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視頻標簽：Dinners read
所屬欄目：小學英語優質課視頻
視頻課題：新教材PEP英語四年級上冊Unit5 Dinners ready Let’s learn Let’s do江西省 - 南昌
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新教材PEP英語四年級上冊Unit5 Dinners ready Let’s learn Let’s do江西省 - 南昌
PEP Book4 Unit5 B Let’s learn & Let’s do 教案
教學內容： word: knife, fork, chopsticks, bowl, spoon Let’s do: Pass me the bowl. Pass me the knife. Cut the vegetables. Use the spoon. Use the fork. Now, let’s try it.
Sentences: —Would you like some beef? —Yes, please./No, thanks. 一、教學目標：
1. 能聽、說、認讀表示餐具的單詞“chopsticks”，“bowl”，“fork”，“knife”和“spoon”。 2. 能讀懂、運用句型“Would you like some ...?”，“Yes, please, and pass me the ..., please. ” 3. 能聽懂、會做“B. Let’s do”部分的指令，并了解salad的制作過程。 4. 培養學生健康的飲食觀念。
二、設計思路：
教學設計堅持由易到難的教學原則，先從單詞到句型，再到對話教學，鼓勵學生把所學的句型結合起來，運用自己本身的知識，重新編排對話，注重學生理解和表達能力的培養。
三、教學重點：
1. 有關餐具的五個單詞knife, fork, chopsticks, bowl, spoon的聽、說、認讀。 2. 句型 “Would you like ...?”，“Yes, please, and pass me the …”的運用。 教學難點：
1. 單詞“spoon”的尾音的讀法，字母“i”在單詞“knife”和“chopsticks”中的發音。 2. “B. Let’s do”部分指令的理解。 教學準備：
1、單詞卡片knife, fork, chopsticks, bowl, spoon 2、課件
3、食物圖片，餐具，沙拉食材，桌布。 板書設計：
Unit5 Dinner’s ready
B Let’s learn & let’s do knife would you like some beef? fork Yes, please. chopsticks No, thanks. bowl spoon
教學過程：
教學結構 教師指導
學生學習
設計說明
1.introduce myself:
Good afternoon, boys and girls. Nice to meet you here. Today I am your English teacher. Do you want to know my name? OK, my name is Tammy. I hope you can have a happy time in my class, OK ?
2. Guess the topic today.
Show pictures about Chinese people and American people’s dinner time.
T: Look at the pictures. Can you guess the topic today?
T: Good. And today we will talk about tableware.
3. Game: Look and say quickly.
T: Now let’s play a game. When you see the picture, try to say the word as quickly as you can.
T: So many food. Are you hungry?
Ss: Good afternoon.
Ss: Nice to meet you, too. Ss: Yes. Ss: OK.
Ss: Dinner. Ss: Food.
Students speak out the words loudly. Ss: Yes.
通過對學生的問候和自我介
紹不僅調節課堂氣氛，同時也拉近師生之間的距離。
通過猜話題導入可以激發學生的好奇心，引起學生學習的興趣，并培引導學生思考。
通過游戲的引
入主題，營造了
一個輕松、愉快的學習氛圍，該環節對之前學過的食物進一步復習和鞏固，并引出之前學過的對話，激發起孩子原有的
Step 1
Warming up
T: What would you like eat?
Ss: I’d like some…. 舊知，為引出新知做準備。
1.Teach the dialogue a. T: Would you like some fish?
T:OK, here you are. When you want to eat fish, you can say” Yes, please .” But when you don’t want to eat it, you can say” No, thanks.” Got it? Good ,read follow me.
b. Pairwork.
Ss: Now two students a group to make the dialogue. 2.Teach
new
words
“knife
,fork, chopsticks, bowl, spoon”
a. Teach “knife and fork.
T：I’m hungry. I’d like some beef. But how can I eat the beef. Look, what’s this?(show a picture of steak, and a knife). Then I can use a fork to eat it.(show a picture of a fork).
Teach students how to use knife and fork.(The knife is in the right hand, the fork is in the left hand.
(教師出示詞卡，學生聽錄音跟讀,出
示具有相同音素的單詞rice，nice和or，教師領讀。適當的操練
b. Teach” chopsticks”.
Ss: Yes.
學生跟讀
Ss make dialogues in pairs. Then show the dialogues.
Ss: knife. Ss:fork.
Ss: Try to use the knife and fork. 學生跟讀。
Ss: No.
Ss: Use chopsticks.
通過之前學的What would you like? 引
出Would
you
like…?起到很好的正遷移作用。讓學生快速的掌握本節課所要學習的句型。
通過對話操練讓孩子們進一步掌握本節課的句型。
通過吃不同的食物用不同的餐具，讓學生在接近實際生活的情境下學習有利于學生更
加牢固的記憶單詞。
通過chant操練，增強孩子們T: I want to eat noodles. Can I use a knife to eat noodles.(show a bowl of noodles).
Ss: How can I eat noodles? Ss: Show me your chopsticks. (教師出示詞卡，學生聽錄音跟讀) Chant to practice the new word.
c. teach “bowl”
T: show the photo of the bowl. What’s this?
(出示詞卡，放單詞音，出示單詞yellow ,window等相同音素的單詞.教師領讀)
T：Do you want a bowl? I have many beautiful bowls. If you want the bowl, you can say “Pass me the bowl.”
T：Show a rice bowl and a soup bowl.
d.teach “spoon”
T: Can I drink soup with chopsticks? T: I can use….
T: Good.(出示詞卡，放錄音，出示有相同音素的單詞cool，noodles，學生開火車讀)
Introduce soup spoon, ice cream spoon, coffee spoon.
3. Listen and repeat
T: John is eating dinner at Wu yifan’s home. Wu yifan’s mom is a good cook. She cooked a lot of delicious food. Let’s listen what would John like and what tableware Ss show the chopsticks in hands. 學生跟讀
Ss chant together. .
Ss: bowl
學生跟讀
Ss: Pass me the bowl. (say it group by group) Ss: No. Ss: spoon
學生跟讀,開火車讀。
。
Ss: John would like beef. Ss: Knife and fork. Ss repeat let’s learn.
對新詞的理解和記憶，有利于培養學生對英語的持久興趣。
滲透音素教學，讓孩子更容易準確地掌握單詞的發音。
將句子穿插在單詞學習中，讓學生潛移默化的掌握let’s do的句型。
讓學生將所學的單詞運用到生活當中能更好的對學生所學的單詞進行鞏固和運用。
在語言學習的過程中必要的語音輸入有利于學生掌握正確的發音。
he needs.
T: Now let’s repeat let’s learn.
4.Game: What’s missing?
T: You are good at eating. Now let’s play a game.
Ss watch carefully and found out what’s missing.
通過游戲的方
式來鞏固新學單詞，增強了學習的趣味性，使學生在輕松愉快的學習氣氛中掌握所學單詞。
Step 3 consolidation
And extension
1.Let’s do.
T: You really did a good job. I want to make a salad for you. But first let’s learn how to make a salad. a. I say you do. b. Do and say together.
T: Look, here are so many fruit, Do you want to eat fruit salad. Now I will make a salad for you. (邀請學生一起制作沙拉并分享)
2.Group work: your friends are eating dinner at your home, make dialogues with
your friends.（一人當小主人，其他為小客人，小主人詢問小客人想吃的食物，選擇所需的餐具。） A: Would you like some …?
B: Yes, please. Pass me the …，please. 3. Make fruit salad together in each group.
Ss learn how to make a salad Ss say and do
學生配合老師制作沙拉并品嘗沙拉。
Ss work in group to finish
the task.
Ss show the dialogue.
通過salad的制
作過程讓學生對本次的學習內容更加感興趣，和學生分享salad可以很好的調動學生的積極性。
通過創設情境，讓學生在情境中運用所學習的語言知識，不僅可以更深層次的理解和掌握所學語言知識，而且通過大組活動可以培養學生的合作能力。
讓學生感受做沙拉和享受美食的同時復習和鞏固本節課所學的單詞和句子。
1. Copy the words “knife，fork , chopsticks ,bowl ,spoon” 3 times. 2. Listen and read the words and sentences after class.
3. Make a salad with your parents.
作業的設計意圖是想讓孩子們將所學的知識真實的運用到日常生活中去。
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