PEP人教版四年級(jí)上冊(cè)第五單元Dinner's ready

Unit 5 Dinner is ready PA Lets talk 教案教材分析：本單元圍繞“食品、飲料和餐具”展開教學(xué)，教學(xué)內(nèi)容與日常生活密切相關(guān)，不難激起學(xué)生們的學(xué)習(xí)興趣。本節(jié)課主要是圍繞Mike一家人吃晚飯前的對(duì)話交流，通過回顧句型Can I have some ，please ?來學(xué)習(xí)what would you like? Id like some句型，用來詢問他人的需求。milk,bread,water,egg等單詞在三年級(jí)時(shí)聽說讀都已接觸。 學(xué)情分析：鑒于教材特點(diǎn)及四年級(jí)學(xué)生的年齡特點(diǎn)、心理特征和認(rèn)知水平，根據(jù)新課標(biāo)的要求，努力貫徹嘗試教學(xué)法的“先試后導(dǎo)、先練后教”的教學(xué)理念，使學(xué)生在教師引導(dǎo)下，通過自主探究來發(fā)現(xiàn)問題，解決問題。由于小學(xué)學(xué)生活潑、好動(dòng)、可塑性大，因此，在教學(xué)過程中，恰當(dāng)?shù)倪\(yùn)用“情景教學(xué)法”、“任務(wù)型教學(xué)法”來引導(dǎo)學(xué)生在真實(shí)的情景下參與學(xué)習(xí)，完成互動(dòng)。以分層嘗試教學(xué)突破重難點(diǎn)，合作探究式達(dá)到知識(shí)升華。利用多媒體課件渲染氣氛，提高興趣。21cnj課時(shí)目標(biāo)：1、能聽懂、會(huì)說“What would you like for dinner? Id like some, please.”2、能在實(shí)際的情景中運(yùn)用句型進(jìn)行相互調(diào)查。教學(xué)重點(diǎn)：就餐時(shí)的基本會(huì)話：What would you like for dinner? Id like some, please.21世紀(jì)*教育網(wǎng)教學(xué)難點(diǎn)：一些常用的就餐用語。教學(xué)準(zhǔn)備：教材相配套的教學(xué)錄音帶，課件。教學(xué)過程：一、熱身復(fù)習(xí)（Warm-up/Revision）1、游戲：看誰說得快。用PPT展示食物單詞，復(fù)習(xí)所學(xué)單詞。2、游戲：Which is missing?（哪個(gè)不見了？）用PPT展示食物單詞soup chicken noodles fish.【設(shè)計(jì)意圖】通過食物圖片,自然導(dǎo)入文本。二、呈現(xiàn)新課 （Presentation）1、 (教師在黑板上畫一個(gè)鐘，時(shí)間指向6：30)教師說：Now! Its 6: 30. Its time for dinner.同時(shí)師又指向黑板上的餐桌，say：Everythings ready. Im hungry! Id like some rice and vegetable. y What would you like for dinner?引導(dǎo)學(xué)生回答: Id like some. and .21教育網(wǎng)2、操練：像這樣做連鎖問答：What would you like? Id like3、教師通過圖片導(dǎo)入課文：Look at these pictures. Who are in this pictures? Mike and Mikes mother.【來源：21世紀(jì)教育網(wǎng)】A、學(xué)生看ppt，聽錄音，并回答問題：What would Mike like for dinner?What would Mikes mother like for dinner?B、看課文，跟讀課文，教師在放錄音之前引導(dǎo)學(xué)生邊聽邊理解對(duì)話情境，并注意單詞的發(fā)音和朗讀的語氣 。第三遍跟讀錄音?！驹O(shè)計(jì)意圖】通過聽錄音糾正學(xué)生的發(fā)音，注意讓學(xué)生模仿錄音中的語音語調(diào)，形成語感和語速。4、三人一組做課文對(duì)話表演,Lets talkMike: Mum, Im hungry. Whats for dinner?Mom: What would you like?Mike: Id like some bread and soup, please.Mom: What would you like for dinner?Dad: Some fish and vegetables, please.Mom: Dinners ready.Mike/ Dad: Thanks.5、Fill in the blanks！Mike: Mum, Im hungry. _C_Mum: What would you like?Mike: _B_ please.Mum: _A_Dad: Some fish and vegetables, please.Mum: _D_Dad&Mike: Thanks!A What would you like for dinner?B Id like some soup and bread.C Whats for dinner? D Dinners ready!三、趣味操練(Practice)1、Lets Chant: Mike MikeWhats for dinner? Whats for dinner?What would you like? What would you like?vegetables, fish，bread and soup.Dinners ready! yummy! yummy! yummy!師生拍手自己找節(jié)奏說唱，請(qǐng)兩個(gè)學(xué)生（男生女生）向全班學(xué)生展示說唱，全班一起大聲說唱。（輕松快樂的氛圍中鞏固本堂課所學(xué)）2、給下列句子排序。A. Mum, Im hungry.B. Id like some chicken.C. What would you like?D. Whats for lunch?A-D-C-B 3、連詞成句。（1） would, what, you, like(?)What would you like?（2） is, dinner, ready(!)Dinner is ready!（3）am, I, hungry(.)I am hungry. 四、擴(kuò)展性活動(dòng)（Add-activities）讓學(xué)生到前面表演對(duì)話，進(jìn)行評(píng)比。作業(yè)設(shè)計(jì)：1.Recite “Lets talk” 2.Talk about “What would you like ？” with your partner.板書設(shè)計(jì)：Unit 5 Dinner is readyWhat would you like for dinner?Id like some .教后反思：英語課我認(rèn)為不能力求面面俱到，游戲過多，而忽略了主要教學(xué)內(nèi)容的講授和訓(xùn)練，喧賓奪主，把英語課上成游戲娛樂課，那就適得其反了。課堂游戲應(yīng)該為課堂教學(xué)服務(wù)，當(dāng)他成為一種擺設(shè)，或者是為游戲而游戲的時(shí)候，課堂游戲就失去了他的魅力了。教師有必要經(jīng)常走近學(xué)生，不斷與學(xué)生溝通，這樣才能使課堂形成富有情趣的、精彩紛程的教學(xué)過程。所以說，一堂課的成功于否不在于自己設(shè)計(jì)的有多么的精彩，同時(shí)還取決于學(xué)生對(duì)知識(shí)的