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1、pep小学英语四年级上册Unit5Dinner’sreadyBReadandwrite教学设计一：教学目标：1.能够读懂对话.2在有意义的语境中抄写单元的话题词汇，完成句子。3综合运用本单元的核心词句。二：TeachingDifficulties：try…for….use…for三：板书设计：四:teachingprocess:Step1Pre-reading1.复习本单元的单词与重点句型。设置情景，ThisweekendisChristmasDay.IpreparemanydeliciousfoodforChristm
2、asDunner.Whatwouldyoulikefordinner?Wouldyoulikesome…?Canyouuse…?I’dlikesomevegetables.Icanusechopsticksforvegetables.Whataboutyou?Step2Whilereading:1.lookatthepicture,canyouaskanyquestionswiththewordswhowherewhat?(学生根据特殊疑问词自设问题)Whoisshe?wherearethey?whatwouldJohn
3、like?whatcanheuse?...(对于四年级学生来说，提出问题有没有实质性，个人觉得意义不是很大，培养三四年级学生开口讲英语的习惯是关键，关于这一单元的重点问句还是能提出来的比如Whatwouldyoulike?)2.Listenandanswer:WhatwouldJohnlikefordinner?(听音回答问题，感知整片文章，完成黑板思维导图一)3.Readandthentickthepicturesyoureadaboutinthetalk.(.读后完成课后习题)4.WhatwouldJohnusefo
4、rdinner?（由问题的提出，引导学生进一步思考，得出Johnwoulduseaforkandknifeandchopsticksfordinner,并布置黑板的导图）5.CanJohnusethechopsticks?（教师提出问题学生思考）Readagainandunderlinetheconnectsentence.(精读，并且勾画出相关句子，这也是培养学生阅读技巧)No.hecan’t.Why?wheredoyouknow?JohnsaysCanIhaveaforkandknife?WeknowthatJohn
5、canuseaforkandknifeforbeef.John’smothersays:Yes,John,buttrychopsticksfornoodles.WeknownthatJunecantrychopsticksfornoodles.(通过阅读学生找出答案，他不会使用筷子，相关句子是妈妈建议他尝试使用筷子吃面条)6.引出中西方文化差异7.Johncan’tusechopsticks,buthecantrychopsticksfornoodles.Johnisa__boy.goodboy.（约翰不会使用筷子但是他
6、能去尝试，引导学生正确的评价约翰。）8.Areyouagoodboyorgoodgirl?Ifyoucan’tdosomething,pleasetryit.you’reagoodboyorgirl.(情感教育，如果你不会做某事，请尝试forexample:ityoucan’tanswermyquestion,pleasetryit.)Step3:Postreading1.Readaftertheradiopayattentiontoyourpronunciationandintonation.(模仿语音语调跟读文本)2
7、.Makearoleplaywithyourpartner,oneisJohn,oneisJohn’smother.3.Groupworkshow4.whatdoyouknowfromthistalk?(学生根据黑板思维导图介绍John的晚餐的一些情况Johnwouldlikesomebeefandnoodlesfordinner.Johncanuseaforkandknifeforbeef,Johncan’tusechopsticksfornoodles,buthecantry,orJohncantrychopstic
8、ksfornoodles.)5.ThisisJohn’sdinner,letmeintroducemydinner.I’dlikesomesoupfordinner,Inmysoup,I’dlikeaneggandsomenoodles.whatwouldyoulikeinyoursoup?Inmysoup,I’dl
