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1、Unit 5 Dinners ready教材分析本单元学习的主题是用餐。教学内容主要是围绕着用餐的各种情景来展开的。教学重点是能够听、说、认读核心句型“Whats for dinner?”“What would you like (for)? Id like some, please.”“Would you like? Yes, please./No, thanks. I can use”；能够听、说、认读单词“beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon”。教学目标知识与能力目标:句
2、型能够听、说、认读句型“Whats for dinner?”“What would you like (for)? Id like some, please.”“Would you like? No, thanks. I can use”能够在情景中运用句型“What would you like (for)? Id like”征求并表达用餐意愿能够在情景中运用句型“Help yourself.”“Would you like? Yes, please./No, thanks. I can use”提出用餐建议和餐具使用建议,并恰当回应能够在情景中运用句型“Whats for dinner?”
3、询问用餐的食物能够按意群朗读“What would you like for dinner, John? Id like some beef, please.”等三组句子词汇能够听、说、认读单词“beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon”能够正确使用上述单词表达用餐意愿和餐具使用情况能够在有意义的语境中抄写上述话题词汇语音能够掌握-e的发音规则,即-e在单词中发长音/ i: /能够读出符合-e发音规则的单词，并能够根据发音拼写出符合-e发音规则的单词情感态度文化意识学习策略目标:了
4、解用餐礼仪,能够对用餐建议作出恰当反应初步了解中西方餐饮文化的差异能够根据-e的发音规则拼读单词,并能够根据-e-与-e的发音规则拼写单词课时安排第一课时: Part A Lets talk & Lets survey第二课时: Part A Lets learn & Lets play第三课时: Part A Lets spell第四课时: Part B Lets talk & Lets play 第五课时: Part B Lets learn & Lets do 第六课时: Part B Read and write & Lets check & Lets singThe first pe
5、riod（第一课时）Part A Lets talk & Lets survey 教学内容与目标课时教学内容课时教学目标Lets talk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“What would you like (for)? Id like (I would like) some, please.”征求并表达用餐意愿能够在情景中恰当运用功能句“Whats for dinner?”能够在语境中理解新词“dinner, soup, vegetable, ready”的意思,并能够正确发音Lets survey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
6、愿的句型,并进一步巩固和运用食物类词汇教学重点1.能够听懂、会说句型“What would you like (for)? Id like (I would like) some, please.”“Whats for dinner?”。2.能够听懂、会读单词“dinner, soup, vegetable, ready”。3.能够听懂、会读对话，并能够分角色表演。教学难点能够在情景中正确使用句型“What would you like （for）? Id like (I would like) some, please.”来征求并表达用餐意愿。教学过程Step 1: Warm-up & Re
7、visionTeaching purpose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。1. Greetings.2. Sing a songLets have a picnic today. (课件出示: PEP三上教材P54的歌曲动画)3. Revision.(1)Sharp eyes. Show the words about food and drinks one by one. (课件出示:egg, juice, bread, milk, water, fish, rice, cake依次快速出现，再
8、消失)T: If you know the word, you can stand up and read it aloud.(2)Drive a train. Show the words above and review the word “fish” with pictures. (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)Let students work in
9、 groups of six. Ask every student in the group to ask and answer questions in turn. Make a model:T: Oh, Im hungry. Id like some bread and milk. What would you like?S1: Id like some What would you like?S2: Id like some What would you like?S3: Step 2: PresentationTeaching purpose设置情景，让学生在情景中学习新单词，感知新句
10、型。1. Talk about dinner.(1)Show a picture on the PPT. (课件出示: 一幅图，画面显示太阳落山了，钟表显示18:00)T: Look! Its 6:00 in the evening. Its time for dinner. Guess what “dinner” means.Ss: 晚餐。T: Yes. Im hungry. Whats for dinner? (Show the word card.) Dinner, dinner, /d/-/-/n/-/ (r)/, /.Write down the sentence “Whats fo
11、r dinner?” on the blackboard and teach it.(2)Show a picture on the PPT. (课件出示: 一张餐桌，学生每提问一次“Whats for dinner?”，餐桌上就出现一种食物，依次为fish, rice, egg, soup, vegetable)Ss: Whats for dinner?T: Some fish/rice/eggs.Ss: Whats for dinner?T: Some soup. (Show the word card.) Soup, soup, /s/-/u:/-/p/, /su:p/, some so
12、up. Write down the word “soup” on the blackboard and teach it.Ss: Whats for dinner?T: Some vegetables. (Show the word card.) Vegetable, vegetable, /ved/-/t/-/bl/, /, some vegetables. Pay attention to the pronunciations of “v/v/” and “s/z/”.Write down the word “vegetable” on the blackboard and teach
13、it.Show the picture of the table with the food mentioned above. (课件出示:摆放着上述食物的餐桌图片)T: Oh! Dinners ready! I can eat now. (Show the word card.) Ready, ready, /r/-/e/-/d/-/i/, /. Dinners ready!Write down the sentence “Dinners ready!” on the blackboard and teach it.T: What would you like for dinner?Writ
14、e down the sentence “What would you like for dinner?” on the blackboard and teach it.S1: Id like someWrite down the sentence “Id like some” on the blackboard. Lead more students to answer the question “What would you like for dinner?” by using this sentence structure.Teaching purpose通过各项活动，使学生能够充分理解
15、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. Lets talk.(1)Talk about Picture 3 of “Lets talk” and predict the main idea of the dialogue. (课件出示:教材P48 Lets talk板块的图三)T: (Point to the picture.) Wow, a lot of delicious food! Dinners ready! Whats for dinner?Ss: Some soup, some bread, s
16、ome fish and some vegetables.T: Look at the food. Im hungry. Id like some bread. Are you hungry? What would you like?S1: Yes. Im hungry. Id like someS2: T: Mike is hungry, too. What would he like? (2)Watch the video and answer the questions.Show Picture 1 of “Lets talk”. (课件出示:教材P48 Lets talk板块的图一)T
17、: Where are Mike and his mother? Ss: They are in the kitchen. T: Mike is hungry. What would Mike like for dinner? Lets watch the video. Underline the key sentence of the answer in your books.Play the video and let students get the key sentence. (课件出示:教材P48 Lets talk部分的音频)T: What would Mike like?Ss:
18、Some soup and bread. Mike says, “Id like some soup and bread, please.”T: What would Mikes dad like for dinner? Lets watch the video again. Underline the key sentence of the answer in your books. Play the video again and let students get the key sentence. (出示课件)Teaching purpose教师播放录音，学生听录音跟读。引导学生按正确的
19、语音、语调及意群朗读对话，并能够进行角色扮演。T: What would Mikes dad like?Ss: Some fish and vegetables. Mikes dad says, “Some fish and vegetables, please.”(3)Read after the video.T: Boys and girls, lets read the dialogue after the video. Please listen to it and read carefully.Play the video again and ask students to read
20、 after it and try to imitate the pronunciation and the intonation. Then let students read together and read freely.(4)Read the dialogue in different roles. Then act out the dialogue.T: Now well find the best actor or actress. Please come to the front and show the dialogue.Take out some headdresses a
21、nd ask some students to act out the dialogue.(5)Retell the dialogue according to the blackboard-writing and the pictures of “Lets talk”.Make a model first and then lead students to retell the dialogue without their textbooks.Teaching purpose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
22、及表达用餐意愿。Step 3: PracticeLets survey.(课件出示:教材P48 Lets survey板块的表格及以下句型)T: Suppose its time for dinner. What would you like for dinner? Lets make a survey.Let students do the survey in groups of four. Make a model:T: S1, what would you like for dinner?S1: Id like some fish and rice.T: S2, what would y
23、ou like for dinner?S2: Id like some bread and milk.T: S3: T: S1 would like some fish and rice. S2 would like some bread and milk. S3Teaching purpose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。Ask each group to choose a reporter to interview the other three students, fill in
24、 a form and report the results to the whole class.Step 4: Consolidation & Extension1. Make a new dialogue.Ask students to imitate the text to make a new dialogue.(1)Make a model.(2)Let students imitate to work in groups of three. Then make a new dialogue in groups.(3)Show time.Ask some groups to act
25、 out their dialogues. 2. In the restaurant. (课件出示:一家餐厅的背景和句子“Dont waste food.”)Take out a prepared chef cap, some pictures of food and drinks and the relevant price tags. Let students act as customers or a cook.(1)Make a model.T: Look! What do I do? Yes, Im a cook. I can cook delicious food. Please
26、come to my restaurant for dinner. My restaurants rule is “Order as much as you can eat. Dont waste food.”T: Welcome to my restaurant! What would you like for dinner?S1: Id likeT: Here you are. Ten yuan, please.S1: Thank you!(2)Let students work in groups.(3)Show time.Ask some groups to act out.板书设计作
27、业设计1. Read the dialogue of “Lets talk” five times.2. Ask your parents with the key sentence structures and write their answers down.3. Do the exercises. 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
28、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。Teaching Contents & Teaching AimsLets talkBe able to understand the general idea of the dialogue. Be able to read the dialogue with the correct pronunciation and intonation.Be able to use th
29、e sentence structures “What would you like (for)? Id like (I would like) some, please.”in situations.Be able to use the sentence “Whats for dinner?” in situations properly.Be able to understand the new words in context and pronounce them correctly.Lets surveyBe able to further consolidate and use th
30、e sentence structures of asking for and expressing the will to eat in the interview activities. And further consolidate and use the vocabulary of food.Teaching PrioritiesBe able to understand and speak the sentence structures “What would you like (for)? Id like (I would like) some, please.” “Whats f
31、or dinner?”Be able to understand and read the words “dinner, soup, vegetable, ready”.Be able to understand, read and act out the dialogue in different roles.Teaching DifficultiesBe able to use the sentence structures “What would you like (for)? Id like (I would like) some, please.” to ask for and ex
32、press the will to eat in situations.Teaching ProceduresTeaching StagesTeacher s ActivitiesStudents ActivitiesTeaching PurposesWarm-up&Revision1. Greetings. 2. Sing a songLets have a picnic today.3. Revision.(1)Sharp eyes. (2)Drive a train.1. Greetings.2. Sing a song.3. Revision.Play the games.Help s
33、tudents review the words easily in the song and the games, and prepare to learn the new content.Presentation1. Talk about dinner.Teach the new words and the sentence structures.Learn the new words. Have a preliminary understanding of the new sentence structures.Set the situation. Let students learn
34、the new words and perceive the new sentence structures in the situation.2. Lets talk.(1)Show the third picture of “Lets talk” and ask students to talk about it.(2)Play the video and ask the questions.(3)Let students practice the dialogue in different ways.(1)Talk about the picture.(2)Watch the video
35、 and answer the questions.(3)Read after the video.(4)Read the dialogue in different roles. Act out the dialogue.(5)Retell the dialogue.Understand the content of the text and read the text correctly. Understand and master the key sentence structures of this lesson in different forms of reading and pe
36、rforming activities.PracticeLets survey.Let students do the survey in groups. Make a model.Assign investigation tasks and do the survey in groups. Report the results to the class.Further consolidate and practice the new words and sentence structures through doing the survey.Consolidation&Extension1.
37、 Make a new dialogue.Ask students to imitate the text to make a new dialogue.(1)Make a model.(2)Let students imitate to work in groups of three and make a new dialogue.(3)Show time.2. In the restaurant. (1)Make a model.(2)Let students work in groups.(3)Show time.1. Imitate the text to make a new dia
38、logue in groups.2. Act as customers or a cook. Work in groups and show in class.Consolidate the key content of this lesson and transform the knowledge into ability by making a new dialogue about ordering in the restaurant.Homework1. Read the dialogue of “Lets talk” five times. 2. Ask your parents wi
39、th the key sentence structures and write their answers down.3. Do the exercises.（续表）Teaching StagesTeacher s ActivitiesStudents ActivitiesTeaching PurposesPresentation1. Teach the new words and the sentence structures.(1)Lead in and teach the new vocabulary and sentence structures.(2)Let students un
40、derstand the sentence: Its a fat panda!(1)Learn the new vocabulary and practice the sentence structures.(2)Understand the sentence: Its a fat panda!First, learn the new vocabulary and the sentence structures in the dialogue so as to prepare for the later learning and understanding. Then, test studen
41、ts understanding to the dialogue by setting up three questions.2. Teach the dialogue of “Lets talk”.Present the pictures of “Lets talk”. Give some questions and play the recording twice.Check the answers.Listen to the dialogue twice and answer the questions.Check the answers.Practice1. Play the reco
42、rding.2. Let students read in roles.3. Let some students act out in roles.4. Let students fill in the blanks.5. Activity: Whats in the pencil box?6. Lets play.1. Listen to the recording again and imitate. 2. Read and role play in groups. 3. Act out the dialogue in roles. 4. Fill in the blanks. 5. As
43、k and answer with the partner and show in class. 6. Play the game and act out in class.Practice the main sentences in different ways. Prepare for the next part.Consolidation&Extension1. Create a new dialogue. Show three schoolbags and language scaffolds. 2. Draw a new schoolbag and talk about it wit
44、h your partner.Make an evaluation.1. Create a new dialogue according to the language scaffolds. Practice in paris and report it in class. 2. Draw a new schoolbag and talk about it with your partner.Act out in class.Evaluate some students performances.Use the sentence structures learned in this lesson to create a dialogue. Give full play to studentsautonomy,cultivate their creativity, and improve their ability to use the language synthetically.Homework1. Practice the dialogue.2. Talk about your schoolbag with your partner.3. Do the exercises.