人教PEP版四年级上册Unit 5 Dinner's ready-B-ppt课件-(含教案)-部级优课-(编号：d271f).zip

UnitUnit 5 5 DinnerDinner s s ready!ready! B B LetLet s s talktalk WhatWhat food/orfood/or drinkdrink dodo youyou see?see? WhatWhat food/orfood/or drinkdrink dodo youyou see?see? WhatWhat wouldwould youyou like?like? chickenchicken sandwicsandwic h h hamburghamburg erer eggegg ricerice pizzapizza hothot dogdog broccolibroccoli cakecake saladsalad soupsoup oniononion iceice creamcream milkmilkfishfish juicejuicewaterwaterjuicejuicelemonadlemonad e e 西兰花西兰花洋葱洋葱 A:A: WouldWould youyou likelike some.?some.? B:B:YesYes, , please!please! / / No,No, thanks.thanks. PairPair workwork ListenListen andand choosechoose WhatWhat s s forfor dinner?dinner? Mum: What would you like for dinner, Mike? Mike: Id like some beef and soup. Mum: OK. Would you like some chicken? Mike: No, thanks._ Mum: Would you like some fish, Wu Yifan? Wu: No, thanks. I dont like fish. Mum: How about some bread and salad? Mike: Great! LetsLets checkcheck LookLook andand guessguess （猜猜他们在说什么？） DinnersDinners ready!ready! HelpHelp yourself.yourself. Thanks!Thanks! c a a knkni if fe e andand forfork k chopsticchopstic ksks nine for knkni if fe e forfork k InIn China,China, wewe useuse chopstickschopsticks forfor food.food. InIn WesternWestern countriescountries （西方国家）（西方国家）, , peoplepeople useuse a a knifeknife andand forkfork forfor food.food. LookLook andand guessguess （猜猜WuWu YifanYifan在说什么？ ） WouldWould youyou likelike a a knifeknife andand fork?fork? CanCan MikeMike useuse chopsticks?chopsticks? Yes,Yes, hehe can.can. LookLook andand guessguess （猜猜妈妈在说什么？） WouldWould youyou likelike somesome soup?soup? WouldWould theythey likelike somesome soup?soup? Yes,Yes, theythey d d likelike somesome soup.soup. WatchWatch andand answeranswer ListenListen andand followfollow ( (跟读) ) CompleteComplete thethe dialoguedialogue ( (补全对话) ) HelpHelp yourself.yourself. WouldWould youyou likelike a a knifeknife andand fork?fork? WouldWould youyou likelike somesome soup?soup? DubDub andand actact ( (边配音边表演) ) Tip:Tip:语气、表情、动作到位哦！语气、表情、动作到位哦！ ThankThank youyou forfor youryour dinnerdinner WuWu YifanYifan! ! YoureYoure welcome!welcome! ComeCome toto mymy homehome forfor dinnerdinner nextnext timetime! !( (下次来我家下次来我家 吃晚饭哦！吃晚饭哦！) ) ImIm lookinglooking forwardforward toto it! it! !(期待期待 哦！哦！) LetLet s s actact （演一演） Help yourself. Would you like some.? Can I have some.? Have some. Do you like.? . YouYou cancan useuse: : YouYou cancan getget: : 选择图二仿照课文选择图二仿照课文 进行对话。进行对话。 选择图一及二，仿选择图一及二，仿 照课文进行对话。照课文进行对话。 选择图一及图二，加上选择图一及图二，加上 自己的句子，动作、语自己的句子，动作、语 气和表情丰富。气和表情丰富。 1.Read P51 three times. 2. Ask your friends what food do they like and invite them to have dinner with you . ( 询问你的朋友喜欢什么食物并邀请他们共进晚餐。) Homework 教学材料：人教小学英语四上教学材料：人教小学英语四上 Unit 5 B Lets talk 教师教师 姓名姓名 单单 位位 上课上课 年级年级 课题名称课题名称 四Unit 5 B Lets talk 教学 材料 分析 教学材料出自新教材 PEP 英语(2013 版)四年级上册 Unit5 B Lets talk（P51） ，本 单元的 topic 是 Dinners ready。本部分的核心句型是 Would you like some.?及其答 语 Yes, please./No, thanks， I can use chopsticks。教材通过 Mike 到吴一凡家里做 客用餐的情景，让学生感知上述句型的语义及语用情境。 教学 设计 说明 本节课是一节对话课。教学中设计多次听力训练，培养学生捕捉关键信息， 听懂简短对话的能力；预测，培养学生思维品质；读图，培养学生仔细观察，思 考能力。在“猜一猜” ， “听一听”等活动中让学生逐步理解、练习和运用核心句 型，发展学生的语用能力。对话前，对话后的情境续编使对话情境更加完整，有 意义。学生在情境中感知句型，学习句型，对话后的交际活动，让学生巩固、运 用所学的新句型。 教学 内容 确定 Mum: Dinners ready! Help yourself. Mike and Wu Yifan: Thanks. Wu Yifan : Would you like a knife and fork? Mike: No, thanks. I can use chopsticks. Mum: Would you like some soup? Mike and Wu: Yes , please. 教学 目标 定位 知识与能力目标： 1.学生能够理解对话大意。 2.能够用正确的语音语调朗读对话 3.能够在情境中恰当运用句型 Would you like some.?及其答语 Yes, please./No, thanks，I can use chopsticks 提出餐具使用建议并作出正确的反应。 4.能在语境中运用功能句 Help yourself. 能够在语境中理解新词 knife，fork， chopsticks 的意思，并能够正确发音。 情感目标： 1.渗透招待客人和用餐时的礼貌言行。 2.了解中西方饮食文化中餐具使用的差异。 教学 重点 难点 教学重点： 理解对话，学习、练习、在情境中运用 Would you like some.?及其答语 Yes, please./No, thanks， 教学难点： 模仿课文对话，进行真实、丰富的语言交际活动。 板书 设计 Dinners ready Help yourself! Would you like some.? Yes, please./No, thanks. 教学设计教学设计 教学教学 步骤步骤 教师活动教师活动学生活动学生活动建议说明建议说明 Warming up 1. Talk about teachers favourite food and drink. I like fish. I like watermelon juice. Ask Ss : What food/ drink do you like? Do you like.? 2. Show the video Ask three questions (1) What food/ drink do you see? (2) What food/ drink would you like? (3)Would you like some? Let the Ss understand the meaning of:Yes, please./ No, thanks. 3. Talk about Ss dinner. (1)Show the dinner list. 1.Stand up and answer: I like./ Yes, I do. /No ,I dont. I like Watch and remember Answer: (1)I see. Then read all the words about food and drink. (2)Id like(food/drink) (3)Ss try to answer: Yes. Please./ No.thanks. Ss try to ask T: Would you like some? Work in pairs: Would you like some.? Yes, please./ No, thanks. 谈论老师喜欢 的食物和饮料， 拉近学生距离， 引出话题。通 过问答，初步 唤起旧知。 通过观看视频， 提取信息并进 行归纳。复习 旧知，为新课 的学习奠定基 础。 通过教师询问， 引导学生用 Yes.Please./ No.thanks.回答。 然后再引导学 生提问 Would you like some?然后通 过小组合作谈 论 dinner，步 步为营，在情 境中学习操练 本课主要句型。 Presentation & Practice 1.T shows the picture (1)Who are they?/ Where are they?/ What time is it? Its dinner time. Whats for dinner? (2)Listen and choose. (3)Lets check 2. (1)T shows picture 1 of the text. Dinner is ready. What will mom say? What will Mike say? What will Wu Yifan say? (2)T shows picture 2 Whats in Wus /Mikes hand? Teach the words : fork, knife, a knife and fork, chopsticks. Show the tips. Have the Ss to guess: Can Mike use chopsticks? Listen and answer Check (3)T shows picture 3 (1)Look at the picture, answer the questions. (2)Listen and choose . Pay attention the key words about food and drink. Tell the answers Find the information by reading the dialogue quickly. (1)Ss Look at the picture carefully. Try to guess what they will say. (1) Ss try to read the words : fork, knife, a knife and fork, chopsticks Understand when do they use them. Try to guess, Listen and answer read the passage and check. Try to ask. 创设情境，引 导学生读图， 提取信息。补 充文本情境， 使对话更完整。 通过听力活动， 训练学生捕捉 关键信息，听 懂对话的能力， 通过核对答案， 呈现听力内容， 了解关于 Mike 到吴一凡家做 客的相关信息， 为对话学习做 好准备。 通过引导学生 读图，获取信 息，根据图片 猜测对话内容， 激发学生思维。 通过读图，引 导学生在语境 中理解和学习 knife，fork， chopsticks。通 过 tips 呈现中 西餐饮文化的 对比，了解文 化差异。通过 对来自加拿大 的 Mike 是否会 使用筷子的猜 测，加深了对 主体句的理解。 在 check 环节 中，培养了学 生提取关键信 Consolidation &extension Have the Ss pay attention to the picture. What will mom ask? watch and answer: Would they like some soup? 3. (1)Reading activities (2)Dubbing time T show how to dub. Ask Ss to dub 1. (1)T shows the pictures of Mike home Who are they? where are they? Who s coming? What will happen? (2)T plays the role of Mikes mom, make a new conversation with 2 Ss Watch the video and answer (1)Read after the tape. Pay attention to the pronunciation and the intonation. (2) Read and fill in the blanks Work in three, dubbing and act. (1)Ss : They are Mike and his mom. Theyre at Mikes home. Wu Yifan is coming. Its dinner time. (2) Work in three Try to use their own sentences to make a new conversation 息的能力。 引导学生观察 图片，根据手 指指的 soup， 猜测妈妈的话 语。让学生带 着问题看视频， 感受对话逻辑 关系,检测学生 理解能力。 通过模仿读， 挖空读，配音 表演多种朗读 形式，培养学 生朗读能力。 设置吴一凡去 Mike 家做客的 情境更具延续 性。引导学生 观察图片，运 用所学新句型， 结合旧知，创 编新对话，提 高了语言的综 合运用能力。 Assessment 1. Read P51 three times. 2. Ask your friends what food do they like and invite them to have dinner with you . 设计紧密联系 本课学习内容 和课型的作业。 即复习本课的 语言点，又将 学生的学习引 向课外更为广 阔的学习空间。 课后反思： 新教材不仅在情境和语言内容上有了极大的优化，而且配套资源非常丰富。因此，我立足课 文情境，在进入文本前设置了吴一凡妈妈和吴一凡，Mike 讨论晚餐的情境，将主体句融入对话， 让学生在情境中理解句型的功能。在拓展环节，设置了吴一凡去 Mike 家做客的情境，使情境更 完整，更有延续性。 如何在英语课堂上训练学生的思维能力，理解对话的逻辑关系，从而真正发展学生的语言能 力一直是我们努力的方向。我设计了看视频，记单词活动，通过读图，观察，预测，推理等活动， 训练学生思维能力，达到一定效果。 因此，在对话课中，如何训练学生的逻辑思维能力，如何设计对话后的大活动，提升学生的 语用能力？是今后我的改进方向。