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1、Unit5Dinner’sreadyPartA第二课时教材分析本课时Let'stalk是本单元的第2课时，为会话课。本课的主要内容是能听懂会说本课的对话，能运用句型“Whatwouldyoulike(for…)?I’dlike（Iwouldlike…）some…,please.”“What’sfordinner？”来征求并表达用餐意愿。Let’ssurvey部分为对本课内容的运用。教学目标【知识目标】1．学生能够在语境中理解新词：dinner,soup,vegetable,ready的意思，并能正确发音。2．能运用句型“Whatwouldyoulik
2、e(for…)?I’dlike（Iwouldlike…）some…,please.”“What’sfordinner？”来征求并表达用餐意愿。【能力目标】1．学生能够理解对话大意；能够用正确的语音、语调朗读对话。2．能运用句型“Whatwouldyoulike(for…)?I’dlike（Iwouldlike…）some…,please.”“What’sfordinner？”来征求并表达用餐意愿。【情感目标】引导学生珍惜粮食，健康饮食。教学重难点【教学重点】1.能运用句型“Whatwouldyoulike(for…)?I’dlike（Iwouldli
3、ke…）some…,please.”“What’sfordinner？”来征求并表达用餐意愿。2.能够在情景中恰当运用功能句：What’sfordinner?【教学难点】1.单词dinner,soup,vegetable,ready的正确发音。2.句型在情景中的运用。课前准备单词卡、教学课件，智慧课堂软件教学过程Step1.Warm-up1.Greeting.2.Singasong:Whatwouldyoulike?3.Review:借助刚才的歌曲问学生：T：Doyoulikefish?Ss:Yes,Ido.【设计意图】针对四年级低年级的学生特点，教
4、师语言本着示范、引导、启发的原则，在课堂上进行简单的交流，加上有动感节奏的歌曲，目的是创设轻松愉快的学习氛围，调动学生的知识储备，同时启发学生的思维，有层次的复习与本课题有关的单词及句型。Step2.Presentation1.Askstudentstolookatsomepictures:bread,rice,fish,juice,milk,soup,beef,vegetable,noodles,chicken.在此过程中老师问学生What’sthis?学生说出图片中的单词。并在遇到beef,vegetable,noodles,soup,chick
5、en这些单词的过程中教授读音。2.Playagame:教师拿出beef,vegetable,noodles,soup,chicken这些单词卡片让学生说出相应的单词，看哪组学生反映最快3.T:Look!It’s6:00intheevening.I’mhungry.It’stimefordinner.并重点教授单词dinner.T:I’dlikesomesoupandbread.Whatwouldyoulikefordinner?S:I’dlike……在问学生的过程中板书Whatwouldyoulikefordinner?并教读该句型。再以开火车的形式
6、练习S1:Whatwouldyoulikefordinner?S2:I’dlikesome……4.T:NowIknowwhatyouwouldlikefordinner.Let’swatchavideoandanswerthefollowingquestion.①WhatwouldMikelikefordinner?（Hewouldlikesomefishsoupandbread.）②WhatwouldMike’sfatherlikefordinner?（Hewouldlikesomefishandvegetables.）5.第二次播放录音，师生核对
7、答案。6.屏幕展示一些图片，带领学生熟悉Let’stalk的对话内容，引导学生理解Dinner’sready的意义，师带读对话。7.再次听录音，齐读对话。【设计意图】主句型的学习遵循学生的认知特点及语言学习的规律，结合文本语言内容的含义以及随着文本情景的推进，逐步学习并练习主句型：Whatwouldyoulike?I’dlike…/What’sfordinner?Step3.Practice1.Listenandrepeat.（指出跟读要求，要注意模仿语音语调。）2.Readtogether.3.Acttogether.4.Makeanewdialo
8、gue:Mike:Mum,I’mhungry.What’sfordinner?Mum:Whatwouldyo
