1、PEP Book4Unit5 BLets learn & Lets do 教案教案 教学内容：教学内容： word: knife, fork, chopsticks, bowl, spoon Lets do: Pass me the bowl. Pass me the knife. Cut the vegetables. Use the spoon. Use the fork. Now, lets try it. Sentences: Would you like some beef? Yes, please./No, thanks. 一、一、教学目标：教学目标： 1. 能听、说、认读表示餐具
2、的单词“chopsticks”，“bowl”，“fork”，“knife”和“spoon”。 2. 能读懂、运用句型“Would you like some .?”，“Yes, please, and pass me the ., please. ” 3. 能听懂、会做“B. Lets do”部分的指令，并了解 salad 的制作过程。 4. 培养学生健康的饮食观念。 二、设计思路：设计思路： 教学设计坚持由易到难的教学原则，先从单词到句型，再到对话教学，鼓励学生把所学 的句型结合起来，运用自己本身的知识，重新编排对话，注重学生理解和表达能力的培养。 三、三、教学重点：教学重点： 1. 有关餐
3、具的五个单词 knife, fork, chopsticks, bowl, spoon 的听、说、认读。 2. 句型 “Would you like .?”，“Yes, please, and pass me the ”的运用。 教学难点：教学难点： 1. 单词“spoon”的尾音的读法，字母“i”在单词“knife”和“chopsticks”中的发音。 2. “B. Lets do”部分指令的理解。 教学准备：教学准备： 1、单词卡片 knife, fork, chopsticks, bowl, spoon 2、课件 3、食物图片，餐具，沙拉食材，桌布。 板书设计：板书设计： Unit5 D
4、inners ready B Lets learn & lets doknife would you like some beef?fork Yes, please.chopsticks No, thanks.bowl spoon 教学过程： 教学结构教师指导学生学习设计说明 1.introduce myself: Good afternoon, boys and girls. Nice to meet you here. Today I am your English teacher. Do you want to know my name? OK, my name is Tammy. I
5、hope you can have a happy time in my class, OK ? 2. Guess the topic today. Show pictures about Chinese people and American peoples dinner time. T: Look at the pictures. Can you guess the topic today? T: Good. And today we will talk about tableware. 3. Game: Look and say quickly. T: Now lets play a g
6、ame. When you see the picture, try to say the word as quickly as you can. T: So many food. Are you hungry? Ss: Good afternoon. Ss: Nice to meet you, too. Ss: Yes. Ss: OK. Ss: Dinner. Ss: Food. Students speak out the words loudly. Ss: Yes. 通过对学生的 问候和自我介 绍不仅调节课 堂气氛， 同时也 拉近师生之间 的距离。 通过猜话题导 入可以激发学 生的好奇心
7、， 引 起学生学习的 兴趣， 并培引导 学生思考。 通过游戏的引 入主题， 营造了 一个轻松、 愉快 的学习氛围， 该 环节对之前学 过的食物进一 步复习和巩固， 并引出之前学 过的对话， 激发 起孩子原有的 Step 1 Warming up T: What would you like eat?Ss: Id like some.旧知， 为引出新 知做准备。 1.Teach the dialogue a. T: Would you like some fish? T:OK, here you are. When you want to eat fish, you can say” Yes,
8、please .” But when you dont want to eat it, you can say” No, thanks.” Got it? Good ,read follow me. b. Pairwork. Ss: Now two students a group to make the dialogue. 2.Teachnewwords“knife,fork, chopsticks, bowl, spoon” a.Teach “knife and fork. T：Im hungry. Id like some beef. But how can I eat the beef
9、. Look, whats this?(show a picture of steak, and a knife). Then I can use a fork to eat it.(show a picture of a fork). Teach students how to use knife and fork.(The knife is in the right hand, the fork is in the left hand. (教师出示词卡，学生听录音跟读,出 示具有相同音素的单词 rice，nice 和 or， 教师领读。适当的操练 b.Teach” chopsticks”.
10、 Ss: Yes. 学生跟读 Ssmakedialoguesin pairs.Thenshowthe dialogues. Ss: knife. Ss:fork. Ss: Try to use the knife and fork. 学生跟读。 Ss: No. Ss: Use chopsticks. 通过之前学的 What would you like?引出 Wouldyou like?起到很好 的正迁移作用。 让学生快速的 掌握本节课所 要学习的句型。 通过对话操练 让孩子们进一 步掌握本节课 的句型。 通过吃不同的 食物用不同的 餐具， 让学生在 接近实际生活 的情境下学习 有利于学生更
11、加牢固的记忆 单词。 通 过 chant 操 练， 增强孩子们 Step 2 Presentation And practice T: I want to eat noodles. Can I use a knife to eat noodles.(show a bowl of noodles). Ss: How can I eat noodles? Ss: Show me your chopsticks. (教师出示词卡，学生听录音跟读) Chant to practice the new word. c. teach “bowl” T: show the photo of the bowl
12、. Whats this? (出示 词卡，放单 词音， 出示单 词 yellow ,window 等相同音素的单词.教师 领读) T ： Do you want a bowl? I have many beautiful bowls. If you want the bowl, you can say “Pass me the bowl.” T：Show a rice bowl and a soup bowl. d.teach “spoon” T: Can I drink soup with chopsticks? T: I can use. T: Good.(出示词卡，放录音，出示有相同 音
13、素的单词 cool，noodles，学生开 火车读) Introduce soup spoon, ice cream spoon, coffee spoon. 3. Listen and repeat T: John is eating dinner at Wu yifans home. Wu yifans mom is a good cook. She cooked a lot of delicious food. Lets listen what would John like and what tableware Ss show the chopsticks in hands. 学生跟读
14、 Ss chant together. . Ss: bowl 学生跟读 Ss: Pass me the bowl. (say it group by group) Ss: No. Ss: spoon 学生跟读,开火车读。 。 Ss: John would like beef. Ss: Knife and fork. Ss repeat lets learn. 对新词的理解 和记忆， 有利于 培养学生对英 语的持久兴趣。 渗透音素教学， 让孩子更容易 准确地掌握单 词的发音。 将句子穿插在 单词学习中， 让 学生潜移默化 的掌握 lets do 的句型。 让学生将所学 的单词运用到 生活当中能更
15、 好的对学生所 学的单词进行 巩固和运用。 在语言学习的 过程中必要的 语音输入有利 于学生掌握正 确的发音。 he needs. T: Now lets repeat lets learn. 4.Game: Whats missing? T: You are good at eating. Now lets play a game. Ss watch carefully and found out whats missing. 通过游戏的方 式来巩固新学 单词， 增强了学 习的趣味性， 使 学生在轻松愉 快的学习气氛 中掌握所学单 词。 Step 3 consolidation And ex
16、tension 1.Lets do. T: You really did a good job. I want to make a salad for you. But first lets learn how to make a salad. a.I say you do. b.Do and say together. T: Look, here are so many fruit, Do you want to eat fruit salad. Now I will make a salad for you. (邀请学生一起制作沙拉并 分享) 2.Group work: your frie
17、nds are eating dinner at your home, make dialogues with your friends.（一人当小主人，其他为小 客人，小主人询问小客人想吃的食物， 选择所需的餐具。 ） A: Would you like some ? B: Yes, please. Pass me the ，please. 3. Make fruit salad together in each group. Ss learn how to make a salad Ss say and do 学生配合老师制作沙拉 并品尝沙拉。 Ss work in group to fi
18、nish the task. Ss show the dialogue. 通过 salad 的制 作过程让学生 对本次的学习 内容更加感兴 趣， 和学生分享 salad 可以很好 的调动学生的 积极性。 通过创设情境， 让学生在情境 中运用所学习 的语言知识， 不 仅可以更深层 次的理解和掌 握所学语言知 识， 而且通过大 组活动可以培 养学生的合作 能力。 让学生感受做 沙拉和享受美 食的同时复习 和巩固本节课 所学的单词和 句子。 1. Copy the words “knife，fork , chopsticks ,bowl ,spoon” 3 times. 2. Listen and read the words and sentences after class. 3. Make a salad with your parents. 作业的设计意 图是想让孩子 们将所学的知 识真实的运用 到日常生活中 去。 Step 4 Home work
