2020年秋人教PEP四年级英语上册教案：Unit 5 Dinner’s ready

Unit 5 Dinner’s 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“What’s for dinner?”“—What would you like (for…)? —I’d 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:
句型
·能够听、说、认读句型“What’s for dinner?”“—What would you like (for…)? —I’d 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…)? —I’d 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“What’s for dinner?”询问用餐的食物
·能够按意群朗读“—What would you like for dinner, John? —I’d 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 Let’s talk & Let’s survey
第二课时: Part A Let’s learn & Let’s play
第三课时: Part A Let’s spell
第四课时: Part B Let’s talk & Let’s play
第五课时: Part B Let’s learn & Let’s do
第六课时: Part B Read and write & Let’s check & Let’s sing
The first period（第一课时）
Part A Let’s talk & Let’s survey
▶教学内容与目标
课时教学内容课时教学目标
Let’s 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…)? —I’d 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“What’s 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
Let’s 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愿的句型,并进一步巩固和运用食物类词汇
▶
1.能够听懂、会说句型“—What would you like (for…)? —I’d like (I would like) some…, please.”“What’s 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…）? —I’d like (I would like) some…, please.”来征求并表达用餐意愿。

▶教学准备
1.预习本课时的相关内容。

2. PPT课件、单词卡片、人物头饰、厨师帽、食物及饮品图片、价格标签等。

▶教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing a song—Let’s 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，再消失) T: If you know the word, you can stand up and read it aloud.
(2)Drive a train. Teaching 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。

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 groups of six. Ask every student in the group to ask and answer questions in turn. Make a model:
T: Oh, I’m hungry. I’d like some bread and milk. What would you like?
S1: I ’d like some… What would you like?
S2: I’d like some… What would you like?
S3:…
Step 2: Presentation
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! It’s 6:00 in the evening. It’s time for dinner. Guess what “dinner” means.
Ss:晚餐。

T:Yes. I’m hungry. What’s for dinner? (Show the word card.) Dinner, dinner, /d/-/ɪ/-/n/-/ə (r)/, //.
Write down the sentence “What’s for 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“What’s for dinner?”，餐桌上就出现一种食物，依次为fish, rice, egg, soup, vegetable)
Ss: What’s for dinner?
T: Some fish/rice/eggs.
Ss: What’s for dinner?
T: Some soup. (Show the word card.) Soup, soup, /s/-/u:/-/p/, /su:p/, some soup.
Write down the word “soup” on the blackboard and teach it.
Ss: What’s for dinner?
T:Some vegetables. (Show the word card.) Vegetable, vegetable, /vedʒ/-/tə/-/bl/, //, some vegetables. Pay attention to the pronunciations of “v/v/” and “s/z/”.
Write down the word “vegetable” on the blackboard and teach 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! Dinner’s ready! I can eat now. (Show the word card.) Ready, ready, /r/-/e/-/d/-/i/, //. Dinner’s ready! Teaching purpose
设置情景，让学生在情景中学习新单词，感知新句型。

Write down the sentence “Dinner’s ready!” on the blackboard and teach it.
T: What would you like for dinner?
Write down the sentence “What would you like for dinner?” on the blackboard and teach it.
S1: I’d like some…
Write down the sentence “I’d like some…” on the blackboard. Lead more students to answer the question “What would you like for dinner?” by using this sentence structure.
2. Let’s talk.
(1)Talk about Picture 3 of “Let’s talk” and predict the main idea of the dialogue. (课件出示:教材P48 Let’s talk板块的图三)
T:(Point to the picture.) Wow, a lot of delicious food! Dinner’s ready! What’s for dinner?
Ss: Some soup, some bread, some fish and some vegetables.
T:Look at the food. I’m hungry. I’d like some bread. Are you hungry? What would you like?
S1: Yes. I’m hungry. I’d like some…
S2:…
T: Mike is hungry, too. What would he like?
(2)Watch the video and answer the questions.
Show Picture 1 of “Let’s talk”. (课件出示:教材P48 Let’s talk板块的图一)
T: Where are Mike and his mother?
Ss: They are in the kitchen.
T: Mike is hungry. What would Mike like for dinner? Let’s 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 Let’s talk部分的音频)
T: What would Mike like?
Ss:Some soup and bread. Mike says, “I’d like some soup and bread, please.”
T: What would Mike’s dad like for dinner? Let’s 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)
T: What would Mike’s dad like?
Ss:Some fish and vegetables. Mike’s dad says, “Some fish and vegetables, please.”
(3)Read after the video.
T:Boys and girls, let’s read the dialogue after the video. Please listen to it and read carefully. Teaching purpose
通过各项活动，使学生能够充分理解课文内容，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。

Teaching purpose
教师播放录音，学生听录音跟读。

引导学生按正确的语音、语调及意群朗读对话，并能够进行角色扮演。

Play the video again and ask students to read 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 we’ll find the best actor or actress. Please come to the front and show the dialogue.
Take out some headdresses and ask some students to act out the dialogue.
(5)Retell the dialogue according to the blackboard-writing and the pictures of “Let’s talk”.
Make a model first and then lead students to retell the dialogue without their textbooks.
Step 3: Practice
Let’s survey.
(课件出示:教材P48 Let’s survey板块的表格及以下句型)
T:Suppose it’s time for dinner. What would you like for dinner? Let’s make a survey.
Let students do the survey in groups of four.
Make a model:
T: S1, what would you like for dinner?
S1: I’d like some fish and rice.
T: S2, what would you like for dinner?
S2: I’d like some bread and milk.
T:…
S3:…
T: S1 would like some fish and rice. S2 would like some bread and milk. S3…
Ask each group to choose a reporter to interview the other three
students, fill in a form and report the results to the whole class. Step 4: Consolidation & Extension
1. Make a new dialogue.
Ask students to imitate the text to make a new dialogue.
(1)Make a model. Teaching 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。

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及表达用餐意愿。

(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 out their dialogues.
2. In the restaurant.
(课件出示:一家餐厅的背景和句子“Don’t 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, I’m a cook. I can cook delicious food.
Please come to my restaurant for dinner. My restaurant’s rule is “Order
as much as you can eat. Don’t waste food.”
T: Welcome to my restaurant! What would you like for dinner?
S1: I’d like…
T: 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
▶作业设计
1. Read the dialogue of “Let’s 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 Aims
Let’s talk
·Be 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 the sentence structures “—What would you like (for…)? —I’d like (I would like) some…, please.”in situations.
·Be able to use the sentence “What’s for dinner?”in situations properly.
·Be able to understand the new words in context and pronounce them correctly.
Let’s survey
·Be able to further consolidate and use the 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 Priorities
·Be able to understand and speak the sentence structures “—What would you like (for…)? —I’d like (I would lik e) some…, please.” “What’s for 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 Difficulties
·Be able to use the sentence structures “—W hat would you like (for…)? —I’d like (I would like) some…, please.” to ask for and express the will to eat in situations.
▶Teaching Procedures
（续表）
The second period（第二课时）
Part A Let’s learn & Let’s play
▶教学内容与目标
课时教学内容课时教学目标
Let’s learn
·能够听、说、认读单词“beef, chicken, noodles, soup, vegetable”
·能够熟练运用句型“—What would you like? —I’d like some…”征求和表达用餐意愿Let’s play
·能够模拟餐馆中顾客点餐时与服务员之间的对话，并且能够快速找到食物图片或判断图片的正确性
▶
1. 能够听、说、认读单词“beef, chicken, noodles, soup, vegetable”。

2. 能够在真实或虚拟的情景中熟练运用句型“—What would you like? —I’d like some…”征求和表达用餐意愿。

▶教学难点
能够熟练运用所学单词及核心句型进行简单的点餐活动。

▶教学准备
1.预习本课时的相关内容。

2. PPT课件、课文录音、视频、卡片等。

▶教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Let’s chant.
Let students change the words of food to make a new chant.
Teaching purpose
韵句既可以激发学生的
学习兴趣，又可以复习上节
课Let’s talk板块的内容。

再
通过游戏复习所学有关食物
或饮品的单词和数词，激活
学习背景，为学习新知识做
3. Sharp eyes.
Review the words of food and drinks. (课件出示: apple, 10 apples, banana, 12 bananas, egg, 5 eggs, bread, milk, rice, juice, fish依次快速出现并消失)
T: If you know the word or the phrase, you can stand up and read it aloud.
Step 2: Presentation
1. Teach the new words.
Show a picture of a restaurant. (出示课件)
(1)T: Welcome to my restaurant—Fresh Restaurant. We have lots of yummy food. This is the menu. (课件出示: 教材P49 Let’s learn板块的菜单) Let’s have a look! The rice is one yuan. The fish is…
Ss:The fish is ten yuan. The juice is five yuan. The milk is two yuan. The bread is one yuan.
（2）Teach the word “noodles”.
T:Good! Guess what these are. They’re usually long and white. (Show the back of the card.) Yes, they’re noodles. Noodles//, n/n/-oo/u:/-dle/dl/-s/z/, noodles//. (课件出示: 图片一: 筷子夹一根面条，出示单词noodle；图片二:一碗面条，出示单词noodles) Put the word card of “noodles” on the blackboard and write down this word. Ask students to read and chant after the teacher with some actions.
T:Noodles, noodles, long noodles. I like noodles. If you’d like some noodles, you can say, “I’d like some noodles. Yummy, yummy!” What would you like?
Ss: I’d like some noodles. Yummy, yummy!
T: Look! There are many kinds of noodles. (课件出示:各种面条的图片) We have egg noodles, vegetable noodles, beef noodles and chicken noodles. Eggs and noodles are egg noodles, so vegetables and noodles are vegetable noodles.
(3)Teach the word “vegetables”. （课件出示:一个西红柿，一根黄瓜，一个南瓜）
T: Look! Are they fruit?
Ss: No.
T:They are vegetables. Vegetable//, ve/ve/-ge/dʒ/-ta/tə/ -ble/bl/, vegetable//.
Put the word card of “vegetables” on the blackboard and write down this word. Ask students to read and chant after the teacher. Let students pay attention to the change of singular and plural forms.
T:Vegetable, vegetable, green vegetables, red vegetables, yellow vegetables… I like vegetables. What would you like? Teaching purpose
创设情境，利用餐馆这个环境来引出本课的重点知识。

用菜单这一餐馆中常见的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。

Ss: I’d like some vegetables. Yummy, yummy!
(4)Teach the word “beef”.
T: Beef noodles are very yummy. Beef is from the cow. （课件出示:牛和牛肉的图片）I like beef. Do you like beef?
Put the word card of “beef” on the blackboard and write down this word. Ask students to read and chant after the teacher.
T: Beef/bi:f/, b/b/-ee/i:/-f/f/, beef/bi:f/. I like beef. What would you like?
Ss: I’d like some beef. Yummy, yummy!
(5)Teach the word “chicken”.
T: Chicken is very yummy, too. We often eat chicken in the KFC. Do you like chicken? （课件出示:鸡肉的图片）
Put the word card of “chicken” on the blackboard and write down this word. Ask students to read and chant after the teacher.
T:Chicken//, ch/tʃ/-i/ɪ/-ck/k/-en/ɪn/, chicken//. I like chicken. What would you like?
Ss: I’d like some chicken. Yummy, yummy!
(6)Teach the word “soup”. (课件出示:各种汤的图片)
T: (Point to the picture of soup.) What’s this? It’s soup. Soup/su:p/, s/s/-ou/u:/-p/p/. Look! There are many kinds of soup in my restaurant. What are they?
Ss:They are egg soup, vegetable soup, fish soup, beef soup and chicken soup.
T: I like fish soup. What would you like?
…
2. Watch the cartoon and answer the question.
(1)T:It’s 6:00 o’clock in the evening. It’s time for dinner. My restaurant is open now. Welcome to Fresh Restaurant. This is the menu. (课件出示: 教材P49 Let’s learn板块的菜单) What would you like?
S1: I’d like some beef, please.
T:You should eat some rice, noodles or bread. Or you won’t be full.
（课件出示:标示出菜单中的主食:rice, noodles, bread）
S1: I’d like some beef and rice, please.
T:OK. Twenty-one yuan, please. Oh, look! Zoom and Zip are in my restaurant. What would Zoom like? Guess!
S1:Maybe some…
S2:Maybe some…
…
T: Maybe! Let’s watch the cartoon and answer “What would Zoom like?”Teaching purpose
继续创设情境，结合情境练习本课句型，再在上一课的句型基础上加上食物的价格，让学生将食物与价格建立起联系，为之后的对话创编做好准备。

教师播放Let’s learn板块的录音，学生听录音跟读,引导学生按照正确的语音、语调朗读对话。

通过在小组中创编并分角色表演对话，激发学生的兴趣，然后挑选小组，全面呈现操练结果,巩固本课的重点句型，强化语言知识点。

Pl ay the cartoon of “Let’s learn”. (出示课件) Ask students to read after it.
(2)Let students read the dialogue again and answer the question.
Check students’ answers and lead students to make an introduction according to their answers. It can be done like this: Zoom says, “I’d like some vegetables, please.”
(3)Read and act.
①Play the recording again and ask students to read after it. （出示课件）Lead students to try to imitate the pronunciation and the intonation of the recording. Let them read together and read freely.
②Let students read the dialogue in pairs and choose some food. Several minutes later, ask some students to act out their dialogues.
Make a model:
S1: What would you like?
S2: I’d like some chicken, vegetables and rice.
S1: OK. Twenty-one yuan, please.
S2: Here you are.
…
③Choose the best performers and give awards.
Step 3: Practice
1. Play a game—“What’s missing?”
(游戏说明:单词noodles, vegetables, beef, chicken, soup在课件上逐一消失，让学生快速读出消失的单词。

)
2. Let’s match.
Let students match the corresponding words with the pictures.
T: Now let’s match. I show the pictures, you read the words.
3. Play a game—“What would I like?”
Make a model:
T: Please guess. It’s five yuan on the menu. What would I like?
S1: You’d like some juice.
T: No.
S2: I know. You’d like some vegetables. Please guess. It’s ten yuan on the menu. What would I like?
S3:…
Ask some students to do as they do.
Step 4: Consolidation & Extension
1. Let’s play . Teaching purpose
通过活动，使学生形成对于新授词汇的立体记忆，以达到牢固掌握本课新授词汇的目的。

Teaching purpose
让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，使学生在模拟的情境中进行比较流畅的对话，帮助学生提高口语表达能力。

Let students work in groups of six.
T: You know the restaurant well and you know how much the food
is. Now let’
s play. Please make a dialogue in groups. One of you can be the waiter or waitress in the restaurant. The others go to the restaurant and order.
2. According to the dining principles, design your own three meals.
Choose students with the most reasonable three meals and the best handwriting.
▶板书设计Teaching purpose
这是对学生听说读写中“写”的训练，同时让学生明白“珍惜粮食, 科学搭配, 均衡营养”，并学会根据自己的喜好，设计自己的三餐。

▶作业设计
1. Read the new words and the dialogue of “Let’s learn” five times.
2. Design three meals for your parents.
3. Do the exercises.
▶教学反思
1. 由chant和游戏引入，带领学生复习已学的与食物有关的单词和上一课的句型，迅速抓住学生的注意力。

2. 通过情景引入新词，做到在语篇中呈现单词，具有情景性和完整性，也最大限度地增加了单词在篇章中的运用频率，尽可能地提高综合语言运用能力。

3. 从听到说，再到读，从大量的输入再到学生自主的输出，由易到难，呈现递进关系，同时运用多种方式调动学生学习的能动性与积极性。

4. 最后把“写”与生活相结合，并对学生进行思想教育，让学生把所学知识与生活更紧密地结合起来。

▶Teaching Contents & Teaching Aims
Let’s learn
·Be able to listen, speak and read the words “beef, chicken, noodles, soup, vegetable”.
·Be able to use the sentence structures “—What would you like? —I’d like some…”
skillfully to ask for and express the will to eat.
Let’s play
·Be able to simulate the dialogue between the customer and the waiter when ordering in the restaurant and quickly find the picture of food or judge the correctness of the pictures.
▶Teaching Priorities
·Be able to listen, speak and read the words “beef, chicken, noodles, soup, vegetable”.
·Be able to use the sentence structures “—What would you like? —I’d like some…”skillfully in real or virtual situations to ask for and express the will to eat.
▶Teaching Difficulties
·Be able to use the key words and sentence structures to carry out simple ordering activities.
▶Teaching Procedures
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes Stages
（续表）
The third period（第三课时）
Part A Let’s spell
▶教学内容与目标
课时教学内容课时教学目标
Let’s spell
·能够感知并归纳-e在单词中的发音规则
·能够读出符合-e发音规则的单词
·能够根据单词读音拼写出符合-e, -e-以及a-e, i-e, o-e, u-e发音规则的单词
▶教学重点
1.感知并归纳字母e在开音节（-e）与闭音节（-e-）中的发音规则。

2.能够读出符合-e和-e-发音规则的单词。

▶教学难点
能够根据单词的读音拼写出符合发音规则的单词。

▶教学准备
1.预习本课时的相关内容。

2. PPT课件、课文录音、视频、卡片等。

▶教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Let’s chant.
T: Who can try to make a new chant like this? Please have a try!
Step 2: Presentation
Teaching purpose
通过复习已经学过的字
母发音自编韵句进行热身，
帮助唤醒学生的已有知识。

1. Present the pictures.
(1)Talk about the pictures.
T:This is Lee. He is ten. He has… Tell me more about him.
Ss: He is thin. He has a red pen.
T: Look! This is Eve. Tell me something about her.
Ss: Eve is a girl. She is ten. She has a yellow pen.
(课件出示:男孩女孩身边的笔消失，然后一起找笔，红色的笔在课桌上，黄色的笔在床上)
T: Where’s the red pen? Where’s the yellow pen?
Ss: The red pen is on the desk. The yellow pen is on the bed.
(课件出示:Zoom出现并拿到笔说:“Let me get the pens.”)
Write down “he, she, me” and “ten, red, pen, yellow, desk, bed” on the blackboard.
T:Read the chant together, then observe these words and tell me the common letter among them.
Ss:Letter “e”.
(2)Look at the words and find out the pronunciation rules.
T:Look at these words “he, she, me”. What’s the sound of the letter “-e”? Listen to me carefully. (Read these words.)
Ss: /i: /.
Teach the sound /i: /.
T:Look at these words “ten, red, pen, yellow, desk, bed”. What’s the sound of the letter “-e-”? Listen to me carefully. (Read these words.) Ss: /e/.
Teach the sound /e/.
(3)Compare these words and summarize the pronunciation rules of the letter “e”.
Teaching purpose
让学生通过读韵句观察一些单词，发现它们的共有字母e在-e的结构中发相同的读音/i: /，在-e-的结构中发/e/。

通过随录音跟读，让学生初步感知、体验音素与字母之间的对应关系，为下面的拼读练习做准备
2. Let’s read.
Show the words “me, be, we, set, red, hen, beg, let” on the PPT.
（出示课件）
T: Who can read these words?
(1)Ask some students to read these words.
(2)Read aloud together.
3. Read, listen and chant.
(1)Show the pictures and the words. (课件出示:教材P50 Read,
listen and chant部分的内容)
Ask students to read the words one by one and then read in groups.
(2)Let’s chant.
Show the chant of “Read, listen and chant” on the PPT.
①Ask students to listen and read after it.
②Read together with students.
Step 3: Practice
1. Read, listen and tick.
(课件出示:教材P50 Read, listen and tick部分的图片)
T: Look at these words. Who can read these words?
Ss:…
T: Good! Now listen to the recording and tick the words you hear,
please. (课件出示:教材P50 Read, listen and tick部分的音频)
Check the answers.
Answers: be; red; me; she; let
2. Listen, circle and write.
(1)Let students observe the four pictures and guess what words
should be filled in the picture. (课件出示:教材P50 Listen, circle and
write部分的图片)
(2)Lead students to listen to the recording and write down the
answers. Then check the answers.
Answers: rice; he; red; we
T:Rice. Is it for “-e” or “i-e”?
Ss: It’s for “i-e”.
T:So circle “i-e”.
T:He, circle…
Ss:“-e”.
Step 4: Consolidation & Extension
Teaching purpose
让学生将单词的读音与
拼写结合起来，同时帮助学
生区分字母e在开音节与闭
音节里的不同发音。

Teaching purpose
让学生在做游戏和任务
Teaching purpose
教师变换不同的辅音字
母，让学生尝试读出新单词。

对含有字母e的单词的读
音，进行强化训练。

培养学
生“见词能读”的能力。

Teaching purpose
在歌谣中练习所学字母
e的读音，做到音不离词，
词不离句。

Teaching purpose
让学生通过观察和书写
单词，训练学生根据发音规
则拼写单词的能力，真正做
到把语音的学习落实到单词
的拼写上面。

培养学生“听
词能写”的能力。

1. 1Play a game —“Pick the apples from the tree.” (课件出示:一棵苹果树，苹果上的单词为“we, wet, yes, me, pencil, Lee, hen, be, set, met, he, let, desk, tell, she”,树下两个篮子，一个是“-e/i:/”，一个是“-e-/e/”)
Divide students into two groups. Let one group use the basket “-e/i:/” and the other use the basket “-e-/e/”.
T: Now you ’re competing to pick apples. Give you ten seconds. The winner belongs to the fast and accurate group.
2. Listen and lift.
The teacher gives out some word cards to students. When the teacher says a word, students find the corresponding word card and lift it up.
3. Make a new chant.
T: It ’s chant time. Listen first, then chant together. E, e, e; it ’s in “he”, /i:/, /i:/, /i:/. E, e, e; it ’s in “pen”, /e/, /e/, /e/.
Ask students to make a new chant one by one.
Use these chants to review the pronunciations of le tters “a, e, i, o, u”.
▶板书设计
▶作业设计
1. Write the words “rice, he, red, we” in four lines and three grids.
2. Think about other words with the letter “-e” and “-e-”.
3. Do the exercises. ▶教学反思
本课是人教PEP 四年级上册第五单元的语音教学板块。

小学英语语音教学是教会小学生运用英语语音的基本知识，提高听、说、读、写的基本技能，培养学生的英语语感以及对听、说的感性认识。

结合四年级学生的年龄特点，本课设计突出了以下几点:
1. 创设语言情境，在语境中学习语音。

2. 拼读结合，在多层次的活动中练习语音。

3. 由浅入深，培养了学生的分析能力和举一反三的能力。

4. 利用自编chant ，师生频繁互动，小组竞赛等形式，使原本枯燥的语音课变得生动起来。

Teaching purpose
锻炼学生能听懂所学的语音例词。

提高学生的听音辨音能力。

Teaching purpose
通过韵句来完整呈现本课的重点语音知识，并复习总结前四课的语音知识。

▶Teaching Contents & Teaching Aims
Let’s spell
·Be able to perceive and summarize the pronunciation rule of “-e” in words.
·Be able to read words that conform to the pronunciation rule of “-e”.
·Be able to spell out the words that conform to the pronunciation rules of “-e, -e-”and “a-e, i-e, o-e, u-e”according to the pronunciation of the words.
▶Teaching Priorities
·Be able to perceive and summarize the pronunciation rules of the letter “e” in the open syllable and closed syllable.
·Be able to read the words that conform to the pronunciation rules of “-e”and “-e-”.
▶Teaching Difficulties
·Be able to spell out the words that conform to the pronunciation rules according to the pronunciation of the words.
▶Teaching Procedures
Teaching
Stages
Teacher’ s Activities Students’ Activities Teaching Purposes
Warm-up
& Revision 1. Greetings.
2. Let’s chant.
1. Greetings.
2. Read the chant together.
Warm up with the
pronunciation of the
letters they have learned
through the chant.
Presentation 1. Present the pictures.
(1)Talk about the pictures.
(2)Look at the words and
find out the
pronunciation rules.
(3)Compare these words
and summarize the
pronunciation rules of
the letter “e”.
(1)Talk about the pictures, then
read the chant and review
the words “he, she, me” and
“ten, red, pen, yellow, desk,
bed”.
(2)Read and find out the
pronunciation rules. Learn
the sounds of“/ i:/”and
“/e/”.
(3)Compare these words.
Let students have a
preliminary perception by
reading rhymes. Find out
the pronunciation rules by
observing and comparing.
Prepare for the following
spelling exercises.
2. Let’s read.
Show the words “me, be,
we, set, red, hen, beg,
let” on the PPT.
Read these words. Pay attention
to the pronunciation of letter
“e” in the words.
Change different
consonants and ask
students to read the new
words. Develop students’
ability to read words.
The fourth period（第四课时）
Part B Let’s talk & Let’s play
▶教学内容与目标
课时教学内容课时教学目标
Let’s talk
·能够理解对话大意
·能够用正确的语音、语调朗读对话
·能够在情景中恰当运用句型“—Would you like…? —Yes, please./No, thanks. I can use…”
提出餐具使用建议并做出正确回应
·能够在情景中恰当运用功能句“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Let’s play ·能够在选择食物的场景中巩固运用句型“Would you like some…?”
▶
1.能够听懂、会说句型“—Would you like some…? —Yes, please./No, thanks.”“Help yourself.”。

2.能够理解并正确朗读课文对话，做到发音准确、语调自然。

▶教学难点
能够在真实的情景中运用本课的句型来向别人提出用餐建议或餐具使用建议。

▶教学准备
1.预习本课时的相关内容。

2.PPT课件、课文录音、视频、卡片、筷子和刀叉等。

▶教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Enjoy the song—What would you like?(课件出示:教材P54
Let’s sing板块的歌曲动画)
3. Play a game—“What’s missing?”
(课件出示:egg, juice, bread, milk, water, fish, rice, cake, beef,
chicken, noodles, soup, vegetables的图片依次快速出现，再消失)
T: Look! A lot of food! What are they?
Ss:…
T: Now, what’s missing?
Ss:…
4. Free talk.
Teaching purpose
通过听音乐和玩游戏来
复习学过的词汇，在自由谈
话中复习A部分的句型，帮
助唤醒学生的已有知识，并
为下一环节的学习做好准
备。

T: What delicious food! Oh, I’m hungry. I’d like some fish, chicken and beef. (教师表现出一副很想品尝的模样) What would you like?
Ss: I’d like some…
Step 2: Presentation
1. Teach the new words and sentences.
（1）(课件出示:18:00的闹钟和一些食物的图片)
T: It’s time for dinner. What would you like for dinner? Would you like some beef? If you would, you can say, “Yes, please.” If you wouldn’t, you should say, “No, thanks.”
S1: Yes, please.
T: Would you like some rice?
S2: No, thanks.
…
Write down the sentence structures “—Would you like some…? —Yes, please./No, thanks.” on the bla ckboard. Read these sentences together.
（2）T: I want to eat some noodles. What can I use? (课件出示:一双筷子和一副刀叉)
T:(Pick up the prepared tableware.) Chopsticks or a knife and fork?
(Students point to the chopsticks.)
T:Yes, chopsticks//, ch/tʃ/-o/ɒ/-chop/tʃɒp/-sticks/stɪks/,
//. I can use chopsticks.
Write down the word “chopsticks” on the blackboard and teach it.
(3)T:(Point to S1.) He would like some beef. What can he use? Chopsticks or a knife and fork?
(Students point to the knife and fork.)
T:Yes, a knife and fork. Knife/naɪf/, kn/n/-i/aɪ/-fe/f/, /naɪf/; fork/fɔ:k/, f/f/-or/ɔ:/-k/k/, /fɔ:k/. Knives and forks are used in sets. A set of knife and fork means a knife and fork. He can use a knife and fork.
Write down the phrase “a knife and fork” on the blackboard and teach it.
T: (Point to some food on the table on the PPT and say to students.) Now, dinner’s ready! Help yourself. Help/help/, e/e/, help/help/, yourself//, your/jɔ:/-self/self/, yourself//.
Write down the sentence “Help yourself.” on the blackboard and teach it.
T: You are all po lite, so you should say…
Ss: Thanks.
T: Good! Oh, I can use chopsticks, but I can’t use a knife and fork. Can you teach me? Teaching purpose
设置情景，让学生在情景中学习新单词，感知新句型。