Unit 5 Dinner's ready教案新部编本
Unit5 Dinner’s ready 第2课时 教案
示例：S1：What would you like for dinner?
S2：I’d like some rice and vegetables.
S1：What would you like for dinner?
2.能力目标：能正确表达自己的用餐意愿。
3.情感目标：教育学生珍惜粮食，合理饮食。
教学重点
掌握Let’s talk部分的对话内容。
教学难点
掌握句型“—What would you like for dinner?—I’d like some..., please.”并能在实际情景中运用。
教学准备
课件；不同食物的卡片
4. Play roles.
学生三人一组，分角色扮演对话内容。
5.Ask and answer.
课件出示餐桌上有不同的食物，学生两人一组用句型“What would you like for breakfast/lunch/dinner?”“(I’d like) Some...”来进行问答。
6.Let’s survey
What’s for +三餐名称（breakfast/lunch/dinner）?
（2）询问就餐意愿及答语：
—What would you like?
—I’d like some＋食物（bread, milk...）.
3. Read and repeat.
教师播放Let’s talk部分的录音，学生跟读及模仿，教师注意纠正学生的错误发音。
—I’d like some...
2.Homework.
（1）制作一个你喜欢的菜单，请你的朋友们来你的“餐厅”。
Unit5 Dinner is ready 教学设计
Unit5 Dinner is ready 教学设计教学目标•学习如何用英语表达做饭和吃饭的基本词汇和句型•能够描述做饭的过程和餐桌上的文化差异•通过角色扮演和讨论提升口语表达能力•培养学生的团队合作和交流能力教学内容词汇go grocery shopping, boil, fry, grill, chop, slice, season, stir, taste, serve, plate, napkin句型•What would you like to have for dinner?•I’d like to have ________.•What’s for dinner tonight?•We’re having ________.•Can you help me set the table?•Sure, what do I need to do?•What do you want me to do to help?•Could you pass me the salt/pepper, please?•Sure, here you go.•Would you like some more ___________?•Yes, please. / No, thank you.文化差异•餐桌礼仪：用餐时要做什么和不做什么？如何吃饭？•饮食文化：不同国家和地区的饮食特色和习惯•烹饪方式：西式和中式烹饪的区别活动•角色扮演：让学生模拟做饭和吃饭的场景，并运用所学词汇和句型进行交流。
•小组讨论：让学生分成小组，讨论不同国家和地区的饮食文化，并展示给全班。
•团队合作：让学生组成小组，以赢得比赛为目标，进行烹饪比赛。
教学步骤Step 1 导入新课介绍本节课的主题和教学目标，激发学生学习的兴趣和热情。
Step 2 学习新词汇和句型通过老师的讲解和学生的跟读，学习本节课的新词汇和句型，并进行练习。
Step 3 角色扮演让学生分成小组，模拟做饭和吃饭的场景，运用所学词汇和句型进行交流。
Unit5 Dinner's ready 第5课时(教学设计)Part B Read and wri
Unit5 Dinner’s ready 第5课时（教学设计）Part B Read andwrite教学目标1.学生能够更加熟练地掌握本单元所学的食物和饮品的词汇，熟练使用英语进行口语交流。
2.学生能够通过阅读故事、自主写作等方式进一步加深对于英语学习的兴趣。
3.学生能够通过本课程的教学，更好地增强对于英语学习的自信心和积极性。
教学重点1.学生能够掌握读、写英语的基本技能。
2.学生能够加深对英语单词和句型的理解和掌握程度。
教学难点1.学生能够结合图画，了解句子的意思，合理运用所学单词。
教学步骤Step1 Lead in教师可通过图片、词卡等形式引入本节课的学习。
例如：教师可通过图片出示各种不同种类的食物和饮品，让学生了解这些词汇，并创造各种各样的口语交流情景。
Step2 Presentation教师通过图片或者是故事让学生了解单词和句子的使用方式。
比如通过阅读故事，在边读边画边想象的过程中帮助学生更好地理解英语单词和句型的使用。
Step3 Practice通过拓展阅读和自主写作等方式，让学生进一步深入掌握英语的理解和运用方式。
例如，教师可以为学生发放绘本和绘本相关的题目，让学生通过阅读和写作加深对所学内容的理解。
Step4 Consolidation通过模拟口语问答、游戏等方式来帮助学生巩固已经学过的知识。
可以通过问答游戏的形式让学生再次充分地掌握所学单词和句型的使用方法。
Step5 Extension通过这节课的教学，让学生对英语学习产生兴趣，并在这个基础之上拓展更多的英语学习内容。
教师可以针对学生的兴趣爱好加强英语学习内容的定制，让学生更加积极地参与到英语学习中来。
教学评价1.本节课的教学目标是否能够被学生充分掌握。
2.学生对所学英语单词和句型能否进行准确地运用。
3.学生对于英语学习的积极性和自信心是否得到增强。
总结本节课的教学设计主要是让学生在充分理解所学词汇和句型的同时，通过阅读、写作和口语交流等多种方式进一步提高英语学习的兴趣，并在这个基础之上实现英语学习目标，增强对英语学习的自信心和积极性。
Unit5 Dinner’s ready-Let's talk(教案)2024年人教PEP版英语四上
Step 2
-->Lead in
Presentatio
n
&
Where is Mike? S guess -- He’s in the kitchen.
practice --> Watch and fill
( 20mins)
Mike is hungry.
What would he like? He would like some ______ and ______. (S watch the video and fill in the blanks)
第二个问题，从填 空提升到回答，略 微加大难度，进一 步培养学生概括 及表达能力。
-->Memory challenge Mom:What’s for dinner? Mike: I’d like some soup and bread, please. Dad: I’d like some fish and vegetable,
He would like some soup and bread. Practice: soup and bread
通过看视频获取 信息的活动，培养 学生信息提取及 概括能力。
-->Pair work
--> Watch and answer
Dad goes home. What would dad like? ________________________ (S watch the video and answer the question) He’d like some fish and vegetables. -->Pair work
成对话任务，对英语学习感兴趣、有积极性；喜欢
Unit5 Dinner’s ready A Let’s talk教学设计
课题
Unit5 Dinner’s ready A Let’s talk
时间
2018.12
班级
四年
听课教师
教学过程设计
一、教学内容与分析
1.教学内容：A(Let’slearnLet’ssurvey)
2.教学目标：
1）能在情境中理解并初步认读soup,vegetables等表示食物的单词。
2）能听、说、认读句型：What’sfordinner?Whatwouldyoulikefordinner?I’dlikesome…能在情境中征求并表达就餐愿望。
3.教学重点、难点分析：
重点：在情境中掌握句型What’sfordinner?Whatwouldyoulikefordinner?I’dlikesome…
二、教学过程
一、Warm-up
1.Greeting
T：Goodmorning,boysandgirls.
Ss：Goodmorning,teacher.
6.教师拿着各种食物用新学句型与学生对话。
教学过程设计
7.play a game：疯狂大转盘。
反复操练：What would you like?及答语。
8.讲解let’s talk中的对话，英汉互译，教师领读，学生大声朗读。
9.小组活动：情景再现。
10.回顾课文。
三、反思本节课你学到了什么？
四、Homework
4.T：Look,it’s6：00intheevening.It’stimefordinner.Anddinner’sready.表现dinner单词并教学，教师解释dinner的意思：Dinnermeansthemaindealoftheday.
Unit5 Dinner‘s ready教案
Unit5 Dinner’s ready第一课时一、教学目标：1、知识目标：认读本课中的单词和句子：rice,noodles,fish,beef, soup ,vegetable, What would you like for dinner? I′d like some…2、能力目标：能够听、说、认读单词rice, noodles. fish. beef. soup. vegetable.初步掌握What would you like for dinner ? I’d like some ….3.情感、策略、文化等有关目标：于合作参与，勇于进行实践。
(2)学习策略：注重合作学习。
(3)让学生了解世界上还有一些国家的人民处于饥饿之中二、评价方法：针对目标1，可以通过观察学生的口型、表情、动作，还可以进行一些日常的小对话，达到发音准确、能听懂教师的指令、要求和提问并作出适当回应的目的。
针对目标2和3,通过指名提问、提问某小组或某同桌进行对话操练、学生互评，来达到能清晰、正确说出单词或句子、敢于开口、积极参与对话交流、检测学生语言综合应用能力的目的。
三、学习重点：1.句型：--What would you like ?—I would/I’d like some.....2.单词：rice, fish, beef, soup, noodles, vegetables ,milk ,juice ,bread ,chicken.四、教学难点：能够正确读单词vegetables.五、学习方法：Interactive/situational ApproachIndividual/pair/group work六、课前准备：本课时所需的单词卡、道具和课件.七、教学过程：（一）导入／热身（Lead-in/ Warm-up）1.Greet as usual.T:Boys and girls ,look at the blackboard. What can you see?(There are two apple trees which are for the competition between boys and girls)2.Sing the song “Apple tree” together.歌唱童谣“苹果树”。
【同步教案】Unit 5 Dinner's ready PA Let's learn 教案
【同步教案】Unit 5 Dinner’s ready PA Let’s learn 教案一、教学内容本课教学内容为英语课程的第五单元“Dinner’s ready”，PA部分的“Let’s learn”。
二、教学目标本节课的教学目标主要有：1.学习并掌握五个新单词：fork, knife, spoon, bowl, cup。
2.能够较为准确地使用英语表述这五个单词。
3.能够听懂、理解并运用本节课所学的单词进行简单的对话。
三、教学重点本节课的教学重点是五个单词的学习和运用。
四、教学难点本节课的教学难点是如何在日常交际中运用所学单词进行简单对话。
五、教学内容及教学过程1. 导入（5分钟）教师可使用图片或实物等教具，向学生展示五种餐具，并问学生它们的英语单词，从而引起学生对本节课的学习兴趣。
2. 学习五个单词（10分钟）在教师或幼教老师的带领下，为学生逐一呈现单词及该单词对应的图片。
然后教师带着学生大声朗读单词。
3. 正常听力课程（10分钟）为了帮助学生更好地训练听力技能，教师可以进行听力模拟，并让学生尝试回答几个问题以检验他们的听力。
这也有助于教师了解学生的学习进程。
4. 学习更深入的单词用法（15分钟）教师在本节课中可以展示一些现实场景，供学生逐一辨认不同的餐具，并使用所学单词进行标注。
在这个过程中，学生可以尝试着用所学单词加上句子的形式，形成简单的对话。
5. 温习所学的单词（10分钟）教师通过“周而复始”的手段，带领学生温习所学的五个英语单词。
6. 结束语（5分钟）教师对学生的表现表示感谢，并要求学生下节课对本节所学内容再做一次回顾。
六、教学小结通过本节课的学习，学生可以掌握五个新单词。
同时，通过模拟对话等方式锻炼学生的表达能力，促进其在听说读写方面的全面发展。
教学设计Unit 5 Dinner's ready
Unit 5 Dinner’s ready教学设计一、教材分析1．本课教学内容主要分为两部分：词汇: dinner, beef, chicken，soup，vegetables, noodles; 句型：What would you like for dinner? I’d like some…What’s for dinner? 并渗透健康饮食，不挑食、偏食的思想。
2. 本课选自人教版PEP四年级上册的第五单元第一课时。
二、学情分析学生在三年级上学期学习了一些简单的食物单词“bread, juice, egg, milk, water, cake, fish, rice等。
并初步掌握了关于饮食的一些句型,如：Have some…; I’d like some…; Can I have some…? Here you are. You’re welcome.三、教学目标(含重、难点)1. 能够在图片和教师的帮助下理解对话大意。
2. 能够用正确的语音，语调朗读对话，并能进行角色表演。
3. 能够在情景中运用句型：What would you like for dinner? I’d like some…; 恰当运用功能句：What’s for dinner? Dinner’s ready.4. 能够理解单词dinner, beef, chicken，soup，vegetables, noodles 的意思，并能正确发音。
5. 渗透健康饮食的思想。
四、教学过程Step1.warm-up1. Greetings. /Free talk.师生对话。
（设计意图：放松学生心情，复习之前学过的对话。
）2. Revision游戏：快闪快现。
运用动画展示apple, bread, Juice, eggs, milk, water, cake, fish, rice等之前学过的食物单词。
（设计意图：创设情景，复习巩固已学食物单词，以利于后面新词，新句的学习。
【同步教案】Unit 5 Dinner's ready PA Let's talk (公开课) 教案
【同步教案】Unit 5 Dinner's ready PA Let's talk (公开课）教案【同步教案】Unit 5 Dinner's ready PA Let's talk（公开课）一、教学目标：1. 学习英文菜名： spaghetti bolognese, shepherd's pie, spicy chicken2. 学习询问和回答关于家人喜欢的食物的句型。
3. 提高听说能力，能听懂关于家人喜欢的食物的对话并回答问题。
二、教学重点与难点：1. 教学重点：教学单词和表达家人喜欢吃的食物的句型。
2. 教学难点：听力和口语交际能力的提高。
三、教学步骤：Step 1: Warm-up1. Greeting: “Good afternoon, boys and girls! How are you today?”2. Review the vocabulary: fish, chicken, beef, pork, rice, noodles, vegetables and fruit.Step 2: Presentation1. Introduce the new vocabulary: spaghetti bolognese, shepherd's pie, spicy chicken.2. Show the pictures of the three dishes and ask the students what they are.3. Teach the pronunciation of the new words and use them in sentences.Step 3: Let’s Talk1. Show a picture of a family having dinner and ask students who is in the picture.2. Ask “What do they eat for dinner?”3. Model the language: “What do you like to eat for dinner?”. Ask a student: “ John, what do you like to eat for dinner?”4. Ask students to pair up and ask each other what they like to eat for dinner.Step 4: Practice1. Divide the class into groups of 4-5.2. Give each group a picture of a different food: spaghetti bolognese, shepherd's pie or spicy chicken.3. Ask the students to brainstorm a list of ingredients needed to make the dish.4. Then ask the students to discuss what their own family likes to eat and why.5. Last, ask each group to report their findings to the class.Step 5: Listening1. Ask the students to listen to a conversation betweena mother and son about what to cook for dinner.2. Play the dialogue and ask the students to answer the following questions:- What does the son suggest for dinner?- Why does the mother say no to the son's suggestion?- What does the mother suggest for dinner?Step 6: Production1. Ask each student to choose one of the three dishes and write a recipe for it, including the ingredients and the steps.2. When they are finished, ask them to read their recipe to the class.3. Allow time for class questions and comments.Step 7: Conclusion1. Review the new vocabulary and the language used to discuss dinner options.2. Summarize the important points and ask students if they have any questions.四、板书设计Spaghetti bolognese Shepherd's pie Spicy chickenWhat do you like to eat for dinner?五、教学反思本节课针对单元的语言和主题，在图像和实际食品中引入新的食品词汇，通过匹配和讨论的活动帮助学生记忆和使用这些单词。
Unit 5 Dinner's ready 单元【一等奖教案】
第一课时 Part ADinner ’s ready第二课时第三课时Part BB.第一课时第二课时第三课时Unit 4一、教学内容1、本单元要求会听，说，认读的单词和词组：study bathroom bedroom living room kitchenphone bed sofa shelf fridge tableit’s=it is aren’t=are not they’re=they are2、本单元要求会听，说的单词和词组：hey they open the door on the table near the phonein the door3、帮助学生在掌握单词的基础上造出句子，编出对话，学以致用。
4、培养学生用英语交流的能力，为学生的进一步学习奠定基础。
二、教学要求1、能听懂、会说，会用每一课会话。
2、掌握本单元出现的生词，词组和字母。
3、会唱本单元的歌曲。
三、教学重点和难点1、对于较长的单词如bathroom ,bedroom ,living room,kitchen的掌握以及对于第一次出现的介词短语如open thedoor on the table near the phone in the door的掌握。
2、对于礼貌用语“Thank you , Excuse me, After you”的掌握与应用。
3、描述卧室中所有物件，并能据此编出对话。
四、教学时间本单元共6课时，每周3课时，2周完成。
第一课时课题：Unit 4 My home教学重点：听、说、认读单词：study, bathroom, living room, bedroom, kitchen。
学习表示指令的词组。
教学难点：单词study, bathroom, bedroom的发音。
教具准备：1. 教材相配套的教学录音带2. 教师自制的单词卡3. 教师使用的study, bathroom, bedroom, living room, kitchen图片。
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精品教学教案设计 | Excellent teaching plan 育人犹如春风化雨，授业不惜蜡炬成灰 教师学科教案 [ 20 – 20 学年度 第__学期 ]
任教学科：_____________ 任教年级：_____________ 任教老师：_____________
xx市实验学校 精品教学教案设计 | Excellent teaching plan
育人犹如春风化雨，授业不惜蜡炬成灰 Unit 5 Dinner’s Ready 松滋王家桥镇麻水小学 李双双 一、教学内容：PEP 3 unit 5 A let’s talk 二、教学目标及要求 1、知识目标：学生能听、说句子What would you like (for dinner)? I’d like…What’s for dinner? Dinner’s ready. 能够听懂、认读dinner, soup, vegetable, ready. 2、能力目标：学生能听懂、并在情境中运用句子What would you like (for …)? I’d like….征求和表达就餐意愿；能够在情境中恰当运用功能句： What’s for dinner? Dinner’s ready.能够在语境中理解新词dinner, soup, vegetable, ready的意思，并能正确发音。 3、情感态度、价值观目标：使学生了解同伴的饮食爱好，并渗透科学饮食的思想。 三、教学重难点 1、教学重点：在情境中听、说认读What would you like for dinner? I’d like… 2、教学难点：在情境中运用句子What would you like for dinner? I’d like some… Dinner’s ready. 四、教学准备 PPT课件，词卡，句卡，食物贴纸。 五、教学方法 听说法、情境假设法、任务型教学法 六、教学流程 Step I Warming-up 1、 Greeting T：Hello, Everyone! Ss: Hello, Miss Li. T: Nice to meet you! Ss: Nice to meet you, too. 2、 Let’s sing T:Are you happy today? (Ss…) Yes, because we have so many friends here. But today many teachers come to our class, let’s sing a song to welcome them. OK? (Play the video, then Ss Clap their hands and sing a song.) T: You really sing well. clap for yourself. 3、 Class rules T: Now, I will tell you my class rules. OK? First, be happy, second, speak in English, third, speak loudly. Then I want to divide you into two groups, Boys are Lunch group, girls are Dinner group, Look, here are two plates for the two groups, the boys and the girls. If you did a good job, I will give you a kind of food. At last, let’s see which group has a bigger meal today. Clear? 4、 Revision 精品教学教案设计 | Excellent teaching plan 育人犹如春风化雨，授业不惜蜡炬成灰 Now let’s play a game. We will see a lot of food. If you like fish, stand up and say “fish, fish, I’d like fish. OK? ”1、2 go! [设计意图：课前歌谣缓解课前紧张情绪，拉近师生关系；设置小组比赛活动，激发学生学习兴趣；利用游戏以旧引新,自然过渡。] Step II Presentation and Practice 1、What would you like?句型呈现 When the picture of vegetables and soup come out, T says“ I’d like vegetables and soup.”(教师带读单词，并关注元音音标的发音，分组读，点名读，并奖励。) T: I’d like vegetables and soup. (幻灯片呈现句型) What about you? S1: I’d like fish and rice. T: What would you like? (幻灯片呈现句型) S2: I’d like bread and milk. (S3、 S4)(师点评：I’d like bread and milk, too, we can have dinner together.) (T reads sentences, Ss follow. Then T asks, Ss answer, Boys ask, Girls answer…) [设计意图：通过I’d like……句型自然引出What would you like?,并使学生初步感知语言。同时也呈现了新单词vegetables and soup,并渗透语音教学。] 2、Role-play T: Look at the picture, do you know what time it is? (幻灯片呈现) Ss: It’s six o’clock. T: Yeah, it’s six o’clock in the afternoon. It’s time for dinner. (带读dinner，for dinner) T: I’m hungry now. Do you want to know what I would like for dinner? Please ask me. S1: What would you like for dinner? T: I’d like fish and rice. What would you like for dinner? S1: I’d like vegetables and soup. (师点评：I think you will be strong in the future) (Zoom is hungry, Zip is hungry, too. 教师分别模仿Zoom和Zip的声音，并请学生到讲台前来问。) 3、Game（幻灯片呈现） Daddy and mommy are hungry. Who can act as mom? Who can act as Dad? (You smile is lovely, I like you. Can you?) Who can act as a child help daddy and mommy get the food and pass it to daddy and mommy. Let’s ask dad first. Daddy, daddy, what would you like for dinner? 1,2,go!(两组) [设计意图：利用不同的活动形式操练句型，使学生能够在语境中应用语言，同时通过不同形式的角色扮演增加学习的趣味性。] 4、 What’s for dinner句型呈现 Mike is hungry，his mom is cooking dinner. Let’s go to Mike’s home and have a look.（幻灯片呈现）Oh, it’s time for dinner, but what’s for dinner,(操练What’s for dinner) can you guess?（幻灯片呈现） 5、 Guessing game(Dinner’s ready.) 精品教学教案设计 | Excellent teaching plan 育人犹如春风化雨，授业不惜蜡炬成灰 T：What’s this? Ss: Bread…… T: Yeah, bread is ready. (vegetables, fish, soup) T: OK, dinner’s ready. (分组、两人、波浪式操练) [设计意图：利用猜一猜的游戏形式，避免枯燥乏味的呈现。] 6、 Let’s talk First, watch a video about Mike’s dinner, and find out “what would Mike like for dinner?” T: What would Mike like for dinner? S1: Soup and vegetables. (奖励并点评：You are clever.) Then, read after tape. Each sentence for twice. Next, read together. 7、 Role-play T: Now I am dad, Lunch group is Mike, Dinner Group is Mom. (读的好的组加分，然后交换。) T: Three in groups, role-play it, then I will ask three groups to show us. （学生扮演对话，师下去指导） [设计意图：先看动画回答问题，再跟读对话，然后齐读，最后角色扮演，使学生逐步熟悉语言，为下一步学生的语言输出作铺垫。] Step III Production T：Just now I know you are good at role-play. Can you make a story and role-play it. Let’s have a try. Xiao Huihui is hungry, What would he like for dinner? Please look at the picture. Who can make a story with me. (You are confident, I think you can.一名学生上台) I’m mom, you are Xiao Huihui. S1: Mom, I’m hungry. What’s for dinner? T: Mutton. S1：No, they are my friends. T: What would you like for dinner. S1: I’d like fish and soup. T: Dinner’s ready. S1: Thanks, mom. I think you can make many funny stories. Now two or three in pairs.1,2 go！ [设计意图：采用创编故事的形式，培养学生的创新思维以及综合语言运用的能力。活动形式以小组活动为主，学生乐于参与，还能互助学习。] Step IV Assessment OK! You really have a big meal. Let’s count. How many dishes do you have?. (Dinner Group) has a bigger meal, You can enjoy it this evening. Would you like to invite me to have dinner with you? (Lunch group) also has a great meal, you can enjoy it this noon. Would you like to invite me to have lunch with me? [设计意图：课堂评价是对学生学习成果的肯定，有利于保持学生英语学习兴趣。]