四年级英语第五单元.docx

1、四年级英语第五单元荔波县中小学课堂教学设计第五单元授课教师xxx授课班级四年级科目英语备课时间2019年 月 日课题Unit Five Dinners ready课时安排1课时课型新授授课时间2019年 月 日一、教学目标1. 能够听懂、会说句型：What would you like ( for .) ? Id like some., please. 2. 能够听懂、会说以下词汇：dinner, soup, vegetables, ready3. 能够听懂、会读对话，并能分角色表演。4. 能够在真实或模拟的情景中正确使用句型What would you like ? Id like.来征求并

2、表达用餐的意愿二、教学重难点重点能够听懂、会说句型：What would you like ( for .) ? Id like some., please.能够听懂并使用词汇：dinner, soup, vegetables, ready能够听懂、会读对话，并能分角色表演难点能够在真实或模拟的情景中正确使用句型What would you like ? Id like.来征求并表达用餐的意愿三、教学方法 （学法）引导探究法四、教具准备多媒体课件，扩音器，相关图片五 、教学过程设计Step 1 Warm up1.播放歌曲：Its time for lunch. 学生认真倾听。 Teacher:

3、 Boys and girls, are you ready for our English class? First lets listen to a song. Listen carefully, please.Its time for lunch. I want to eat. Noodles and rice, a special treat. Its time for lunch, I want to eat, noodles and rice, a special treat. Teacher: Can you try to sing with it?设计意图：以歌曲热身可以快速吸

4、引学生的注意力，营造良好的英语课堂氛围。同时，帮助学生复习与食物相关的知识，为下一步的学习做好准备。Step 2 Lead in1.出示食物的图片，请学生说出其名称。Teacher: Whats this? Yes, its bread. Whats this? Its juice. What about this one? Its soup. （板书单词）Read after me, please. Do you like soup? And look, whats this? This is a cucumber. This is a tomato. This is a potato. T

5、hey are vegetables. Read after me, vegetables. （板书单词）Do you like vegetables? Whats this? its rice. Whats this? Its fish. They are food. 设计意图：衔接歌曲，出示食物图片。 通过图片，使学生明白新授的食物名称。Step 3 Presentation1. 提出问题，引起学生阅读兴趣，呈现对话内容。Teacher：Look at the food. Are you hungry? Do you want to eat? Mike is hungry. What wo

6、uld he like? Lets listen and find. 2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。Teacher: Answer the question, please. What would Mike like? That means what Mike wants to eat. He would like. Yes, He would like some soup and bread. 设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。3.谈论对话内容，帮助学生深入理解对话。Teacher：What would Mikes

7、dad like for dinner? He would like . Yes, some fish and vegetables. What does Mikes mother do? She is ready for the dinner. She makes dinner for Mike and Mikes father. When do we have dinner? Sometimes its in the afternoon. Sometimes its in the evening. Most of us have dinner in the evening. That me

8、ans the supper. Dinner is the biggest meal in a day. Read after me, dinner. 设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对往右的主要内容。Step 4 Practice1. 再次播放课文录音。学生跟读课文。Teacher: Boys and girls, lets read the dialogue after the tape. Please listen carefully, read carefully.2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。Teacher：Now please

9、 read the text freely. If you have any questions, please show me your hand and ask me. 3. 学生分角色朗读课文。Teacher: Now, who wants to be Mike? Who wants to be Mikes Mum? Who wants to be Mikes dad? Lets read it in roles. 4. 请学生戴上头饰来扮演对话的角色，表演对话。Teacher: Now well find the best actor or actress. Please come t

10、o the front and show the dialogue.设计意图：通过以上四个活动，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。5. 出示不同食物的图片，请学生针对图片进行交流。Teacher: What are these? Say it quickly. Teacher: What would you like? Teacher: Do a pair work. Ask and answer, please. What would you like? I would like or

11、Id like.（板书答句）Teacher: Which pair wants to show your dialogue? 设计意图：展示食物图片，为学生的对话提供语料支撑。然后通过老师的示范，师生示范， 再到生生练习，逐步引导学生熟悉重点句式。6. 小组活动：调查你同组同学的用餐意愿，并形成表格。Teacher： Lets survey. Look at this chart. Ask your members of the group and fill in the blanks. Teacher: Which group wants to show your chart? Can yo

12、u talk about it?设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。Step 5 Summary1. 请学生谈一谈自己眼中中西餐的不同。Teacher：What would you like for dinner? What does Mike like for dinner? Are they the same? What do you know about these differences? Can you say something about it? 设计意图：请学生思考并发现中西餐饮食中的不同。可

13、以适当使用汉语。教师进行有必要的补充，使其了解中西方饮食文化的不同。板书设计Unit Five Dinners readyA. Lets talk荔波县中小学课堂教学设计第五单元授课教师xxx授课班级四年级科目英语备课时间2019年 月 日课题Unit Five Dinners ready课时安排1课时课型新授授课时间2019年 月 日一、教学目标1. 能够听懂、会说、认读单词：beef, chicken, noodles, soup, vegetable2. 能够在真实或虚拟的情景中听懂、会说、认读句式：What would you like? Id like some., please.

14、3. 能够利用所学的知识进行简单的点餐活动二、教学重难点重点能够听懂、会说、认读单词：beef, chicken, noodles, soup, vegetable能够在真实或虚拟的情景中听懂、会说、使用句式What would you like? Id like some., please.来征求他人的用餐意愿，并进行恰当的回应难点能够利用所学的知识进行简单的点餐活动三、教学方法 （学法）引导探究法四、教具准备多媒体课件，扩音器，相关图片五 、教学过程设计Step 1 Warm up1.呈现韵句：Whats for dinner? 学生先倾听，再跟唱，最后齐唱。Teacher: Lets c

15、hant. Listen to me first. Its time for dinner. What would you like? Id like fish, Id like rice. Id like some juice, please. Its time for dinner. What would you like? Id like eggs, Id like bread, Id like some milk, please. Teacher: Now please chant with me. Let s chant together. 设计意图：以韵句来营造良好的英语学习氛围，

16、带领学习集中注意力开启英语学习。同时，以韵句内容来熟悉、回忆有关食物的词汇与句式。，为接下来的学习做好知识与心理的双重准备。 Step 2 Lead in1. 播放餐厅的图片，为学生创设餐厅的情境，在情境中引出本课要学习的内容。Teacher：Look at the picture. Its a restaurant. Lets go to the restaurant. Lets eat! 2. 展示餐厅的菜单，来呈现餐馆里的食物与价格。Teacher： Lets look at the menu of the restaurant. What does the restaurant hav

17、e? （学生观察菜单上的图片，说出相应的食物类单词）设计意图：创设情境，利用餐馆这个环境来引出本课的重点知识。用菜单这一餐馆中的常见和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。 Step 3 Presentation1. 引起阅读兴趣，播放课文录音或视频。Teacher：Oh, look, Zoom and Zip are in this restaurant. What would they like? Lets watch and find. 学生带问题认真倾听录音内容，然后尝试回答。Teacher: Now show me you answer. What wo

18、uld Zoom like? Yes, Zoom would like some vegetables. How much are the vegetables? Yes, five yuan. 设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。2. 再次播放课文内容，学生跟读。Teacher：Listen to the text again and read with it. 设计意图：跟读，以掌握正确的读音3. 根据菜单内容讨论，讲授新单词。Teacher：Look at the menu. Whats this? Yes, its beef. (板书单词)

19、Its from an ox. Do you like beef? How much is it? Teacher: Is this beef? No, it isnt. Its chicken. （板书单词）Do you like chicken? You can eat chicken in the KFC. Teacher: Whats this? Its soup. （板书单词）Do you like soup? Teacher：Look at this. Can I say whats this? No. I should say what are these? What are t

20、hese? Yes, they are noodles. （板书单词）Do you like noodles? How much are they? Teacher: What are these? You know them, right? They are vegetables. (板书单词) How much are they? Five yuan. Yes. 设计意图：通过观察菜单讲授新单词。Step 4 Practice1. 出示食物图片，请学生根据图片展示的食物来完成对话。Teacher：What would you like? Please answer with the foo

21、d on the picture. Whats this? Yes, its rice. So you should say Id like some rice. Look at next one. What would you like? Yes, youd like some vegetables. What would you like? . 设计意图：通过这种活动来帮助学生将食物单词的字音与字义结合起来。2. 猜出老师想要点的餐。Teacher：What would I like? Please guess. Its five yuan. What is it? Its ten yua

22、n. What is it? 设计意图：说出价格，让学生猜出食物名称。使学生将食物与价格建立起联系，为其之后的对话编制做好准备。3. 出示食物图片的一部分，请学生猜出食物名称，并进行问答。Teacher：Oh，this menu is dirty. Whats the food? Can you guess and say? What would you like? （指向其中一个，让学生尝试回答）Good. 4. 小组合作，完成点餐活动。Teacher：You know the restaurant well and you know how much they are. Now lets

23、play. Please make a dialogue in groups. One of you can be the waiter or waitress in the restaurant. Others go to the restaurant and order. Teacher: You can talk in group to practice your dialogue. （教师巡视，帮助学生解决编制对话时的困难和问题）Teacher：Show me your story, please. Lets find the best group. 设计意图：请学生以点餐的方式来进行

24、对话练习。教师提供语言架构支持，使他们在情境下进行比较流畅的对话，帮助他们提高口语表达能力。Step 5 Summary1. 再次呈现韵句：Whats for dinner? 学生齐唱。Teacher: Lets chant together. Its time for dinner. What would you like? Id like fish, Id like rice. Id like some juice, please. Its time for dinner. What would you like? Id like eggs, Id like bread, Id like

25、some milk, please. Its time for dinner. What would you like? Id like beef Id like chicken, Id like some soup, please.Its time for dinner. What would you like? Id like fish, Id like vegetables, Id like some noodles. please.设计意图：将本课新学的单词编制到热身部分的韵句之后，让学生在再一次吟唱韵句时复习总结本课的重点词汇和重点句式。板书设计Unit Five Dinners r

26、eadyA. Lets learn荔波县中小学课堂教学设计第五单元授课教师xxx授课班级四年级科目英语备课时间2019年 月 日课题Unit Five Dinners ready课时安排1课时课型新授授课时间2019年 月 日一、教学目标1. 能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则2. 能够读出符合-e和-e-发音规则的单词3. 能够根据单词的读音拼写出符合发音规则的单词二、教学重难点重点能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则能够读出符合-e和-e-发音规则的单词难点能够根据单词的读音拼写出符合发音规则的单词三、教学方法 （学法）

27、引导探究法四、教具准备多媒体课件，扩音器，相关图片五 、教学过程设计Step 1 Warm up1. 播放第三单元B中的chant: Tim is my friend. 学生齐唱。Teacher：Lets chant together. Tim is my friend. Hes a good, good boy. Hes tall and thin. Hes a good, good boy. 设计意图：本课的语音例词为人称代词，因此以第三单元中的韵句来热身，既营造良好的英语学习的氛围，又引出本课的语音例词。Step 2 Lead in1. 出示教材中人物图片，询问其身份，引出语音例词。Te

28、acher: Look at this pictured. Who is he? Yes, he is Mike. Who is she? Yes, she is Amy. （板书单词he, she）Say with me, please. 2. 展示自己的家人图片，向学生介绍自己的家人。Teacher: Look, he is my father. She is my mother. They love me. I love them. We are a happy family. 展示自己朋友的图片，向学生介绍自己的朋友。Teacher: They are my friends. He i

29、s my friend Jason. She is my friend Lily. They often play with me. We are good friends. (板书单词me, we)设计意图：通过介绍自己的家人和朋友，完整出示本课所有的语音例词。同时，人称代词的使用也是学生比较容易出问题的内容。通过这样的介绍，使学生能够区分清楚，正确使用这些词汇。Step 3 Presentation1. 播放语音韵句。学生先认真倾听。然后再跟读。Teacher：Look at these words on the blackboard. Can you read them? Now, le

30、ts listen to a chant about these words. Listen carefully. Teacher: Listen to the chant again. Now, lets say the chant after it. 2. 学生自由说韵句，以自己的方式来打节奏。Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韵句。Teacher：Now lets act the chant to

31、gether. 设计意图：学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句，以达到熟练说韵句的目的。4. 引导学生发现字母的发音规则。Teacher：Look at these words on the blackboard. What can you find? Yes, there is an e in each word. What is the sound of the e? Lets read and find. （和学生一起慢慢读每一个语音例词）What is the sound? Yes, its /i:/. Look at my mouth and