四年级上册英语优质教案-Unit Five Dinner’s ready 第四课时 人教PEP

第四课时
课时内容
B. Let’s talk; Let’s play
课时分析
本课时在学习了如何询问和表达自己的用餐意愿的基础上，学习如何向别人提出用餐建议或餐具使用建议。

在Let’s talk部分中，Mike来到的Wu Yifan家里做客，妈妈让他们自己照顾自己。

Wu Yifan问Mike用餐刀还是餐叉，结果Mike选择用筷子。

接着妈妈问他们要不要来点汤，两个人都接受并表示感谢。

在这个对话过程中，呈现了向别人提出用餐建议的句式：Would you like some soup? 以及向别人提出用何种餐具的建议的句子：Would you like a knife? 以及正确的回应方式：Yes, please. No, thanks.
Let’s play活动中呈现了某个餐厅的“今日特惠”Amy向Sarah提出了用餐建议，Sarah表示同意。

可以针对这个图片内容让学生进行对话操练，以巩固所学的重点句式。

本课中的knife, fork, chopsticks都为下课时要学习的重点词汇。

在本课时中，只要求学生可以听懂会说即可。

课时目标
1. 能够听懂、会说句式：Would you like some....? Yes, please. No, thanks. Help yourself.
2. 能够理解并能正确认读课文对话，发音准确，语调自然。

3. 能够在真实的语境中运用本课的句型来向别人发出用餐或使用餐具的建议
课时重难点
1.重点：
能够听懂、会说句式：Would you like some....? Yes, please. No, thanks. Help yourself.
能够理解并能正确认读课文对话，发音准确，语调自然
2. 难点：
能够在真实的语境中运用本课的句型来向别人发出用餐或使用餐具的建议教学准备
1. 多媒体课件、录音机、磁带。

2. 单词卡片
教学过程
✪Step 1 Warm up
1.呈现韵句：What’s for dinner?学生齐唱。

Teacher: Let’s chant together.
It’s time for din ner. What would you like?
I’d like fish, I’d like rice. I’d like some juice, please.
It’s time for dinner. What would you like?
I’d like eggs, I’d like bread, I’d like some milk, please.
It’s time for dinner. What would you like?
I’d like beef I’d like chicken, I’d like some soup, please.
It’s time for dinner. What would you like?
I’d like fish, I’d like vegetables, I’d like some noodles. please.
设计意图：以学习过的食物名称作为韵句的支撑词汇，由上一课时与本课的重点句式作为韵句的主要结构来进行热身，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。

✪Step 2 Lead in
1.出示食物类单词图片，请学生读出单词，并和教师进行对话交流。

Teacher：What’s this? Say it as quickly as you can.
Teacher: What would you like?
设计意图：复习相关的食物类词汇，并以此为基础进行重点句式的问答交流。

2. 讨论吃饭时用的餐具，引出对话中的新单词。

Teacher：What do you use when have dinner?（呈现餐刀、餐叉、餐勺及筷
子）A knife? A fork? A spoon? Or chopsticks？（板书单词）Read after me, please. This line, please read knife one by one. This line, please read this word, fork. And this line, please read spoon one by one. The last line, read chopsticks please.
Teacher: What do you use? You use chopsticks, right?
设计意图：通过询问学生用餐时使用的餐具引出新单词，帮助学生理解其意思，并掌握其读音。

✪Step 3 Presentation
1.提出问题，引起学生的阅读兴趣。

播放对话，学生认真倾听，找出答案并展示。

Teacher：You use chopsticks to have dinner. What about Mike? What would he like? Let’s listen and find.
Teacher: Answer the question, please. Mike would like chopsticks.
2. 根据课文内容，分析东西方餐具使用的不同。

Teacher: Mike can use chopsticks. That’s so good. People in western countries usually use knives, forks and spoons. （呈现有关西方餐具使用规则的视频或文字、图片材料）We usually use ch opsticks. Sometimes we use spoons.
设计意图：引导学生发现东西方文化中餐具使用的不同。

✪Step 4 Practice
1. 播放课文内容，学生跟读，注意发音、语调。

Teacher：Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation.
2.自由读对话内容，分角色表演课文。

Teacher：Read the dialogue freely. Then I will ask you to act it out. Let’s find the best pair.
设计意图：通过跟读，保证学生能够正确朗读对话内容，而分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。

3. 展示食物及餐具的图片，学生快速读出单词。

Teacher: What’s this? Say it quickly.
4. 利用抽到的图片进行对话。

先抽食物，再抽餐具。

Teacher：Would you like some...（抽选一张食物图片，补全句子）noodles?
Student: Yes, please./ No, thanks.
Teacher:(再抽取一张餐具类图片) Would you like a knife?
Student: Yes, please./ No, thanks. I can use ...
Teacher: Who wants to play like this?
设计意图：在玩游戏之前，先帮助学生复习、重现所有的食物及餐具类单词。

为他们接下来的对话交流活动提供语料支撑。

接下来，通过老师示范，让学生明白游戏的玩法。

通过游戏让学生把握重点句式的结构，熟练表达重点句式。

5. 完成Let’s play活动。

Teacher: Look at this picture. It’s Today’s specials. That means these foods are cheap today. What would you like? Would you like some noodles? How much is it?
Teacher: Do a pair work. Ask and answer, please.
Teacher: Which pair wants to show your dialogue? Let’s find the best pair.
设计意图：利用教材中有关特惠菜的图片进行对话交流，让学生在交流中练习、使用重点句式，达到自由交流的目的。

Step 5 Summary
1. 利用图片，让学生编韵句，总结本课内容。

Teacher: Let’s chant.
What would you like? What would you like?
I’d like a (出示图片学生说出单词，编成韵句). I’d like a ...
设计意图：通过使用单词卡片编韵句，让学生再现、总结重点词汇与重点句式，从而巩固所学知识。

课堂作业
一、根据图片内容选出正确的单词，将序号填入括号内。

( ) 1. A. fork B. knife
( ) 2. A. knife B. chopsticks
( ) 3. A. noodles B. chicken
( ) 4. A. fish B. beef
二、为下列问句选出正确的答句。

( ) 1.What would you like for dinner?
A. It’s on the table.
B. I’d like some vegetables.
( ) 2. What would you like?
A. Some fish, please.
B. I’m hungry.
( ) 3. Would you like a fork and knife?
A. No, thanks.
B. Help yourself. .
( ) 4. Would you like some soup?
A. I can use chopsticks.
B. Yes, please.
三、连词成句。

1.like you Would some soup (?)
________________________________________________
2. you Would a knife and fork like (?)
________________________________________________
3. use I can chopsticks (.)
________________________________________________
答案：
一、1. A 2. B 3. A 4. A
二、1. B 2. A 3. A 4. B
三、1. Would you like some soup? 2. Would you like a knife and fork? 3. I can use chopsticks.
板书设计
Unit Five Dinner’s ready
B. Let’s talk
fork knife chopsticks
Would you like some...?
Would you like a...?
Yes, please.
No, thanks.
The fourth period(第四课时)
Part B Let's try & Let's talk
▶
课时教学内容课时教学目标
Let’ s try •能听懂Let’s try 板块的听力内容,完成听力题目•能对新话题有所感知
Let’ s talk •能够在图片和教师的帮助下理解对话大意
•能够用正确的语音､语调､意群朗读对话,并能分角色表演
•能够在情境中运用句型“Why? Because I like summer vacation.”询问并回答喜欢某个季节的理由
•能够在语境中理解生词because 的意思,并能正确发音
▶教学重点
掌握对喜欢的事物及喜欢的原因的自由表达｡▶教学难点
词汇的缺乏使得思想传达受到限制｡
▶教学准备
PPT 课件､课文录音､视频等｡
▶教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Free talk.
Show three pictures. (课件出示: Let’ s try 三幅图)
T: There are three pictures. Are they beautiful?
Ss: Yes!
T: What can you see in Picture 1?
Ss: I can see some flowers.
T: What can you see in Picture 2?
Ss: I can see golden leaves.
T: What can you see in Picture 3?
Ss: I can see the snow.
3. Let’s try.
(1) Ask the question: Which is Zhang Peng’s picture? Let students predict the Teaching purpose
课前问好，拉近与学生之间的距离。

师生谈话能创设和谐的学习氛围，进而引入新课主题。

answer.
(2) The teacher plays the recording. Let students listen and tick the right picture.
(3) Check the answer. (课件出示: Listen and tick 听力材料及答案)
Step 2: Presentation
1. Look and guess.
The teacher shows a picture. (课件出示: Let’ s talk 第一幅插图)
T: Zhang Peng’s picture is very beautiful. Amy’s picture is beautiful, too.
Which season does Amy like best? Can you guess?
S1: I think she likes autumn best.
T: Why?
S1: Because I can see golden leaves in her picture.
T: Nice try. Any more answers?
S2: …
T: Whose guess is correct? Let’s watch the cartoon.
2. Watch the cartoon and check the answers.
The teacher plays the cartoon. Students watch it carefully and answer the questions. (课件出示: Let’ s talk 视频)
T: Which season does Amy like best?
Ss: Autumn.
T: Why?
Ss: Because the weather is good and the colours are beautiful.
T: Which season does Miss White like best?
Ss: Summer.
T: Why?
Ss: Because she likes summer vacation.
3. Read and act.
(1) Students read after the recording. Pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in groups.
(3) Act out.
Step 3: Practice
1. Make a dialogue.
T: Boys and girls! Which season do you like best? Please talk with your partner.
You can make a dialogue like this: A: Which season do you like best? B: I like spring best.
A: Why?
B: Because there are pretty flowers.Teaching purpose
抛出问题，让学生通过看图进行预测，不仅能培养学生积极思考的学习习惯，还能加强学生逻辑思维能力的训练。

Teaching purpose
教师通过播放视频引导学生关注文本细节，加深学生对于文本的解读。

任务型教学法能够更有效地加深学生对于重点句型的理解。

Teaching purpose
通过让学生创编对话，提升学生的学习兴趣，同时操练本节课的重点句型。

2. Show the dialogue.
Step 4: Consolidation & Extension
1. Draw pictures.
T: Which season do you like best? Please draw a picture about it. Then talk about the picture in groups.
2. Make a report.
The teacher can make a model and show the key sentence patterns to help students finish the task easily.
▶板书设计
▶教学反思
1.重视学生整体感知内容,树立较强的全局意识｡
2.教学目标明确,教学重难点把握准确｡整个教学过程重点突出,讲练结合,注重实效｡
3.教学方法灵活得当,活动面向全体学生,具有广泛性､有效性和可参与性｡
Teaching purpose
通过让学生画出自己最喜欢的季节并做汇报的方式来巩固本节课的句型，让学生在情境中合理运用所学语言谈论各自最喜欢的季节，培养学生的创新能力和综合语言运用能力。