WhatwouldJohnlike?

SI:Johnwouldlikesomebeef.

T:Howcanheeatit?

S2:Hecanuseaknifeandfork.

(4)Letstudentspracticethedialogueinpairs.

(5)Actoutthedialogue.

Step3:Practice

1.Playgamesandpracticethewords.

(1)What*smissing?

(游戏说明:课件出示词汇“chopsticks,aknifear.dfork,a

spoon,abowl”，然后让其中一个词汇快速消失，让学生说出消失

的词汇。将词汇换成图片，再玩一次。)

T:Pleasewatchcarefullyandtellmewhatthemissingword

is.

(2)Listenandfind.

Sayawordoraphraseeachtimeandthenletstudentsfind

thecorrespondingpicture.(课件出示：筷子、刀叉、勺子、碗

的图片)

2.Let'sdo.

(l)Makeasalad.

T:Youreallydidagoodjob.Iwanttomakeasaladfor

you.Ineedsomehelp.Whocanhelpme?

Takeoutthepreparedvegetables,knife,bowl,forkand

spoonandaskastudenttohelpwiththesalad.

T:Look.Alotofvegetables.Iwanttomakeavegetable

salad.SI,Isay,youdo.Passmethebowl.Passmetheknife.

SI:Hereyouare.

T:Good,thankyou.Gobacktoyourseat.Let'sgoon.

Cutthevegetables.Usethespoon.Usethefork.Nowlet's

tryit!Wow,yummy!

(2)Listenanddosomeactions.

①Presentthepicturesof"Let'sdo”.(课件出示:依次

出示教材P52Let'sdo板块的图片，学生回答后呈现与图片对应

的文字)

T:Let'slookatthepictures.Ishow,yousay.

(ShowPicture1.)

SI:Passmethebowl.

(ShowPicture2.)

S2:Passmetheknife.

•••

②Listentotherecordingandreadafterit.(课件出示：

教材P52Let'sdo板块的音频)

©Listentotheordersandpointtothecorresponding

pictures.

T:NowIsay,youpoint.Usethespoon.

SI:(PointtoPicture4.)

•••

©Listentotheordersanddothecorrespondingactions.

T:Isay,youdo.Passmetheknife.

SI:(Dothecorrespondingaction.)

•••

(3)Makeasaladandtastethesalad.

Makeasaladingroupsoffour.Thentastethesalad.

Step4:Consolidation&Extension

Dinnertime.

T:Supposeyourfriendsareeatingdinneratyourhome,

makeadialoguewithyourfriends.Workingroupsofthree.

Makeamodel:

A:Dinn