文档内容
Unit 5 Dinner’s ready
教材分析 本单元学习的主题是用餐。教学内容主要是围绕着用餐的各种情景来展开的。教学重点是能
够听、说、认读核心句型“What’s for dinner?”“—What would you like (for…)? —I’d like
some…, please.”“—Would you like…? —Yes, please./No, thanks. I can use…”；能够听、
说、认读单词“beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon”。
教学内容 知识与能力目标:
句型
· 听、说、认读句型“What’s for dinner?”“—What would you like (for…)? —I’d like
some…, please.”“—Would you like…? —No, thanks. I can use…”
·在情景中运用句型“—What would you like (for…)? —I’d like…”征求并表达用餐意愿
·在情景中运用句型“Help yourself.”“—Would you like…? —Yes, please./No, thanks. I can
use…”提出用餐建议和餐具使用建议,并恰当回应
·在情景中运用句型“What’s for dinner?”询问用餐的食物
·按意群朗读“—What would you like for dinner, John? —I’d like some beef, please.”等三组
句子
词汇
·听、说、认读单词“beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife,
spoon”
·正确使用上述单词表达用餐意愿和餐具使用情况
·在有意义的语境中抄写上述话题词汇
语音
·掌握-e的发音规则,即-e在单词中发长音/ i: /
·读出符合-e发音规则的单词，并根据发音拼写出符合-e发音规则的单词
课时安排 第一课时: Part A Let’s talk & Let’s survey
第二课时: Part A Let’s learn & Let’s play
第三课时: Part A Let’s spell
第四课时: Part B Let’s talk & Let’s play
第五课时: Part B Let’s learn & Let’s do
第六课时: Part B Read and write & Let’s check & Let’s sing
3The first period（第一课时）
Part A Let’s talk & Let’s survey
教学内容
▶
Let’s talk ·理解对话大意
·用正确的语音、语调朗读对话
·在情景中运用句型“—What would you like (for…)? —I’d like (I would like) some…,
please.”征求并表达用餐意愿
·在情景中恰当运用功能句“What’s for dinner?”
·在语境中理解新词“dinner, soup, vegetable, ready”的意思,并正确发音
Let’s survey ·在采访活动中进一步巩固和运用征求用餐意愿及表达用餐意愿的句型,并进一步巩固和运
用食物类词汇
教学重点
▶
1.能够听懂、会说句型“—What would you like (for…)? —I’d like (I would like) some…,
please.”“What’s for dinner?”。
2.能够听懂、会读单词“dinner, soup, vegetable, ready”。
3.能够听懂、会读对话，并能够分角色表演。
教学难点
▶
能够在情景中正确使用句型“—What would you like （for…）? —I’d like (I would like)
some…, please.”来征求并表达用餐意愿。
教学准备
▶
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、单词卡片、人物头饰、厨师帽、食物及饮品图片、价格标签等。
教学过程
▶
Step 1: Warm-up & Revision
1. Greetings.
2. Sing a song—Let’s have a picnic today. (课件出示: PEP三 Teaching purpose①
上教材P54的歌曲动画) 通过这两个活动，让学
生在轻松愉快的氛围中复习
3. Revision.①
已学过的食物及饮品单词。
(1)Sharp eyes.
同时，游戏活动引入用餐话
Show the words about food and drinks one by one. (课件出示:egg, 题，自然地创设真实、有效
juice, bread, milk, water, fish, rice, cake依次快速出现，再消失) 的教学情景。
T: If you know the word, you can stand up and read it aloud.
(2)Drive a train.
4Show the words above and review the word “fish” with pictures.
(课件出示:1. 已学的食物及饮品单词 egg, juice, bread, milk, water,
fish, rice, cake。2. 出示三张图片，图片一:一盘鱼肉，教学fish；图片二:
两条同一种类的鱼，教学 fish；图片三:两条不同种类的鱼，教学
fishes)Let students work in groups of six. Ask every student in the group
to ask and answer questions in turn. Make a model:
T: Oh, I’m hungry. I’d like some bread and milk. What would you
like?
S1: I’d like some… What would you like?
S2: I’d like some… What would you like?
S3: …
Step 2: Presentation
1. Talk about dinner.②
(1)Show a picture on the PPT. (课件出示: 一幅图，画面显示太阳 Teaching purpose②
落山了，钟表显示18:00)
设置情景，让学生在情
T: Look! It’s 6:00 in the evening. It’s time for dinner. Guess what 景中学习新单词，感知新句
“dinner” means. 型。
Ss: 晚餐。
T: Yes. I’m hungry. What’s for dinner? (Show the word card.)
Dinner, dinner, /d/-/ɪ/-/n/-/ə (r)/, / /.
Write down the sentence “What’s for dinner?” on the blackboard
and teach it.
(2)Show a picture on the PPT. (课件出示: 一张餐桌，学生每提问
一次“What’s for dinner?”，餐桌上就出现一种食物，依次为fish, rice,
egg, soup, vegetable)
Ss: What’s for dinner?
T: Some fish/rice/eggs.
Ss: What’s for dinner?
T: Some soup. (Show the word card.) Soup, soup, /s/-/u:/-/p/, /su:p/,
some soup.
Write down the word “soup” on the blackboard and teach it.
Ss: What’s for dinner?
T: Some vegetables. (Show the word card.) Vegetable, vegetable,
/vedʒ/-/tə/-/bl/, / /, some vegetables. Pay attention to the
pronunciations of “v/v/” and “s/z/”.
Write down the word “vegetable” on the blackboard and teach it.
Show the picture of the table with the food mentioned above. (课件
出示:摆放着上述食物的餐桌图片)
T: Oh! Dinner’s ready! I can eat now. (Show the word card.) Ready,
ready, /r/-/e/-/d/-/i/, / /. Dinner’s ready!
5Write down the sentence “Dinner’s ready!” on the blackboard and
teach it.
T: What would you like for dinner?
Write down the sentence “What would you like for dinner?” on the
blackboard and teach it.
S1: I’d like some…
Write down the sentence “I’d like some…” on the blackboard. Lead
more students to answer the question “What would you like for dinner?”
by using this sentence structure.
2. Let’s talk.③ Teaching purpose③
通过各项活动，使
(1)Talk about Picture 3 of “Let’s talk” and predict the main idea of
学生能够充分理解课文
the dialogue. (课件出示:教材P48 Let’s talk板块的图三)
内容，并且能够正确朗
T: (Point to the picture.) Wow, a lot of delicious food! Dinner’s
读课文。在不同形式的
ready! What’s for dinner?
读和表演活动中，使学
Ss: Some soup, some bread, some fish and some vegetables.
生逐步理解并掌握本课
T: Look at the food. I’m hungry. I’d like some bread. Are you
的重点句型，为其达到
hungry? What would you like?
熟练表达奠定基础。
S1: Yes. I’m hungry. I’d like some…
S2: …
T: Mike is hungry, too. What would he like?
(2)Watch the video and answer the questions.
Show Picture 1 of “Let’s talk”. (课件出示:教材P48 Let’s talk板块
的图一)
T: Where are Mike and his mother?
Ss: They are in the kitchen.
T: Mike is hungry. What would Mike like for dinner? Let’s watch
the video. Underline the key sentence of the answer in your books.
Play the video and let students get the key sentence. (课件出示:教
材P48 Let’s talk板块的音频)
T: What would Mike like?
Ss: Some soup and bread. Mike says, “I’d like some soup and
bread, please.”
T: What would Mike’s dad like for dinner? Let’s watch the video Teaching purpose④
again. Underline the key sentence of the answer in your books.
教师播放录音，学
Play the video again and let students get the key sentence. (出示课 生听录音跟读。引导学
件) 生按正确的语音、语调
T: What would Mike’s dad like? 及意群朗读对话，并能
Ss: Some fish and vegetables. Mike’s dad says, “Some fish and 够进行角色扮演。
vegetables, please.”
(3)Read after the video.④
T: Boys and girls, let’s read the dialogue after the video. Please
listen to it and read carefully.
6Play the video again and ask students to read after it and try to
imitate the pronunciation and the intonation. Then let students read
together and read freely.
(4)Read the dialogue in different roles. Then act out the dialogue.
T: Now we’ll find the best actor or actress. Please come to the front
and show the dialogue.
Take out some headdresses and ask some students to act out the
dialogue.
(5)Retell the dialogue according to the blackboard-writing and the
pictures of “Let’s talk”.
Make a model first and then lead students to retell the dialogue
without their textbooks.
Teaching purpose⑤
Step 3: Practice⑤
通过完成调查活动
Let’s survey.
进一步巩固练习新单词
(课件出示:教材P48 Let’s survey板块的表格及以下句型)
及核心句型，在创设的
语境中提高学生的语言
运用能力，使学生能够
熟练运用所学语言询问
T: Suppose it’s time for dinner. What would you like for dinner? 及表达用餐意愿。
Let’s make a survey.
Let students do the survey in groups of four.
Make a model:
T: S1, what would you like for dinner?
S1: I’d like some fish and rice.
T: S2, what would you like for dinner?
S2: I’d like some bread and milk.
T: …
S3: …
T: S1 would like some fish and rice. S2 would like some bread and
Teaching purpose⑥
milk. S3…
教师让学生先模仿练
Ask each group to choose a reporter to interview the other three
习对话，再创设在餐厅点餐
students, fill in a form and report the results to the whole class.
的情景，层层深入，为学生
Step 4: Consolidation & Extension⑥ 创建真实的语言运用环境，
1. Make a new dialogue. 以此巩固本节课的重点内
容,同时达到学以致用的目
Ask students to imitate the text to make a new dialogue.
的。
(1)Make a model.
7(2)Let students imitate to work in groups of three. Then make a new
dialogue in groups.
(3)Show time.
Ask some groups to act out their dialogues.
2. In the restaurant.
(课件出示:一家餐厅的背景和句子“Don’t waste food.”)
Take out a prepared chef cap, some pictures of food and drinks and
the relevant price tags. Let students act as customers or a cook.
(1)Make a model.
T: Look! What do I do? Yes, I’m a cook. I can cook delicious food.
Please come to my restaurant for dinner. My restaurant’s rule is “Order
as much as you can eat. Don’t waste food.”
T: Welcome to my restaurant! What would you like for dinner?
S1: I’d like…
T: Here you are. Ten yuan, please.
S1: Thank you!
(2)Let students work in groups.
(3)Show time.
Ask some groups to act out.
板书设计
▶
作业设计
▶
1. Read the dialogue of “Let’s talk” five times.
2. Ask your parents with the key sentence structures and write their answers down.
3. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课
时作业)
8教学反思
▶
1. 在课前热身阶段，活动丰富，有歌曲，有游戏，有表演，让学生在轻松的环境中迅速进入英
语学习的状态，同时也起到了承上启下的作用，为新课做好了铺垫。
2. 设计与生活相近、与课文内容也相关的语境，导入新单词和句型，再自然地引出课文。环环
相扣，层层深入，让学生轻松地掌握课文内容。
3. 呈现的活动设计丰富，操练形式多样，且具有连贯性、层次性。学生积极主动参与，参与面
很广，体现了以学生为主体的教学原则。学生不仅从中学到了新知识，更拓展了思维，效果非常明
显。
4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Contents
Let’s talk
·Understand the general idea of the dialogue.
·Read the dialogue with the correct pronunciation and intonation.
·Use the sentence structures “—What would you like (for…)? —I’d like (I would like)
some…, please.”in situations.
·Use the sentence “What’s for dinner?” in situations properly.
·Understand the new words in context and pronounce them correctly.
Let’s survey
·Further consolidate and use the sentence structures of asking for and expressing the will to eat in the
interview activities. And further consolidate and use the vocabulary of food.
▶Teaching Priorities
·Be able to understand and speak the sentence structures “—What would you like (for…)? —I’d like
(I would like) some…, please.” “What’s for dinner?”
·Be able to understand and read the words “dinner, soup, vegetable, ready”.
·Be able to understand, read and act out the dialogue in different roles.
▶Teaching Difficulties
·Be able to use the sentence structures “—What would you like (for…)? —I’d like (I would like)
some…, please.” to ask for and express the will to eat in situations.
▶Teaching Procedures
9Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Help students review the
& 2. Sing a song—Let’s have a picnic 2. Sing the song. words easily in the song
Revision today. 3. Revision. and the games, and prepare
3. Revision. Play the games. to learn the new content.
(1)Sharp eyes.
(2)Drive a train.
Presentation 1. Talk about dinner. Learn the new words. Have a Set the situation. Let
Teach the new words and the preliminary understanding of students learn the new
sentence structures. the new sentence structures. words and perceive the
new sentence structures in
the situation.
2. Let’s talk. (1)Talk about the picture. Understand the content of
(1)Show the third picture of “Let’s (2)Watch the video and answer the text and read the text
talk” and ask students to talk the questions. correctly. Understand and
about it. (3)Read after the video. master the key sentence
(2)Play the video and ask the (4)Read the dialogue in structures of this lesson in
questions. different roles. Act out the different forms of reading
(3)Let students practice the dialogue. and performing activities.
dialogue in different ways. (5)Retell the dialogue.
Practice Let’s survey. Assign investigation tasks and Further consolidate and
Let students do the survey in do the survey in groups. Report practice the new words and
groups. Make a model. the results to the class. sentence structures through
doing the survey.
Consolidation 1. Make a new dialogue. 1. Imitate the text to make a Consolidate the key
& Ask students to imitate the text new dialogue in groups. content of this lesson and
Extension to make a new dialogue. 2. Act as customers or a cook. transform the knowledge
(1)Make a model. Work in groups and show in into abilities by making a
(2)Let students imitate to work in class. new dialogue about
groups of three and make a new ordering in the restaurant.
dialogue.
(3)Show time.
2. In the restaurant.
(1)Make a model.
(2)Let students work in groups.
(3)Show time.
1. Read the dialogue of “Let’s talk” five times.
Homework 2. Ask your parents with the key sentence structures and write their answers down.
3. Do the exercises.
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