文档内容
The fourth period（第四课时）
Part B Let’s talk & Let’s play
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
·在情景中恰当运用句型“—Would you like…? —Yes, please./No, thanks. I can use…”
提出餐具使用建议并做出正确回应
·在情景中恰当运用功能句“Help yourself.”
·在语境中理解新词“knife, fork, chopstick”的意思，并正确发音
Let’s play ·在选择食物的场景中巩固运用句型“Would you like some…?”
教学重点
▶
1.能够听懂、会说句型“—Would you like some…? —Yes, please./No, thanks.”“Help
yourself.”。
2.能够理解并正确朗读课文对话，做到发音准确、语调自然。
教学难点
▶
能够在真实的情景中运用本课的句型来向别人提出用餐建议或餐具使用建议。
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、课文录音、视频、卡片、筷子和刀叉等。
教学过程
▶
Step 1: Warm-up & Revision & Lead-in①
1. Greetings. Teaching purpose①
2. Enjoy the song—What would you like? (课件出示:教材 P54 通过听音乐和玩游戏
Let’s sing板块的歌曲动画) 来复习学过的词汇，在自由
谈话中复习A部分的句型，
3. Play a game—“What’s missing?”
帮助唤醒学生的已有知识，
(课件出示:egg, juice, bread, milk, water, fish, rice, cake, beef,
并为下一环节的学习做好准
chicken, noodles, soup, vegetables的图片依次快速出现，再消失)
备。
T: Look! A lot of food! What are they?
Ss: …
T: Now, what’s missing?
3Ss: …
4. Free talk.
T: What delicious food! Oh, I’m hungry. I’d like some fish, chicken
and beef. (教师表现出一副很想品尝的模样) What would you like?
Ss: I’d like some…
Step 2: Presentation
1. Teach the new words and sentences.② Teaching purpose②
（1）(课件出示:18:00的闹钟和一些食物的图片) 设置情景，让学生在情
景中学习新单词，感知新句
T: It’s time for dinner. What would you like for dinner? Would you
型。
like some beef? If you would, you can say, “Yes, please.” If you
wouldn’t, you should say, “No, thanks.”
S1: Yes, please.
T: Would you like some rice?
S2: No, thanks.
…
Write down the sentence structures “—Would you like some…? —
Yes, please./No, thanks.” on the blackboard. Read these sentences
together.
（2）T: I want to eat some noodles. What can I use? (课件出示:一双
筷子和一副刀叉)
T: (Pick up the prepared tableware.) Chopsticks or a knife and
fork?
(Students point to the chopsticks.)
T: Yes, chopsticks/ /, ch/tʃ/-o/ɒ/-chop/tʃɒp/-sticks/stɪks/, /
/. I can use chopsticks.
Write down the word “chopsticks” on the blackboard and teach it.
(3)T: (Point to S1.) He would like some beef. What can he use?
Chopsticks or a knife and fork?
(Students point to the knife and fork.)
T: Yes, a knife and fork. Knife/naɪf/, kn/n/-i/aɪ/-fe/f/, /naɪf/;
fork/fɔ:k/, f/f/-or/ɔ:/-k/k/, /fɔ:k/. Knives and forks are used in sets. A set
of knife and fork means a knife and fork. He can use a knife and fork.
Write down the phrase “a knife and fork” on the blackboard and
teach it.
T: (Point to some food on the table on the PPT and say to students.)
Now, dinner’s ready! Help yourself. Help/help/, e/e/, help/help/,
yourself/ /, your/jɔ:/-self/self/, yourself/ /.
Write down the sentence “Help yourself.” on the blackboard and
teach it.
T: You are all polite, so you should say…
Ss: Thanks.
4T: Good! Oh, I can use chopsticks, but I can’t use a knife and fork.
Can you teach me?
Ask a student to demonstrate how to use it on the platform.
T: The fork is on the left. The knife is on the right. Do like this. (教
师做使用刀叉的动作) Now, I can use a knife and fork. Thank you.
2. Let’s talk.③ Teaching purpose③
通过各种活动，使学生
(1)Present the first picture of “Let’s talk”. (课件出示:教材 P51
能够充分理解课文内容，并
Let’s talk板块的图一)
且能够正确朗读课文。在不
T: Look. Mike is at Wu Binbin’s home. It’s 6:00 in the afternoon.
同形式的读和表演活动中，
It’s time for dinner. Dinner’s ready. What’s for dinner? Look at Picture 1. 使学生逐步理解并掌握本课
S1: Soup, beef, vegetables and bread. 的重点句型，为其熟练表达
T: They are all western food. Why? 奠定基础。
S2: Mike is from Canada.
T: Would Mike like a knife and fork for dinner? Guess!
S2: Yes./No.
（2）Watch the cartoon and answer the questions. （课件出示:教材
P51 Let’s talk板块的视频）
T: When you listen to the recording, pay attention to the
pronunciation and the intonation. And underline the key sentences in
your book.
(3)Check the answers.
①T: Would Mike like a knife and fork?
S1: No. Mike says, “No, thanks.”
②T: What can he use? Can he use chopsticks？
S2: He can use chopsticks. Mike says, “I can use chopsticks.”
③T: Would Mike like some soup？
S3: Yes. Mike says, “Yes, please!”
(4)Read and act.
① Read after the recording and pay attention to the pronunciation
and the intonation.
②Let students practice the dialogue in groups.
③Act out.
Teaching purpose④
Ask some groups to perform in different roles.
通过创编对话让学生把
Step 3: Practice
握重点句型的结构，熟练表
1. Make a new dialogue.④ 达重点句型。
Take out some pictures of food and tableware. Let students work in
pairs to make a new dialogue.
5Make a model:
T: Would you like some bread/…? (Take out a picture of food.)
S1: Yes, please./No, thanks.
T: (Take out a picture of tableware.) Would you like a knife and
fork/chopsticks?
S1: Yes, please./No, thanks. I can use chopsticks/a knife and fork.
T: Now practice the dialogue with your partner.
2. Let’s play. (课件出示:教材P51 Let’s play板块的图片)⑤ Teaching purpose⑤
T: Let’s go to a restaurant now. Look! Today’s specials. Soup is 利用教材中有关特惠
菜的图片进行对话交流，让
only 1 yuan now. Noodles are only 3 yuan now. Juice is only 2 yuan.
学生在交流中练习、使用重
Fish is only 8 yuan. Beef is only 10 yuan. Vegetables are only 5 yuan. So
点句型，培养学生灵活运用
cheap!
语言的能力。既能落实课标
Let students work in pairs. Make a model with a student.
的要求，又能实现语言的迁
T: Here are today’s specials. Would you like some beef? 移运用。
S1: Yes, please. How much is it?
T: Ten yuan.
T: Now, do it in pairs. Ask and answer, please.
Ask some pairs to perform on the platform.
Step 4: Consolidation & Extension
1. Make a new dialogue. (课件出示:吴斌斌去Mike家吃饭的情 Teaching purpose⑥
景图)⑥
设置吴斌斌去Mike家
T: Look. Who are they? 做客的情境更具延续性。引
Ss: They are Mike’s mum, Mike and Wu Binbin. 导学生运用所学新句型，结
T: Today Wu Binbin is at Mike’s home for dinner. Mike is from 合旧知，创编新对话，提高
语言的综合运用能力。
Canada. What’s for dinner? Chinese food or western food? Guess!
Ss: Chinese food. Wu Binbin is from China.
(课件出示:分类展示中餐和西餐的图片)
T: Please make a new dialogue with your partners.
Let students work in groups of three. Then act out their dialogues.
Make a model:
62. Let’s chant.⑦
Teaching purpose⑦
通过换单词编韵句的活
动再现、总结重点词汇与重
点句型，从而巩固所学知识。
Change the words to make a new chant.
板书设计
▶
作业设计
▶
1. Listen and imitate the dialogue of “Let’s talk” for three times.
2. 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)
教学反思
▶
1. 在课前热身阶段，通过听歌曲、玩游戏、对话等活动让学生们在轻松的气氛中进入复习，同
时这些食物类的单词和句型也起到了承上启下的作用，为新课做了一定的铺垫。
2. 设计与生活相近、与课文内容也相关的语境，导入新词汇和句型，再自然地引入课文。环环
相扣，层层深入，让学生轻松地掌握课文内容。
3. 呈现的活动丰富、操练形式多样，充分调动了学生的积极性，使学生能够积极主动地参与到
活动中，既拓展了思维，也明显提高了语言能力。
74. 本节课的对话学习中穿插了中西饮食文化中餐具使用的差异，充分激发了学生的学习兴趣
▶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“ — Would you like… ? — Yes, please./No, thanks. I can
use… ” to offer suggestions on the use of tableware and make correct response in
situations.
·Use the functional sentence “Help yourself.” in situations properly.
·Understand the meanings of the new words “knife, fork, chopsticks” in context, and
pronounce them correctly.
Let’s play
·Consolidate and use the key sentence structures in the scene of food selection.
▶Teaching Priorities
·Be able to understand and say the sentence structures “—Would you like some…? —Yes, please.
/No, thanks.” “Help yourself.”
·Be able to understand and read the text correctly with the accurate pronunciation and natural
intonation.
▶Teaching Difficulties
·Be able to use the sentence structures of this lesson in real situations to give advice on dining or
using tableware to others.
▶Teaching Procedures
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Review the words learned
& 2. Enjoy the song. 2. Enjoy the song. by listening to music and
Revision 3. Play a game—“What’s 3. Say the missing words. playing games. And
&
missing?” 4. Answer the questions. review the sentence
Lead-in
4. Free talk. structures of Part A in free
Ask some questions. talk. Help students arouse
their existing knowledge
and prepare for the next
step.
8（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation 1. Teach the new words Learn the new words and Set the situation, and let
and sentences. sentences. students learn the new
words in situations and
perceive the new sentence
structures.
2. Let’s talk. (1)Talk about the picture. Let students understand and
(1)Present the first picture (2)Watch the cartoon and master the key sentence
of“Let’s talk”. answer the questions. structures in this lesson
(2)Play the cartoon and (3)Check the answers with gradually, and lay the
ask three questions. the teacher. foundation for their skillful
(3)Check the answers. (4)Read after the recording. expression.
(4)Read and act. Practice the dialogue in
Let students practice the groups. Then act out.
dialogue in groups.
Practice 1. Make a new dialogue. Look at the sentences on the Through making new
Show some sentences PPT. dialogues, let students grasp
on the PPT. Make a Make a new dialogue in the structures of key
model. pairs according to the sentences and express them
example. skillfully.
2. Let’s play. Look at the picture of “Let’s Let students practice the key
Show the picture of play”. sentence structures.
“Let’s play” on the PPT. Practice in pairs according Cultivate students’ ability to
Set a scene for students to the picture of “Let’s use language flexibly.
to practice. Make a play”.
model. Ask and answer as the
teacher’s model. Perform on
the platform.
Consolidation 1. Make a new dialogue 1. Talk about the main scene Through the two activities,
& by imitating the text. with the teacher. let students practice and use
Extension Give the central Make a new dialogue in the key words and sentence
sentences. groups of three. Act out structures they have learned.
2. Let’s chant. the dialogue.
Give an example. 2. Change the words to
make a new chant.
1. Listen and imitate the dialogue of “Let’s talk” for three times.
Homework
2. Do the exercises.
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