(共38张PPT)
Unit 5 Dinner’s ready
Part B Let's talk&learn
(人教PEP版)四年级
上
Let’s watch
What’s the video about
餐具
Think and say
It's 17:00. School is over.
Mike, let’s go to my home.
OK.
It’s 6 o’clcok.
It’s time for _________.
dinner
Look and fill
Dinner’s ready!
Look and fill
Dinner’s ready!
What food can you see
soup
beef
bread
vegetables
Look and answer
Dinner’s ready!
_____________.
What does Binbin’s mum say
Help yourself
随便吃吧。
Thanks.
Thanks.
Listen and fill
There are some tablewares(餐具).
What tableware would Mike like
A. chopsticks B. knife C. fork
Watch and choose
Watch and choose
What tableware would Mike like
A. chopsticks B. knife C. fork
Watch and choose
Would you like a knife and fork
No, thanks.
Let’s read.
刀
Would you like a knife
No, thanks.
Let’s learn
叉子
Would you like a fork
No, thanks.
Let’s learn
Can you use knife and fork
How to use knife and fork
left hand
左手
right hand
右手
Let’s learn
No, thanks.
Would you like a knife and fork
Tip: 在西方国家,人们习惯使用刀叉,而中国人习惯使用筷子。
Why Wu Binbin ask this question
Let’s think
No, thanks.
Would you like a knife and fork
What do you think of Wu Binbin
kind
nice
thoughtful
Let’s think
I can use chopsticks.
筷子
Let’s learn
No, thanks. _____
______________.
Would you like a knife and fork
What tableware would Mike like
I can
use chopsticks
Listen and fill
Would Binbin and Mike like some soup
Watch and answer
Watch and answer
Would Binbin and Mike like some soup
Yes, they would like.
Would you like some soup
Yes, please.
Yes, please.
Watch and answer
What tableware can they use for the soup
他们喝汤应该用什么餐具呢?
Let’s think
Would you like a bowl
Yes, please.
碗
Let’s learn
Would you like a spoon
Yes, please.
勺子
Let’s learn
Listen and imitate
Dinner's ready.
______________.
Thanks.
Would you like a
____ and _____
___, ______. I can use _______.
______________________
___, _______.
Help yourself
knife fork
No thanks
chopsticks
Would you like
some soup
Yes please
Read and fill
1. Read aloud. 能够大声朗读
2. Read correctly and fluently.
能够正确并流利朗读
3. Read with action and emotion.
能够配上动作和感情朗读
Role-play
1. Read aloud. 能够大声朗读
2. Read correctly and fluently.
能够正确并流利朗读
3. Read with action and emotion.
能够配上动作和感情朗读
Show time
When they have dinner, John comes to Binbin’s home.
What would John like for dinner
Watch and answer
Watch and answer
What would John like for dinner
John, would you like some beef
Yes, please.
What would John like for dinner
Would John like some beef
Watch and answer
What tableware would John like to use
Would he like chopsticks
Would he like a spoon
Would he like a knife and fork
John, would you like some beef
Yes, please.
Yes, please, and pass me the knife and fork please.
pass
递给
Listen and answer
A: Here are today’s special.
What would you like
B: I’d like a/some ____
A: Would you like a/some __
B: Yes, please.
A: Would you _____
B: No, thanks. I’d like a/ some ___.
A:OK. ____ yuan, please.
B: So cheap!
A: Meals ready. Help yourself.
B: Thanks.
Level 1
Tableware
餐具
fork
knife
chopsticks
plate
Make a new dialogue
Tableware
餐具
fork
knife
chopsticks
plate
A: Here are today’s special._____
B: I’d like a/some ____
A: Would you ________
B: _______.
A: Would you _____
B: _____________.
A:OK. ____ , please.
B: So cheap!
A: Meals ready. Help yourself.
B: Thanks.
Level 2
Make a new dialogue
1. Do a survey and make a dinner for your family.
调查家人饮食爱好,并给家人做一顿营养丰盛的晚餐。
My dad would like a/some __.
He should eat more(多吃) ___.
He should eat less(少吃) ___.
My mum would like a/some ___.
She should eat more(多吃) ___.
She should eat less(少吃) ___.
...
Do a survey
What have we learned today
1. 重点单词: knife fork chopsticks spoon bowl
2. 重点句型:
Hlep yourself.
-Would you like (a/an) ...
-Yes, please. / No, thanks. I can use ...PEP四上Unit5 Dinner’s ready单元整体设计
第一部分 单元教学设计总思路
一、教学理念
《2022年新课标》首次使用了“大观念”一词,强调“以学科大概念为核心,使课程内容结构化,以主题为引领,使课程内容情景化”。基于真实语言运用视角,分析教材内容与学生情况,确定学习发展的内容主题,初定真实任务(鲁子问,张荣干,2005)。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念,围绕主题语境,依托语篇,联结英语课堂与真实生活,设计语言、思维、文化相融合的层次性学习活动,使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义,实现深度学习,从而培养文化意识,发展多元思维形成学习能力。基于学生学习视角,设定以达成真实任务成果为目标的学生学习过程,以及教师对学生任务成果达成和素养学习发展的相应支持引导过程(张荣干,2017),形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。
二、单元教材分析
(一) 单元主题意义分析 项目 内容
主题意义 ◎交往 √ ◎感情 ◎态度
单元功能:询问、介绍
育人价值 学生对动物的认识及培养学生爱护动物的情感
(二) 教材分析 本单元是义务教育人教版(pep)小学英语教科书四年级上册第五单元。单元主题为Dinner’s ready(晚餐准备好了)。主情景图通过学生及动物们在餐馆用餐的情景展示本单元的主题:表达用餐意愿,以及与主题相关的核心词汇与句式。 A部分共三页,分三课时。第一课时为情景对话和练习部分。Let’s talk部分Mike和妈妈在进行有关用餐的交流。引出句式: What’s for dinner What would you like I’d like some.... Dinner’s ready等。并在对话中熟悉单词dinner, ready, soup,并复习一些食物名称。Let’s survey是一个调查活动,调查同学们的用餐意愿,从而操练重点句式,并复习相关食物类单词。第二课时为词汇学习课时,Let’s learn中以菜单的形式介绍了食物名称词汇:beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread. 以及询问他人用餐意愿的句子:What would you like 及其回答。之后的Let’s play活动是学生利用食物单词卡片进行的模拟点餐活动。第三课时为语音与字母学习课时,通过读一读,听一听,唱一唱;听一听、圈一圈;听一听,圈一圈,写一写三个活动,让学生学习元音字母e在开音节中的发音/i:/。 B部分共四页,分两课时。第一课时仍然呈现情景对话和练习。Let’s talk中Mike到John家做客,以此来引出向别人发出用餐建议的句式:Would you like some... 及其回答:NO, thanks. Yes, please. 之后的Let’s play活动以推荐特价菜的方式来练习重点句式。第二课时以John和妈妈的对话来学习新的词汇:chopsticks, fork, knife, bowl, spoon, 之后通过一个活动Let’s do来进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并匹配的练习以及歌曲都用来巩固练习本课的重点词汇及句型,与C部分合为一个课时。 C部分中Zip到餐馆点餐,却被鸟叼走了帐单,通过这样一个有趣的故事来整合本单元的重点词汇与重点句式。
三、学情分析
本刚上 本课授课对象是四年级学生,他们已经学英语一年了,在学习的过和中有很强烈的学习欲望和兴趣。本课的主题是与食物相关,内容贴近学生生活实际,而且在学习字母时已经接触过部分食物单话名称等。根据学生实际情况以及四年级学生活泼好动、爱表现自己、渴望获取新知识的特点,在课堂上方学生创设语境,创造大量说、演、做的机会,让学生在参与、体验中感受语言,运用语言,形成语言技能;让学生能够在交际活动中灵活运用句型,达到语用目的。 级学 握并积 法知识, 他们喜 逻辑
四、单元整体设计思路
A部分共三页,分三课时。第一课时为情景对话和练习部分。Let’s talk部分Mike和妈妈在进行有关用餐的交流。引出句式: What’s for dinner What would you like I’d like some.... Dinner’s ready等。并在对话中熟悉单词dinner, ready, soup,并复习一些食物名称。Let’s survey是一个调查活动,调查同学们的用餐意愿,从而操练重点句式,并复习相关食物类单词。第二课时为词汇学习课时,Let’s learn中以菜单的形式介绍了食物名称词汇:beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread. 以及询问他人用餐意愿的句子:What would you like 及其回答。之后的Let’s play活动是学生利用食物单词卡片进行的模拟点餐活动。第三课时为语音与字母学习课时,通过读一读,听一听,唱一唱;听一听、圈一圈;听一听,圈一圈,写一写三个活动,让学生学习元音字母e在开音节中的发音/i:/。 B部分共四页,分两课时。第一课时仍然呈现情景对话和练习。Let’s talk中Mike到John家做客,以此来引出向别人发出用餐建议的句式:Would you like some... 及其回答:NO, thanks. Yes, please. 之后的Let’s play活动以推荐特价菜的方式来练习重点句式。第二课时以John和妈妈的对话来学习新的词汇:chopsticks, fork, knife, bowl, spoon, 之后通过一个活动Let’s do来进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并匹配的练习以及歌曲都用来巩固练习本课的重点词汇及句型,与C部分合为一个课时。 C部分中Zip到餐馆点餐,却被鸟叼走了帐单,通过这样一个有趣的故事来整合本单元的重点词汇与重点句式。 。
五、单元总目标
知识目标: 1.词汇:学生能够听、说、认读单词:beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon 2.句型结构:能够听懂、会说、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 ... 3. 字母与语音:能够掌握字母i在开音节里的发音,即/ ju:/ 能力目标 1. 能够正确使用重点词汇来表达用餐意愿或餐具使用情况 2. 能够在有意义的语境中抄写上述话题词汇 3. 能够在真实或模拟的情景中运用句型What would you like ( for ...) I’d like ... 征求并表达用餐的意愿 4. Help yourself. Would you like some... Yes, please. No, thanks. I can use ... 提出用餐及餐具使用建议,并做出恰当的回应。 5. 能够读出符合开音节发音规则的含有字母i的单词;并能根据发音拼写出符其发音规则的单词 情感态度、学习策略、文化意识目标 1. 了解用餐礼仪,能够对用餐建议作出恰当反应 2. 初步了解中西方餐饮文化的差异 3. 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
六、单元设计框架
(一)单元课时安排及板块分配(示意图)
第二部分 分课时教学设计
【第 1课时】
教师 授课内容 Part A: Let’s talk&learn
课时文本分析 [What]主题意义和主要内容 在Let’s talk部分中,Mike来到的Wu Binbin家里做客,妈妈让他们自己照顾自己。Wu Binbin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. [How]文本结构和语言修辞 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。
二、教学重难点
教学重点 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.能够听懂、会读对话,并能分角色表演
教学难点 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
三、教具准备
PPT、板书
四、教学过程设计
教学环节 教师活动 学生活动 设计意图
Pre- task Greeting Let’s watch. Greeting to the teacher
While-task Think and say. Look and fill S1: dinner. S2: It’s Mike’s home … 本部分通过融合A,B部分的内容创设情景,让学生能在一个连贯的语境中理解和学习新词。
Look and answer Listen and fill S1: Help yourself 通过观察图片,发现信息,引出新词的学习,让学生能更直观的感知。
Watch and choose. Let’s read. Let’s learn Let’s think. S1: A S 2: A 通过找规律引出本节课的重点单词,学生对这种方式更感兴趣,同时也增加了学生的视觉、听觉的语言输入,为后面输出打下基础。
9.Listen and fill A:chopsticks.
10.Watch and answer 通过思考,加深对对话的理解
Post-task Listen and imitate. Read and fill Role-play Show time. S1: ... 训练学生的听力和图文匹配能力,提高学生对新词的理解能力,同时也是检验学生的学习方式。
Make a new dialogue. Do a survey S1:What would you like...
7:Summary
6.Homework 分层作业,自主拓展,有利于学生的语言表达和写作能力的发展。
五、板书设计
Unit 5.Dinner’s ready B talk&learn -Would you like some... -Yes,please/No,thanks.