Unit 5 Dinner is ready Part A Let’s learn & Let’s play 教案
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| 名称 | Unit 5 Dinner is ready Part A Let’s learn & Let’s play 教案 |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2019-11-24 06:37:12 | ||
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人教版义务教育教科书四年级英语上册
Unit 5?Dinner’s ready 第一课时教学设计
教学内容：Unit 5 Part A let’s learn & Let’s play
教学目标：
知识目标：
1.能听、说、读、写五个关于食物的单词：beef, chicken, noodles, soup, vegetable.
2.能熟练运用句型：What would you like? I’d like some…, please.
能力目标：
能够在一定的情境中正确运用所学单词和句型。
情感目标：
培养学生健康饮食的好习惯。
教学重点：
1．掌握五个关于食物的单词：beef, chicken, noodles, soup, vegetable并能用I’d like some…, please.来点餐。
2．能熟练运用句型：What would you like? I’d like some…, please. OK. …yuan, please.进行问答练习，并能在实际生活中灵活运用。
教学难点：
1．vegetable的发音。
2．在实际情境中正确运用所学对话进行交际活动。
教学准备：
多媒体课件，单词图片，教学卡片，四线三格磁条，充气榔头、一些食物、纸币、红花小贴贴等。
教学过程：
Step 1 Warm-up & Revision
1. Greetings
T: Good morning, boys and girls.
Ss: Good morning, Miss Wu.
T: Do you like pears?
S1: Yes, I do.
T: Do you like apples?
S2:…
T: Do you want some candies?
S3: …
T: OK, class, would you like some candies?
Ss: Yes, please.
T: We have 4 groups. Group 1 is drink. Group 2 is fruit. Group 3 is meat. Group 4 is other food. If you do a good job, you can get a picture about food. If you do better, you can get more and more. At last, the most pictures you get, you can get the candies.
2. Sing a song: Let’s Have a Picnic Today
T: First, let’s sing a song: Let’s Have a Picnic Today.
【设计意图：学生跟着旋律一起唱，达到活跃课堂气氛的效果。由于本首歌曲的内容又和本单元的教学内容相联系，学生的思绪很快从课外回到了课堂中，提高学生的学习兴趣。)。】
3.Play a game活动: 考考你的眼力
教师通过课件快速出示学生曾经学过的食物图片，让学生快速抢答说出正确的单词。
T: Now we are talking about food. Look, what’s this?......
T: Today we are going to learn Unit 5 Dinner’s ready. OK, read after me.
【设计意图：使用这种方式比枯燥的机械朗读更能吸引学生的注意力，而 且在复习旧知的基础上自然导入新知。】
Step 2 Presentation & Practice
创设情境（老师开一家餐厅的真实情境）
师模仿餐馆老板说：Welcome to Miss Wu’s restaurant. 教师为餐馆取一个有趣的名字,如 Bingo Restaurant，呈现餐馆名称。
师介绍说：We have lots of yummy food. Look! This is the menu.（屏幕呈现菜单）Let’s have a look.
【设计意图：通过创设真实的情境，让学生在真实的语言环境中理解和运用语言，更易于掌握所学语言。】
2. 教学单词noodles, vegetable, beef, chicken, soup
(1). 教学noodles
a. 屏幕上出示遮挡住的面条图片，师模仿吃面条的动作，提示：They are usually long and white. 然后指着被遮挡住的图片问：Can you guess? What’s this ? 然后呈现面条的单词图片，并朗读单词，用红色注明字母组合oo，强调长音/u:/的发音，师说：oo … /u:/. I say oo, you say /u:/. I say /u:/, you say oo.
T: oo. Ss: /u:/.
T: /u:/. Ss: oo.
T: Noodles. Ss: Noodles.(多读几遍)
T: OK, can you spell it? （教师贴noodles单词磁条）
b. T: (通过magic finger操练noodles) Let’s play a game, Magic Fingers. Look! How many fingers? Ss: Three.
T: Please read noodles three times, like noodles, noodles, noodles. If you make a mistake, you will get a bomb. Clear? OK, go.
Ss: Noodles, noodles, noodles.
c. noodles看上去很美味，教师: I’d like some noodles. 提问学生：What would you like? (贴上What would you like? 句子卡纸)引导学生说出：I’d like some noodles, please. （贴上I’d like some …, please.句子卡纸,分师生练习此句型。）
(2). 教学 vegetable
a. 教师拿出一棵蔬菜，问：What’s this? Noodles? Yes or no? 学生答：No. 然后呈现蔬菜的单词卡，并朗读单词，多带读几遍，并分音节教学读音，强调唇齿音/v/的发音。
T: (通过声音递增三次操练单词vegetable) Vegetable, vegetable, vegetable.
Ss: Vegetable, vegetable, vegetable.
T: OK, spell it. （教师贴vegetable单词磁条）
b. 屏幕出示多棵蔬菜图片，引导学生说some vegetables。(在vegetable后用红色粉笔加上s)
T: I’d like some vegetables. What would you like ?
Ss: I’d like some vegetables, please. (分G1G2是A,G3G4是B练习此句型。并进行情感教育：多吃蔬菜)
c. 屏幕出示蔬菜面，问：What are they? 师引导学生回答：They are vegetable noodles.
（3). 教学beef和chicken
a. 教师拿出一碗红烧牛肉面，问：Are they vegetable noodles? 学生答：No. 然后屏幕右边出示牛肉图片，并朗读单词。用红色注明字母组合ee，强调长音/i:/的发音，师说：ee … /i:/. I say ee, you say /i:/. I say /i:/, you say ee.
T: ee. Ss: /i:/.
T: /i:/. Ss: ee.
T: Beef. Ss: Beef.(多读几遍)
T: OK, spell it. （教师贴beef单词磁条）
T: I’d like some beef, please. What would you like?
Ss: I’d like some beef, please.（分G3G4是A,G1G2是B练习此句型）
b. 师：OK. Beef noodles are very yummy .Chicken noodles are very yummy, too. Look, they are chicken noodles. 教师板书chicken，然后分音节教读发音，强调ch发/t f /的方法，请学生模仿跟读。师说：ch, /t f/, /i/, chi, ken, chicken. I say chi, you say ken. I say ken, you say chi.
T: chi. Ss: ken.
Ss: chi T : ken
T: Chicken. Ss: Chicken.(多读几遍)
T: OK, spell it. （教师贴chicken单词磁条）
c. T：I’d like some chicken. What would you like? 学生说出：I’d like some chicken, please. （分男生是A,女生是B练习此句型）
师：Look, this is the menu of noodles. We have vegetable noodles, beef noodles and chicken noodles? What would you like? 请几个学生说出自己喜欢吃的面。
d. T: (通过单词正反面操练beef和chicken)What’s this?
Ss: Beef
T: What about this?
Ss: Chicken. (多重复几遍，检查学生认读单词能力)
（4). 教学soup
a. 教师拿着碗和调羹模仿喝汤的动作，说：The soup is very yummy. 屏幕出示鱼汤图片,然后呈现汤的单词卡，并朗读单词，用红色注明字母组合ou，强调长音/u:/的发音，师说：ou … /u:/. I say ou, you say /u:/. I say /u:/, you say ou.
T: ou. Ss: /u:/.
T: /u:/. Ss: ou.
T: Soup. Ss: Soup.(多读几遍)
T: OK, can you spell it? （教师贴soup单词磁条）
b. T: （通过增次数操练单词soup）I say soup, you say soup soup. Remember, you must say one more time than me
c. T: I’d like some soup. What would you like?
Ss：I’d like some soup, please. （分女生是A,男生是B练习此句型）
T:We have vegetable soup, beef soup, and fish soup What kind of soup would you like? 请几个学生说出自己爱喝的汤。
Ss: I’d like some…
【设计意图：通过动作、图片、实物、信息差等多种教学手段，调动学生的各种感官，激发学生的兴趣，调动学生参与教学活动的积极性，提高教学效率。】
3. 教师手上拿着所学5个食物单词卡，快速翻单词卡，检查学生认读单词能力，然后升降调一起朗读单词。
4. What’s missing
课件显示一桌子食物点击快速消失一种食物，学生抢答说单词来操练巩固5个食物单词
5. 教学Let’s learn
师：OK, Zoom is in a restaurant now. Let’s go and see. Turn to page 49.
学生打开教材听录音，出示会话气泡，领读，男女生角色扮演读。
6. Game：Hitting
教师看着屏幕上的各种食物图片，舔舔舌头做想吃的动作，然后说：I’m very hungry now. I’d like some noodles. 同时用充气榔头敲击该图片。教师可以慢速重复这句话，然后问学生：What would you like? 引导学生用I’d like some…句型回答并做敲击动作，接着引导学生用What would you like? 问下一个学生，第二个学生回答问又往下问，以此类推。
【设计意图：以不同的游戏活动方式，刺激学生全身感官，寓教于乐，以人为本。既避免了学习的枯燥乏味，又激发了学生的英语学习兴趣，而且使学生体验到了学习的快乐。】
Step 3 Consolidation & Extension
Let’s play.
T: Look, Sarah and Wu Yifan. What are they doing? Let’s go and see.
听录音，跟读，分组扮演读。
2. Group work: Let’s play(小小服务员)
（1）师：Suppose it’s time for dinner. Who would like to have dinner in my restaurant.? 师先充当服务员，请两名同学做示范。
T：Hello, What would you like？
S1: I’d like some…
T: OK, here you are… yuan, please. What would you like？
S2 : I’d like some…
T : OK, here you are. … yuan , please.
（2）请学生四人为一组，进行角色表演。
（3）邀请两三个小组上讲台汇报表演。
【设计意图：创设真实的情境，学生更容易理解的运用语言。在学习过程中，通过不断的分组比赛并注重多元化的评价方式，激发学生的合作与竞争意识。】
Step 4 Summing up & Homework
1.Let’s chant.
What would you like?
What would you like?
Noodles, noodles, I'd like some noodles.
Soup, soup, I'd like some soup.
Chicken, chicken, I'd like some chicken.
Beef, beef, I’d like some beef.
Vegetables, vegetables, I’d like some vegetables.
【设计意图：让学生在欢快的歌谣中说唱，感受学习英语的乐趣。】
2.活动：合理饮食，不要浪费食物。
活动方式：课件出示合理饮食，不要浪费食物的画面，让学生在潜移默化中懂得合理饮食，养成健康的饮食习惯。
3. Homework
1. Try to draw a menu..（设计一张菜单）
2. Try to discuss “What would your like for dinner?”with your parents.（用学到的语句和父母讨论晚餐吃些什么）
教学板书设计：
Unit 5?Dinner’s ready
noodles 图片 beef图片
chicken图片
vegetables 图片 soup 图片
What would you like?
I’d like some…, please.
（句子、单词均以四线三格出示。）
【设计意图：板书图文并茂，重点突出，一目了然，学生对所学内容印象更为深刻。以四线三格的方式出示句子和单词，强化学生对英语单词规范书写的意识，为英语学习垫下良好的基石。】
Unit 5?Dinner’s ready 第一课时教学设计
教学内容：Unit 5 Part A let’s learn & Let’s play
教学目标：
知识目标：
1.能听、说、读、写五个关于食物的单词：beef, chicken, noodles, soup, vegetable.
2.能熟练运用句型：What would you like? I’d like some…, please.
能力目标：
能够在一定的情境中正确运用所学单词和句型。
情感目标：
培养学生健康饮食的好习惯。
教学重点：
1．掌握五个关于食物的单词：beef, chicken, noodles, soup, vegetable并能用I’d like some…, please.来点餐。
2．能熟练运用句型：What would you like? I’d like some…, please. OK. …yuan, please.进行问答练习，并能在实际生活中灵活运用。
教学难点：
1．vegetable的发音。
2．在实际情境中正确运用所学对话进行交际活动。
教学准备：
多媒体课件，单词图片，教学卡片，四线三格磁条，充气榔头、一些食物、纸币、红花小贴贴等。
教学过程：
Step 1 Warm-up & Revision
1. Greetings
T: Good morning, boys and girls.
Ss: Good morning, Miss Wu.
T: Do you like pears?
S1: Yes, I do.
T: Do you like apples?
S2:…
T: Do you want some candies?
S3: …
T: OK, class, would you like some candies?
Ss: Yes, please.
T: We have 4 groups. Group 1 is drink. Group 2 is fruit. Group 3 is meat. Group 4 is other food. If you do a good job, you can get a picture about food. If you do better, you can get more and more. At last, the most pictures you get, you can get the candies.
2. Sing a song: Let’s Have a Picnic Today
T: First, let’s sing a song: Let’s Have a Picnic Today.
【设计意图：学生跟着旋律一起唱，达到活跃课堂气氛的效果。由于本首歌曲的内容又和本单元的教学内容相联系，学生的思绪很快从课外回到了课堂中，提高学生的学习兴趣。)。】
3.Play a game活动: 考考你的眼力
教师通过课件快速出示学生曾经学过的食物图片，让学生快速抢答说出正确的单词。
T: Now we are talking about food. Look, what’s this?......
T: Today we are going to learn Unit 5 Dinner’s ready. OK, read after me.
【设计意图：使用这种方式比枯燥的机械朗读更能吸引学生的注意力，而 且在复习旧知的基础上自然导入新知。】
Step 2 Presentation & Practice
创设情境（老师开一家餐厅的真实情境）
师模仿餐馆老板说：Welcome to Miss Wu’s restaurant. 教师为餐馆取一个有趣的名字,如 Bingo Restaurant，呈现餐馆名称。
师介绍说：We have lots of yummy food. Look! This is the menu.（屏幕呈现菜单）Let’s have a look.
【设计意图：通过创设真实的情境，让学生在真实的语言环境中理解和运用语言，更易于掌握所学语言。】
2. 教学单词noodles, vegetable, beef, chicken, soup
(1). 教学noodles
a. 屏幕上出示遮挡住的面条图片，师模仿吃面条的动作，提示：They are usually long and white. 然后指着被遮挡住的图片问：Can you guess? What’s this ? 然后呈现面条的单词图片，并朗读单词，用红色注明字母组合oo，强调长音/u:/的发音，师说：oo … /u:/. I say oo, you say /u:/. I say /u:/, you say oo.
T: oo. Ss: /u:/.
T: /u:/. Ss: oo.
T: Noodles. Ss: Noodles.(多读几遍)
T: OK, can you spell it? （教师贴noodles单词磁条）
b. T: (通过magic finger操练noodles) Let’s play a game, Magic Fingers. Look! How many fingers? Ss: Three.
T: Please read noodles three times, like noodles, noodles, noodles. If you make a mistake, you will get a bomb. Clear? OK, go.
Ss: Noodles, noodles, noodles.
c. noodles看上去很美味，教师: I’d like some noodles. 提问学生：What would you like? (贴上What would you like? 句子卡纸)引导学生说出：I’d like some noodles, please. （贴上I’d like some …, please.句子卡纸,分师生练习此句型。）
(2). 教学 vegetable
a. 教师拿出一棵蔬菜，问：What’s this? Noodles? Yes or no? 学生答：No. 然后呈现蔬菜的单词卡，并朗读单词，多带读几遍，并分音节教学读音，强调唇齿音/v/的发音。
T: (通过声音递增三次操练单词vegetable) Vegetable, vegetable, vegetable.
Ss: Vegetable, vegetable, vegetable.
T: OK, spell it. （教师贴vegetable单词磁条）
b. 屏幕出示多棵蔬菜图片，引导学生说some vegetables。(在vegetable后用红色粉笔加上s)
T: I’d like some vegetables. What would you like ?
Ss: I’d like some vegetables, please. (分G1G2是A,G3G4是B练习此句型。并进行情感教育：多吃蔬菜)
c. 屏幕出示蔬菜面，问：What are they? 师引导学生回答：They are vegetable noodles.
（3). 教学beef和chicken
a. 教师拿出一碗红烧牛肉面，问：Are they vegetable noodles? 学生答：No. 然后屏幕右边出示牛肉图片，并朗读单词。用红色注明字母组合ee，强调长音/i:/的发音，师说：ee … /i:/. I say ee, you say /i:/. I say /i:/, you say ee.
T: ee. Ss: /i:/.
T: /i:/. Ss: ee.
T: Beef. Ss: Beef.(多读几遍)
T: OK, spell it. （教师贴beef单词磁条）
T: I’d like some beef, please. What would you like?
Ss: I’d like some beef, please.（分G3G4是A,G1G2是B练习此句型）
b. 师：OK. Beef noodles are very yummy .Chicken noodles are very yummy, too. Look, they are chicken noodles. 教师板书chicken，然后分音节教读发音，强调ch发/t f /的方法，请学生模仿跟读。师说：ch, /t f/, /i/, chi, ken, chicken. I say chi, you say ken. I say ken, you say chi.
T: chi. Ss: ken.
Ss: chi T : ken
T: Chicken. Ss: Chicken.(多读几遍)
T: OK, spell it. （教师贴chicken单词磁条）
c. T：I’d like some chicken. What would you like? 学生说出：I’d like some chicken, please. （分男生是A,女生是B练习此句型）
师：Look, this is the menu of noodles. We have vegetable noodles, beef noodles and chicken noodles? What would you like? 请几个学生说出自己喜欢吃的面。
d. T: (通过单词正反面操练beef和chicken)What’s this?
Ss: Beef
T: What about this?
Ss: Chicken. (多重复几遍，检查学生认读单词能力)
（4). 教学soup
a. 教师拿着碗和调羹模仿喝汤的动作，说：The soup is very yummy. 屏幕出示鱼汤图片,然后呈现汤的单词卡，并朗读单词，用红色注明字母组合ou，强调长音/u:/的发音，师说：ou … /u:/. I say ou, you say /u:/. I say /u:/, you say ou.
T: ou. Ss: /u:/.
T: /u:/. Ss: ou.
T: Soup. Ss: Soup.(多读几遍)
T: OK, can you spell it? （教师贴soup单词磁条）
b. T: （通过增次数操练单词soup）I say soup, you say soup soup. Remember, you must say one more time than me
c. T: I’d like some soup. What would you like?
Ss：I’d like some soup, please. （分女生是A,男生是B练习此句型）
T:We have vegetable soup, beef soup, and fish soup What kind of soup would you like? 请几个学生说出自己爱喝的汤。
Ss: I’d like some…
【设计意图：通过动作、图片、实物、信息差等多种教学手段，调动学生的各种感官，激发学生的兴趣，调动学生参与教学活动的积极性，提高教学效率。】
3. 教师手上拿着所学5个食物单词卡，快速翻单词卡，检查学生认读单词能力，然后升降调一起朗读单词。
4. What’s missing
课件显示一桌子食物点击快速消失一种食物，学生抢答说单词来操练巩固5个食物单词
5. 教学Let’s learn
师：OK, Zoom is in a restaurant now. Let’s go and see. Turn to page 49.
学生打开教材听录音，出示会话气泡，领读，男女生角色扮演读。
6. Game：Hitting
教师看着屏幕上的各种食物图片，舔舔舌头做想吃的动作，然后说：I’m very hungry now. I’d like some noodles. 同时用充气榔头敲击该图片。教师可以慢速重复这句话，然后问学生：What would you like? 引导学生用I’d like some…句型回答并做敲击动作，接着引导学生用What would you like? 问下一个学生，第二个学生回答问又往下问，以此类推。
【设计意图：以不同的游戏活动方式，刺激学生全身感官，寓教于乐，以人为本。既避免了学习的枯燥乏味，又激发了学生的英语学习兴趣，而且使学生体验到了学习的快乐。】
Step 3 Consolidation & Extension
Let’s play.
T: Look, Sarah and Wu Yifan. What are they doing? Let’s go and see.
听录音，跟读，分组扮演读。
2. Group work: Let’s play(小小服务员)
（1）师：Suppose it’s time for dinner. Who would like to have dinner in my restaurant.? 师先充当服务员，请两名同学做示范。
T：Hello, What would you like？
S1: I’d like some…
T: OK, here you are… yuan, please. What would you like？
S2 : I’d like some…
T : OK, here you are. … yuan , please.
（2）请学生四人为一组，进行角色表演。
（3）邀请两三个小组上讲台汇报表演。
【设计意图：创设真实的情境，学生更容易理解的运用语言。在学习过程中，通过不断的分组比赛并注重多元化的评价方式，激发学生的合作与竞争意识。】
Step 4 Summing up & Homework
1.Let’s chant.
What would you like?
What would you like?
Noodles, noodles, I'd like some noodles.
Soup, soup, I'd like some soup.
Chicken, chicken, I'd like some chicken.
Beef, beef, I’d like some beef.
Vegetables, vegetables, I’d like some vegetables.
【设计意图：让学生在欢快的歌谣中说唱，感受学习英语的乐趣。】
2.活动：合理饮食，不要浪费食物。
活动方式：课件出示合理饮食，不要浪费食物的画面，让学生在潜移默化中懂得合理饮食，养成健康的饮食习惯。
3. Homework
1. Try to draw a menu..（设计一张菜单）
2. Try to discuss “What would your like for dinner?”with your parents.（用学到的语句和父母讨论晚餐吃些什么）
教学板书设计：
Unit 5?Dinner’s ready
noodles 图片 beef图片
chicken图片
vegetables 图片 soup 图片
What would you like?
I’d like some…, please.
（句子、单词均以四线三格出示。）
【设计意图：板书图文并茂，重点突出，一目了然，学生对所学内容印象更为深刻。以四线三格的方式出示句子和单词，强化学生对英语单词规范书写的意识，为英语学习垫下良好的基石。】