【人教PEP版】小學(xué)四年級(jí)英語上冊(cè)教學(xué)設(shè)計(jì)-【The first period（第一課時(shí)）】

Step1:Warm-up&RevisionTeachingpurpose①Teachingpurpose①通過這兩個(gè)活動(dòng)，讓學(xué)生在輕松愉快的氛圍中復(fù)習(xí)已學(xué)過的食物及飲品單詞。同時(shí)，游戲活動(dòng)引入用餐話題，自然地創(chuàng)設(shè)真實(shí)、有效的教學(xué)情景。2.Singasong—Let’shaveapicnictoday.(課件出示:PEP三上教材P54的歌曲動(dòng)畫)3.Revision.①(1)Sharpeyes.Showthewordsaboutfoodanddrinksonebyone.(課件出示:egg,juice,bread,milk,water,fish,rice,cake依次快速出現(xiàn)，再消失)T:Ifyouknowtheword,youcanstandupandreaditaloud.(2)Driveatrain.Showthewordsaboveandreviewtheword“fish”withpictures.(課件出示:1.已學(xué)的食物及飲品單詞egg,juice,bread,milk,water,fish,rice,cake。2.出示三張圖片，圖片一:一盤魚肉，教學(xué)fish；圖片二:兩條同一種類的魚，教學(xué)fish；圖片三:兩條不同種類的魚，教學(xué)fishes)Letstudentsworkingroupsofsix.Askeverystudentinthegrouptoaskandanswerquestionsinturn.Makeamodel:T:Oh,I’mhungry.I’dlikesomebreadandmilk.Whatwouldyoulike?S1:I’dlikesome…Whatwouldyoulike?S2:I’dlikesome…Whatwouldyoulike?S3:…Step2:PresentationTeachingpurpose②設(shè)置情景，讓學(xué)生在情景中學(xué)習(xí)新單詞，感知新句型。Teachingpurpose②設(shè)置情景，讓學(xué)生在情景中學(xué)習(xí)新單詞，感知新句型。(1)ShowapictureonthePPT.(課件出示:一幅圖，畫面顯示太陽落山了，鐘表顯示18:00)T:Look!It’s6:00intheevening.It’stimefordinner.Guesswhat“dinner”means.Ss:晚餐。T:Yes.I’mhungry.What’sfordinner?(Showthewordcard.)Dinner,dinner,/d/-/?/-/n/-/?(r)/,//.Writedownthesentence“What’sfordinner?”ontheblackboardandteachit.(2)ShowapictureonthePPT.(課件出示:一張餐桌，學(xué)生每提問一次“What’sfordinner?”，餐桌上就出現(xiàn)一種食物，依次為fish,rice,egg,soup,vegetable)Ss:What’sfordinner?T:Somefish/rice/eggs.Ss:What’sfordinner?T:Somesoup.(Showthewordcard.)Soup,soup,/s/-/u:/-/p/,/su:p/,somesoup.Writedowntheword“soup”ontheblackboardandteachit.Ss:What’sfordinner?T:Somevegetables.(Showthewordcard.)Vegetable,vegetable,/ved?/-/t?/-/bl/,//,somevegetables.Payattentiontothepronunciationsof“v/v/”and“s/z/”.Writedowntheword“vegetable”ontheblackboardandteachit.Showthepictureofthetablewiththefoodmentionedabove.(課件出示:擺放著上述食物的餐桌圖片)T:Oh!Dinner’sready!Icaneatnow.(Showthewordcard.)Ready,ready,/r/-/e/-/d/-/i/,//.Dinner’sready!Writedownthesentence“Dinner’sready!”ontheblackboardandteachit.T:Whatwouldyoulikefordinner?Writedownthesentence“Whatwouldyoulikefordinner?”ontheblackboardandteachit.S1:I’dlikesome…Teachingpurpose③Teachingpurpose③通過各項(xiàng)活動(dòng)，使學(xué)生能夠充分理解課文內(nèi)容，并且能夠正確朗讀課文。在不同形式的讀和表演活動(dòng)中，使學(xué)生逐步理解并掌握本課的重點(diǎn)句型，為其達(dá)到熟練表達(dá)奠定基礎(chǔ)。2.Let’stalk.③(1)TalkaboutPicture3of“Let’stalk”andpredictthemainideaofthedialogue.(課件出示:教材P48Let’stalk板塊的圖三)T:(Pointtothepicture.)Wow,alotofdeliciousfood!Dinner’sready!What’sfordinner?Ss:Somesoup,somebread,somefishandsomevegetables.T:Lookatthefood.I’mhungry.I’dlikesomebread.Areyouhungry?Whatwouldyoulike?S1:Yes.I’mhungry.I’dlikesome…S2:…T:Mikeishungry,too.Whatwouldhelike?(2)Watchthevideoandanswerthequestions.ShowPicture1of“Let’stalk”.(課件出示:教材P48Let’stalk板塊的圖一)T:WhereareMikeandhismother?Ss:Theyareinthekitchen.T:Mikeishungry.WhatwouldMikelikefordinner?Let’swatchthevideo.Underlinethekeysentenceoftheanswerinyourbooks.Playthevideoandletstudentsgetthekeysentence.(課件出示:教材P48Let’stalk板塊的音頻)T:WhatwouldMikelike?Teachingpurpose④教師播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生按正確的語音、語調(diào)及意群朗讀對(duì)話，并能夠進(jìn)行角色扮演。Teachingpurpose④教師播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生按正確的語音、語調(diào)及意群朗讀對(duì)話，并能夠進(jìn)行角色扮演。T:WhatwouldMike’sdadlikefordinner?Let’swatchthevideoagain.Underlinethekeysentenceoftheanswerinyourbooks.Playthevideoagainandletstudentsgetthekeysentence.(出示課件)T:WhatwouldMike’sdadlike?Ss:Somefishandvegetables.Mike’sdadsays,“Somefishandvegetables,please.”(3)Readafterthevideo.④T:Boysandgirls,let’sreadthedialogueafterthevideo.Pleaselistentoitandreadcarefully.Playthevideoagainandaskstudentstoreadafteritandtrytoimitatethepronunciationandtheintonation.Thenletstudentsreadtogetherandreadfreely.(4)Readthedialogueindifferentroles.Thenactoutthedialogue.T:Nowwe’llfindthebestactororactress.Pleasecometothefrontandshowthedialogue.Takeoutsomeheaddressesandasksomestudentstoactoutthedialogue.(5)Retellthedialogueaccordingtotheblackboard-writingandthepicturesof“Let’stalk”.Teachingpurpose⑤Teachingpurpose⑤通過完成調(diào)查活動(dòng)，進(jìn)一步鞏固練習(xí)新單詞及核心句型，在創(chuàng)設(shè)的語境中提高學(xué)生的語言運(yùn)用能力，使學(xué)生能夠熟練運(yùn)用所學(xué)語言詢問及表達(dá)用餐意愿。Step3:Practice⑤Let’ssurvey.(課件出示:教材P48Let’ssurvey板塊的表格及以下句型)T:Supposeit’stimefordinner.Whatwouldyoulikefordinner?Let’smakeasurvey.Letstudentsdothesurveyingroupsoffour.Makeamodel:T:S1,whatwouldyoulikefordinner?S1:I’dlikesomefishandrice.T:S2,whatwouldyoulikefordinner?S2:I’dlikesomebreadandmilk.T:…S3:…Teachingpurpose⑥教師讓學(xué)生先模仿練習(xí)對(duì)話，再創(chuàng)設(shè)在餐廳點(diǎn)餐的情景，層層深入，為學(xué)生創(chuàng)建真實(shí)的語言運(yùn)用環(huán)境，以此鞏固本節(jié)課的重點(diǎn)內(nèi)容,同時(shí)達(dá)到學(xué)以致用的目的。Teachingpurpose⑥教師讓學(xué)生先模仿練習(xí)對(duì)話，再創(chuàng)設(shè)在餐廳點(diǎn)餐的情景，層層深入，為學(xué)生創(chuàng)建真實(shí)的語言運(yùn)用環(huán)境，以此鞏固本節(jié)課的重點(diǎn)內(nèi)容,同時(shí)達(dá)到學(xué)以致用的目的。Askeachgrouptochooseareportertointerviewtheotherthreestudents,fillinaformandreporttheresultstothewholeclass.Step4:Consolidation&Extension⑥1.Makeanewdialogue.Askstudentstoimitatethetexttomakeanewdialogue.(1)Makeamodel.(2)Letstudentsimitatetoworkingroupsofthree.Thenmakeanewdialogueingroups.(3)Showtime.Asksomegroupstoactouttheirdialogues.2.Intherestaurant.(課件出示:一家餐廳的背景和句子“Don’twastefood.”)Takeoutapreparedchefcap,somepicturesoffoodanddrinksandtherelevantpricetags.Letstudentsactascustomersoracook.(1)Makeamodel.T:Look!WhatdoIdo?Yes,I’macook.Icancookdeliciousfood.Pleasecometomyrestaurantfordinner.Myrestaurant’sruleis“Orderasmuchasyoucaneat.Don’twastefood.”T:Welcometomyrestaurant!Whatwouldyoulikefordinner?S1:I’dlike…T:Hereyouare.Tenyuan,please.S1:Thankyou!(2)Letstudentsworkingroups.(3)Showtime.Asksomegroupstoactout.?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Readthedialogueof“Let’stalk”fivetimes.2.Askyourparentswiththekeysentencestructuresandwritetheiranswersdown.3.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對(duì)應(yīng)課時(shí)作業(yè))?教學(xué)反思1.在課前熱身階段，活動(dòng)豐富，有歌曲，有游戲，有表演，讓學(xué)生在輕松的環(huán)境中迅速進(jìn)入英語學(xué)習(xí)的狀態(tài)，同時(shí)也起到了承上啟下的作用，為新課做好了鋪墊。2.設(shè)計(jì)與生活相近、與課文內(nèi)容也相關(guān)的語境，導(dǎo)入新單詞和句型，再自然地引出課文。環(huán)環(huán)相扣，層層深入，讓學(xué)生輕松地掌握課文內(nèi)容。3.呈現(xiàn)的活動(dòng)設(shè)計(jì)豐富，操練形式多樣，且具有連貫性、層次性。學(xué)生積極主動(dòng)參與，參與面很廣，體現(xiàn)了以學(xué)生為主體的教學(xué)原則。學(xué)生不僅從中學(xué)到了新知識(shí)，更拓展了思維，效果非常明顯。4.板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的輔助作用。?TeachingContents&TeachingAimsLet’stalk·Beabletounderstandthegeneralideaofthedialogue.·Beabletoreadthedialoguewiththecorrectpronunciationandintonation.·Beabletousethesentencestructures“—Whatwouldyoulike(for…)?—I’dlike(Iwouldlike)some…,please.”insituations.·Beabletousethesentence“What’sfordinner?”insituationsproperly.·Beabletounderstandthenewwordsincontextandpronouncethemcorrectly.Let’ssurvey·Beabletofurtherconsolidateandusethesentencestructuresofaskingforandexpressingthewilltoeatintheinterviewactivities.Andfurtherconsolidateandusethevocabularyoffood.?TeachingPriorities·Beabletounderstandandspeakthesentencestructures“—Whatwouldyoulike(for…)?—I’dlike(Iwouldlike)some…,please.”“What’sfordinner?”·Beabletounderstandandreadthewords“dinner,soup,vegetable,ready”.·Beabletounderstand,readandactoutthedialogueindifferentroles.?TeachingDifficulties·Beabletousethesentencestructures“—Whatwouldyoulike(for…)?—I’dlike(Iwouldlike)some…,please.”toaskforandexpressthewilltoeatinsituations.?TeachingProcedures

TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision1.Greetings.2.Singasong—Let’shaveapicnictoday.3.Revision.(1)Sharpeyes.(2)Driveatrain.1.Greetings.2.Singthesong.3.Revision.Playthegames.Helpstudentsreviewthewordseasilyinthesongandthegames,andpreparetolearnthenewcontent.Presentation1.Talkaboutdinner.Teachthenewwordsandthesentencestructures.Learnthenewwords.Haveapreliminaryunderstandingofthenewsentencestructures.Setthesituation.Letstudentslearnthenewwordsandperceivethenewsentencestructuresinthesituation.2.Let’stalk.(1)Showthethirdpictureof“Let’stalk”andaskstudentstotalkaboutit.(2)Playthevideoandaskthequestions.(3)Letstudentspracticethedialogueindifferentways.(1)Talkaboutthepicture.(2)Watchthevideoandanswerthequestions.(3)Readafterthevideo.(4)Readthedialogueindifferentroles.Actoutthedialogue.(5)Retellthedialogue.Understandthecontentofthetextandreadthetextcorrectly.Understandandmasterthekeysentencestructuresofthislessonindifferentformsofreadingandperformingactivit