说课稿Unit 5 Dinner's ready
小学Unit5 dinner's ready B Let’s talk优质课教案教学设计获奖
Unit 5 Dinner’s readyB Let’s talk教学设计【教学目标】知识目标：1. 能在情境中初步理解、认读餐具类生词knife,fork,chopsticks.2. 能听懂、会说Dinner’s ready. Help yourself. Would you likea knife and fork? I can use chopsticks. Would you like somesoup？技能目标：1. 能在情境中恰当运用Would you like…? Yes,please./No,thanks.I can use…提出餐具使用建议，并做出正确的应答。
2.能在情境中适当运用would you like some…? Yes,please./No,thanks.进行就餐推荐及合理应答。
情感目标：培养学生健康饮食、科学饮食的思想，了解中西方饮食文化的差异。
【教学重点、难点】重点:掌握句型Would you like…? Yes,please./No,thanks.I can use…能合理提出食物推荐及餐具使用建议，并作出正确的应答。
难点：在情境中理解Help yourself的含义。
I can use chopsticks.的发音。
【教学准备】真实的餐具、课件、录音带【教学过程】Step1 Warm-up/Revision1. Play a song :what would you like?2. Free talk: what would you like for dinner?3. 看图说单词。
教师由刚才的歌曲自然过渡到该话题，让学生根据图片自由讨论。
设计意图：1.通过歌曲进行热身，让学生快速融入英语课堂，并为下面的话题做好铺垫2.通过自由交流，学生唤起有关食物的词汇，并熟练运用I’d like some…表达意愿。
Step2 Presentation and practice1. Teach :It’s time for dinner.T:（通过上环节的free talk后）Boys and girls，I’m hungry.I’d like some rice. What would you like for dinner? Chinese food or English food?”S:.....2.T: (接着上一步，询问未回答问题的学生):would you like some…for dinner?根据学生回答进行询问Yes, please./ No, thanks.3pair work 学生两人操练would you like some…? Yes, please./ No,thanks.4I’d like some noodles for dinner today. Look!(PPT呈现) And I can use chopsticks.(分音节拼读并操练)5学生根据图片操练I can use chopsticks to eat....从而引出fork，knife6“I like English food.”“What’s this?”“It’s beef. ”“Mm…Yummy. How can I eat it?”“Cut with the knife. Use the fork.”“Who can do it?”(教师拿出真实的餐具，让孩子试试)帮助孩子说：“Let me try.”，请孩子来边试边说。
《Unit 5 Dinner's ready》教学设计
《Unit5Dinner's ready》教学设计
一、教学目标
1.学习与食物相关的词汇，如rice、noodles、beef、soup等。
2.掌握“What would you like?”和“I'd like...”句型进行点餐交流。
3.了解中西方饮食文化差异。
二、教学重难点
1.重点：掌握词汇和句型，能进行点餐对话。
2.难点：理解中西方饮食文化差异。
三、教学方法
实物展示法、情景模拟法、文化对比法。
四、教学过程
1.Warming-up
（1）播放一段美食视频，激发学生兴趣。
（2）让学生说出自己喜欢的食物。
2.Presentation
（1）展示各种食物的图片或实物，教授新词汇rice、noodles、beef、soup 等。
（2）通过餐厅情景模拟，引出“What would you like?”和“I'd like...”句型，进行对话演示。
3.Practice
（1）角色扮演：学生分组扮演服务员和顾客，进行点餐对话练习。
（2）单词接龙游戏：以食物词汇为主题进行接龙。
4.Production
（1）创设国际美食节情景，让学生用英语介绍自己国家的特色美食。
（2）引导学生了解中西方饮食文化差异。
5.Summary and Homework
（1）总结词汇和句型。
（2）作业：制作一张美食手抄报，用英语介绍自己喜欢的食物。
小学四年级英语上册《Unit5Dinnersready》教案优秀范文5篇
小学四年级英语上册《Unit 5 Dinner's ready》教案优秀范文5篇推荐文章成长的故事高二优秀作文热度：教师优秀辞职申请书热度：学生优秀日记600字热度：小学生优秀旗下演讲稿热度：年度医生优秀工作总结热度：师者所以传道授业解惑也。
今天小编给大家准备的是小学四年级英语上册《Unit 5 Dinner's ready》教案优秀范文，希望可以帮助到大家。
小学四年级英语上册《Unit 5 Dinner's ready》教案优秀范文一一、设计理念：新《英语课程标准》倡导任务型教学模式，鼓励学生通过感知、体验、实践、参与和合作等方式，掌握一定的英语基础知识和听说读写技能。
根据四年级学生的心里特点、年龄特征、和已有的知识体验，本课教学设计努力搭建课本与生活的桥梁，通过灵活多样的教学方法和丰富的课堂活动，培养学生学习英语的兴趣，鼓励学生积极参与，大胆表达。
二、教材分析：本节课是PEP教材四年级上册第五单元B部分内容。
本课教学主要让学生学会五种餐具单词: chopsticks, bowl, fork, knife, spoon ，并要学生熟练运用句子：Pass me the … 在制作沙拉的过程中，学生学会熟练运用所学单词句子。
三、学情分析：四年级的学生已经学过了beef，chicken，vegetables, fruit，noodles, soup等单词，并能够熟练运用句子What would you like for dinner? I’d like …他们生性活泼好动，喜欢直观形象思维，对游戏、竞赛、食物特别感兴趣。
由于接触英语的时间还不长，可能有的学生说的不太好，有的还不敢说，因此课堂上要以表扬为主，注重培养学习英语的兴趣，鼓励他们大胆说、积极做、努力表现自己!1、知识目标：学生能够熟练地听、说、认读餐具的英语单词：chopsticks, bowl, fork, knife, spoon ,操练句型Pass me the … 并能综合运用新、旧知识组织对话完成一定交际任务。
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。
小学英语《Unit 5 Dinner's ready A Let's talk Let's survey》优质课教学设计、教案
PEP 小学英语四年级上册Unit 5 A Let's talk Let’s survey 教学设计一、教学目标：1.能够用正确的语音、语调朗读对话,要求模仿正确、语调自然，并能在情景中进行角色表演。
2.能够在情景中运用句型What would you like for dinner? I’d like some ...询问和回答朋友或家人想要吃的东西。
3.能在情景中恰当运用功能句:What’s for dinner? Dinner’s ready!二、教学重点、难点：1.能听懂、会说Let’s talk 中的对话，并能联系实际做调查。
2.知道并能够正确朗读课文，模仿正确，语音标准。
三、教具准备：单词卡、课件、头饰、黑板贴等。
四、教学步骤：Step1. Warm-up:1.复习单词：情景设置进入肯德基餐厅，教师借助幻灯片把餐厅里的食物逐个展现，让学生快速说出PPT 所闪现图片的英文。
2.Free talk: 呈现餐厅菜单，老师先做示范“I’d like….”并板书,反问学生“What would you like?”并板书,引导学生说出自己喜欢的食物。
告诫学生要合理饮食。
Step 2.Presentation1.教学句型What’s for dinner?师生说完自己想要的食物有后，引出Mike。
展示Mike 和mom 的图片，指着图片上的时钟说：“It’s six o’clock in the evening. Mike is hungry.” Mike 看到妈妈正在做晚餐，让学生听Mike 问的内容，引出新句型W h a t’s for dinner?并板书，教读单词dinner，教读句子。
让生结合语境猜测句子含义。
带着问题What’s for dinner?整体呈现视频内容，让生初步感知对话内容。
学生第一次看视频回答问题“What’s for dinner?”可能有难度，老师要给于适时鼓励，为下一个环节做铺垫。
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 教学设计(1)
Unit 5 Dinner's readyPeriod 3 教学设计一、语篇研读What：本课分为两部分：第一部分围绕John 和妈妈用餐前和用餐时的对话，完成选择食物和餐具的活动。
第二部分为有意义的抄写活动。
Why：本课语篇的对话可以帮助学生学会点餐，了解中西饮食差异并进行比较。
在有意义的语境中正确抄写单元的话题词汇，完成句子。
How：本语篇是以Mum与John的对话形式呈现的语言内容，本课语言结构从“ What would you like for dinner? I’d like some beef.”为主要框架展开师生间的对话。
对话特点符合学生实际生活，教师可以充分与学生实际生活相联系，通过本课内容进行再构应用。
学生可以按意群阅读的习惯和正确书写单词和句子。
二、教学目标通过本课时学习，学生能够：1. 能够在语境中理解新词的意思，并能正确发音，在听、看、说的活动中感知与理解对话大意，获取信息，能理解对话大意，理解what would you like?I’d like some...的语用和语义，用正确的语音、语调朗读对话。
在有意义的语境中正确抄写单元的话题词汇，完成句子。
1.在教师的帮助下，分角色表演对话（程度较好的学生可以尝试转述，介绍John与妈妈的活动）；(应用实践)2.小组内做一个新的点餐对话，并向全班汇报交流结果。
展示个性化的书写(迁移创新)完成课时目标所需的核心语言如下。
【核心短语】beef, noodles, chicken, soup, vegetables, bowl, chopsticks, knife, fork.【核心句型】What would you like?I’d like some …, please. /Some …, please.Can I have a knife and fork /chopsticks?Would you like some …? —Yes, please. /No, thanks.三、教学过程四、板书设计六．作业设计。
人教版小学英语四年级上册第五单元说课稿1幻灯片ppt课件
能够更进一步地掌握本课新单
词，还有效的掌握了Can I
have some…/Sure. Here you
are.这个重要句型。
.
13
活动2：(group work 5') 活动方式：教师引导学生， 四人一个小组，完成课本 59页下面的表格，并要求 学生用What would you like for dinner?/ I'd like some…的句型进行提 问。 活动目的：通过此活动， 学生能够更加全面的了解 和掌握本课关于食物的所 有单词，也直接切入了本 课的重点。
• 设计意图：首先设计谜语，调动学生的积极 性，从而引出本课重点。
.
12
Step3、活动(Pair work 10')
活动1:（5')
活动方式：两人一小组，双方
各自画出自己喜欢吃的食物，
然后交换卡片，并用Can I
have some…/Sure. Here you
are.的句型互相提问。
活动目的:通过此活动，学生
.
7
五、教法与学法
1.教法： •直观演示法、交际教学法、愉快教学相 结合的方法。 •注重于趣味教学，创设情景，鼓励学生 多开口。 •在教学过程中启发、诱导学生思维，培 养不同层次的学生大胆用英语交际的能力 。
.
8
五、教法与学法
• 多表扬、勤鼓励，使不同层次的学生 都有学习积极性，在知识上均有所提 高。
当然，写和读是分不开的，“读是写的基础，写是读的再 现”。我们四年级的读写课是以话题为中心展开听说读写紧 密结合的教学：要求听说领先、读写跟上。我们小学英语教 学中的读更多地体现在学生的朗读、认读，当然也有获取句 子结构和词汇的目的。所以在读写课的教学过程中，我很要 特别重视学生的朗读。让读和写紧密的结合，以达到事半功 倍的效果。
【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。
人教版PEP四年级英语上册Unit 5《Dinner's ready》教案教学设计
Unit 5 Dinner's ready第一课时课时内容A. Let’s talk；Let’s survey课时分析在Let’s talk部分，Mike告诉妈妈他饿了，问妈妈正餐都吃些什么。
妈妈则问他打算吃些什么。
他告诉妈妈想要吃汤和面包。
爸爸则告诉妈妈想吃鱼和蔬菜。
妈妈按照他们的需求准备好了晚餐。
两个人都非常开心地表示感谢。
在这个对话过程中，展示了如何询问他人用餐意愿的句式; What would you like? 及What would you like for dinner? 以及如何回应：I’d like some soup and bread, please. 以及句式：What’s for dinner? Dinner’s ready. 在故事的情境中，这些句子都比较好理解。
因此要为学生创设相应的情境，让他们能够在真实或虚拟的语境中理解并使用语言，从而掌握所学知识，提高自己的口语表达能力。
Let’s survey是个在同学间进行的调查活动。
学生需要调查同组或同班同学的用餐意愿，并记录下来。
在调查过程中，学生要不断地使用我们的目标语言，达到操练语言，使用语言的目的。
课时目标1. 能够听懂、会说句型：What would you like ( for ...) ? I’d 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 ? I’d like...来征求并表达用餐的意愿5. 了解中西方饮食文化的差异课时重难点1.重点能够听懂、会说句型：What would you like ( for ...) ? I’d 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2. 难点能够在真实或模拟的情景中正确使用句型What would you like ? I’d like...来征求并表达用餐的意愿教学准备1. 多媒体课件、录音机、磁带2. 食物单词图片教学过程Step 1 Warm up1.播放歌曲：It’s time for lunch. 学生认真倾听。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
I would like to share a lesson with you, which is about a daily topic for everyone: Dinner’s ready, this is from Unit5 Grade 4, Part A Let’s talk and Let’s survey.
I will present the lesson from the following aspects.
I Guiding Principle
The New English Curriculum Standard puts the priority on developing students’interests, confidence and learning strategies. The target for Grade 4 students includes: Do tasks under teacher’s instruction; imitate dialogues, as to ask and answer simple information and do role-play.
II Analysis of the Teaching Material
The topic in unit 5 is to have dinner. It has three parts, which is divided into 6 periods. We have already learned some words of the food, and the sentences “What would you like? I ‘d like some...please”in the first period, So I will give them the dialogue and pay more attention to the application.
III Analysis of the students
According to children’s cognitive development, ten-year-old students have the ability of learning, cooperation, and exploration.
They are interested in learning English. However, they are lack of concentration in a lesson. I try to make a real situation to encourage them to have more interests and confidence to make conversation.
IV Teaching objectives
Students will be able to understand, speak and use the new words and the dialogue. They get useful skills and strategy of learning words from sounds, meaning and forms.
Students imitate the dialogue with correct pronunciation and intonation,experience the fun of making survey
Key points: master “dinner, ready” and “What would you like for dinner? I’d like some…,please. What’s for dinner? Dinner’s ready.”
Difficult points: students can use these words and sentences during the real situation and communicate with teachers and students.
Ability aims: students can use the target languages to answer the question, can imitate the dialogue in role play. Students can get listening and speaking skills from different activities.
Emotion aims: Students will know different culture of food in English countries. Encourage students to have a healthy diet.
Methods of teaching and learning:
The main instructional aims of learning English in primary s chool is to develop students’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I will use Situational teaching method,Communicative approach, task-based teaching method.
V Teaching procedures
Step 1 Warming up and revision
L et’s sing a song “what would you like?” attract the students to pay attention to English class.
Read and match
Use super classify in En5 to review the word of food. All students look at the card that I provide and read it, one of the students on the platform matches the form to the corresponding meaning.
Step 2 lead in
I’ checking the time, touching my grumble stomach, I say Dinner time, are you
hungry? Time to have dinner. lead in the key word dinner, students guess the meaning. Step 3 presentation
1.Guess, What’s for dinner? to practice the key words dinner, ready.
2.Teacher and students perform the ask and answer, and then, all groups imitate the
dialogue one by one.
3.L et’s Chant to consolidate the words and sentence structure.
4. Watch and answer
Show the textbook picture，and ask : Who are they? What are they talking about? Answer two Questions.
5. Listen, repeat and learn
answer the question: How is Mike? What does Mike say? Is dinner ready? If they don’t know, they can discuss with their partners.
Purpose: further learn the dialogue, practice the dialogue in group.
Step 4Practice
Students will fill in the blanks from easy to difficult. Step one step. The last, students can talk about the people to their partners. After that the students will think of we learn the new phrases.
Role- play and show time
Step5 Make a survey in groups
Show a table, and let students survey their partners in group. Let the leader to report.
Purpose: Inspire the students learning and confident. And they also consolidate the key language points in this lesson again.
Step6 Summary
Purpose: Give students some key words to practice.
VI Reflection
I should pay more attention to the students’expression of English. They sometimes can’t talk about well
Thank you for listening.。