The
fourth
period（第四课时）
Part
B
Let’s
talk
&
Let’s
play
?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·能够在情景中恰当运用句型“—Would
you
like…?
—Yes,
please./No,
thanks.
I
can
use…”提出餐具使用建议并做出正确回应·能够在情景中恰当运用功能句“Help
yourself.”·能够在语境中理解新词“knife,
fork,
chopsticks”的意思，并能够正确发音
Let’s
play
·能够在选择食物的场景中巩固运用句型“Would
you
like
some…?”
?教学重点
1.能够听懂、会说句型“—Would
you
like
some…?
—Yes,
please./No,
thanks.”“Help
yourself.”。
2.能够理解并正确朗读课文对话，做到发音准确、语调自然。
?教学难点
能够在真实的情景中运用本课的句型来向别人提出用餐建议或餐具使用建议。
?教学准备
1.预习本课时的相关内容。
2.PPT课件、课文录音、视频、卡片、筷子和刀叉等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Enjoy
the
song—What
would
you
like?
(课件出示:教材P54
Let’s
sing板块的歌曲动画)
3.
Play
a
game—“What’s
missing?”
(课件出示:egg,
juice,
bread,
milk,
water,
fish,
rice,
cake,
beef,
chicken,
noodles,
soup,
vegetables的图片依次快速出现，再消失)
T:
Look!
A
lot
of
food!
What
are
they?
Ss:
…
T:
Now,
what’s
missing?
Ss:
…
4.
Free
talk.
T:
What
delicious
food!
Oh,
I’m
hungry.
I’d
like
some
fish,
chicken
and
beef.
(教师表现出一副很想品尝的模样)
What
would
you
like?
Ss:
I’d
like
some…
Step
2:
Presentation
1.
Teach
the
new
words
and
sentences.②
（1）(课件出示:18:00的闹钟和一些食物的图片)
T:
It’s
time
for
dinner.
What
would
you
like
for
dinner?
Would
you
like
some
beef?
If
you
would,
you
can
say,
“Yes,
please.”
If
you
wouldn’t,
you
should
say,
“No,
thanks.”
S1:
Yes,
please.
T:
Would
you
like
some
rice?
S2:
No,
thanks.
…
Write
down
the
sentence
structures
“—Would
you
like
some…?
—Yes,
please./No,
thanks.”
on
the
blackboard.
Read
these
sentences
together.
（2）T:
I
want
to
eat
some
noodles.
What
can
I
use?
(课件出示:一双筷子和一副刀叉)
T:
(Pick
up
the
prepared
tableware.)
Chopsticks
or
a
knife
and
fork?
(Students
point
to
the
chopsticks.)
T:
Yes,
chopsticks//,
ch/t?/-o/?/-chop/t??p/-sticks/st?ks/,
//.
I
can
use
chopsticks.
Write
down
the
word
“chopsticks”
on
the
blackboard
and
teach
it.
(3)T:
(Point
to
S1.)
He
would
like
some
beef.
What
can
he
use?
Chopsticks
or
a
knife
and
fork?
(Students
point
to
the
knife
and
fork.)
T:
Yes,
a
knife
and
fork.
Knife/na?f/,
kn/n/-i/a?/-fe/f/,
/na?f/;
fork/f?:k/,
f/f/-or/?:/-k/k/,
/f?:k/.
Knives
and
forks
are
used
in
sets.
A
set
of
knife
and
fork
means
a
knife
and
fork.
He
can
use
a
knife
and
fork.
Write
down
the
phrase
“a
knife
and
fork”
on
the
blackboard
and
teach
it.
T:
(Point
to
some
food
on
the
table
on
the
PPT
and
say
to
students.)
Now,
dinner’s
ready!
Help
yourself.
Help/help/,
e/e/,
help/help/,
yourself//,
your/j?:/-self/self/,
yourself//.
Write
down
the
sentence
“Help
yourself.”
on
the
blackboard
and
teach
it.
T:
You
are
all
polite,
so
you
should
say…
Ss:
Thanks.
T:
Good!
Oh,
I
can
use
chopsticks,
but
I
can’t
use
a
knife
and
fork.
Can
you
teach
me?
Ask
a
student
to
demonstrate
how
to
use
it
on
the
platform.
T:
The
fork
is
on
the
left.
The
knife
is
on
the
right.
Do
like
this.
(教师做使用刀叉的动作)
Now,
I
can
use
a
knife
and
fork.
Thank
you.
2.
Let’s
talk.③
(1)Present
the
first
picture
of
“Let’s
talk”.
(课件出示:教材P51
Let’s
talk板块的图一)
T:
Look.
Mike
is
at
Wu
Yifan’s
home.
It’s
6:00
in
the
afternoon.
It’s
time
for
dinner.
Dinner’s
ready.
What’s
for
dinner?
Look
at
Picture
1.
S1:
Soup,
beef,
vegetables
and
bread.
T:
They
are
all
western
food.
Why?
S2:
Mike
is
from
Canada.
T:
Would
Mike
like
a
knife
and
fork
for
dinner?
Guess!
S2:
Yes./No.
（2）Watch
the
cartoon
and
answer
the
questions.
（课件出示:教材P51
Let’s
talk板块的视频）
T:
When
you
listen
to
the
recording,
pay
attention
to
the
pronunciation
and
the
intonation.
And
underline
the
key
sentences
in
your
book.
(3)Check
the
answers.
①T:
Would
Mike
like
a
knife
and
fork?
S1:
No.
Mike
says,
“No,
thanks.”
②T:
What
can
he
use?
Can
he
use
chopsticks？
S2:
He
can
use
chopsticks.
Mike
says,
“I
can
use
chopsticks.”
③T:
Would
Mike
like
some
soup？
S3:
Yes.
Mike
says,
“Yes,
please!”
(4)Read
and
act.
①Read
after
the
recording
and
pay
attention
to
the
pronunciation
and
the
intonation.
②Let
students
practice
the
dialogue
in
groups.
③Act
out.
Ask
some
groups
to
perform
in
different
roles.
Step
3:
Practice
1.
Make
a
new
dialogue.④
Take
out
some
pictures
of
food
and
tableware.
Let
students
work
in
pairs
to
make
a
new
dialogue.
Make
a
model:
T:
Would
you
like
some
bread/…?
(Take
out
a
picture
of
food.)
S1:
Yes,
please./No,
thanks.
T:
(Take
out
a
picture
of
tableware.)
Would
you
like
a
knife
and
fork/chopsticks?
S1:
Yes,
please./No,
thanks.
I
can
use
chopsticks/a
knife
and
fork.
T:
Now
practice
the
dialogue
with
your
partner.
2.
Let’s
play.
(课件出示:教材P51
Let’s
play板块的图片)⑤
T:
Let’s
go
to
a
restaurant
now.
Look!
Today’s
specials.
Soup
is
only
1
yuan
now.
Noodles
are
only
3
yuan
now.
Juice
is
only
2
yuan.
Fish
is
only
8
yuan.
Beef
is
only
10
yuan.
Vegetables
are
only
5
yuan.
So
cheap!
Let
students
work
in
pairs.
Make
a
model
with
a
student.
T:
Here
are
today’s
specials.
Would
you
like
some
beef?
S1:
Yes,
please.
How
much
is
it?
T:
Ten
yuan.
T:
Now,
do
it
in
pairs.
Ask
and
answer,
please.
Ask
some
pairs
to
perform
on
the
platform.
Step
4:
Consolidation
&
Extension
1.
Make
a
new
dialogue.
(课件出示:吴一凡去Mike家吃饭的情景图)⑥
T:
Look.
Who
are
they?
Ss:
They
are
Mike’s
mum,
Mike
and
Wu
Yifan.
T:
Today
Wu
Yifan
is
at
Mike’s
home
for
dinner.
Mike
is
from
Canada.
What’s
for
dinner?
Chinese
food
or
western
food?
Guess!
Ss:
Chinese
food.
Wu
Yifan
is
from
China.
(课件出示:分类展示中餐和西餐的图片)
T:
Please
make
a
new
dialogue
with
your
partners.
Let
students
work
in
groups
of
three.
Then
act
out
their
dialogues.
Make
a
model:
2.
Let’s
chant.⑦
Change
the
words
to
make
a
new
chant.
?板书设计
?作业设计
1.
Listen
and
imitate
the
dialogue
of
“Let’s
talk”
for
three
times.
2.
Do
the
exercises.
?教学反思
1.
在课前热身阶段，通过听歌曲、玩游戏、对话等活动让学生们在轻松的气氛中进入复习，同时这些食物类的单词和句型也起到了承上启下的作用，为新课做了一定的铺垫。
2.
设计与生活相近、与课文内容也相关的语境，导入新词汇和句型，再自然地引入课文。环环相扣，层层深入，让学生轻松地掌握课文内容。
3.
呈现的活动丰富、操练形式多样，充分调动了学生的积极性，使学生能够积极主动地参与到活动中，既拓展了思维，也明显提高了语言能力。
4.
本节课的对话学习中穿插了中西饮食文化中餐具使用的差异，充分激发了学生的学习兴趣。
?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“—Would
you
like…?
—Yes,
please./No,
thanks.
I
can
use…”to
offer
suggestions
on
the
use
of
tableware
and
make
correct
response
in
situations.
?·Be
able
to
use
the
functional
sentence
“Help
yourself.”
in
situations
properly.
?·
Be
able
to
understand
the
meanings
of
the
new
words
“knife,
fork,
chopsticks”
in
context,
and
pronounce
them
correctly.
Let’s
play
·Be
able
to
consolidate
and
use
the
key
sentence
structures
in
the
scene
of
food
selection.
?Teaching
Priorities
·Be
able
to
understand
and
say
the
sentence
structures
“—Would
you
like
some…?
—Yes,
please.
/No,
thanks.”
“Help
yourself.”
·Be
able
to
understand
and
read
the
text
correctly
with
the
accurate
pronunciation
and
natural
intonation.
?Teaching
Difficulties
·Be
able
to
use
the
sentence
structures
of
this
lesson
in
real
situations
to
give
advice
on
dining
or
using
tableware
to
others.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.2.
Enjoy
the
song.3.
Play
a
game—“What’s
missing?”4.
Free
talk.
Ask
some
questions.
1.
Greetings.2.
Enjoy
the
song.
3.
Say
the
missing
words.4.
Answer
the
questions.
Review
the
words
learned
by
listening
to
music
and
playing
games.
And
review
the
sentence
structures
of
Part
A
in
free
talk.
Help
students
arouse
their
existing
knowledge
and
prepare
for
the
next
step.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
1.
Teach
the
new
words
and
sentences.
Learn
the
new
words
and
sentences.
Set
the
situation,
and
let
students
learn
the
new
words
in
situations
and
perceive
the
new
sentence
structures.
2.
Let’s
talk.(1)Present
the
first
picture
of“Let’s
talk”.
(2)Play
the
cartoon
and
ask
three
questions.(3)Check
the
answers.(4)Read
and
act.Let
students
practice
the
dialogue
in
groups.
(1)Talk
about
the
picture.(2)Watch
the
cartoon
and
answer
the
questions.(3)Check
the
answers
with
the
teacher.(4)Read
after
the
recording.
Practice
the
dialogue
in
groups.
Then
act
out.
Let
students
understand
and
master
the
key
sentence
structures
in
this
lesson
gradually,
and
lay
the
foundation
for
their
skillful
expression.
Practice
1.
Make
a
new
dialogue.Show
some
sentences
on
the
PPT.
Make
a
model.
Look
at
the
sentences
on
the
PPT.Make
a
new
dialogue
in
pairs
according
to
the
example.
Through
making
new
dialogues,
let
students
grasp
the
structures
of
key
sentences
and
express
them
skillfully.
2.
Let’s
play.Show
the
picture
of
“Let’s
play”
on
the
PPT.
Set
a
scene
for
students
to
practice.
Make
a
model.
Look
at
the
picture
of
“Let’s
play”.Practice
in
pairs
according
to
the
picture
of
“Let’s
play”.Ask
and
answer
as
the
teacher’s
model.
Perform
on
the
platform.
Let
students
practice
the
key
sentence
structures.
Cultivate
students’
ability
to
use
language
flexibly.
Consolidation&Extension
1.
Make
a
new
dialogue
by
imitating
the
text.Give
the
central
sentences.2.
Let’s
chant.Give
an
example.
1.
Talk
about
the
main
scene
with
the
teacher.Make
a
new
dialogue
in
groups
of
three.
Act
out
the
dialogue.2.
Change
the
words
to
make
a
new
chant.
Through
the
two
activities,
let
students
practice
and
use
the
key
words
and
sentence
structures
they
have
learned.
Homework
1.
Listen
and
imitate
the
dialogue
of
“Let’s
talk”
for
three
times.2.
Do
the
exercises.
Teaching
purpose①
通过听音乐和玩游戏来复习学过的词汇，在自由谈话中复习A部分的句型，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。
Teaching
purpose②
设置情景，让学生在情景中学习新单词，感知新句型。
Teaching
purpose③
通过各种活动，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，为其熟练表达奠定基础。
Teaching
purpose④
通过创编对话让学生把握重点句型的结构，熟练表达重点句型。
Teaching
purpose⑤
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、使用重点句型，培养学生灵活运用语言的能力。既能落实课标的要求，又能实现语言的迁移运用。
Teaching
purpose⑥
设置吴一凡去Mike家做客的情境更具延续性。引导学生运用所学新句型，结合旧知，创编新对话，提高语言的综合运用能力。
Teaching
purpose⑦
通过换单词编韵句的活动再现、总结重点词汇与重点句型，从而巩固所学知识。
4
9The
second
period（第二课时）
Part
A
Let’s
learn
&
Let’s
play
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·能够听、说、认读单词“beef,
chicken,
noodles,
soup,
vegetable”·能够熟练运用句型“—What
would
you
like?
—I’d
like
some…”征求和表达用餐意愿
Let’s
play
·能够模拟餐馆中顾客点餐时与服务员之间的对话，并且能够快速找到食物图片或判断图片的正确性
?教学重点
1.
能够听、说、认读单词“beef,
chicken,
noodles,
soup,
vegetable”。
2.
能够在真实或虚拟的情景中熟练运用句型“—What
would
you
like?
—I’d
like
some…”征求和表达用餐意愿。
?教学难点
能够熟练运用所学单词及核心句型进行简单的点餐活动。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision①
1.
Greetings.
2.
Let’s
chant.
Let
students
change
the
words
of
food
to
make
a
new
chant.
3.
Sharp
eyes.
Review
the
words
of
food
and
drinks.
(课件出示:
apple,
10
apples,
banana,
12
bananas,
egg,
5
eggs,
bread,
milk,
rice,
juice,
fish依次快速出现并消失)
T:
If
you
know
the
word
or
the
phrase,
you
can
stand
up
and
read
it
aloud.
Step
2:
Presentation
1.
Teach
the
new
words.②
Show
a
picture
of
a
restaurant.
(出示课件)
(1)T:
Welcome
to
my
restaurant—Fresh
Restaurant.
We
have
lots
of
yummy
food.
This
is
the
menu.
(课件出示:
教材P49
Let’s
learn板块的菜单)
Let’s
have
a
look!
The
rice
is
one
yuan.
The
fish
is…
Ss:
The
fish
is
ten
yuan.
The
juice
is
five
yuan.
The
milk
is
two
yuan.
The
bread
is
one
yuan.
（2）Teach
the
word
“noodles”.
T:
Good!
Guess
what
these
are.
They’re
usually
long
and
white.
(Show
the
back
of
the
card.)
Yes,
they’re
noodles.
Noodles//,
n/n/-oo/u:/-dle/dl/-s/z/,
noodles//.
(课件出示:
图片一:
筷子夹一根面条，出示单词noodle；图片二:一碗面条，出示单词noodles)
Put
the
word
card
of
“noodles”
on
the
blackboard
and
write
down
this
word.
Ask
students
to
read
and
chant
after
the
teacher
with
some
actions.
T:
Noodles,
noodles,
long
noodles.
I
like
noodles.
If
you’d
like
some
noodles,
you
can
say,
“I’d
like
some
noodles.
Yummy,
yummy!”
What
would
you
like?
Ss:
I’d
like
some
noodles.
Yummy,
yummy!
T:
Look!
There
are
many
kinds
of
noodles.
(课件出示:各种面条的图片)
We
have
egg
noodles,
vegetable
noodles,
beef
noodles
and
chicken
noodles.
Eggs
and
noodles
are
egg
noodles,
so
vegetables
and
noodles
are
vegetable
noodles.
(3)Teach
the
word
“vegetables”.
（课件出示:一个西红柿，一根黄瓜，一个南瓜）
T:
Look!
Are
they
fruit?
Ss:
No.
T:
They
are
vegetables.
Vegetable//,
ve/ve/-ge/d?/-ta/t?/
-ble/bl/,
vegetable//.
Put
the
word
card
of
“vegetables”
on
the
blackboard
and
write
down
this
word.
Ask
students
to
read
and
chant
after
the
teacher.
Let
students
pay
attention
to
the
change
of
singular
and
plural
forms.
T:
Vegetable,
vegetable,
green
vegetables,
red
vegetables,
yellow
vegetables…
I
like
vegetables.
What
would
you
like?
Ss:
I’d
like
some
vegetables.
Yummy,
yummy!
(4)Teach
the
word
“beef”.
T:
Beef
noodles
are
very
yummy.
Beef
is
from
the
cow.
（课件出示:牛和牛肉的图片）I
like
beef.
Do
you
like
beef?
Put
the
word
card
of
“beef”
on
the
blackboard
and
write
down
this
word.
Ask
students
to
read
and
chant
after
the
teacher.
T:
Beef/bi:f/,
b/b/-ee/i:/-f/f/,
beef/bi:f/.
I
like
beef.
What
would
you
like?
Ss:
I’d
like
some
beef.
Yummy,
yummy!
(5)Teach
the
word
“chicken”.
T:
Chicken
is
very
yummy,
too.
We
often
eat
chicken
in
the
KFC.
Do
you
like
chicken?
（课件出示:鸡肉的图片）
Put
the
word
card
of
“chicken”
on
the
blackboard
and
write
down
this
word.
Ask
students
to
read
and
chant
after
the
teacher.
T:
Chicken//,
ch/t?/-i/?/-ck/k/-en/?n/,
chicken//.
I
like
chicken.
What
would
you
like?
Ss:
I’d
like
some
chicken.
Yummy,
yummy!
(6)Teach
the
word
“soup”.
(课件出示:各种汤的图片)
T:
(Point
to
the
picture
of
soup.)
What’s
this?
It’s
soup.
Soup/su:p/,
s/s/-ou/u:/-p/p/.
Look!
There
are
many
kinds
of
soup
in
my
restaurant.
What
are
they?
Ss:
They
are
egg
soup,
vegetable
soup,
fish
soup,
beef
soup
and
chicken
soup.
T:
I
like
fish
soup.
What
would
you
like?
…
2.
Watch
the
cartoon
and
answer
the
question.③
(1)T:
It’s
6:00
o’clock
in
the
evening.
It’s
time
for
dinner.
My
restaurant
is
open
now.
Welcome
to
Fresh
Restaurant.
This
is
the
menu.
(课件出示:
教材P49
Let’s
learn板块的菜单)
What
would
you
like?
S1:
I’d
like
some
beef,
please.
T:
You
should
eat
some
rice,
noodles
or
bread.
Or
you
won’t
be
full.
（课件出示:标示出菜单中的主食:rice,
noodles,
bread）
S1:
I’d
like
some
beef
and
rice,
please.
T:
OK.
Twenty-one
yuan,
please.
Oh,
look!
Zoom
and
Zip
are
in
my
restaurant.
What
would
Zoom
like?
Guess!
S1:
Maybe
some…
S2:
Maybe
some…
…
T:
Maybe!
Let’s
watch
the
cartoon
and
answer
“What
would
Zoom
like?”
Play
the
cartoon
of
“Let’s
learn”.
(出示课件)
Ask
students
to
read
after
it.
(2)Let
students
read
the
dialogue
again
and
answer
the
question.
Check
students’
answers
and
lead
students
to
make
an
introduction
according
to
their
answers.
It
can
be
done
like
this:
Zoom
says,
“I’d
like
some
vegetables,
please.”
(3)Read
and
act.
①Play
the
recording
again
and
ask
students
to
read
after
it.
（出示课件）Lead
students
to
try
to
imitate
the
pronunciation
and
the
intonation
of
the
recording.
Let
them
read
together
and
read
freely.
②Let
students
read
the
dialogue
in
pairs
and
choose
some
food.
Several
minutes
later,
ask
some
students
to
act
out
their
dialogues.
Make
a
model:
S1:
What
would
you
like?
S2:
I’d
like
some
chicken,
vegetables
and
rice.
S1:
OK.
Twenty-one
yuan,
please.
S2:
Here
you
are.
…
③Choose
the
best
performers
and
give
awards.
Step
3:
Practice④
1.
Play
a
game—“What’s
missing?”
(游戏说明:单词noodles,
vegetables,
beef,
chicken,
soup在课件上逐一消失，让学生快速读出消失的单词。)
2.
Let’s
match.
Let
students
match
the
corresponding
words
with
the
pictures.
T:
Now
let’s
match.
I
show
the
pictures,
and
you
read
the
words.
3.
Play
a
game—“What
would
I
like?”
Make
a
model:
T:
Please
guess.
It’s
five
yuan
on
the
menu.
What
would
I
like?
S1:
You’d
like
some
juice.
T:
No.
S2:
I
know.
You’d
like
some
vegetables.
Please
guess.
It’s
ten
yuan
on
the
menu.
What
would
I
like?
S3:
…
Ask
some
students
to
do
as
they
do.
Step
4:
Consolidation
&
Extension⑤
1.
Let’s
play.
Let
students
work
in
groups
of
six.
T:
You
know
the
restaurant
well
and
you
know
how
much
the
food
is.
Now
let’s
play.
Please
make
a
dialogue
in
groups.
One
of
you
can
be
the
waiter
or
waitress
in
the
restaurant.
The
others
go
to
the
restaurant
and
order.
2.
According
to
the
dining
principles,
design
your
own
three
meals.⑥
Choose
students
with
the
most
reasonable
three
meals
and
the
best
handwriting.
?板书设计
?作业设计
1.
Read
the
new
words
and
the
dialogue
of
“Let’s
learn”
five
times.
2.
Design
three
meals
for
your
parents.
3.
Do
the
exercises.
?教学反思
1.
由chant和游戏引入，带领学生复习已学的与食物有关的单词和上一课的句型，迅速抓住学生的注意力。
2.
通过情景引入新词，做到在语篇中呈现单词，具有情景性和完整性，也最大限度地增加了单词在篇章中的运用频率，尽可能地提高综合语言运用能力。
3.
从听到说，再到读，从大量的输入再到学生自主的输出，由易到难，呈现递进关系，同时运用多种方式调动学生学习的能动性与积极性。
4.
最后把“写”与生活相结合，并对学生进行思想教育，让学生把所学知识与生活更紧密地结合起来。
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
?·Be
able
to
listen,
speak
and
read
the
words
“beef,
chicken,
noodles,
soup,
vegetable”.
?·Be
able
to
use
the
sentence
structures
“—What
would
you
like?
—I’d
like
some…”
skillfully
to
ask
for
and
express
the
will
to
eat.
Let’s
play
?·Be
able
to
simulate
the
dialogue
between
the
customer
and
the
waiter
when
ordering
in
the
restaurant
and
quickly
find
the
picture
of
food
or
judge
the
correctness
of
the
pictures.
?Teaching
Priorities
·Be
able
to
listen,
speak
and
read
the
words
“beef,
chicken,
noodles,
soup,
vegetable”.
·Be
able
to
use
the
sentence
structures
“—What
would
you
like?
—I’d
like
some…”
skillfully
in
real
or
virtual
situations
to
ask
for
and
express
the
will
to
eat.
?Teaching
Difficulties
·Be
able
to
use
the
key
words
and
sentence
structures
to
carry
out
simple
ordering
activities.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision
1.
Greetings.
2.
Let’s
chant.3.
Sharp
eyes.
1.
Greetings.2.
Read
the
chant
together
and
make
a
new
chant.
3.
Review
the
words
of
food
and
drinks.
Stimulate
students’
learning
interest.
Review
the
contents
of
“Let’s
talk”.
Create
a
learning
atmosphere
and
pave
the
way
for
learning
new
knowledge.
Presentation
1.
Teach
the
new
words.Teach
the
new
words
“noodles,
vegetables,
beef,
chicken,
soup”.
Learn
the
new
words.
Pay
attention
to
the
singular,
plural
and
uncountable
forms
of
the
words
about
food.
Create
a
situation
and
use
the
restaurant
environment
to
bring
out
the
key
knowledge
of
this
lesson.
Introduce
the
words
about
food
by
using
the
menu.
Help
students
accumulate
words
for
the
next
step.
2.
Watch
the
cartoon
and
answer
the
question.(1)Play
the
cartoon.
Let
students
guess
what
Zoom
would
like.(2)Let
students
read
the
dialogue
again
and
answer
the
question.
(3)Read
and
act.
(1)Watch
the
cartoon
and
guess
the
answer.(2)Read
the
dialogue
and
answer
the
question.
Check
the
answer
with
the
teacher.
Make
an
introduction
according
to
the
answer.
(3)Read
in
different
ways
and
act
out.
Create
a
situation
to
practice
the
sentence
structures.
Establish
a
link
between
the
food
and
its
price
by
adding
the
price
of
the
food.
Prepare
for
the
creation
of
a
new
dialogue.
Practice
1.
Play
a
game—“What’s
missing?”2.
Let’s
match.3.
Play
a
game—“What
would
I
like?”Make
a
model.
1.
Say
the
missing
word.2.
Match
the
corresponding
words
with
the
pictures.3.
Some
students
say
the
price
of
the
food
and
the
others
guess
what
they
would
like.
Let
students
form
a
three-dimensional
memory
of
the
new
words
through
the
activities
so
as
to
achieve
the
purpose
of
mastering
the
new
words
of
this
lesson
firmly.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Consolidation&Extension
1.
Let’s
play.Let
students
work
in
groups
of
six.2.
According
to
the
dining
principles,
ask
students
to
design
their
own
three
meals.
1.
Make
a
dialogue
in
groups.2.
Design
their
own
three
meals.
Improve
students’
ability
of
speaking
and
writing
by
practicing
the
dialogue
and
designing
their
own
three
meals.
Homework
1.
Read
the
new
words
and
the
dialogue
of
“Let’s
learn”
five
times.2.
Design
three
meals
for
your
parents.3.
Do
the
exercises.
Teaching
purpose①
韵句既可以激发学生的学习兴趣，又可以复习上节课Let’s
talk板块的内容。再通过游戏复习所学有关食物或饮品的单词和数词，激活学习背景，为学习新知识做好铺垫。
Teaching
purpose②
创设情境，利用餐馆这个环境来引出本课的重点知识。用菜单这一餐馆中常见的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。
Teaching
purpose③
继续创设情境，结合情境练习本课句型，再在上一课的句型基础上加上食物的价格，让学生将食物与价格建立起联系，为之后的对话创编做好准备。教师播放Let’s
learn板块的录音，学生听录音跟读,引导学生按照正确的语音、语调朗读对话。通过在小组中创编并分角色表演对话，激发学生的兴趣，然后挑选小组，全面呈现操练结果,巩固本课的重点句型，强化语言知识点。
Teaching
purpose④
通过活动，使学生形成对于新授词汇的立体记忆，以达到牢固掌握本课新授词汇的目的。
Teaching
purpose⑤
让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，使学生在模拟的情境中进行比较流畅的对话，帮助学生提高口语表达能力。
Teaching
purpose⑥
这是对学生听说读写中“写”的训练，同时让学生明白“珍惜粮食,
科学搭配,
均衡营养”，并学会根据自己的喜好，设计自己的三餐。
4
9The
fifth
period（第五课时）
Part
B
Let’s
learn
&
Let’s
do
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·能够听、说、认读单词“chopsticks,
bowl,
fork,
knife,
spoon”·能够运用句型“Pass
me
the
knife
and
fork,
please.”熟练地表述就餐时需要的餐具
Let’s
do
·能够听懂指令，并根据指令做出正确的动作
?教学重点
1.能够听懂、会说、认读单词“chopsticks,
bowl,
fork,
knife,
spoon”。
2.能够运用句型“Pass
me
the
knife
and
fork,
please.”熟练地表述就餐时需要的餐具。
?教学难点
能够熟练且正确地向别人提出用餐建议或使用餐具的建议并做出正确的回应。。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片、餐具、蔬菜等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Let’s
chant.①
3.
Sharp
eyes.②
T:
Now
let’s
play
a
game.
When
you
see
the
picture,
try
to
say
the
word
as
quickly
as
you
can.
(课件出示:egg,
juice,
bread,
milk,
water,
fish,
rice,
cake，
beef,
chicken,
noodles,
soup,
vegetables的图片逐一快速闪现)
4.
Lead-in.
T:
Do
you
know
what
I
would
like?
Can
you
guess?
S1:
Would
you
like
some
bread?
T:
No,
thanks.
S2:
Would
you
like
some
beef?
T:
Yes,
please.
…
T:
What
would
I
like?
Yes,
I’d
like
some
beef,
…
(Write
down
the
food
the
teacher
likes
on
the
blackboard.)
Step
2:
Presentation
1.
Teach
the
new
words
and
sentences.③
(1)Teach
the
words
“pass,
knife,
fork”.
(教师拿出餐具:chopsticks,
a
knife
and
fork,
a
spoon,
a
bowl)
T:
Oh,
I’m
hungry.
I’d
like
some
beef.
How
can
I
eat
it？I
can
use…
S1:
A
knife
and
fork.
T:
Good.
I
can
use
a
knife
and
fork.
Pass
me
the
knife
and
fork.
Pass/pɑ?s/,
a/ɑ?/,
pass/pɑ?s/.
Pass
me
the
knife
and
fork.
Write
down
the
sentence
“Pass
me
the
knife
and
fork.”
on
the
blackboard
and
teach
it.
T:
Thank
you.
Knife/na?f/,
kn/n/-i/a?/-fe/f/.
Knife,
knife,
cut
with
the
knife.
(教师边说边做动作,学生跟读)
T:
Fork/f?:k/,
or/?:/.
Fork,
fork,
use
the
fork.
(教师边说边做动作,学生跟读)
T:
Look!
The
knife
is
in
my
right
hand.
The
fork
is
in
my
left
hand.
Then
cut
with
the
knife
and
use
the
fork
to
eat.
Can
you
use
them
now?
S1:
Yes,
I
can.
Let
me
show
you.
T:
Great!
Can
you
use
the
knife
and
fork?
S2:
No,
I
can’t.
T:
Let
me
help
you.
(2)Teach
the
word
“bowl”.
T:
(Show
a
bowl.)
What’s
this?
S2:
碗。
T:
Yes,
it’s
a
bowl.
Bowl/b??l/,
ow/??/.
Pass
me
the
bowl.
(用动作示意S2把碗递过来)
T:
Thank
you!
Bowl,
bowl,
pass
me
the
bowl.
(教师边说边做动作,学生跟读)
Write
down
the
word
“bowl”
on
the
blackboard
and
teach
it.
T:
What
can
I
put
in
the
bowl?
Ss:
Rice./Noodles./Soup.
(课件出示:a
bowl
of
rice,
a
bowl
of
noodles,
a
bowl
of
soup)
T:
Bowl,
bowl,
a
bowl
of
rice/a
bowl
of
noodles/a
bowl
of
soup.
(3)Teach
the
word
“chopsticks”.
T:
Oh,
I’m
hungry,
too.
I’d
like
a
bowl
of
noodles.
How
can
I
eat
them?
Use
a
knife
and
fork?
S3:
No.
Use
the
Chopsticks.
T:
Good.
I
can
use
the
chopsticks.
Chopsticks//,
ch/t?/
-op/?p/-chop/t??p/-sticks/st?ks/,
//.
Pass
me
the
chopsticks.
(用动作示意S3把筷子递过来)
T:
Thanks.
Chopsticks,
chopsticks,
use
the
chopsticks.
(教师边说边做动作,学生跟读)
Write
down
the
word
“chopsticks”
on
the
blackboard
and
teach
it.
(4)Teach
the
word
“spoon”.
T:
I
can
use
the
chopsticks
to
have
noodles.
Can
I
drink
the
soup
with
the
chopsticks?
S4:
No.
T:
I
can
use
the
spoon.
Spoon/spu:n/,
sp/sp/,
oo/u:/.
/u:/,
noodles,
food,
soup.
Pass
me
the
spoon.
(用动作示意S4把勺子递过来)
T:
Thank
you.
Spoon,
spoon,
use
the
spoon.
(教师边说边做动作,学生跟读)
Write
down
the
word
“spoon”
on
the
blackboard
and
teach
it.
2.
Let’s
learn.
(课件出示：教材P52
Let’s
learn板块的图片及音频)
④
(1)Listen
and
ask.
T:
John
is
eating
dinner
at
Wu
Yifan’s
home.
Wu
Yifan’s
mum
cooks
a
lot
of
delicious
food.
What
can
you
see?
S1:
I
can
see
some
rice,
some
beef,
some
vegetables,
some
soup…
S2:
I
can
see
a
knife
and
fork,
a
spoon,
some
bowls,
some
chopsticks…
T:
Let’s
listen
to
the
recording,
then
answer
the
following
questions:
①What
would
John
like?
②How
can
he
eat
it?
(2)Let
students
read
after
the
recording
and
pay
attention
to
the
pronunciation
and
the
intonation.
(3)Check
the
answers.
T:
What
would
John
like?
S1:
John
would
like
some
beef.
T:
How
can
he
eat
it?
S2:
He
can
use
a
knife
and
fork.
(4)Let
students
practice
the
dialogue
in
pairs.
(5)Act
out
the
dialogue.
Step
3:
Practice
1.
Play
games
and
practice
the
words.⑤
(1)What’s
missing?
(游戏说明:课件出示词汇“chopsticks,
a
knife
and
fork,
a
spoon,
a
bowl”,然后让其中一个词汇快速消失，让学生说出消失的词汇。将词汇换成图片，再玩一次。)
T:
Please
watch
carefully
and
tell
me
what
the
missing
word
is.
(2)Listen
and
find.
Say
a
word
or
a
phrase
each
time,
and
let
students
find
the
corresponding
picture.
（课件出示:筷子、刀叉、勺子、碗的图片）
2.
Let’s
do.⑥
(1)Make
a
salad.
T:
You
really
did
a
good
job.
I
want
to
make
a
salad
for
you.
I
need
some
help.
Who
can
help
me?
Take
out
the
prepared
vegetables,
knife,
bowl,
fork
and
spoon
and
ask
a
student
to
help
with
the
salad.
T:
Look.
A
lot
of
vegetables.
I
want
to
make
a
vegetable
salad.
S1,
I
say,
you
do.
Pass
me
the
bowl.
Pass
me
the
knife.
S1:
Here
you
are.
T:
Good,
thank
you.
Go
back
to
your
seat.
Let’s
go
on.
Cut
the
vegetables.
Use
the
spoon.
Use
the
fork.
Now
let’s
try
it!
Wow,
yummy！
(2)Listen
and
do
some
actions.
①Present
the
pictures
of
“Let’s
do”.
(课件出示:依次出示教材P52
Let’s
do板块的图片，学生回答后呈现与图片对应的文字)
T:
Let’s
look
at
the
pictures.
I
show,
you
say.
(Show
Picture
1.)
S1:
Pass
me
the
bowl.
(Show
Picture
2.)
S2:
Pass
me
the
knife.
…
②Listen
to
the
recording
and
read
after
it.
(课件出示:教材P52
Let’s
do板块的音频)
③Listen
to
the
order
and
point
to
the
corresponding
pictures.
T:
Now
I
say,
you
point.
Use
the
spoon.
S1:
(Point
to
Picture
4.)
…
④Listen
to
the
order
and
do
the
corresponding
actions.
T:
I
say,
you
do.
Pass
me
the
knife.
S1:
(Do
the
corresponding
action.)
…
(3)Make
a
salad
and
taste
the
salad.
Make
a
salad
in
groups
of
four.
Then
taste
the
salad.
Step
4:
Consolidation
&
Extension⑦
Dinner
time.
T:
Suppose
your
friends
are
eating
dinner
at
your
home.
Make
a
dialogue
with
your
friends.
Work
in
groups
of
three.
Make
a
model:
A:
Dinner’s
ready!
Help
yourself!
B:
Thanks.
C:
Would
you
like
some…?
B:
Yes,
please./No,
thanks.
Pass
me
the…
C:
Here
you
are.
Ask
some
groups
to
perform
the
dialogues
on
the
platform
and
select
the
best
group.
?板书设计
?作业设计
1.
Listen
to
the
recording
and
read
the
new
words
and
sentences
for
twenty
minutes.
2.
Make
a
salad
for
your
parents.
3.
Do
the
exercises.
?教学反思
1.
这是一节单词和句型的新授课。用Let’s
chant
这种说、做结合的活动来热身，既调节了气氛，又起到了很好地承前启后的作用。
2.
把单词放入情景中教学，加深学生的理解和记忆，然后再通过游戏加以巩固，学习效果事半功倍。
3.
句型操练设计形式多样，以学生为本，层层递进，完成了语言从输入再到输出的过程。
4.
Let’s
do部分制作沙拉，使用实物教学，边做边教学，再到学生自己动手做，自己品尝自己的成果，把这节课推向高潮，学生不仅学会了做沙拉，也学会了用语言来表达沙拉的制作过程。
5.
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
learn
?·Be
able
to
listen,
speak
and
read
the
words
“chopsticks,
bowl,
fork,
knife,
spoon”.
?·Be
able
to
use
the
sentence
structure“Pass
me
the
knife
and
fork,
please.”to
express
the
tableware
needed
in
dining
skillfully.
Let’s
do
·Be
able
to
understand
the
instructions
and
make
correct
actions
according
to
the
instructions.
?Teaching
Priorities
·Be
able
to
understand,
speak
and
read
the
words
“chopsticks,
bowl,
fork,
knife,
spoon”.
·Be
able
to
use
the
sentence
structure“Pass
me
the
knife
and
fork,
please.”to
express
the
tableware
for
dining
adroitly.
?Teaching
Difficulties
·Be
able
to
give
suggestions
on
dining
or
using
tableware
to
others
skillfully
and
correctly,
and
make
correct
response.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Lead-in
1.
Greetings.2.
Let’s
chant.3.
Sharp
eyes.4.
Lead-in.
1.
Greetings.2.
Read
the
chant
loudly
and
act
it
out.3.
Say
the
word
quickly.4.
Answer
the
questions.
Review
the
words
about
food
and
related
sentence
structures.
Help
students
awaken
their
existing
knowledge.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
1.
Teach
the
new
words
and
sentences.
Learn
the
new
words
and
sentences.
Introduce
the
new
words
through
situations.
Learn
the
words
in
combination
with
the
situation.
Strengthen
students’
understanding
and
application
of
new
knowledge
in
dialogue.
2.
Let’s
learn.(1)Play
the
recording
and
ask.(2)Play
the
recording
again.(3)Check
the
answers.
(4)Let
students
practice
the
dialogue
in
pairs.(5)Let
students
act
out
the
dialogue.
(1)Listen
and
answer.(2)Read
after
the
recording
and
pay
attention
to
the
pronunciation
and
the
intonation.
(3)Check
the
answers
with
the
teacher.
(4)Practice
the
dialogue
in
pairs.(5)Act
out
the
dialogue.
Understand
the
content
of
the
text,
master
the
key
words
and
the
sentence
structures,
and
use
them
flexibly
through
the
above
activities.
Practice
1.
Play
games
and
practice
the
words.(1)What’s
missing?(2)Listen
and
find.
(1)Say
the
missing
words.(2)Listen
to
the
teacher
and
find
out
the
corresponding
pictures.
Consolidate
the
new
words
in
the
game.
Make
learning
more
relaxing
and
enjoyable
for
students,
and
make
the
learning
effect
better.
2.
Let’s
do.(1)Make
a
salad.Teach
how
to
make
a
vegetable
salad.(2)Listen
and
do
some
actions.Show
the
pictures
of
“Let’s
do”.(3)Make
a
salad
and
taste
the
salad.
(1)Learn
how
to
make
a
salad.
(2)Listen
and
do
the
relevant
actions.(3)Make
a
salad
in
groups
and
taste
it.
Stimulate
students’
learning
interest
and
enthusiasm.
Increase
students’
participation.
Consolidation&Extension
Dinner
time.Create
a
scene
for
students.
And
give
relevant
sentence
structures.
Select
the
best
group.
Make
dialogues.
Work
in
groups
of
three.
And
show
the
dialogue
on
the
platform.
Understand
and
master
the
language
knowledge
at
a
deeper
level.
Develop
students’
cooperative
ability
through
group
activities.
Homework
1.
Listen
to
the
recording
and
read
the
new
words
and
sentences
for
twenty
minutes.2.
Make
a
salad
for
your
parents.3.
Do
the
exercises.
Teaching
purpose①
由上一课时与本课的重点句型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。
Teaching
purpose②
通过用课件快速闪现食物图片,让学生快速说出单词,在复习旧知的同时为学习新知做铺垫,这个游戏能使学生注意力高度集中,快速融入课堂。
Teaching
purpose③
通过情景引入新词，把单词和句子与情景结合起来学习。在对话中加强学生对新知的理解与运用能力。
Teaching
purpose④
引导学生理解课文内容，掌握本课的重点单词和句型，并且让学生能够把本课学习的单词和句型灵活地运用在一起。
Teaching
purpose⑤
在游戏中巩固本课所学的新词，使学生学起来更轻松更愉快，学习效果更好。
Teaching
purpose⑥
通过分享salad的制作过程让学生对本课的学习内容更加感兴趣。利用TPR教学方法可以营造轻松愉快的课堂气氛，更好地调动学生的学习积极性。
Teaching
purpose⑦
通过创设情境，让学生在情境中运用所学习的语言知识，不仅可以帮助学生更深层次地理解和掌握所学语言知识，而且通过小组活动可以培养学生的合作能力。
4
9The
third
period（第三课时）
Part
A
Let’s
spell
?教学内容与目标
课时教学内容
课时教学目标
Let’s
spell
·能够感知并归纳-e在单词中的发音规则·能够读出符合-e发音规则的单词·能够根据单词读音拼写出符合-e,
-e-以及a-e,
i-e,
o-e,
u-e发音规则的单词
?教学重点
1.感知并归纳字母e在开音节（-e）与闭音节（-e-）中的发音规则。
2.能够读出符合-e和-e-发音规则的单词。。
?教学难点
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.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision①
1.
Greetings.
2.
Let’s
chant.
T:
Who
can
try
to
make
a
new
chant
like
this?
Please
have
a
try!
Step
2:
Presentation
1.
Present
the
pictures.②
(1)Talk
about
the
pictures.
T:
This
is
Lee.
He
is
ten.
He
has…
Tell
me
more
about
him.
Ss:
He
is
thin.
He
has
a
red
pen.
T:
Look!
This
is
Eve.
Tell
me
something
about
her.
Ss:
Eve
is
a
girl.
She
is
ten.
She
has
a
yellow
pen.
(课件出示:男孩女孩身边的笔消失，然后一起找笔，红色的笔在课桌上，黄色的笔在床上)
T:
Where’s
the
red
pen?
Where’s
the
yellow
pen?
Ss:
The
red
pen
is
on
the
desk.
The
yellow
pen
is
on
the
bed.
(课件出示:Zoom出现并拿到笔说:“Let
me
get
the
pens.”)
Write
down
“he,
she,
me”
and
“ten,
red,
pen,
yellow,
desk,
bed”
on
the
blackboard.
T:
Read
the
chant
together,
then
observe
these
words
and
tell
me
the
common
letter
among
them.
Ss:
The
letter
“e”.
(2)Look
at
the
words
and
find
out
the
pronunciation
rules.
T:
Look
at
these
words
“he,
she,
me”.
What’s
the
sound
of
the
letter
“-e”?
Listen
to
me
carefully.
(Read
these
words.)
Ss:
/i:
/.
Teach
the
sound
/i:
/.
T:
Look
at
these
words
“ten,
red,
pen,
yellow,
desk,
bed”.
What’s
the
sound
of
the
letter
“-e-”?
Listen
to
me
carefully.
(Read
these
words.)
Ss:
/e/.
Teach
the
sound
/e/.
(3)Compare
these
words
and
summarize
the
pronunciation
rules
of
the
letter
“e”.
2.
Let’s
read.③
Show
the
words
“me,
be,
we,
set,
red,
hen,
beg,
let”
on
the
PPT.
（出示课件）
T:
Who
can
read
these
words?
(1)Ask
some
students
to
read
these
words.
(2)Read
aloud
together.
3.
Read,
listen
and
chant.④
(1)Show
the
pictures
and
the
words.
(课件出示:教材P50
Read,
listen
and
chant部分的内容)
Ask
students
to
read
the
words
one
by
one
and
then
read
in
groups.
(2)Let’s
chant.
Show
the
chant
of
“Read,
listen
and
chant”
on
the
PPT.
①Ask
students
to
listen
and
read
after
it.
②Read
together
with
students.
Step
3:
Practice
1.
Read,
listen
and
tick.⑤
(课件出示:教材P50
Read,
listen
and
tick部分的图片)
T:
Look
at
these
words.
Who
can
read
these
words?
Ss:
…
T:
Good!
Now
listen
to
the
recording
and
tick
the
words
you
hear,
please.
(课件出示:教材P50
Read,
listen
and
tick部分的音频)
Check
the
answers.
Answers:
be;
red;
me;
she;
let
2.
Listen,
circle
and
write.⑥
(1)Let
students
observe
the
four
pictures
and
guess
what
words
should
be
filled
in
the
picture.
(课件出示:教材P50
Listen,
circle
and
write部分的图片)
(2)Lead
students
to
listen
to
the
recording
and
write
down
the
answers.
Then
check
the
answers.
Answers:
rice;
he;
red;
we
T:
Rice.
Is
it
for
“-e”
or
“i-e”?
Ss:
It’s
for
“i-e”.
T:
So
circle
“i-e”.
T:
He,
circle…
Ss:
“-e”.
Step
4:
Consolidation
&
Extension
1.
1Play
a
game—“Pick
the
apples
from
the
tree.”
⑦
(课件出示:一棵苹果树，苹果上的单词为“we,
wet,
yes,
me,
pencil,
Lee,
hen,
be,
set,
met,
he,
let,
desk,
tell,
she”,树下两个篮子，一个是“-e/i:/”，一个是“-e-/e/”)
Divide
students
into
two
groups.
Let
one
group
use
the
basket
“-e/i:/”
and
the
other
use
the
basket
“-e-/e/”.
T:
Now
you’re
competing
to
pick
apples.
Give
you
ten
seconds.
The
winner
belongs
to
the
fast
group.
2.
Listen
and
lift.⑧
The
teacher
gives
out
some
word
cards
to
students.
When
the
teacher
says
a
word,
students
find
the
corresponding
word
card
and
lift
it
up.
3.
Make
a
new
chant.⑨
T:
It’s
chant
time.
Listen
first,
then
chant
together.
E,
e,
e;
it’s
in
“he”,
/i:/,
/i:/,
/i:/.
E,
e,
e;
it’s
in
“pen”,
/e/,
/e/,
/e/.
Ask
students
to
make
a
new
chant
one
by
one.
Use
these
chants
to
review
the
pronunciations
of
letters
“a,
e,
i,
o,
u”.
?板书设计
?作业设计
1.
Write
the
words
“rice,
he,
red,
we”
in
four
lines
and
three
grids.
2.
Think
about
other
words
with
the
letter
“e”
in
the
open
syllable
and
the
closed
syllable.
3.
Do
the
exercises.
?教学反思
本课是人教PEP四年级上册第五单元的语音教学板块。小学英语语音教学是教会小学生运用英语语音的基本知识，提高听、说、读、写的基本技能，培养学生的英语语感以及对听、说的感性认识。结合四年级学生的年龄特点，本课设计突出了以下几点:
1.
创设语言情境，在语境中学习语音。
2.
拼读结合，在多层次的活动中练习语音。
3.
由浅入深，培养了学生的分析能力和举一反三的能力。
4.
利用自编chant，师生频繁互动，小组竞赛等形式，使原本枯燥的语音课变得生动起来。
?Teaching
Contents
&
Teaching
Aims
Let’s
spell
?·Be
able
to
perceive
and
summarize
the
pronunciation
rule
of
“-e”
in
words.
?·Be
able
to
read
words
that
conform
to
the
pronunciation
rule
of
“-e”.
?·Be
able
to
spell
out
the
words
that
conform
to
the
pronunciation
rules
of
“-e,
-e-”
and
“a-e,
i-e,
o-e,
u-e”
according
to
the
pronunciation
of
the
words.
?Teaching
Priorities
·Be
able
to
perceive
and
summarize
the
pronunciation
rules
of
the
letter
“e”
in
the
open
syllable
and
the
closed
syllable.
·Be
able
to
read
the
words
that
conform
to
the
pronunciation
rules
of
“-e”
and
“-e-”.
?Teaching
Difficulties
·Be
able
to
spell
out
the
words
that
conform
to
the
pronunciation
rules
according
to
the
pronunciation
of
the
words.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&
Revision
1.
Greetings.2.
Let’s
chant.
1.
Greetings.2.
Read
the
chant
together.
Warm
up
with
the
pronunciation
of
the
letters
they
have
learned
through
the
chant.
Presentation
1.
Present
the
pictures.(1)Talk
about
the
pictures.(2)Look
at
the
words
and
find
out
the
pronunciation
rules.(3)Compare
these
words
and
summarize
the
pronunciation
rules
of
the
letter
“e”.
(1)Talk
about
the
pictures,
then
read
the
chant
and
review
the
words
“he,
she,
me”
and
“ten,
red,
pen,
yellow,
desk,
bed”.(2)Read
and
find
out
the
pronunciation
rules.
Learn
the
sounds
of“/
i:/”and
“/e/”.(3)Compare
these
words.
Let
students
have
a
preliminary
perception
by
reading
rhymes.
Find
out
the
pronunciation
rules
by
observing
and
comparing.
Prepare
for
the
following
spelling
exercises.
2.
Let’s
read.
Show
the
words
“me,
be,
we,
set,
red,
hen,
beg,
let”
on
the
PPT.
Read
these
words.
Pay
attention
to
the
pronunciation
of
the
letter
“e”
in
the
words.
Change
different
consonants
and
ask
students
to
read
the
new
words.
Develop
students’
ability
to
read
words.
3.
Read,
listen
and
chant.
Teach
the
words
and
play
the
chant.
Learn
the
words
and
chant
together.
Practice
the
pronunciations
of
the
letter
“e”
in
rhymes.
Keep
the
sounds
in
the
words,
and
keep
the
words
in
the
sentences.
Practice
1.
Read,
listen
and
tick.Ask
students
to
read
the
words
and
finish
the
exercises.Check
the
answers.
Read
these
words.Listen
to
the
recording
and
tick
the
words
they
heard.
Check
the
answers.
Let
students
combine
the
pronunciation
of
the
words
with
the
spellings.
At
the
same
time,
help
students
distinguish
the
pronunciations
of
the
letter
“e”
in
the
open
syllable
and
the
closed
syllable.
2.
Listen,
circle
and
write.
Let
students
observe
the
four
pictures
and
write
down
the
words.
Listen
to
the
recording
and
write
down
the
words.
Let
students
observe
and
write
down
the
words.
Train
students
to
spell
out
the
words
according
to
the
pronunciation
rules.
Consolidation&Extension
1.
Play
a
game—“Pick
the
apples
from
the
tree.”Divide
students
into
two
groups.2.
Listen
and
lift.Give
out
some
word
cards
and
say
the
words.3.
Make
a
new
chant.Make
a
model.
1.
Compete
to
pick
the
apples.
2.
Find
the
corresponding
word
card
and
lift
it
up.3.
Make
a
chant
one
by
one.
Let
students
feel
the
pronunciations
of
the
letter
“e”
in
the
process
of
playing
games
and
finishing
tasks.Improve
students’
ability
of
listening
and
distinguishing.Use
the
chant
to
review
the
pronunciations
of
letters
“a,
e,
i,
o,
u”.
Homework
1.
Write
the
words
“rice,
he,
red,
we”
in
four
lines
and
three
grids.2.
Think
about
other
words
with
the
letter
“e”
in
the
open
syllable
and
the
closed
syllable.3.
Do
the
exercises.
Teaching
purpose①
通过复习已经学过的字母发音自编韵句进行热身，帮助唤醒学生的已有知识。
Teaching
purpose②
让学生通过读韵句观察一些单词，发现它们的共有字母e在-e的结构中发相同的读音/i:
/，在-e-的结构中发/e/。通过随录音跟读，让学生初步感知、体验音素与字母之间的对应关系，为下面的拼读练习做准备
Teaching
purpose③
教师变换不同的辅音字母，让学生尝试读出新单词。对含有字母e的单词的读音进行强化训练。培养学生“见词能读”的能力。
Teaching
purpose④
在歌谣中练习所学字母e的读音，做到音不离词，词不离句。
Teaching
purpose⑤
让学生将单词的读音与拼写结合起来，同时帮助学生区分字母e在开音节与闭音节里的不同发音。
Teaching
purpose⑥
让学生通过观察和书写单词，训练学生根据发音规则拼写单词的能力，真正做到把语音的学习落实到单词的拼写上面。培养学生“听词能写”的能力。
Teaching
purpose⑦
让学生在做游戏和任务过程中感知字母e的发音。
Teaching
purpose⑧
锻炼学生能听懂所学的语音例词。提高学生的听音辨音能力。
Teaching
purpose⑨
通过韵句来完整呈现本课的重点语音知识，并复习总结前四课的语音知识。
4
7Unit
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。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、单词卡片、人物头饰、厨师帽、食物及饮品图片、价格标签等。
?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
(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.②
(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.③
(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板块的音频)
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.④
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:
Practice⑤
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
&
Extension⑥
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
the
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
abilities
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.
Teaching
purpose①
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
purpose②
设置情景，让学生在情景中学习新单词，感知新句型。
Teaching
purpose③
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
purpose④
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
purpose⑤
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
purpose⑥
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。
4
11The
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。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。。
?教学过程
Step
1:
Warm-up
&
Revision①
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)②
(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.③
(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,
4,
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.④
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.⑤
(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.⑥
(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.⑦
(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.⑧
(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,从直观地看，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
of
the
key
sentence
structures
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
purpose①
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
purpose②
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
purpose③
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
purpose④
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
purpose⑤
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
purpose⑥
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
purpose⑦
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
purpose⑧
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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