小学英语人教版 (PEP)四年级上册Unit 5 Dinner is ready Part A精品第二课时教学设计

这是一份小学英语人教版 (PEP)四年级上册Unit 5 Dinner is ready Part A精品第二课时教学设计，共7页。教案主要包含了It’s，beef，sup，chicken，vegetables，wuld，Mum等内容，欢迎下载使用。

课时内容


A. Let’s learn; Let’s play


课时分析


在Let’s learn部分，Zm和Zip在玩点餐的游戏。教材中展示了一本大大的菜单（Menu），Zip在问Zm想要什么，Zm想要一些蔬菜，Zip根据菜单中标出的食物价格收费。在菜单上标出了以下食物名称：beef, chicken, ndles, sup, vegetables, rice, fish, juice, milk, bread。 其中前五个为本单元要求掌握的单词。后边的五个是学生已经掌握的单词。学习本课时，可以设定餐馆点餐的场景，让学生在虚拟的情景中学习、操练重点单词和句式。


Let’s play也是个模拟点餐的活动。学生利用各种食物的图片进行模拟点餐的活动。在点餐的过程中练习句式：What wuld yu like? I’d like sme...


本课时要为学生创设相关的情境，让学生在情境中感受、理解、操练、掌握重点知识。


课时目标


1. 能够听懂、会说、认读单词：beef, chicken, ndles, sup, vegetable


2. 能够在真实或虚拟的情景中听懂、会说、认读句式：What wuld yu like? I’d like sme..., please.


3. 能够利用所学的知识进行简单的点餐活动


课时重难点


1.重点：


能够听懂、会说、认读单词：beef, chicken, ndles, sup, vegetable


能够在真实或虚拟的情景中听懂、会说、使用句式What wuld yu like? I’d like sme..., please.来征求他人的用餐意愿，并进行恰当的回应


2. 难点：


能够利用所学的知识进行简单的点餐活动


教学准备


1. 多媒体课件、录音机、磁带


2. 食物单词卡片、自制菜单


教学过程


Step 1 Warm up


1.呈现韵句：What’s fr dinner? 学生先倾听，再跟唱，最后齐唱。


Teacher: Let’s chant. Listen t me first.


It’s time fr dinner. What wuld yu like?


I’d like fish, I’d like rice. I’d like sme juice, please.


It’s time fr dinner. What wuld yu like?


I’d like eggs, I’d like bread, I’d like sme milk, please.


Teacher: Nw please chant with me. Let’ s chant tgether.


设计意图：以韵句来营造良好的英语学习氛围，带领学习集中注意力开启英语学习。同时，以韵句内容来熟悉、回忆有关食物的词汇与句式。，为接下来的学习做好知识与心理的双重准备。


Step 2 Lead in


1. 播放餐厅的图片，为学生创设餐厅的情境，在情境中引出本课要学习的内容。


Teacher：Lk at the picture. It’s a restaurant. Let’s g t the restaurant. Let’s eat!


2. 展示餐厅的菜单，来呈现餐馆里的食物与价格。


Teacher： Let’s lk at the menu f the restaurant. What des the restaurant have? （学生观察菜单上的图片，说出相应的食物类单词）


设计意图：创设情境，利用餐馆这个环境来引出本课的重点知识。用菜单这一餐馆中的常见和重要物品来引出食物类词汇。帮助学生为接下来的学习做好词汇的积累工作。


Step 3 Presentatin


1. 引起阅读兴趣，播放课文录音或视频。


Teacher：Oh, lk, Zm and Zip are in this restaurant. What wuld they like? Let’s watch and find.


学生带问题认真倾听录音内容，然后尝试回答。


Teacher: Nw shw me yu answer. What wuld Zm like? Yes, Zm wuld like sme vegetables. Hw much are the vegetables? Yes, five yuan.


设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。


2. 再次播放课文内容，学生跟读。


Teacher：Listen t the text again and read with it.


设计意图：跟读，以掌握正确的读音


3. 根据菜单内容讨论，讲授新单词。


Teacher：Lk at the menu. What’s this? Yes, it’s beef. (板书单词) It’s frm an x. D yu like beef? Hw much is it?


Teacher: Is this beef? N, it isn’t. It’s chicken. （板书单词）D yu like chicken? Yu can eat chicken in the KFC.


Teacher: What’s this? It’s sup. （板书单词）D yu like sup?


Teacher：Lk at this. Can I say what’s this? N. I shuld say what are these? What are these? Yes, they are ndles. （板书单词）D yu like ndles? Hw much are they?


Teacher: What are these? Yu knw them, right? They are vegetables. (板书单词) Hw much are they? Five yuan. Yes.


设计意图：通过观察菜单讲授新单词。


Step 4 Practice


1. 出示食物图片，请学生根据图片展示的食物来完成对话。


Teacher：What wuld yu like? Please answer with the fd n the picture. What’s this? Yes, it’s rice. S yu shuld say I’d like sme rice. Lk at next ne. What wuld yu like? Yes, yu’d like sme vegetables. What wuld yu like? ...


设计意图：通过这种活动来帮助学生将食物单词的字音与字义结合起来。


2. 猜出老师想要点的餐。


Teacher：What wuld I like? Please guess. It’s five yuan. What is it? It’s ten yuan. What is it?


设计意图：说出价格，让学生猜出食物名称。使学生将食物与价格建立起联系，为其之后的对话编制做好准备。


3. 出示食物图片的一部分，请学生猜出食物名称，并进行问答。


Teacher：Oh，this menu is dirty. What’s the fd? Can yu guess and say? What wuld yu like? （指向其中一个，让学生尝试回答）Gd.


4. 小组合作，完成点餐活动。


Teacher：Yu knw the restaurant well and yu knw hw much they are. Nw let’s play. Please make a dialgue in grups. One f yu can be the waiter r waitress in the restaurant. Others g t the restaurant and rder.


Teacher: Yu can talk in grup t practice yur dialgue. （教师巡视，帮助学生解决编制对话时的困难和问题）


Teacher：Shw me yur stry, please. Let’s find the best grup.


设计意图：请学生以点餐的方式来进行对话练习。教师提供语言架构支持，使他们在情境下进行比较流畅的对话，帮助他们提高口语表达能力。


Step 5 Summary


1. 再次呈现韵句：What’s fr dinner? 学生齐唱。


Teacher: Let’s chant tgether.


It’s time fr dinner. What wuld yu like?


I’d like fish, I’d like rice. I’d like sme juice, please.


It’s time fr dinner. What wuld yu like?


I’d like eggs, I’d like bread, I’d like sme milk, please.


It’s time fr dinner. What wuld yu like?


I’d like beef I’d like chicken, I’d like sme sup, please.


It’s time fr dinner. What wuld yu like?


I’d like fish, I’d like vegetables, I’d like sme ndles. please.


设计意图：将本课新学的单词编制到热身部分的韵句之后，让学生在再一次吟唱韵句时复习总结本课的重点词汇和重点句式。





课堂作业


一、根据单词选择正确的图片。


( ) 1. beef A. B.








( ) 2. sup A. B.








( ) 3. chicken A. B.








( ) 4. vegetables A. B.





二、判断下列句子与图片是（T）否（F）相符。


( ) 1.—What wuld yu like?


—I’d like sme ndles.











( ) 2.—What wuld yu like?


—I’d like sme fish.








( ) 3.—What wuld yu like?


—I’d like sme vegetables.








( ) 4. —What wuld yu like?


—I’d like sme bread.





三、读对话，判断正（T）误（F）。


Tm: I’m hungry.


Jim: I’m hungry, t. What’s fr dinner?


Mum: What wuld yu like?


Tm: I’d like sme beef and milk, please.


Jim: I’d like sme fish and vegetables.


Mum: I have beef and vegetables. But I dn’t have fish.


Jim: Oh, I’d like sme beef and vegetables, please.


Mum: Ok. I’d like sme vegetables and milk.


Mum: Dinner’s ready.


Jim and Tm: Thank yu, mum.


( ) 1. Tm and Jim are hungry.


( ) 2. Jim has sme fish and vegetables fr dinner.


( ) 3. Jim wuld like sme beef and milk fr dinner.


( ) 4. Tm wuld like sme beef and milk fr dinner.


( ) 5. Mum wuld like sme beef and milk.


答案：


板书设计


Unit Five Dinner’s ready


A. Let’s learn














sup vegetables beef chicken ndles





What wuld like?


I’d like sme..., please. 一、1. A 2.A 3.A 4.B


二、1.T 2. F 3. T 4. T


三、1. T 2. F 3. F 4. T 5. F