1、Unit 5 Dinner is ready教学设计（Period 1）课时分析在Lets talk部分，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：Id like some soup and bread, please. 以及句式：Whats for dinner? Dinners 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。 Lets survey是个在同
2、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。 l课时目标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, ready 3. 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.
3、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 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 ? Id 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 l教学过程 Step 1 Warm up 1. 播放歌曲：Its time for lunch. 学生认真倾听。 Teacher: Boys and gir
4、ls, 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引学生的注意力，营造良
5、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 in 1. 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. They are
6、 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 Presentation 1. 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 would h
7、e 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 da
8、d 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 mean
9、s 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主要内容。 Step 4 Practice 1. 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 plea
10、se 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 com
11、e to 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 li
12、ke or 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 char
13、t? Can you 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 Summary 1. 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。
