Unit 5 Dinner's ready Read and write（教案）-2024-2025学年人教PEP版英语四年级上册

课题 Unit 5 Dinner's ready 教学内容 Read and write 课时安排 第6课时 共7课时 设计思路 本课程旨在通过Unit 5 "Dinner's ready"的主题，提升学生的语言能力、文化意识、思维品质和学习能力。首先，通过歌曲和自由对话活动激发学生兴趣，复习食物和餐具词汇，并引入晚餐话题。接着，通过图片讨论和快速阅读练习，让学生理解John的晚餐选择及其使用餐具的情境。细读环节进一步加深对文本的理解，并通过角色扮演增强语言实践。最后，通过写作活动巩固所学，鼓励学生表达个人喜好。家庭作业和课后反思将帮助学生巩固知识并提高学习效果。 背景分析 本课程取自人教PEP版英语四年级上册，针对“Dinner's ready”单元，旨在提升学生在餐厅点餐的英语应用能力。课程通过多媒体和互动练习，使学生熟悉饮食相关词汇并应用于实际对话中。教学环节包括歌曲热身、食物与餐具匹配、阅读理解以及角色扮演，强化听说读写技能。课后作业和课堂小结确保学习效果，培养学生合作与自我表达能力。整体设计注重实用与趣味性，以提高学生的语言运用和文化认知水平。 教学目标 语言能力 1.能理解对话文本，根据文本完成选择食物和餐具图片的活动。 2.能根据意群用正确的语音语调朗读课文； 3.能在有意义的语境中抄写本单元的话题词汇:rice,vegetable,fish，beef,noodles,juice，chicken,soup,能根据自己想吃的饭菜抄写以上单词。 文化意识 能了解中西餐具的不同之处，知道什么食物用什么餐具。 思维品质 通过对图片的观察，获取信息； 能根据图片、语篇信息或个人经验等进行预测。 学习能力 能够在学习活动中，尝试与他人合作，共同完成对话任务，对英语学习感兴趣、有积极性；喜欢和别人用英语交流；乐于学习和模仿；注意倾听，敢于表达，不怕出错；乐于参与课堂活动，遇到困难能大胆求助。 教学重难点 【重点】能理解对话文本，根据文本完成选择食物和餐具图片的活动。能在有意义的语境中抄写本单元的话题汇:rice,vegetable,fish,beef,noodles,juice,chicken,soup,能根据自己想吃的饭菜抄写以上单词。 【难点】能够在真实的情境中运用句型What would you like for dinner?I'd like some...讨论自己喜欢的食物。 教具学具 PPT 教学步骤 教学过程 设计意图 Step 1 Warming up （5 分钟） 1.Sing a song(Let's sing) 2.Free talk Q:What would Mike/Binbin like? -->Mike would like some fish. -->Binbin would like some beef. T:Mike/Binbin would like some....,so he can say... -->I'd like some....,please.I can use_________. 3. Look and match(P54) T:So different food,we use different tableware. Look,here is so much food and tableware. Can you try to look and match？ -->Check the answers. T:What would you like like to eat? Ss:I'd like some____,please.I can use_______. 通过歌曲中Mike和Binbin引出喜欢的食物以及所用的餐具，作为示范。 通过look and match任务的设置，引导学生复习本单元重点词汇的同时，将I'd like some...I can use...的句型进行再次运用。 Step 2 Presentation&practice (23分钟) 1. Pic-talking T:How about John? Q:What would John like to eat? Q:What would John use? (show pic) Q:Where is John?-->He is in the study. Q:Who is the woman?-->She is John's mother. Q:What are they talking about? T:Please read the pictures and dialogue,find out“what are they talking about?” 2. Fast reading（快速阅读） 1）Read and choose T:So what are they talking about? They are talking about____. A.breakfast B.lunch C.dinner Ask Ss to read and choose. 2）Read and tick T:Yes,they are talk about dinner. Here are some pictures. Please read and tick the pictures you read about in the talk. Tips:Try to underline the key words in the talk.(划出关键词) 3. Intensive reading（细读） 1）Read questions Q:What would John like for dinner? Q:Will John use chopsticks? 2) Read and answer Tips:underline the key words in the dialogue 3) Check Q1 and say T:What would John like for dinner? S1:John would like some beef and noodles. T:How do you know？文本语音划线核对 Free talk: T:What can we use for beef and noodles? Ss:We can use a knife and a fork for beef. We can use chopsticks for noodles. 4) Check Q2 and say T:Will John use chopsticks or knife and fork? Ss:自由回答+why T:How do you know? Ss:通过John表情及关键句 4.Read in roles 5.Let's say 6.Look,choose and write 1)Look and say T:It's 7：00 p.m. Dad is back home.He is hungry. Mum says:what would you like for dinner? Look at the soup,what are in the soup? Ss:Beef,vegetables,.... So dad can say:I'd like some...,...and some..... 2) choose and write. 3) Check T:what can dad use? Ss:He can use chopsticks for noodles. He can use spoon for soup. 7. Think and say Q:Do you like the soup?Why?(生自由说) Q:What would you like for your soup? -->I'd like some.... (出示食物金字塔：We should keep in balanced diet!) 通过引导学生读图，回答并猜测John和妈妈讨论的话题。 通过快速阅读和细读，设置阅读任务，让学生逐步理解文本内容。 Step3 Consolidation (7 分钟) 1. Say and write Q:What would you like for dinner? 1) Free talk -->ss:I'd like some.... 2) Let's write 3) check 通过引导学生根据自己对晚餐食物的喜好进行正确的表达和书写。 Step4 Homework 1.Read the dialogue on P53. 2.完成作业本U5 P38 通过作业，巩固学生当天所学。 Blackboard Design: U5 Dinner's ready Read and write Dinner at John's home -What would you like for...? -I'd like some_______. -Can I have_______________. -Yes.But Try______for_________. 反思： 经过本次教学实践，我深刻体会到将语言学习与实际生活情境结合的重要性。通过模拟晚餐场景，不仅激发了学生的学习兴趣，也加强了他们对食物相关词汇的记忆。同时，我发现在快速阅读和细读环节中，部分学生对关键信息的把握仍有待提高。未来课程中，我将加强对学生阅读理解能力的训练，并适时调整教学节奏，确保每位学生都能跟上进度。此外，我计划引入更多互动式学习活动，如小组讨论，以提升学生的参与度和语言运用能力。 学科网（北京）股份有限公司 $$