(共45张PPT)
Unit
5
Dinner’s
ready
Part
A
Let’s
talk
&
Let’s
survey
PEP·四年级上册
Sing
a
song
Let's
have
a
picnic
today
Let's
have
some
cake
today.
Let's
have
some
cake
today.
Let's
have
some
cake
today,
on
such
a
lovely
day.
Let's
have
some
milk
today.
Let's
have
some
milk
today.
Let's
have
some
milk
today,
on
such
a
lovely
day.
Sharp
eyes.
If
you
know
the
word,
you
can
stand
up
and
read
it
aloud.
Drive
a
train.
Drive
a
train.
Work
in
groups.
Ask
and
answer
questions
in
turn.
For
example
—Oh,
I’m
hungry.
I’d
like
some
bread
and
milk.
What
would
you
like?
—I’d
like
some…
What
would
you
like?
—I’d
like
some…
What
would
you
like?
—…
Talk
about
dinner.
Look!
It’s
6:00
in
the
evening.
It’s
time
for
dinner.
—Guess:
dinner
means?
—晚餐。
—Yes.
I’m
hungry.
What’s
for
dinner?
What’s
for
dinner?
What’s
for
dinner?
Some
fish.
Some
rice.
Some
eggs.
Some
soup.
Some
vegetables.
soup
汤
蔬菜
some
soup.
Some
vegetables.
What’s
for
dinner?
Some
vegetables.
Oh!
Dinner’s
ready!
I
can
eat
now.
Dinner’s
ready.
A:
What
would
you
like
for
dinner?
B:
I’d
like
some…
What’s
for
dinner?
What
would
you
like?
C:
I’d
like
some…
Let’s
talk
Talk
about
the
picture
and
predict
the
main
idea
of
the
dialogue.
—Wow,
a
lot
of
delicious
food!
Dinner’s
ready!
What’s
for
dinner?
—Some
soup,
some
bread,
some
fish
and
some
vegetables.
—Look
at
the
food.
I’m
hungry.
I’d
like
some
bread.
Are
you
hungry?
What
would
you
like?
—I’m
hungry.
I’d
like
some…
—…
—Mike
is
hungry,
too.
What
would
he
like?
Watch
the
cartoon
and
answer
the
questions?
—Where
are
Mike
and
his
mother?
—They
are
in
the
kitchen.
Mike
is
hungry.
What
would
Mike
like
for
dinner?
Let’s
watch
the
video.
Underline
the
key
sentence
of
the
answer
in
your
book.
Mum,
I’m
hungry.
What’s
for
dinner?
What
would
you
like?
I’d
like
some
soup
and
bread,
please.
What
would
Mike
like
for
dinner?
I’d
like
some
______
and
________,
please.
soup
bread
What
would
Mike’s
dad
like
for?
Let’s
watch
the
video
again.
What
would
you
like
for
dinner?
Some
fish
and
vegetables,
please.
What
would
Mike’s
father
like
for
dinner?
What
would
you
like
for
dinner?
Some
fish
and
vegetables,
please.
1)
Read
the
dialogue
after
the
recording.
Try
to
imitate
the
pronunciation
and
intonation.
2)
Read
together.
3)
Read
freely.
Listen
and
read
carefully.
Listen
and
imitate（听音模仿）
(1)
Read
the
dialogue
in
different
roles.
(2)
Act
out
the
dialogue.
(3)
Retell
the
dialogue
according
to
the
blackboard-writing.
Read
and
act.
name
fish
vegetables
rice
bread
juice
soup
others
Mike
√
√
Let’s
survey
1.
—What
would
you
like
for
dinner?
—I'd
like
some
______.
2.
____
would
like
some
____.
What
would
you
like
for
dinner?
I’d
like
some
rice
and
vegetables.
I’d
like
some
____.
____
would
like
some
____.
Make
a
model
A：S1,
What
would
you
like
for
dinner?
S1:
I’d
like
some
fish
and
rice.
A:
S2,
what
would
you
like
for
dinner?
S2:
I’d
like
some
bread
and
milk.
A:...
name
fish
vegetables
rice
bread
juice
soup
milk
Mike
√
√
S1
S2
√
√
√
√
Make
a
new
dialogue.
A:
I'm
hungry.
What's
for
dinner?
S1:
What
would
you
like?
A:
I'd
like
some
fish,
please.
S1:
S2,
what
would
you
like
for
dinner?
S2:
I'd
like
some
vegetables,
please.
S1:
Dinner's
ready!
A
&
S2:
Thanks!
In
the
restaurant.
Don’t
waste
food.
Look!
What
do
I
do?
Yes,
I’m
a
cook.
I
can
cook
some
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.”
Welcome
to
my
restaurant!
What
would
you
like
for
dinner?
I’d
like…
Here
you
are.
Ten
yuan,
please.
Thank
you!
Make
a
model.
(1)
Work
in
groups.
(2)
Ask
some
groups
to
act
out.
Blackboard
design
Unit
5
Dinner’s
ready
What’s
for
dinner?
What
would
you
like
for
dinner?
I’d
like
some
soup
and
bread.
fish
and
vegetables
Dinner’s
ready!
Read
the
dialogue
of
“Let’s
talk”
five
times.
Ask
your
parents
with
the
key
sentence
structures
and
write
their
answers
down.
Do
the
exercises.
HomeworkUnit
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
?教学重点
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.
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/-/?/-/n/-/?
(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,
/ved?/-/t?/-/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!
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.
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.
(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
like)
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
“—What
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
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision
1.
Greetings.
2.
Sing
a
song—Let’s
have
a
picnic
today.3.
Revision.(1)Sharp
eyes.
(2)Drive
a
train.
1.
Greetings.2.
Sing
a
song.3.
Revision.Play
the
games.
Help
students
review
the
words
easily
in
the
song
and
the
games,
and
prepare
to
learn
the
new
content.
Presentation
1.
Talk
about
dinner.Teach
the
new
words
and
the
sentence
structures.
Learn
the
new
words.
Have
a
preliminary
understanding
of
the
new
sentence
structures.
Set
the
situation.
Let
students
learn
the
new
words
and
perceive
the
new
sentence
structures
in
the
situation.
2.
Let’s
talk.(1)Show
the
third
picture
of
“Let’s
talk”
and
ask
students
to
talk
about
it.(2)Play
the
video
and
ask
the
questions.(3)Let
students
practice
the
dialogue
in
different
ways.
(1)Talk
about
the
picture.(2)Watch
the
video
and
answer
the
questions.(3)Read
after
the
video.(4)Read
the
dialogue
in
different
roles.
Act
out
the
dialogue.(5)Retell
the
dialogue.
Understand
the
content
of
the
text
and
read
the
text
correctly.
Understand
and
master
the
key
sentence
structures
of
this
lesson
in
different
forms
of
reading
and
performing
activities.
Practice
Let’s
survey.Let
students
do
the
survey
in
groups.
Make
a
model.
Assign
investigation
tasks
and
do
the
survey
in
groups.
Report
the
results
to
the
class.
Further
consolidate
and
practice
the
new
words
and
sentence
structures
through
doing
the
survey.
Consolidation&Extension
1.
Make
a
new
dialogue.Ask
students
to
imitate
the
text
to
make
a
new
dialogue.(1)Make
a
model.(2)Let
students
imitate
to
work
in
groups
of
three
and
make
a
new
dialogue.(3)Show
time.2.
In
the
restaurant.
(1)Make
a
model.(2)Let
students
work
in
groups.(3)Show
time.
1.
Imitate
the
text
to
make
a
new
dialogue
in
groups.2.
Act
as
customers
or
a
cook.
Work
in
groups
and
show
in
class.
Consolidate
the
key
content
of
this
lesson
and
transform
the
knowledge
into
ability
by
making
a
new
dialogue
about
ordering
in
the
restaurant.
Homework
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.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
1.
Teach
the
new
words
and
the
sentence
structures.(1)Lead
in
and
teach
the
new
vocabulary
and
sentence
structures.(2)Let
students
understand
the
sentence:
It’s
a
fat
panda!
(1)Learn
the
new
vocabulary
and
practice
the
sentence
structures.(2)Understand
the
sentence:
It’s
a
fat
panda!
First,
learn
the
new
vocabulary
and
the
sentence
structures
in
the
dialogue
so
as
to
prepare
for
the
later
learning
and
understanding.
Then,
test
students’
understanding
to
the
dialogue
by
setting
up
three
questions.
2.
Teach
the
dialogue
of
“Let’s
talk”.Present
the
pictures
of
“Let’s
talk”.
Give
some
questions
and
play
the
recording
twice.Check
the
answers.
Listen
to
the
dialogue
twice
and
answer
the
questions.Check
the
answers.
Practice
1.
Play
the
recording.2.
Let
students
read
in
roles.3.
Let
some
students
act
out
in
roles.4.
Let
students
fill
in
the
blanks.5.
Activity:
What’s
in
the
pencil
box?6.
Let’s
play.
1.
Listen
to
the
recording
again
and
imitate.
2.
Read
and
role
play
in
groups.
3.
Act
out
the
dialogue
in
roles.
4.
Fill
in
the
blanks.
5.
Ask
and
answer
with
the
partner
and
show
in
class.
6.
Play
the
game
and
act
out
in
class.
Practice
the
main
sentences
in
different
ways.
Prepare
for
the
next
part.
Consolidation&Extension
1.
Create
a
new
dialogue.
Show
three
schoolbags
and
language
scaffolds.
2.
Draw
a
new
schoolbag
and
talk
about
it
with
your
partner.Make
an
evaluation.
1.
Create
a
new
dialogue
according
to
the
language
scaffolds.
Practice
in
paris
and
report
it
in
class.
2.
Draw
a
new
schoolbag
and
talk
about
it
with
your
partner.Act
out
in
class.Evaluate
some
students’
performances.
Use
the
sentence
structures
learned
in
this
lesson
to
create
a
dialogue.
Give
full
play
to
students’autonomy,cultivate
their
creativity,
and
improve
their
ability
to
use
the
language
synthetically.
Homework
1.
Practice
the
dialogue.2.
Talk
about
your
schoolbag
with
your
partner.3.
Do
the
exercises.
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。
Teaching
purpose
设置情景，让学生在情景中学习新单词，感知新句型。
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。
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。
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。
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