Unit 5 Dinner’s ready 教案

Unit
Five
Dinner’s
ready
单元整体分析
本单元是义务教育灵通版（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。
单元教学目标
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
教学重难点
教学重点
1.
能够听、说、认读单词：beef,
chicken,
noodles,
soup,
vegetable,
chopsticks,
bowl,
fork,
knife,
spoon
2.
能够听懂、会说句型What’s
for
dinner
What
would
you
like
(for...)
I’d
like
some...
please.
Would
you
like
...
No,
thanks.
I
can
use
...
3.
能够正确使用重点词汇来表达用餐意愿或餐具使用情况
4.
能够掌握字母i在开音节里的发音，即/i:/
教学难点
1.
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
2.
能够认读并在情景中运用句型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。
3.
能够在有意义的语境中抄写话题词汇
4.
能够根据i在开音节里的发音规则拼读单词，并能够根据其发音规则拼写单词
教学方法
情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法
教学时间
本单元教学用时两周，建议使用六课时完成教学任务
第一课时：A.
Let’s
talk.
Let’s
survey
第二课时：A.
Let’s
learn.
Let’s
play
第三课时：A.
Let’s
spell.
第四课时：B.
Let’s
talk.
Let’s
play
第五课时：B.
Let’s
learn.
Let’s
do
第六课时：C.
Story
time.
B.
Read
and
write.
Let’s
check.
Let’s
sing.
知识视窗
西方餐具的摆放及使用
正宗的传统西餐的餐具应该是金属制，分为金餐具、银餐具和钢餐具。一般规格越高，餐具也就越好。西方餐具主要包括餐刀、餐叉和餐勺。
西餐中的餐刀主要有三种，一种是切肉的牛排刀，锯齿比较明显，一种是正餐刀，巨具不明显或干脆没有，主要用来配合餐叉切割一些蔬菜或水果等食品。第三种是取黄油用的黄油刀，这种刀比较小一些，一般放在黄油盘或者面包盘里。牛排刀和正餐刀一般平行竖放在正餐盘的右侧。牛排先上的话，则牛排刀放在正餐刀的右侧。如果是正餐先于牛排上的话，则把正餐刀放在牛排刀的右侧。
餐叉在西餐中也有很多种，最常见常用的则是沙拉叉、正餐叉和水果叉。水果叉是其中最小的一个，一般横放在正餐盘的上方，主要用来吃水果或者是甜品。沙拉叉的个头居中，主要用来吃沙拉和冷拼。正餐叉是最大的，用来和局正餐热菜。
餐勺最常见的也有三种，一是正餐勺，勺是椭圆形的，主要在吃正餐或者主食的时候，起到辅助餐叉的作用。一种是汤勺，一般是圆头，主要用来喝汤。这两川勺子一般平行竖放在餐刀的右侧，汤勺要放在正餐勺的外边。还有一种甜勺，要比前两种勺小，一般平放在正餐盘的上方，主要用来吃甜品。
英式用餐具的方法是右手拿刀，左手拿叉，要注意保持叉齿向下。左手的叉负责把食物送入口中，右手持的餐刀则负责切开菜或者将菜推到叉前上。要注意的是，每吃完一口再切一次。也就是切一块儿，吃一块儿，不要将食物一次性切完。
美式的刀叉用法相对比较复杂。切菜时右手持刀，左手持叉，叉齿向下。这跟英式的拿法相同。但切完之后，就把右手的刀平放到餐盘的顶端，然后把叉子从左手换到右手，叉齿向上，把切好的食品送入口中。美式的可以先将所有的菜都切好，然后把餐叉倒到右手后再慢慢用餐。
第一课时
课时内容
A.
Let’s
talk；Let’s
survey
课时分析
在Let’s
talk部分，Mike告诉妈妈他饿了，问妈妈正餐都吃些什么。妈妈则问他打算吃些什么。他告诉妈妈想要吃汤和面包。爸爸则告诉妈妈想吃鱼和蔬菜。妈妈按照他们的需求准备好了晚餐。两个人都非常开心地表示感谢。在这个对话过程中，展示了如何询问他人用餐意愿的句式;
What
would
you
like
及What
would
you
like
for
dinner
以及如何回应：I’d
like
some
soup
and
bread,
please.
以及句式：What’s
for
dinner
Dinner’s
ready.
在故事的情境中，这些句子都比较好理解。因此要为学生创设相应的情境，让他们能够在真实或虚拟的语境中理解并使用语言，从而掌握所学知识，提高自己的口语表达能力。
Let’s
survey是个在同学间进行的调查活动。学生需要调查同组或同班同学的用餐意愿，并记录下来。在调查过程中，学生要不断地使用我们的目标语言，达到操练语言，使用语言的目的。
课时目标
1.
能够听懂、会说句型：What
would
you
like
(
for
...)

I’d
like
some...,
please.
2.
能够听懂、会说以下词汇：dinner,
soup,
vegetables,
ready
3.
能够听懂、会读对话，并能分角色表演。
4.
能够在真实或模拟的情景中正确使用句型What
would
you
like

I’d
like...来征求并表达用餐的意愿
5.
了解中西方饮食文化的差异
课时重难点
1.重点
能够听懂、会说句型：What
would
you
like
(
for
...)

I’d
like
some...,
please.
能够听懂并使用词汇：dinner,
soup,
vegetables,
ready
能够听懂、会读对话，并能分角色表演
2.
难点
能够在真实或模拟的情景中正确使用句型What
would
you
like

I’d
like...来征求并表达用餐的意愿
教学准备
1.
多媒体课件、录音机、磁带
2.
食物单词图片
教学过程
Step
1
Warm
up
1.播放歌曲：It’s
time
for
lunch.
学生认真倾听。
Teacher:
Boys
and
girls,
are
you
ready
for
our
English
class
First
let’s
listen
to
a
song.
Listen
carefully,
please.
It’s
time
for
lunch.
I
want
to
eat.
Noodles
and
rice,
a
special
treat.
It’s
time
for
lunch,
I
want
to
eat,
noodles
and
rice,
a
special
treat.
Teacher:
Can
you
try
to
sing
with
it
设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛围。同时，帮助学生复习与食物相关的知识，为下一步的学习做好准备。
Step
2
Lead
in
1.出示食物的图片，请学生说出其名称。
Teacher:
What’s
this
Yes,
it’s
bread.
What’s
this
It’s
juice.
What
about
this
one
It’s
soup.
（板书单词）Read
after
me,
please.
Do
you
like
soup
And
look,
what’s
this
This
is
a
cucumber.
This
is
a
tomato.
This
is
a
potato.
They
are
vegetables.
Read
after
me,
vegetables.
（板书单词）Do
you
like
vegetables
What’s
this
it’s
rice.
What’s
this
It’s
fish.
They
are
food.
设计意图：衔接歌曲，出示食物图片。
通过图片，使学生明白新授的食物名称。
Step
3
Presentation
1.
提出问题，引起学生阅读兴趣，呈现对话内容。
Teacher：Look
at
the
food.
Are
you
hungry
Do
you
want
to
eat
Mike
is
hungry.
What
would
he
like
Let’s
listen
and
find.
2.
播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。
Teacher:
Answer
the
question,
please.
What
would
Mike
like
That
means
what
Mike
wants
to
eat.
He
would
like...
Yes,
He
would
like
some
soup
and
bread.
设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。
3.谈论对话内容，帮助学生深入理解对话。
Teacher：What
would
Mike’s
dad
like
for
dinner
He
would
like
...
Yes,
some
fish
and
vegetables.
What
does
Mike’s
mother
do
She
is
ready
for
the
dinner.
She
makes
dinner
for
Mike
and
Mike’s
father.
When
do
we
have
dinner
Sometimes
it’s
in
the
afternoon.
Sometimes
it’s
in
the
evening.
Most
of
us
have
dinner
in
the
evening.
That
means
the
supper.
Dinner
is
the
biggest
meal
in
a
day.
Read
after
me,
dinner.
设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对往右的主要内容。
Step
4
Practice
1.
再次播放课文录音。学生跟读课文。
Teacher:
Boys
and
girls,
let’s
read
the
dialogue
after
the
tape.
Please
listen
carefully,
read
carefully.
2.
学生自由读课文，教师巡视，帮助学生解决读音上的问题。
Teacher：Now
please
read
the
text
freely.
If
you
have
any
questions,
please
show
me
your
hand
and
ask
me.
3.
学生分角色朗读课文。
Teacher:
Now,
who
wants
to
be
Mike
Who
wants
to
be
Mike’s
Mum
Who
wants
to
be
Mike’s
dad
Let’s
read
it
in
roles.
4.
请学生戴上头饰来扮演对话的角色，表演对话。
Teacher:
Now
we’ll
find
the
best
actor
or
actress.
Please
come
to
the
front
and
show
the
dialogue.
设计意图：通过以上四个活动，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。
5.
出示不同食物的图片，请学生针对图片进行交流。
Teacher:
What
are
these
Say
it
quickly.
Teacher:
What
would
you
like
Teacher:
Do
a
pair
work.
Ask
and
answer,
please.
What
would
you
like
I
would
like
or
I’d
like...（板书答句）
Teacher:
Which
pair
wants
to
show
your
dialogue
设计意图：展示食物图片，为学生的对话提供语料支撑。然后通过老师的示范，师生示范，
再到生生练习，逐步引导学生熟悉重点句式。
6.
小组活动：调查你同组同学的用餐意愿，并形成表格。
Teacher：
Let’s
survey.
Look
at
this
chart.
Ask
your
members
of
the
group
and
fill
in
the
blanks.
Teacher:
Which
group
wants
to
show
your
chart
Can
you
talk
about
it
设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。
Step
5
Summary
1.
请学生谈一谈自己眼中中西餐的不同。
Teacher：What
would
you
like
for
dinner
What
does
Mike
like
for
dinner
Are
they
the
same
What
do
you
know
about
these
differences
Can
you
say
something
about
it
设计意图：请学生思考并发现中西餐饮食中的不同。可以适当使用汉语。教师进行有必要的补充，使其了解中西方饮食文化的不同。
课堂作业
一、根据图片选出正确的单词。
(
)
1.
A.
soup
B.
milk
(
)
2.
A.
vegetables
B.
fruit
(
)
3.
A.
rice
B.
fish
二、为下列问句选择正确的答句。
(
)
1.What’s
for
dinner
A.
Fish
and
vegetables.
B.
Dinner’s
ready.
(
)
2
What
would
you
like
A.
I’d
like
some
rice.
B.
I’m
hungry.
(
)
3.
Is
she
in
the
kitchen
A.
No,
it
isn’t.
B.
Yes,
she
is.
三、连词成句。
1.
would
What
like
for
you
dinner
( )
________________________________________________________
2.
for
What
is
dinner
( .)
________________________________________________________
3.
some
soup
I’d
and
like
bread
please
(,
)
(.)
________________________________________________________
答案：
一、1.A
2.
A
3.
B二、1.A
2.
A
3.
B
三、1.What
would
you
like
for
dinner
2.
What
is
for
dinner
3.
I’d
like
some
soup
and
bread,
please.
板书设计
Unit
Five
Dinner’s
ready
A.
Let’s
talk
soup
vegetables
What’s
for
dinner
What
would
you
like
for
dinner
I’d
like
some...
第二课时
课时内容
A.
Let’s
learn;
Let’s
play
课时分析
在Let’s
learn部分，Zoom和Zip在玩点餐的游戏。教材中展示了一本大大的菜单（Menu），Zip在问Zoom想要什么，Zoom想要一些蔬菜，Zip根据菜单中标出的食物价格收费。在菜单上标出了以下食物名称：beef,
chicken,
noodles,
soup,
vegetables,
rice,
fish,
juice,
milk,
bread。
其中前五个为本单元要求掌握的单词。后边的五个是学生已经掌握的单词。学习本课时，可以设定餐馆点餐的场景，让学生在虚拟的情景中学习、操练重点单词和句式。
Let’s
play也是个模拟点餐的活动。学生利用各种食物的图片进行模拟点餐的活动。在点餐的过程中练习句式：What
would
you
like
I’d
like
some...
本课时要为学生创设相关的情境，让学生在情境中感受、理解、操练、掌握重点知识。
课时目标
1.
能够听懂、会说、认读单词：beef,
chicken,
noodles,
soup,
vegetable
2.
能够在真实或虚拟的情景中听懂、会说、认读句式：What
would
you
like
I’d
like
some...,
please.
3.
能够利用所学的知识进行简单的点餐活动
课时重难点
1.重点：
能够听懂、会说、认读单词：beef,
chicken,
noodles,
soup,
vegetable
能够在真实或虚拟的情景中听懂、会说、使用句式What
would
you
like
I’d
like
some...,
please.来征求他人的用餐意愿，并进行恰当的回应
2.
难点：
能够利用所学的知识进行简单的点餐活动
教学准备
1.
多媒体课件、录音机、磁带
2.
食物单词卡片、自制菜单
教学过程
Step
1
Warm
up
1.呈现韵句：What’s
for
dinner
学生先倾听，再跟唱，最后齐唱。
Teacher:
Let’s
chant.
Listen
to
me
first.
It’s
time
for
dinner.
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.
Teacher:
Now
please
chant
with
me.
Let’
s
chant
together.
设计意图：以韵句来营造良好的英语学习氛围，带领学习集中注意力开启英语学习。同时，以韵句内容来熟悉、回忆有关食物的词汇与句式。，为接下来的学习做好知识与心理的双重准备。
Step
2
Lead
in
1.
播放餐厅的图片，为学生创设餐厅的情境，在情境中引出本课要学习的内容。
Teacher：Look
at
the
picture.
It’s
a
restaurant.
Let’s
go
to
the
restaurant.
Let’s
eat!
2.
展示餐厅的菜单，来呈现餐馆里的食物与价格。
Teacher：
Let’s
look
at
the
menu
of
the
restaurant.
What
does
the
restaurant
have
（学生观察菜单上的图片，说出相应的食物类单词）
设计意图：创设情境，利用餐馆这个环境来引出本课的重点知识。用菜单这一餐馆中的常见和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。
Step
3
Presentation
1.
引起阅读兴趣，播放课文录音或视频。
Teacher：Oh,
look,
Zoom
and
Zip
are
in
this
restaurant.
What
would
they
like
Let’s
watch
and
find.
学生带问题认真倾听录音内容，然后尝试回答。
Teacher:
Now
show
me
you
answer.
What
would
Zoom
like
Yes,
Zoom
would
like
some
vegetables.
How
much
are
the
vegetables
Yes,
five
yuan.
设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。
2.
再次播放课文内容，学生跟读。
Teacher：Listen
to
the
text
again
and
read
with
it.
设计意图：跟读，以掌握正确的读音
3.
根据菜单内容讨论，讲授新单词。
Teacher：Look
at
the
menu.
What’s
this
Yes,
it’s
beef.
(板书单词)
It’s
from
an
ox.
Do
you
like
beef
How
much
is
it
Teacher:
Is
this
beef
No,
it
isn’t.
It’s
chicken.
（板书单词）Do
you
like
chicken
You
can
eat
chicken
in
the
KFC.
Teacher:
What’s
this
It’s
soup.
（板书单词）Do
you
like
soup
Teacher：Look
at
this.
Can
I
say
what’s
this
No.
I
should
say
what
are
these
What
are
these
Yes,
they
are
noodles.
（板书单词）Do
you
like
noodles
How
much
are
they
Teacher:
What
are
these
You
know
them,
right
They
are
vegetables.
(板书单词)
How
much
are
they
Five
yuan.
Yes.
设计意图：通过观察菜单讲授新单词。
Step
4
Practice
1.
出示食物图片，请学生根据图片展示的食物来完成对话。
Teacher：What
would
you
like
Please
answer
with
the
food
on
the
picture.
What’s
this
Yes,
it’s
rice.
So
you
should
say
I’d
like
some
rice.
Look
at
next
one.
What
would
you
like
Yes,
you’d
like
some
vegetables.
What
would
you
like
...
设计意图：通过这种活动来帮助学生将食物单词的字音与字义结合起来。
2.
猜出老师想要点的餐。
Teacher：What
would
I
like
Please
guess.
It’s
five
yuan.
What
is
it
It’s
ten
yuan.
What
is
it
设计意图：说出价格，让学生猜出食物名称。使学生将食物与价格建立起联系，为其之后的对话编制做好准备。
3.
出示食物图片的一部分，请学生猜出食物名称，并进行问答。
Teacher：Oh，this
menu
is
dirty.
What’s
the
food
Can
you
guess
and
say
What
would
you
like
（指向其中一个，让学生尝试回答）Good.
4.
小组合作，完成点餐活动。
Teacher：You
know
the
restaurant
well
and
you
know
how
much
they
are.
Now
let’s
play.
Please
make
a
dialogue
in
groups.
One
of
you
can
be
the
waiter
or
waitress
in
the
restaurant.
Others
go
to
the
restaurant
and
order.
Teacher:
You
can
talk
in
group
to
practice
your
dialogue.
（教师巡视，帮助学生解决编制对话时的困难和问题）
Teacher：Show
me
your
story,
please.
Let’s
find
the
best
group.
设计意图：请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，使他们在情境下进行比较流畅的对话，帮助他们提高口语表达能力。
Step
5
Summary
1.
再次呈现韵句：What’s
for
dinner
学生齐唱。
Teacher:
Let’s
chant
together.
It’s
time
for
dinner.
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：将本课新学的单词编制到热身部分的韵句之后，让学生在再一次吟唱韵句时复习总结本课的重点词汇和重点句式。
课堂作业
一、根据单词选择正确的图片。
(
)
1.
beef
A.
B.
(
)
2.
soup
A.
B.
(
)
3.
chicken
A.
B.
(
)
4.
vegetables
A.
B.
二、判断下列句子与图片是（T）否（F）相符。
(
)
1.—What
would
you
like
—I’d
like
some
noodles.
(
)
2.—What
would
you
like
—I’d
like
some
fish.
(
)
3.—What
would
you
like
—I’d
like
some
vegetables.
(
)
4.
—What
would
you
like
—I’d
like
some
bread.
三、读对话，判断正（T）误（F）。
Tom:
I’m
hungry.
Jim:
I’m
hungry,
too.
What’s
for
dinner
Mum:
What
would
you
like
Tom:
I’d
like
some
beef
and
milk,
please.
Jim:
I’d
like
some
fish
and
vegetables.
Mum:
I
have
beef
and
vegetables.
But
I
don’t
have
fish.
Jim:
Oh,
I’d
like
some
beef
and
vegetables,
please.
Mum:
Ok.
I’d
like
some
vegetables
and
milk.
Mum:
Dinner’s
ready.
Jim
and
Tom:
Thank
you,
mum.
(
)
1.
Tom
and
Jim
are
hungry.
(
)
2.
Jim
has
some
fish
and
vegetables
for
dinner.
(
)
3.
Jim
would
like
some
beef
and
milk
for
dinner.
(
)
4.
Tom
would
like
some
beef
and
milk
for
dinner.
(
)
5.
Mum
would
like
some
beef
and
milk.
答案：
一、1.
A
2.A
3.A
4.B
二、1.T
2.
F
3.
T
4.
T
三、1.
T
2.
F
3.
F
4.
T
5.
F
板书设计
Unit
Five
Dinner’s
ready
A.
Let’s
learn
soup
vegetables
beef
chicken
noodles
What
would
like
I’d
like
some...,
please.
第三课时
课时内容
A.
Let’s
spell
课时分析
本部分分为语音学习和单词书写两部分内容。通过听一听，读一读，唱一唱的活动，让学生通过听、读、拆音等练习体会并掌握字母i在单词中的发音，本课时主要学习其在开音节里发的双元音/i:/。本活动中呈现的韵句为：He
and
she,
She
and
he,
Let’s
play
together.
He,
she
and
me.
He
and
she,
She
and
he,
We
all
play
together.
韵句中呈现含有i的开音节词汇：he,
she,
we,
me同时在教材中以图片形式呈现了这四个语音例词。学生通过这些语音例词以及韵句的诵读，来感受并掌握字母e在开音节里的发音。之后的读一读，听一听并判断的活动，让学生区分e在开音节与闭音节中的发音的不同，将单词的读音与字形结合起来，进一步训练学生的听音辨音能力。听一听，圈一圈，写一写的活动学生需要判断字母e在本单词中的发音规则，圈出相应的代表字母，并写出单词。这个活动帮助学生进一步掌握拼读规则，并根据拼读规则拼写出单词。
在教学过程中，需要通过多种活动，使学生自己发现、感悟字母的发音规律。
课时目标
1.
能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则
2.
能够读出符合-e和-e-发音规则的单词
3.
能够根据单词的读音拼写出符合发音规则的单词
课时重难点
1.重点：
能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则
能够读出符合-e和-e-发音规则的单词
2.
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.
多媒体课件、录音机、磁带
2.
语音例词单词卡、学生准备家人或朋友的照片
教学过程
Step
1
Warm
up
1.
播放第三单元B中的chant:
Tim
is
my
friend.
学生齐唱。
Teacher：Let’s
chant
together.
Tim
is
my
friend.
He’s
a
good,
good
boy.
He’s
tall
and
thin.
He’s
a
good,
good
boy.
设计意图：本课的语音例词为人称代词，因此以第三单元中的韵句来热身，既营造良好的英语学习的氛围，又引出本课的语音例词。
Step
2
Lead
in
1.
出示教材中人物图片，询问其身份，引出语音例词。
Teacher:
Look
at
this
pictured.
Who
is
he
Yes,
he
is
Mike.
Who
is
she
Yes,
she
is
Amy.
（板书单词he,
she）Say
with
me,
please.
2.
展示自己的家人图片，向学生介绍自己的家人。
Teacher:
Look,
he
is
my
father.
She
is
my
mother.
They
love
me.
I
love
them.
We
are
a
happy
family.
展示自己朋友的图片，向学生介绍自己的朋友。
Teacher:
They
are
my
friends.
He
is
my
friend
Jason.
She
is
my
friend
Lily.
They
often
play
with
me.
We
are
good
friends.
(板书单词me,
we)
设计意图：通过介绍自己的家人和朋友，完整出示本课所有的语音例词。同时，人称代词的使用也是学生比较容易出问题的内容。通过这样的介绍，使学生能够区分清楚，正确使用这些词汇。
Step
3
Presentation
1.
播放语音韵句。学生先认真倾听。然后再跟读。
Teacher：Look
at
these
words
on
the
blackboard.
Can
you
read
them
Now,
let’s
listen
to
a
chant
about
these
words.
Listen
carefully.
Teacher:
Listen
to
the
chant
again.
Now,
let’s
say
the
chant
after
it.
2.
学生自由说韵句，以自己的方式来打节奏。
Teacher:
Now,
say
the
chant
freely.
You
can
say
it
with
your
partner.
And
you
can
clap
your
hands
to
say
it.
3.
表演韵句。
Teacher：Now
let’s
act
the
chant
together.
设计意图：学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句，以达到熟练说韵句的目的。
4.
引导学生发现字母的发音规则。
Teacher：Look
at
these
words
on
the
blackboard.
What
can
you
find
Yes,
there
is
an
e
in
each
word.
What
is
the
sound
of
the
e
Let’s
read
and
find.
（和学生一起慢慢读每一个语音例词）What
is
the
sound
Yes,
it’s
/i:/.
Look
at
my
mouth
and
say
with
me.
设计意图：通过拼读，让学生自己发现字母的发音规则，再模仿口型，获得发音的正确方式。
Step
4
Practice
1.
看口型，猜单词。教师说出语音例词中的一个，但不出声，学生通过观察老师的口型，猜出单词，并大声读出来。
Teacher:
Boys
and
girls,
let’s
play
a
game.
I
will
say
a
word.
Look
at
my
mouth
carefully.
Guess
what
word
it
is.
And
try
to
say
it
loudly.
设计意图：通过观察教师口型来猜单词，有助于学生感受字母在单词的发音，以及字母u的发音方法。
2.听一听，举一举。学生听教师说出的语音例词，举起相应的单词卡片。
Teacher:
Look
at
these
word
cards.
What’s
this
What’s
this
What
about
this
You
are
right.
Get
the
card,
please.
Teacher:
The
students
who
got
the
word
card
please
come
to
the
front.
I
will
say
the
word.
Please
put
up
the
correct
card.
设计意图：这个活动锻炼学生能否正确听懂所学的语音例词。提高学生的听音辨音能力。
3.
读一读，听一听，为听到的单词打对勾。播放录音，学生根据听到的内容选出听到的单词。
Teacher:
Look
at
these
letters.
There
are
many
words
in
it.
Listen
and
find
the
word.
Tick
it.
Listen,
please.
Be,
red,
me,
she,
let.
Teacher：Show
me
your
answer,
please.
Teacher：Now
let’s
read
these
words
together.
设计意图：此活动让学生将单词的字音与字形结合起来，同时帮助学生区分字母u在开音节与闭音节里的发音的区别。
4.
听一听，圈一圈，写一写，根据听到的内容，判断单词是属于哪种发音规则，圈出相应的代表字母，然后写一写听到的单词。
Teacher：Now,
please
listen,
circle
and
write.
Write
the
word
that
you
heard.
Listen,
rice.
Is
it
for
–e
or
i-e
It’s
for
i-e
.
So
circle
i-e,
then
write
the
word
rice.
Now,
listen
carefully
and
write
the
words.
Rice,
he,
red,
we.
Teacher:
Show
me
your
answer,
please.
Teacher:
Read
these
words
together,
please.
设计意图：学生先根据听到单词的发音判断其属于闭音节还是开音节，圈出相应的代表符号，再在四线三格上写一写单词。一方面体会单词在四线三格中的书法方式，另一方面也在书写中进一步体会字母在单词里的发音。
5.
使用语音例词来介绍自己的家人或朋友。
Teacher：Today
you
know
about
my
family
and
my
friends.
Now
it’s
your
turn
to
introduce
your
family
or
friends.
Show
me
your
picture
and
introduce.
Teacher:
Who
is
he
Who
is
she
Please
introduce.
设计意图：通过这个环节，让学生根据老师之前的示范使用语音例词进行介绍人物的活动，让学生在语流中体会和感受语音例词的发音。帮助他们在交流中正确使用语音例词。
Step
5
Summary
1.
编写语音小韵句，学生学唱。
Teacher:
It’s
chant
time.
Listen
first,
then
say
it.
E,
e,
e;
e,
e,
e;
e
is
in
he,
/i:/,
/i:/,
/i:/.
E,
e,
e;
e,
e,
e;
e
is
in
she,
/i:/,
/i:/,
/i:/.
E,
e,
e;
e,
e,
e;
e
is
in
we,
/i:/,
/i:/,
/i:/.
E,
e,
e;
e,
e,
e;
e
is
in
me,
/i:/,
/i:/,
/i:/.
2.
表演韵句。给学生练习的时间，鼓励他们加入自己的动作，也可以小组合作，选择小组展示韵句节拍的方式，来有创意地表演韵句。
Teacher：Now，let’s
work
in
groups.
Please
act
the
chant
out.
You
can
choose
the
way
to
show
it.
设计意图：通过韵句来完整呈现本课的重点语音知识。在逐句的跟读中，学生不知不觉地在重复、强调字母e在单词中的发音，为总结、巩固其发音规律奠定了基础。
课堂作业
一、听录音，圈出正确的单词。
1.
bed
red
2.
he
she
3.
be
bed
4.
he
get
5.
we
wet
6.let
get
二、判断以下单词中划线部分的发音是（T）否（F）一致。
(
)
1.
rice
nice
(
)
2.
we
he
(
)
3.
me
pen
(
)
4.
red
he
(
)
5.
bed
red
(
)
6.
she
we
三、听录音，写单词，补全句子。
1.
______
is
my
friend
Tom.
______
is
a
good
boy.
2.
_______
is
my
sister
Lynn.
______
is
tall.
3.
_______
are
a
happy
family.
They
all
love
________.
答案：
一、1.
bed
2.
she
3.
be
4.
get
5.
we
6.
let二、1.
T
2.
T
3.
F
4.
F
5.T
6.
T三、1.
He
is
my
friend
Tom.
He
is
a
good
boy.
2.
She
is
my
sister
Lynn.
She
is
tall.
3.
We
are
a
happy
family.
They
all
love
me.
板书设计
Unit
Five
Dinner’s
ready
A.
Let’s
spell
me
he
she
we
bed
red
pen
get
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
dinner.
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
chopsticks.
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.
第五课时
课时内容
B.
Let’s
learn;
Let’s
do
课时分析
本课时依照惯例为词汇学习课，学生通过学习本课中呈现的词汇，来更好地利用本单元的句式，
向别人发起使用餐具的建议并做出正确回应。
Let’s
learn中，John正在和Wu
Yifan的家人一起进餐。Wu
Yifan的妈妈问他要不要来点牛肉。他表示感谢并要求递给他餐刀和餐叉。他们就餐的桌面上除了摆放着食物外，还摆着着餐具，也就是本课时的重点词汇：chopsticks,
bowl,
fork,
knife,
spoon.
教学中可以引导学生观察并描述图片内容，获取这些餐具的信息，从而更好地理解这些词汇。同时还要让学生明白东西方餐具使用的不同。
Let’s
do以做沙拉的过程为例，教学生如何使用本课时中学习到的餐具名称。可以将其编制成TPR活动，让学生边做动作边重复句子，从而练习本课中的重点词汇。
词汇学习是句式学习的支撑，本课时的学习中要创设多种活动及情境，让学生在各种活动及情境交流中，反复操练、使用，达到完全掌握的目的。
课时目标
1.
能够听懂、会说、认读单词chopsticks,
fork,
knife,
bowl,
spoon
2.
能够听懂、会说、认读句式：Would
you
like
some...
Yes,
please.
No,
thanks.
3.
能够熟练且正确向别人发起用餐或使用餐具的建议并做出正确的回应
课时重难点
1.重点：
能够听懂、会说、认读单:
chopsticks,
fork,
knife,
bowl,
spoon
能够听懂、会说认读句式：Would
you
like
some...
Yes,
please.
No,
thanks..
2.
难点：
能够熟练且正确向别人发起用餐或使用餐具的建议并做出正确的回应
教学准备
1.
多媒体课件、录音机、磁带
2.
单词图卡
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
dinner.
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.
展示食物及餐具的图片，学生快速读出单词。
Teacher:
Look
at
these
pictures.
Please
say
it
as
quickly
as
you
can.
设计意图：以快速认读单词的方式来复习旧知，为新知的学习做好准备。
Step
3
Presentation
1.观察教材图片，讨论所看到的内容。
Teacher：Look
at
this
table.
What
can
you
see
on
the
table
You
can
see
rice,
bread,
vegetables,
beef,
soup,
dishes,
chopsticks,
fork,
knife.
What’s
this （指向碗）Please
listen
and
find.
播放课文录音，学生认真倾听，并尝试找出新单词的读音。
Teacher:
What’s
this
Yes,
it’s
a
bowl.
Read
after
me,
bowl.
（板书单词）Read
it
one
by
one,
please.
What’s
this
Yes,
it’s
a
spoon.
(板书单词)
And
what’s
this
（板书fork,
knife,
chopsticks）
设计意图：通过讨论，让学生对于新授知识先有直观的认识，再通过认真倾听，获取新单词的语音。
2.
再次播放课文录音，学生跟读。
Teacher：Listen
to
the
tape
again.
Read
after
it.
设计意图：通过跟读获取新知识的准确读音。
Step
4
Practice
1.
游戏：我来指，你来说。老师指向黑板上的单词，请学生快速地读出单词。
Teacher：Let’s
play
a
game.
I
point
you
say.
I
will
point
to
the
words
on
the
blackboard,
please
say
it
as
quickly
as
you
can.
Let’s
find
who
is
the
fastest.
设计意图：此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。
2.
出示单词图卡，请学生快速说出单词。
Teacher:
Look
at
my
cards.
What
is
it
What
is
this
What
are
these
设计意图：以此活动来帮助学生理解并说出本课重点单词，并复习之前学习过的食物类单词。
3.
乱序呈现组成单词的字母，请学生猜出单词并拼写。
Teacher：Look
at
these
letters.
Please
put
them
in
order.
What
word
is
it
Yes,
it’s
the
word
fork.
Let’s
try
next
one.
What’s
this
设计意图：此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字形。
4.
任意抽取食物类单词，与学生进行对话活动。
Teacher：What
would
you
like
Choose
one
card
and
try
to
answer.
学生抽出食物类卡片，并回答问题：I’d
like
...
Teacher：（抽出食物类单词）Would
you
like
some...
Student:
Yes,
please.
/
No,
thanks.
Teacher:
Please
do
it
in
pairs.
Teacher:
Show
me
your
dialogues,
please.
设计意图：以此进行句型的替换练习。因为抽取的食物或餐具是随机的，所以能够激发学生的参与兴趣。并使学生在替换中更加理解句式的结构。
5.
完成Let’s
do
活动。
Teacher:
Do
you
like
vegetables
Do
you
like
salad
Let’s
make
salad.
What
should
we
do
Look
at
the
pictures
and
find.
Teacher:
（乱序出示做沙拉的步骤）Please
put
them
in
order.
Teacher：No.
1,
Pass
me
the
bowl.
No.
2,
Pass
me
the
knife.
No.
3.
Cut
the
vegetables.
No.
4.
Use
the
spoon.
No.
5,
Use
the
fork.
No.
6.
Let’s
try
it.
Good.
You
did
a
very
good
job.
Teacher:
Read
it
in
groups,
please.
Teacher:
Read
it
together,
please.
设计意图：通过排序的活动让学生体会做沙拉的先后顺序。并通过读掌握活动中的重点词汇。
Step
5
Summary
1.出示所有的食物及餐具的图片，请学生读出单词。
Teacher：Look
at
my
cards.
What’s
this
Read
them
as
quickly
as
you
can.
设计意图：重现重点词汇，帮助学生巩固所学知识。
课堂作业
一、根据图片提示，选择正确的字母补全单词。
(
)
1.
f___rk
A.
o
B.
a
C.
u
(
)
2.
b__wl
A.
a
B.
o
C.
e
(
)
3.
chopst__cks
A.
e
B.
i
C.
u
(
)
4.
sp__on
A.
o
B.
u
C.
a
(
)
5.
kn___fe
A.
e
B.
o
C.
i
二、选出下列各项中不是一类的单词，将其序号填入题前括号内。
(
)
1.
A.
fork
B.
knife
C.
soup
(
)
2.
A.
vegetables
B.
bowl
C.
spoon
(
)
3.
A.
beef
B.
chopsticks
C.
chicken
(
)
4.
A.
salad
B.
noodles
C.
table
三、匹配图片与句子，将正确句子的序号填入图下括号内。
(
)
(
)
(
)
1.
What
would
you
like
I’d
like
some
vegetables.
2.
Pass
me
the
bowl.
3.
I
can
use
chopsticks.
答案：
一、1.
A
2.
B
3.
B
4.
A
5.
C二、1.C
2.
A
3.
B
4.
C三、2,
3,
1
板书设计
Unit
Five
Dinner’s
ready
B.
Let’s
learn
spoon
bowl
chopsticks
knife
fork
Would
you
like
some...
Yes,
please.
No,
thanks.
Pass
me
the
...,
please.
第六课时
课时内容
B.
Read
and
write;
Let’s
check;
Let’s
sing.
C.
Story
time
课时分析
本课时是在基本掌握本单元重点词汇和句型的基础上，进行的练习测试与故事阅读课。
Read
and
write部分包括两个活动，第一个活动为Read
and
tick学生要先读一读John和妈妈的对话，然后选出对话中谈到的词语。之后的Look,
choose
and
write活动中，学生要先观察图片中包含的食物，然后选择正确的单词写在四线三格上，完成句子。之后，根据自己的用餐意愿，选择单词填空，写出句子。这两个活动将词汇的字义与字形结合起来，检验学生有否理解并书写重点词汇，同时复习重点句式结构。
Let’s
check部分也包括两个活动，Listen
and
tick中学生会听到四组对话，然后根据对话的内容判断哪幅图片是正确的。这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look
and
match活动中呈现了一个餐桌和十组单词，学生要将单词写在相应的物品旁边。这检验了学生能否正确认读、理解本单元的重点词汇。
Let’s
sing的歌词内容为What
would
you
like？呈现句式：What
would
you
like
I’d
like
some...
Put
it
on
my
dish.
学生学唱歌曲的过程中会复习到本单元的重点词汇及重点句式。
Story
time部分Zip到餐馆吃饭，先后点了米饭、鱼、面条、牛肉、汤和蔬菜，要结帐时，帐单被一只鸟给叼走了。复习了相关的食物词汇和句式：What
would
you
like
I’d
like
some
...,
please.
Anything
else
Here’s
your
bill.
学生通过阅读故事，理解这些句子的意思，从而拓展自己的词汇与语言，为以后的文本阅读做好准备。
课时目标
1.
能够听懂、会说、认读本单元重点单词
2.
能够听懂故事，并表演
3.
能够会唱歌曲What
would
you
like
4.
能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句式
课时重难点
1.重点：
能够听懂、会说、认读本单元重点单词
能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句式
2.
难点：
能够听懂故事，并正确表演
教学准备
1.
多媒体课件、录音机、磁带
2.
单元重点词汇图片
教学过程
Step
1
Warm
up
1.
播放歌曲：What
would
you
like，学生先倾听。
Teacher:
Boys
and
girls,
let’s
listen
to
a
song.
Listen
carefully,
please.
2.
再次播放歌曲，学生跟唱。
Teacher：Listen
to
the
song
again,
please
sing
with
it.
3.
齐唱歌曲。
Teacher:
Now
let’s
sing
the
song
together.
设计意图：以歌曲来热身，可以使学生在韵律中集中自己的注意力，并激发学生的学习兴趣。这首歌与本单元的重点内容息息相关，可以让学生在轻松欢快的氛围中准备好本课内容的学习。
Step
2
Lead
in
1.
与学生讨论他们喜欢的食物名称。
Teacher：What
do
you
like
Would
you
like
some
noodles
Would
you
like
some
chicken
Would
you
like
some
vegetables
...
设计意图：通过自由谈话，帮助学生复习相关知识。为下一环节的阅读活动做好准备。
Step
3
Presentation
1.
提出问题，激起学生的阅读兴趣。然后播放故事视频，学生认真观察，并尝试回答问题。
Teacher:
Look
at
this
picture.
Who
can
you
see
Oh,
you
can
see
Zip
and
a
cat.
Where
is
Zip
She
is
in
a
restaurant.
What
would
Zip
like
Watch
the
story
and
find.
Teacher：What
would
Zip
like
She
would
like
some
rice
and
fish.
And
then
what
would
she
like
Read
the
story,
please.
2.
再次播放故事，学生认真观察，之后和教师一起讨论故事内容。
Teacher：What’s
this
It’s
the
bill.
You
should
pay
according
the
bill.
Where
is
Zip’s
bill
The
bird
gets
it
and
fly
away.
Zip
can’t
pay.
Does
Zip
like
that
What
do
you
think
3.
再次播放故事，学生跟读，提醒学生注意语音及语调。
Teacher:
Watch
the
story
again.
This
time
please
read
with
it.
Pay
attention
to
the
pronunciation.
设计意图：通过听回答问题、读后细致的交流，跟读等活动，保证学生可以理解故事内容，并能正确朗读故事内容。
Step
4
Practice
1.
学生自由读故事。
Teacher：Read
the
story
freely,
please.
（教师巡视，帮助学生解决读中的问题）
2.
小组合作，表演故事。
Teacher:
Now,
let’s
act
the
story
out.
We’ll
find
the
best
group.
设计意图：通过表演，使学生内化故事中的语言，提高自己的语言表达能力。
3.
出示Read
and
match中的对话，尝试分角色朗读。
Teacher:
Look
at
the
dialogue
between
John
and
his
mother.
Please
read
it
freely.
Teacher:
Now
please
read
it
in
roles.
Teacher:
Please
tick
the
pictures
you
read
about
in
the
talk.
Teacher:
Show
your
answer,
please.
设计意图：
先让学生自由读对话，然后表演对话，在这个过程中复习相关的食物单词及重点句式，为完成练习服务。然后请学生完成练习题目。检验学生能否在读的同时捕捉重点信息。
4.
完成Look,
choose
and
write
先出示图片，学生讨论图片上汤里的内容，然后再选择正确的单词进行填空活动。
Teacher:
（展示活动中的图片）What’s
this
Yes,
it’s
soup.
What’s
in
the
soup
Teacher:
Now
please
choose
the
correct
words
according
to
the
pictures
and
write.
Teacher:
Show
me
your
answers,
please.
Teacher:
Please
read
the
sentences.
Teacher：Choose
the
correct
words
to
write
what
you
would
like
for
dinner.
.
Teacher:
Show
us
your
answer
and
say
it,
please.
设计意图：先引导学生观察图片中的内容，
然后再根据自己观察到的图片的内容来选择正确的单词进行填空，检验学生能否正确地理解句子、认读单词。最后让学生选择正确的单词填写句子来表达自己的用餐意愿，让学生在使用中巩固所学知识。
5.
完成Listen
and
tick
or
.
先让学生观察图片内容，再去听音判断正误。
Teacher：（展示图片）What
can
you
see
in
this
picture
Soup
and
vegetables.
What
about
this
one
Fish
and
vegetables.
What’s
this
A
spoon.
What
are
these
Chopsticks.
These
are
–noodles.
This
is
–beef.
This
is
–fruit.
This
is
an
---
ice
cream.
Teacher:
Now,
please
listen
and
tick.
Choose
the
correct
picture.
Teacher:
Show
me
your
answer,
please.
设计意图：在完成听力练习之前，先引导学生观察图片获取信息，养成在做听力习惯之前先获取信息的习惯。
6.
完成
Look
and
match
的活动。先出示图片，让学生观察图片内容，并描述，然后再进行匹配活动。
Teacher：Look
at
the
table.
What’s
on
the
table
Talk
about
it.
Teacher:
Now,
look
and
match.
Teacher:
Show
me
your
answer,
please.
设计意图：这个活动是检验学生单词的认读和理解能力的。学生获得图片中的信息之后再去匹配单词，如果他们能够正确认读单词，就能很轻松地完成这个活动。
Step
5
Summary
播放歌曲What
would
you
like.
学生齐唱。
Teacher：Let’s
sing
the
song
What
would
you
like
together.
设计意图：以歌曲结束课程。让学生通过歌曲来回忆本单元重点句式,
达到总结的目的。
课堂作业
一、看图片写单词。
____________
_________
_________
___________
二、选出与所给单词内容相符的图片。
(
)
1.
fork
A.
B.
(
)
2.
chicken
A.
B.
(
)
3.
chopsticks
A.
B.
(
)
4.
knife
A.
B.
三、选择正确的单词补全句子。
(
)
1.
What
would
you
____
A.
like
B.
do
C.
to
like
(
)
2.
Would
you
like
____
noodles
A.
a
B.
an
C.
some
(
)
3.
Pass
____
the
bowl,
please.
A.me
B.
I
C.
he
(
)
4.Help
_________,
please.
A.
myself
B.
yourself
C.
I
答案：
一、vegetables,
noodles,
soup,
beef二、1.B
2.
A
3.
B
4.
B三、1.
A
2.
C
3.A
4.
B
板书设计
Unit
Five
Dinner’s
ready
C.
Story
time
What
would
you
like
I’d
like
some...
Anything
else
Here’s
your
bill.