(共53张PPT)
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
Unit
5
Dinner’s
ready
PEP·四年级上册
Let’s
do
Listen
and
do.
—Pass
me…
/Give
me…
—…
Listen
and
do.
—What
would
you
like?
—I’d
like
some…
Guess!
What
would
John
like
for
dinner?
It’s
time
for
dinner.
Look!
Where
is
John?
Yes,
he’s
at
home.
What
would
John
like
for
dinner?
Can
you
guess?
Beef.
Chicken.
Bread.
Noodles.
Soup.
Vegetables.
I’m
hungry.
I’d
like
some
noodles.
Can
I
have
a
spoon/a
knife
and
fork/chopsticks,
please?
Yes./No.
Yes,
please.
Can
I
have
a
spoon
/a
knife
and
fork,
please?
Would
you
like
some
noodles?
Yes,
but
try
chopsticks
for
noodles.
Can
I
have…,
please?
Try…
for…
Practice
them.
Look!
John
is
at
home
with
his
mother.
It’s
time
for
dinner.
They
are
talking
about
their
dinner.
What
would
John
like
for
dinner?
Listen
to
the
recording,
find
the
answer
and
underline
the
key
sentence.
What
would
you
like
for
dinner,
John?
I’d
like
some
beef,
please.
Would
you
like
some
noodles,
too?
Yes,
thank
you.
Can
I
have
a
knife
and
fork,
please?
Yes,
John,
but
try
chopsticks
for
noodles.
What
would
John
like
for
dinner?
He
would
like
some
beef
and
some
noodles
for
dinner.
Listen
again
and
answer.
Would
John
like
some
noodles?
(2)
What
Can
John
use
for
noodles?
Read
after
the
recording,
then
tick
the
pictures
you
read
about
in
the
talk.
√
√
√
Read
the
dialogue
after
the
teacher.
—What
would
you
like
/for
dinner,
John?
—I’d
like
/some
beef,
please.
—Would
you
like
/some
noodles,
too?
—Yes,
thank
you.
—Can
I
have
/a
knife
and
fork,
please?
—Yes,
John,
but
/try
chopsticks
/for
noodles.
Read
the
dialogue
aloud.
Act
out
the
dialogue.
Look,
choose
and
write.
What’s
this?
Yes,
soup.
This
is
John’s
soup.
What’s
in
the
soup?
Beef,
vegetables
and
noodles.
If
you
are
John,
you
can
say:
In
my
soup,
I’d
like
some
beef,
vegetables
and
some
noodles.
In
my
soup,
I’d
like
some
beef,
vegetables
and
some
noodles.
Pay
attention
to
the
spelling
of
these
words.
When
we
write
sentences,
we
should
pay
attention
to
capitalizing
the
first
letter.
And
we
should
also
pay
attention
to
punctuation
marks.
Talk
about
your
dinner
and
choose
some
words
to
fill
in
the
blanks.
Now
suppose
it’s
6:00
in
the
evening.
It’s
time
for
dinner.
What
would
you
like
for
dinner?
Please
talk
to
your
partner,
then
write
down
your
dinner
food
on
your
book.
Look,
choose
and
write.
In
my
soup,
rice
vegetables
fish
beef
noodles
juice
What
would
you
like
for
dinner?
Look
at
the
pictures
and
describe.
What’s
in
the
picture
above?
Some
soup
and
vegetables.
What’s
in
the
picture
below?
Some
vegetables
and
fish.
What’s
in
the
picture
above?
A
spoon.
What’s
in
the
picture
below?
Chopsticks.
What’s
in
the
picture
above?
A
bowl
of
noodles.
What’s
in
the
picture
below?
Beef.
What’s
in
the
picture
above?
Some
fruit.
What’s
in
the
picture
below?
An
ice
cream.
Listen
and
tick（√）.
Check
the
answers.
√
√
√
√
听力原文：
Woman:
Man:
Boy:
Girl:
What
would
you
like
for
dinner?
I'd
like
some
soup
and
vegetables.
Would
you
like
a
knife
and
fork?
No,
thanks.
I
can
use
chopsticks.
1
2
Can
I
have
some
noodles?
Sure.
Here
you
are.
Girl:
Man:
Boy:
Woman:
Can
I
have
some
fruit?
Sure.
Help
yourself.
3
4
Look
at
the
pictures
and
describe.
Look
at
the
table.
What’s
on
the
table?
Talk
about
it
with
your
partner.
Look
and
match.
1
2
3
4
5
6
7
8
9
10
_____
___
____
____
____
Let’s
write.
Try
to
write.
Model
What
would
I
like?
Let’s
sing
Put
it
on
my
dish.
Some
fish
and
beef.
What
would
you
like?
What
would
you
like?
What
would
you
like?
I'd
like
some
fish.
I'd
like
some
fish.
I'd
like
some
beef.
I'd
like
some
beef.
Put
it
on
my
dish.
Put
it
on
my
dish.
I
say
you
do
Please
pass
me
a
fork.
Please
pass
me
a
knife.
Please
pass
me
a
spoon.
Now,
dinner’s
ready!
Can
we
please
eat
soon?
Can
we
please
eat
soon?
What
would
you
like?
Please
pass
a
fork.
Please
pass
a
fork.
Please
pass
a
spoon.
Please
pass
a
spoon.
Please
pass
a
knife.
Please
pass
a
knife.
Can
we
please
eat
soon?
Can
we
please
eat
soon?
(1)
Sing
songs
while
doing
actions.
(2)
Replace
the
words
of
food
in
the
song
when
you
sing.
Story
time
Hello!
What
would
you
like?
I’d
like
some
rice
and
fish,
please.
Your
rice
and
fish.
Now
I’d
like
some
noodles
and
beef,
please.
Your
noodles
and
beef.
Thank
you.
Anything
else?
Some
soup
and
vegetables,
please.
Your
soup
and
vegetables.
Here’s
your
bill.
You
…!!
What
would
Zip
like?
Zip
would
like
some
____,
_____,
______,
____,
____
and
_________.
rice
fish
noodles
beef
soup
vegetables
Blackboard
design
Unit
5
Dinner’s
ready
In
my
soup,
I’d
like
some
beef,
vegetables
and
some
noodles.
—What
would
you
like
for
dinner?
—I’d
like
some
fish,
vegetables
and
rice.
Write
a
family
dinner
plan.
Sing
the
song
to
your
family.
Do
the
exercises.
HomeworkThe
sixth
period（第六课时）
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
?教学内容与目标
课时教学内容
课时教学目标
Read
and
write
·能够按意群和正确的语音、语调朗读对话并理解大意·能够在有意义的语境中抄写本单元的话题词汇，完成句子·能够综合运用本单元的核心词句
Let’s
check
·检测学生是否能够听懂和理解本单元A、B部分的核心句型·考查学生对于本单元核心词汇的认读和意义的理解
Let’s
sing
·能够了解歌词意义，并能够清晰准确地歌唱
?教学重点
1.
能够听懂、会说、认读本单元重点词汇。
2.
能够完成阅读、判断、匹配等活动，正确理解、认读本单元重点句型。
?教学难点
1.
能够在有意义的语境中抄写本单元的话题词汇，完成句子。
2.
能够综合运用本单元的核心词句。
?教学过程
Step
1:
Warm-up
&
Revision
1.
Greetings.
2.
Let’s
do.
(课件出示:教材P52
Let’s
do板块的音频)
3.
Listen
and
do.
The
teacher
pastes
the
pictures
of
tableware
and
food
around
the
classroom
before
class.
The
teacher
says,
“Pass
me…/Give
me…”
And
students
find
the
right
pictures
and
give
them
to
the
teacher.
Or
the
teacher
says,
“What
would
you
like?”
And
students
answer
the
question
and
find
the
right
pictures.
Step
2:
Presentation
1.
Pre-reading.
(课件出示:傍晚John在家的图片)
(1)Look
and
say.
T:
It’s
time
for
dinner.
Look!
Where
is
John?
Yes,
he’s
at
home.
What
would
John
like
for
dinner?
Can
you
guess?
Ss:
Beef./Bread…
The
students
guess
the
answers
and
the
teacher
writes
down
the
words
on
the
blackboard.
The
teacher
takes
out
the
pictures
of
food
and
asks
several
students
to
paste
the
pictures
next
to
the
corresponding
words.
Show
the
pictures
of
tableware.
T:
I’m
hungry.
I’d
like
some
noodles.
(教师从图片中随机抽取餐具图片并提问)
Can
I
have
a
spoon/a
knife
and
fork/chopsticks,
please?
Ss:
Yes./No.
T:
Would
you
like
some
noodles?
S1:
Yes,
please.
(教师提示学生抽取一张餐具图片，其中不包含筷子图片)
Can
I
have
a
spoon/a
knife
and
fork,
please?
T:
Yes,
but
try
chopsticks
for
noodles.
Teach
the
sentence
structures
“Can
I
have…,
please?”
“Try…
for…”
and
ask
students
to
practice
them.
(课件出示:①先呈现牛肉、勺子图片，然后出现刀叉图片；②先呈现汤、筷子图片，然后出现勺子图片)
2.
While-reading.
(1)Watch
the
cartoon
and
answer.
T:
Look!
John
is
at
home
with
his
mother.
It’s
time
for
dinner.
They
are
talking
about
their
dinner.
What
would
John
like
for
dinner?
Watch
the
cartoon,
find
the
answer
and
underline
the
key
sentences.
(课件出示:教材P53
Read
and
tick部分的动画)
(2)Watch
the
cartoon
again
and
answer.
T:
Would
John
like
some
noodles?
What
can
John
use
for
noodles?
Watch
the
cartoon
again,
find
the
answers
and
underline
the
key
sentences.
（出示课件）
(3)Read
after
the
cartoon,
then
tick
the
pictures
you
read
about
in
the
talk.
Ask
students
to
pay
attention
to
imitating
the
accurate
pause
and
intonation
and
realize
the
emotion
of
the
characters.
Check
the
answers.
Answers:
Picture
2,
3,
5
(4)Read
the
dialogue
after
the
teacher.
Instruct
students
to
read
the
text
according
to
the
sense
groups.
(5)Read
the
dialogue
aloud.
(6)Act
out
the
dialogue.
3.
Post-reading.
Look,
choose
and
write.
(课件出示:教材P53
Look,
choose
and
write部分的图片及练习)
(1)Talk
about
the
soup
and
choose
some
words
to
fill
in
the
blanks.
T:
(Point
to
the
soup.)
What’s
this?
Yes,
soup.
This
is
John’s
soup.
What’s
in
the
soup?
Ss:
Beef,
vegetables
and
noodles.
T:
If
you
are
John,
you
can
say,
“In
my
soup,
I’d
like
some
beef,
vegetables
and
some
noodles.”
Pay
attention
to
the
spelling
of
these
words.
When
we
write
sentences,
we
should
pay
attention
to
capitalizing
the
first
letter.
And
we
should
also
pay
attention
to
punctuation
marks.
Write
the
sentence
on
the
blackboard
for
demonstration.
(2)Talk
about
your
dinner
and
choose
some
words
to
fill
in
the
blanks.
T:
Now
suppose
it’s
6:00
in
the
evening.
It’s
time
for
dinner.
What
would
you
like
for
dinner?
Please
talk
to
your
partner,
then
write
down
your
dinner
in
your
book.
Write
the
sentence
on
the
blackboard
for
demonstration:
I’d
like
some
fish,
vegetables
and
rice.
Step
3:
Practice
1.
Let’s
check.
(1)Look
at
the
pictures
and
describe
them.
(课件出示:教材P54
Listen
and
tick部分的图片)
Lead
students
to
observe
the
four
pairs
of
pictures
carefully.
T:
Let’s
look
at
the
first
pair
of
pictures.
What’s
in
the
picture
above?
S1:
Some
soup
and
vegetables.
T:
What’s
in
the
picture
below?
S2:
Some
vegetables
and
fish.
T:
Let’s
look
at
the
second
pair
of
pictures.
What’s
in
the
picture
above?
S3:
A
spoon.
T:
What’s
in
the
picture
below?
S4:
Chopsticks.
…
(2)Listen
and
tick.
Play
the
recording.
(课件出示:教材P54
Listen
and
tick部分的音频)
Ask
students
to
tick
the
correct
pictures.
(3)Check
the
answers.
Answers:
第一组:上图;
第二组:下图;
第三组:上图;
第四组:上图
2.
Look
and
match.
(1)Look
at
the
pictures
and
describe
them.
(课件出示:教材P54
Look
and
match部分的图片)
T:
Look
at
the
table.
What’s
on
the
table?
Talk
about
it
with
your
partner.
(2)Look
and
match.
(3)Check
the
answers.
Answers:
第一行从左到右序号:531410
第二行从左到右序号:78926
Step
4:
Consolidation
&
Extension
1.
Let’s
write.
(1)Show
some
sentences
with
blanks
on
the
PPT
and
let
students
try
to
write
and
practice
in
groups.
(2)Choose
the
best
one
in
each
group,
then
select
in
the
whole
class.
Selection
rules:
①Write
correctly
and
beautifully.
②Eat
healthily.
2.
Let’s
sing.
(1)Learn
the
first
part
of
the
song.
①Listen
to
the
first
part
of
the
song,
then
answer:
What
would
I
like?
(出示课件)
Ss:
Some
fish
and
beef.
(课件出示:学生回答之后出示
fish
和beef的图片，再出现dish的图片。做出鱼和牛肉放到碟子中的动画，通过动画让学生理解“Put
it
on
my
dish.”的含义)
T:
(鼠标点击鱼，鱼到碟中)
Put
it
on
my
dish.
T:
(鼠标点击牛肉，牛肉到碟中)
Put
it
on
my
dish.
②Learn
the
first
part
of
the
song
after
the
recording.
(2)Learn
the
second
part
of
the
song.
①Listen
and
do.
(课件出示:图片a
fork,
a
spoon,
a
knife)
T:
Please
pass
me
a
fork.
(请一名学生上前找到PPT中fork的图片，并点击图片，图片飞到碟子的左边)
T:
Please
pass
me
a
knife.
(请一名学生上前找到PPT中knife的图片，并点击图片，图片飞到碟子的右边)
T:
Please
pass
me
a
spoon.
(请一名学生上前找到PPT中spoon的图片，并点击图片，图片飞到碟子中)
T:
Now,
dinner’s
ready!
Can
we
please
eat
soon?
Can
we
please
eat
soon?
(教师边说边做动作，帮助学生们理解句子)
②Listen
to
the
second
part
of
the
song
and
learn
it.
（出示课件）
(3)Students
sing
the
song
while
doing
actions.
(4)Ask
students
to
replace
the
words
of
food
in
the
song
when
they
sing.
?板书设计
?作业设计
1.
Write
a
family
dinner
plan.
2.
Sing
the
song
to
your
family.
3.
Do
the
exercises.
?教学反思
本课是本单元的最后一课时，它是一节综合复习的阅读课。
1.
热身部分就是对前面课程内容的复习。学生由唱到听最后到用，这样的复习很轻松，复习效果事半功倍。
2.
在阅读这部分,从直观的看,到问答,再到读,让学生对这一部分内容烂熟于心,这样语言输入就完成了,再通过练习与拓展,完成了语言输出的过程。
3.
学生们能正确地在四线三格内书写本单元的四会单词和句子。
4.
整个教学过程流畅自然，重点突出又有趣，达到了知识与趣味的结合。
?Teaching
Contents
&
Teaching
Aims
Read
and
write
·Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation
and
understand
the
general
idea
of
the
dialogue.
·Be
able
to
copy
the
topic
words
of
this
unit
in
meaningful
context
and
complete
the
sentences.
·Be
able
to
use
the
key
vocabulary
and
sentences
of
this
unit
synthetically.
Let’s
check
·Check
students’
listening
and
understanding
to
the
key
sentence
structures
of
Part
A
and
Part
B
in
this
unit.
·Examine
students’
reading
of
the
key
words
and
understanding
of
the
meanings
of
the
words.
Let’s
sing
?
·Be
able
to
understand
the
meaning
of
lyrics
and
sing
clearly
and
accurately.
?Teaching
Priorities
·Be
able
to
understand,
speak
and
read
the
key
words
of
this
unit.
·Be
able
to
complete
the
reading,
judgment,
matching
and
the
other
activities.
Understand
and
read
the
key
sentence
structures
of
this
unit
correctly.
?Teaching
Difficulties
·Be
able
to
copy
the
topic
words
of
this
unit
and
complete
the
sentences
in
meaningful
context.
·Be
able
to
use
the
key
words
and
sentences
of
this
unit
synthetically..
?Teaching
Procedures
Teaching
Stages
Teacher’s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&
Revision
1.
Greetings.2.
Play
the
recording
of
“Let’s
do”.3.
Listen
and
do.Give
instructions
or
ask
questions.
1.
Greetings.2.
Let’s
do.3.
Find
the
right
pictures.
Review
the
key
words
and
sentence
structures
of
this
unit
by
singing,
reading,
listening
and
speaking.
Prepare
for
the
following
study.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
1.
Pre-reading.Show
a
picture
of
John
staying
at
home.
Write
the
words
on
the
blackboard.
Take
out
the
corresponding
pictures.
Show
the
pictures
of
tableware.
Guess
what
John
would
like
for
dinner.
Paste
the
pictures.
Choose
the
tableware
and
practice
the
sentence
structures.
By
observing
and
describing
the
pictures,
read
and
understand
the
new
sentence
structures
of
this
lesson
on
the
basis
of
reviewing
the
vocabulary
and
sentence
structures
of
this
unit.
2.
While-reading.(1)Play
the
cartoon
and
ask.(2)Play
the
cartoon
again
and
ask.(3)Let
students
read
after
the
cartoon
and
tick.Check
the
answers.(4)Let
students
read
after
the
teacher.(5)Let
students
read
aloud
the
dialogue
by
themselves.(6)Act
out.
(1)Watch
the
cartoon
and
answer.(2)Watch
the
cartoon
again
and
answer.(3)Read
after
the
cartoon.
Then
tick
the
pictures
in
the
talk.
Check
the
answers
with
the
teacher.(4)Read
after
the
teacher.(5)Read
aloud.(6)Act
out.
Cultivate
students’
ability
of
obtaining
and
processing
information
by
close
reading,
and
then
improve
students’
reading
skills,
so
that
students
can
grasp
the
knowledge
solidly.
3.
Post-reading.Look,
choose
and
write.Lead
students
to
observe
the
picture
and
finish
the
exercises.
Talk
about
the
soup
and
choose
some
words
to
fill
in
the
blanks.
Talk
about
your
dinner
and
choose
some
words
to
fill
in
the
blanks.
Check
whether
students
can
understand
the
sentences
and
read
the
words
correctly.
And
let
students
consolidate
their
knowledge
by
writing
sentences.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Let’s
check.(1)Lead
students
to
observe
and
describe
the
pictures.(2)Ask
students
to
tick
the
correct
pictures.
(3)Check
the
answers.2.
Look
and
match.
(1)Lead
students
to
describe
the
pictures.(2)Look
and
match.(3)Check
the
answers.
1.
Let’s
check.(1)Look
at
the
pictures
and
describe
them.
(2)Listen
and
tick.
Tick
the
correct
pictures.
(3)Check
the
answers.2.
Look
and
match.
(1)Look
at
the
pictures
and
describe
them.(2)Look
and
match.(3)Check
the
answers.
This
activity
is
to
test
students’
ability
to
read
and
understand
the
words.
Students
get
the
information
from
the
pictures
and
then
match
the
words.
If
they
can
recognize
the
words
correctly,
they
can
easily
complete
the
activity.
Consolidation&Extension
1.
Let’s
write.(1)Show
some
sentences
with
blanks
on
the
PPT.
Make
a
model.(2)Choose
the
best
one.
Write
something
about
food
and
tableware.
Practice
in
groups.
Give
students
the
space
of
free
imagination,
and
apply
the
language
to
writing
after
learning
and
using,
so
as
to
improve
students’
writing
level
and
language
organization
ability.
2.
Let’s
sing.(1)Teach
the
first
part
of
the
song.(2)Teach
the
second
part
of
the
song.(3)Let
students
sing
the
song
while
doing
actions.(4)Ask
students
to
replace
the
words
of
food
in
the
song
when
they
sing.
(1)Learn
the
first
part
of
the
song.(2)Learn
the
second
part
of
the
song.(3)Sing
the
song
while
doing
actions.(4)Replace
the
words
of
food
in
the
song.
This
song
is
closely
related
to
the
key
content
of
this
unit.
At
last,
finish
this
section
and
this
unit
by
learning
the
song,
so
that
students
can
review
and
consolidate
the
content
of
this
unit
in
a
relaxing
and
happy
atmosphere.
Homework
1.
Write
a
family
dinner
plan.2.
Sing
the
song
to
your
family.3.
Do
the
exercises.
Teaching
purpose
通过听命令或问句找对应词汇的互动形式来复习已学的重点句型和词汇，帮助唤醒学生的已有知识，为下一环节的学习做好准备。
Teaching
purpose
通过观察和描述图片，在复习本单元的词汇和句型的基础上认读理解本课的新句型。
Teaching
purpose
通过细读环节,培养学生自主阅读获取信息和处理信息的能力，进而提升学生的阅读技巧，让学生比较扎实地掌握所学知识。
Teaching
purpose
先引导学生观察图片中的内容，再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介绍自己想吃的晚餐食物，让学生在使用中巩固所学知识。
Teaching
purpose
在完成听力练习之前，引导学生观察图片获取信息，养成在做听力之前先获取信息的习惯。
Teaching
purpose
这个活动是检验学生对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。
Teaching
purpose
给学生自由想象的空间，真正把语言活学活用之后，再运用到写作之中，可以提高学生的写作水平和语言组织能力。
Teaching
purpose
这首歌与本单元的重点内容息息相关，最后以学习歌曲来结束本节以及本单元课程，可以让学生在轻松欢快的氛围中复习巩固本单元的内容。
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