青岛西海岸新区教育公共服务平台

学科

英语

年级

四年级

教材版本

人教版

课题名称

Dinner will

教学内容

Book3   Unit 5 Dinner’s ready

(A Let’s talk and Let’s learn)

教材分析

This part is about eating at home and in a   restaurant. This lesson is the first period of this unit. Mike's mother asks   what Mike and Dad would like for dinner.

教学目标

1. Language knowledge and   skills aims（语言知识与技能目标）:

  By the end of this lesson, the students are   able to listen, speak , recognize and use the words and sentences: beef,   chicken, noodles, soup, vegetables./ What would you like?/ I'd like some...

2. Emotion and attitude   aims &Cultural Awareness（情感态度与文化意识目标）:

Students can basically   know the Food Pyramid and keep a healthy eating habit.

3. Learning strategies（学习策略目标）:

1) Students can improve   their thinking ability through answering questions.

2) Students can improve   their pronunciation and confidence through listening, imitation and show.

教学

重难点

Using the key sentences in   a proper context: What would you like?/ I’d like some...

教学过程

过程设计

信息技术应用

Step1 Warm-up and lead-in

1.      Greet the students and evaluate the preview   homework.

2.      Set a context. Mike’s mother will make a big   Friday dinner. Students guess what’s in the fridge.

【设计意图】以Mike的妈妈要做一顿周五大餐为情境，通过让学生猜测冰箱里有什么激活旧知识，顺势学习新单词。

Step2  Presentation

1.      Students watch the video and tick the food   they saw in the video.

2.      New words teaching. soup /u:/,   ve-ge-ta-bles

3.      Students watch again and answer the questions.

(1) What would Mike like?

(2) What would Dad like?

Teach the sentence   patterns.

What would you like? I’d   like... Lead in beef,noodles and chicken.

4. Present the last picture, help the students   understand "Dinner's ready!"

【设计意图】通过循序渐进的问题引导，帮助学生获取信息，理解对话。

Step3    Practice:

1. Listen and imitate. Students listen and imitate   to correct their pronunciation and intonation.

【设计意图】听录音并跟读模仿，纠正语音语调。

2. Three-level tasks: Read correctly./ Do dubbing./   Act out.

Students   work in groups of 3,then choose one of the three tasks. They can get   different evaluation.

【设计意图】通过三个分层任务，帮助不同水平的学生熟练朗读对话，并通过即时评价肯定学生的努力。

3. Students fill in the blanks.

【设计意图】进一步检测对话的熟练程度，基于大量的语言输入，为下一步语言输出奠定基础。

Step 4    Consolidation and Extension

1. Is Mike's dinner good for him?  And Dad's dinner? Let Ss think about”Healthy   food”

2. Introduce   the Food Pyramid to students.

【设计意图】引导学生判断Mike和爸爸的晚餐是否有利于健康，引入“Healthy food”理念。

3. Survey and report.

Chen Jie is doing a survey about healthy eating.   Students work in groups of 6, survey and report.

【设计意图】通过调查汇报，学生运用重点句型进行交流，在语境中实现语言运用。

4. Wanted:Nowadays more and more people

 like Chinese   food ! Today we need

 some   part-time workers.Do you want to join us ?come on！

1) make a new dialogue in pairs.

2)   try to emulate the best waiter/waitress.

3) Students design a weekly dinner menu, then   introduce it.

【设计意图】基于本课时内容建构新文本，同时渗透德育，设计一周晚餐菜单的任务是将课堂内容延伸，循序渐进强化提升学生的语言运用能力。

Step5  Summary  

Let the students talk about what they have learnt in   this lesson

【设计意图】知识小结，培养学生自我总结和终身学习的能力。

Step6    Homework

1.Listen and imitate the talk. Read fluently and   emotionally.

2.Introduce your weekly menu to your friends. You can say like this:

    This is my   menu.

    On day 1,   I’d like some ____ for dinner.

    On day 2,   I’d like some ____ for dinner.

Step7    Blackboard Design

       Unit5 partA Dinner's ready

What's for dinner?     What would you like?

      I'd like some soup and bread, please.

运用畅言中作业功能反馈学生课前的听说预习，为练习较好的小组利用互动功能加星。

运用畅言中的云资源播放动画视频。

运用畅言中的点读课本功能进行听说练习。

运用畅言倒计时功能，同时利用云资源小视频中的配音功能进行角色扮演，同并对表现较好的小组互动加星。

运用随机选人功能进行对话填空，增加小组竞争，提高学生积极性。

对表现较好的小组进行加星奖励。

利用单词翻翻卡功能提前制作食物菜单，正面标有食物，反面是价格，增加对话创编的趣味性。

课后运用畅言作业中发布七彩任务，将制作好的一周菜单进行拍照上传并发送语音进行介绍。

教学反思

本节课以Dinner will为话题，通过巧妙设计问题理解文本大意，而后又设计了形式多样的活动为学生重要的句型和单词的掌握提供了丰富的语言支架，达到预期的教学目标，但在活动的时间把控上需要进一步考虑。

教学点评

这节课思路清晰，环节紧凑，重难点突出，师生合作，生生合作突出，同时老师善于创设情景引导学生，让新学习的知识充分运用到实际生活中去，小组PK更是让学生的激情被充分调动起来。

其他

本课曾被推荐参选市级“一师一优课”