dinner27s ready A let27s talk说课稿

《Dinner’s ready》说课稿 詹 恋 一、教材分析： 本单元学习的主题是征求别人晚餐意见并向别人说明自己喜欢吃什么。本课时的核心句型是：What’s for dinner? What would you like (for)…? 及其答语 I’d like (I would like)…,please. 教材通过Mike妈妈征求家人晚餐意见的情景，请学生感知上述句型的语义及语用情景。 二、学情分析： 四年级学生对于食物英语的说法求知欲很强的。利用有趣的图片，会吸引到学生对英语食物的兴趣。但是学生的英语水平较低，因此在进行输出环节前，必须做好大量的输入工作，让学生对本课的句子达到运用自如的境地，才能让他们在不同情境下能用英语句子表达喜爱的食物。 三、教学目标： 知识与技能目标：知识与技能目标：①能够理解对话大意；②能

够用正确的语音、语调朗读对话；③能够在情景中运用句型“What’s for dinner? What would you like(for...)？I’d like... ”征求并表达用餐意愿；④能够在语境中理解新词dinner, soup, vegetable, ready的意思，并能够正确发音。 情感态度与价值观：学生能够通过课堂活动，在师生、生生的交流与合作中增进彼此的情谊，并养成良好的学习习惯。同时引导学生拒绝垃圾食品，健康饮食和均衡饮食。 四、教学重点和难点： 1.能读懂对话大意，在对话中理解核心句型和新单词的意义。 2.能够在特定情境中运用核心句型并向别人征求和表达用餐意愿。 五、教学资源 制作多媒体课件、故事人物头饰、学生阅读材料、视频文件、食物卡片等。 六、教学评价 在本节课中，本人根据四年级小学生的年龄、心理及个性特点，采取了多样的评价手段和方法。表扬评价：表扬评价是在小学英语教学活动中最常用的一种评价方法，是激发小学生的内在潜能的重要手段，也是提高小学生英语学习兴趣的有效途径。在本节课中，用了 You did a good job! Well done! Great! Wonderful! 等鼓励性的用语，对学生个人、小组及全班进行了鼓励性评价. 七、教学过程 一、Warm up 1、Free talk 教师向学生介绍自己，打招呼。 T：Good morning, everyone. I’m your new English teacher Miss Zhan. Nice to meet you. S: Nice to meet you, too. T: Let’s begin our class. Are you ready? S: Yes! 2、PK 介绍评价机制。T: Today, we have five groups. Goup one, group two, three, four, five….let’s PK, see which group can get more apples, OK? 3、Chant T: Now show me your hands, let’s chant.教师带领学生一起chant。 【设计意图】：课前的Free talk可以拉近新老师与学生的距离。三年级上册

第五单元刚好也是以食物为主题，通过一个简单的chant复习旧知识，为本单元新句型做充分的准备。 二、Presentation 1、教授新词soup and bread。 当chant说完后，T：In this chant, let’s see, what are they? 教师出示食物图片，等学生回答完后，继续说So much yummy food, are you hungry？What would you like? Now, stand up, please. Show me your hands, let’s chant again! 说完之后，点一名学生，拿上句子卡片问他：What would you like? 生回答：I’d like some…… 点另一名学生继续问，What would you like？学生回答后，T: Ask me. S: What would you like? T: I’d like some soup and bread.教授soup单词。分组，分男女生操练。教师拿上句子卡片，让学生齐问：What would you like？学生问完后，教师回答，I’d like some fish and vegetables.教授新词vegetable。分组操练后，点人操练。 T: Ask and answer in pairs, go! 半分钟后，开火车操练。 T：Little train，go go go！ 学生两人一组快速问答。问完换一组 T: Little train ,go again. 训练完后，T: Little train, go away. 2、Let’s Play. 课件出书转动的转盘，教师带领学生一起念：What would you like for dinner？What would you like for dinner？教师喊Stop，点停转盘，点学生起来回答转盘上显示的单词条I’d like some……,please. 3、T: It’s interesting, right? Now, let’s see today’s task：Do a survey in the class, what would you like for dinner? 教授新单词dinner。 T: Look here, dinner, dinner.让学生分组读，两人一组读。 T: What’s the meaning of “dinner”? It means 晚餐，正餐。T: Look, dinner, ‘er’ pronounce[], just like tiger, water, sister, puter, any more?(brother, mother, father, driver……) (Good, you did a good job.) 4、Firstly，let’s do the survey for our friend Mike. We are in Mike’s home now. Listen, what does Mike say? 教师播放录音中Mike说的第一句话：Mum, I’m hungry. What’s for dinner? 带领学生齐读这句话。教师播放Mike的录音，扮演Mike，并且让学生也参与其中。 5、Do you want to know, what would Mike like? Let’s go and see. Watch and answer the question one: What would Mike like? 给出答案选项，在学生第一遍看完课文视频后，让学生回答。学生回答正确后，教师播放Mike 和Mum 的对话，师生问答，生生问答。让学生操练和角色扮演。课件再次出示问题What would Mike like？T: Think and answer，I’d like or He’d like? S: He’d like…T: He’d like some soup and bread. Together.学生跟读。课件出示tips: He’d like=He would like T: Tips, He’d like equals He would like. So He’d like some soup and bread, we can also say, He would like some soup and bread. 6、课件展示第二个问题，What would Mike’s dad like？ T: Let’s listen again, answer the question two. What would Mike’s dad like？Listen. 课件播放第二段录音。出示选项让学生选择正确答案Some fish and vegetables. 教师继续出示课件，分别播放Mum 和 Mike’s dad的对话，让学生跟读两遍。然后师生读，分片读。 课件出示问题What would Mike’s dad like？学生回答He’d like some fish and vegetables.教师强调，We can also say “He would like some fish and vegetables.” 教师继续出示问题三，T：So, what’s for Mike’s dinner?学生回答Some soup, bread, some fish and vegetables.教师将图片贴在黑板上。然后绘画出一张桌子，贴上单词条：dinner’s ready!师生齐读。 【设计意图】在任务的驱动下，引入课文的学习。通过问题的解答层层递进加深学生对于对话文本的理解,帮助学生更好的了解和掌握文本，扎实的处理文本。 5.教师摸摸肚子，说：I’m hungry. Are you hungry? 让学生翻开书，出示Let’s talk，让学生跟着录音读。T: Ok, now, open the book, turn to page 48.Listen and imitate.分组操练，个别操练，开火车操练，适时纠正学生发音。出示课堂小练习，完成填空。