1、Unit Five Dinners ready單元整體分析本單元是義務教育靈通版（pep）小學英語教科書四年級上冊第五單元。單元主題為Dinners ready（晚餐準備好了）。主情景圖通過學生及動物們在餐館用餐的情景展示本單元的主題：表達用餐意愿，以及與主題相關的核心詞匯與句式。A部分共三頁，分三課時。第一課時為情景對話和練習部分。Lets talk部分Mike和媽媽在進行有關用餐的交流。引出句式: Whats for dinner? What would you like? Id like some. Dinners ready等。并在對話中熟悉單詞dinner, ready, soup，

2、并復習一些食物名稱。Lets survey是一個調查活動，調查同學們的用餐意愿，從而操練重點句式，并復習相關食物類單詞。第二課時為詞匯學習課時，Lets learn中以菜單的形式介紹了食物名稱詞匯：beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread. 以及詢問他人用餐意愿的句子：What would you like? 及其回答。之后的Lets play活動是學生利用食物單詞卡片進行的模擬點餐活動。第三課時為語音與字母學習課時，通過讀一讀，聽一聽，唱一唱；聽一聽、圈一圈；聽一聽，圈一圈，寫一寫三個活動

3、，讓學生學習元音字母e在開音節(jié)中的發(fā)音/i:/。B部分共四頁，分兩課時。第一課時仍然呈現(xiàn)情景對話和練習。Lets talk中Mike到John家做客，以此來引出向別人發(fā)出用餐建議的句式：Would you like some.? 及其回答：NO, thanks. Yes, please. 之后的Lets play活動以推薦特價菜的方式來練習重點句式。第二課時以John和媽媽的對話來學習新的詞匯：chopsticks, fork, knife, bowl, spoon, 之后通過一個活動Lets do來進一步熟悉新授詞匯。之后的讀寫練習、聽音判斷、看一看并匹配的練習以及歌曲都用來鞏固練習本課的重

4、點詞匯及句型，與C部分合為一個課時。C部分中Zip到餐館點餐，卻被鳥叼走了帳單，通過這樣一個有趣的故事來整合本單元的重點詞匯與重點句式。單元教學目標知識目標：1.詞匯：學生能夠聽、說、認讀單詞：beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon2.句型結構：能夠聽懂、會說、認讀句型Whats for dinner? What would you like (for.)? Id like some. please. Would you like .? No, thanks. I can use

5、 .3. 字母與語音：能夠掌握字母i在開音節(jié)里的發(fā)音，即/ ju:/能力目標1. 能夠正確使用重點詞匯來表達用餐意愿或餐具使用情況2. 能夠在有意義的語境中抄寫上述話題詞匯3. 能夠在真實或模擬的情景中運用句型What would you like ( for .) ? Id like . 征求并表達用餐的意愿4. Help yourself. Would you like some.? Yes, please. No, thanks. I can use . 提出用餐及餐具使用建議，并做出恰當?shù)幕貞?. 能夠讀出符合開音節(jié)發(fā)音規(guī)則的含有字母i的單詞；并能根據(jù)發(fā)音拼寫出符其發(fā)音規(guī)則的單詞情感

6、態(tài)度、學習策略、文化意識目標1. 了解用餐禮儀，能夠對用餐建議作出恰當反應2. 初步了解中西方餐飲文化的差異3. 能夠根據(jù)-e的發(fā)音規(guī)則拼讀單詞，并能夠根據(jù)-e-與-e的發(fā)音規(guī)則拼寫單詞教學重難點教學重點1. 能夠聽、說、認讀單詞：beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon2. 能夠聽懂、會說句型Whats for dinner? What would you like (for.)? Id like some. please. Would you like .? No, thank

7、s. I can use . 3. 能夠正確使用重點詞匯來表達用餐意愿或餐具使用情況4. 能夠掌握字母i在開音節(jié)里的發(fā)音，即/i:/教學難點1. 能夠在真實或模擬的情景中運用句型What would you like ( for .) ? Id like . 征求并表達用餐的意愿2. 能夠認讀并在情景中運用句型Help yourself. Would you like some.? Yes, please. No, thanks. I can use . 提出用餐及餐具使用建議，并做出恰當?shù)幕貞?. 能夠在有意義的語境中抄寫話題詞匯4. 能夠根據(jù)i在開音節(jié)里的發(fā)音規(guī)則拼讀單詞，并能夠根據(jù)其發(fā)

8、音規(guī)則拼寫單詞教學方法情景創(chuàng)設法、游戲教學法、多媒體輔助教學法、TPR、小組合作學習法教學時間本單元教學用時兩周，建議使用六課時完成教學任務第一課時：A. Lets talk. Lets survey 第二課時：A. Lets learn. Lets play 第三課時：A. Lets spell. 第四課時：B. Lets talk. Lets play第五課時：B. Lets learn. Lets do第六課時：C. Story time. B. Read and write. Lets check. Lets sing. 知識視窗西方餐具的擺放及使用正宗的傳統(tǒng)西餐的餐具應該是金屬制，分

9、為金餐具、銀餐具和鋼餐具。一般規(guī)格越高，餐具也就越好。西方餐具主要包括餐刀、餐叉和餐勺。西餐中的餐刀主要有三種，一種是切肉的牛排刀，鋸齒比較明顯，一種是正餐刀，巨具不明顯或干脆沒有，主要用來配合餐叉切割一些蔬菜或水果等食品。第三種是取黃油用的黃油刀，這種刀比較小一些，一般放在黃油盤或者面包盤里。牛排刀和正餐刀一般平行豎放在正餐盤的右側。牛排先上的話，則牛排刀放在正餐刀的右側。如果是正餐先于牛排上的話，則把正餐刀放在牛排刀的右側。餐叉在西餐中也有很多種，最常見常用的則是沙拉叉、正餐叉和水果叉。水果叉是其中最小的一個，一般橫放在正餐盤的上方，主要用來吃水果或者是甜品。沙拉叉的個頭居中，主要用來吃沙

10、拉和冷拼。正餐叉是最大的，用來和局正餐熱菜。餐勺最常見的也有三種，一是正餐勺，勺是橢圓形的，主要在吃正餐或者主食的時候，起到輔助餐叉的作用。一種是湯勺，一般是圓頭，主要用來喝湯。這兩川勺子一般平行豎放在餐刀的右側，湯勺要放在正餐勺的外邊。還有一種甜勺，要比前兩種勺小，一般平放在正餐盤的上方，主要用來吃甜品。英式用餐具的方法是右手拿刀，左手拿叉，要注意保持叉齒向下。左手的叉負責把食物送入口中，右手持的餐刀則負責切開菜或者將菜推到叉前上。要注意的是，每吃完一口再切一次。也就是切一塊兒，吃一塊兒，不要將食物一次性切完。美式的刀叉用法相對比較復雜。切菜時右手持刀，左手持叉，叉齒向下。這跟英式的拿法相同

11、。但切完之后，就把右手的刀平放到餐盤的頂端，然后把叉子從左手換到右手，叉齒向上，把切好的食品送入口中。美式的可以先將所有的菜都切好，然后把餐叉倒到右手后再慢慢用餐。第一課時課時內容A. Lets talk；Lets survey 課時分析 在Lets talk部分，Mike告訴媽媽他餓了，問媽媽正餐都吃些什么。媽媽則問他打算吃些什么。他告訴媽媽想要吃湯和面包。爸爸則告訴媽媽想吃魚和蔬菜。媽媽按照他們的需求準備好了晚餐。兩個人都非常開心地表示感謝。在這個對話過程中，展示了如何詢問他人用餐意愿的句式; What would you like? 及What would you like for di

12、nner? 以及如何回應：Id like some soup and bread, please. 以及句式：Whats for dinner? Dinners ready. 在故事的情境中，這些句子都比較好理解。因此要為學生創(chuàng)設相應的情境，讓他們能夠在真實或虛擬的語境中理解并使用語言，從而掌握所學知識，提高自己的口語表達能力。Lets survey是個在同學間進行的調查活動。學生需要調查同組或同班同學的用餐意愿，并記錄下來。在調查過程中，學生要不斷地使用我們的目標語言，達到操練語言，使用語言的目的。課時目標1. 能夠聽懂、會說句型：What would you like ( for .) ?

13、 Id like some., please. 2. 能夠聽懂、會說以下詞匯：dinner, soup, vegetables, ready3. 能夠聽懂、會讀對話，并能分角色表演。4. 能夠在真實或模擬的情景中正確使用句型What would you like ? Id like.來征求并表達用餐的意愿5. 了解中西方飲食文化的差異課時重難點1.重點能夠聽懂、會說句型：What would you like ( for .) ? Id like some., please.能夠聽懂并使用詞匯：dinner, soup, vegetables, ready能夠聽懂、會讀對話，并能分角色表演2.

14、 難點能夠在真實或模擬的情景中正確使用句型What would you like ? Id like.來征求并表達用餐的意愿教學準備1. 多媒體課件、錄音機、磁帶2. 食物單詞圖片教學過程Step 1 Warm up1.播放歌曲：Its time for lunch. 學生認真傾聽。 Teacher: Boys and girls, are you ready for our English class? First lets listen to a song. Listen carefully, please.Its time for lunch. I want to eat. Noodle

15、s 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?設計意圖：以歌曲熱身可以快速吸引學生的注意力，營造良好的英語課堂氛圍。同時，幫助學生復習與食物相關的知識，為下一步的學習做好準備。Step 2 Lead in1.出示食物的圖片，請學生說出其名稱。Teacher: Whats this? Yes, its bread. Whats this? Its juice. What a

16、bout this one? Its soup. （板書單詞）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 vegetables. Read after me, vegetables. （板書單詞）Do you like vegetables? Whats this? its rice. Whats this? Its fish. They are food. 設計意圖：銜接歌曲，出示食

17、物圖片。 通過圖片，使學生明白新授的食物名稱。Step 3 Presentation1. 提出問題，引起學生閱讀興趣，呈現(xiàn)對話內容。Teacher：Look at the food. Are you hungry? Do you want to eat? Mike is hungry. What would he like? Lets listen and find. 2. 播放對話錄音，學生找出答案。聽完錄音后，請學生說出自己的答案。Teacher: Answer the question, please. What would Mike like? That means what Mike

18、 wants to eat. He would like. Yes, He would like some soup and bread. 設計意圖：通過提問引起學生的閱讀興趣，并使學生帶著問題認真傾聽課文內容。3.談論對話內容，幫助學生深入理解對話。Teacher：What would Mikes dad 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

19、 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 means the supper. Dinner is the biggest meal in a day. Read after me, dinner. 設計意圖：通過深入討論對話內容，幫助學生理解新授單詞的意思及對往右的主要內容。Step 4 Practice1. 再次播放課文錄音。學生跟讀課文。

20、Teacher: Boys and girls, lets read the dialogue after the tape. Please listen carefully, read carefully.2. 學生自由讀課文，教師巡視，幫助學生解決讀音上的問題。Teacher：Now please read the text freely. If you have any questions, please show me your hand and ask me. 3. 學生分角色朗讀課文。Teacher: Now, who wants to be Mike? Who wants to

21、be Mikes Mum? Who wants to be Mikes dad? Lets read it in roles. 4. 請學生戴上頭飾來扮演對話的角色，表演對話。Teacher: Now well find the best actor or actress. Please come to the front and show the dialogue.設計意圖：通過以上四個活動，使學生能夠充分理解課文內容，并且能夠正確朗讀課文。在不同形式的讀和表演活動中，使學生逐步理解并掌握本課的重點句型，為其達到熟練表達奠定基礎。5. 出示不同食物的圖片，請學生針對圖片進行交流。Teache

22、r: 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 like or Id like.（板書答句）Teacher: Which pair wants to show your dialogue? 設計意圖：展示食物圖片，為學生的對話提供語料支撐。然后通過老師的示范，師生示范， 再到生生練習，逐步引導學生熟悉重點句式。6. 小組活動：調查你同組同學的用餐意愿，并形成表

23、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 chart? Can you talk about it?設計意圖：在進行調查活動時，為了完成調查任務，學生不得不一次又一次地使用學習到的語言進行交流。從而達到在“用中學”的作用。Step 5 Summary1. 請學生談一談自己眼中中西餐的不同。Teacher：What would you like for dinner

24、? What does Mike like for dinner? Are they the same? What do you know about these differences? Can you say something about it? 設計意圖：請學生思考并發(fā)現(xiàn)中西餐飲食中的不同。可以適當使用漢語。教師進行有必要的補充，使其了解中西方飲食文化的不同。課堂作業(yè)一、根據(jù)圖片選出正確的單詞。( ) 1. A. soup B. milk( ) 2. A. vegetables B. fruit( ) 3. A. rice B. fish二、為下列問句選擇正確的答句。( ) 1.Wha

25、ts for dinner? A. Fish and vegetables. B. Dinners ready. ( ) 2 What would you like? A. Id like some rice. B. Im hungry. ( ) 3. Is she in the kitchen? A. No, it isnt. B. Yes, she is. 三、連詞成句。1. would What like for you dinner (?)_2. for What is dinner (?.)_3. some soup Id and like bread please (, ) (.)

26、_答案：一、1.A 2. A 3. B二、1.A 2. A 3. B 三、1.What would you like for dinner? 2. What is for dinner? 3. Id like some soup and bread, please. 板書設計Unit Five Dinners readyA. Lets talksoup vegetables Whats for dinner?What would you like for dinner?Id like some. 第二課時課時內容A. Lets learn; Lets play 課時分析 在Lets learn

27、部分，Zoom和Zip在玩點餐的游戲。教材中展示了一本大大的菜單（Menu），Zip在問Zoom想要什么，Zoom想要一些蔬菜，Zip根據(jù)菜單中標出的食物價格收費。在菜單上標出了以下食物名稱：beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread。 其中前五個為本單元要求掌握的單詞。后邊的五個是學生已經(jīng)掌握的單詞。學習本課時，可以設定餐館點餐的場景，讓學生在虛擬的情景中學習、操練重點單詞和句式。Lets play也是個模擬點餐的活動。學生利用各種食物的圖片進行模擬點餐的活動。在點餐的過程中練習句式：Wha

28、t would you like? Id like some. 本課時要為學生創(chuàng)設相關的情境，讓學生在情境中感受、理解、操練、掌握重點知識。 課時目標1. 能夠聽懂、會說、認讀單詞：beef, chicken, noodles, soup, vegetable2. 能夠在真實或虛擬的情景中聽懂、會說、認讀句式：What would you like? Id like some., please. 3. 能夠利用所學的知識進行簡單的點餐活動課時重難點1.重點：能夠聽懂、會說、認讀單詞：beef, chicken, noodles, soup, vegetable能夠在真實或虛擬的情景中聽懂、會說

29、、使用句式What would you like? Id like some., please.來征求他人的用餐意愿，并進行恰當?shù)幕貞?. 難點：能夠利用所學的知識進行簡單的點餐活動教學準備1. 多媒體課件、錄音機、磁帶2. 食物單詞卡片、自制菜單教學過程Step 1 Warm up1.呈現(xiàn)韻句：Whats for dinner? 學生先傾聽，再跟唱，最后齊唱。Teacher: Lets chant. Listen to me first. Its time for dinner. What would you like? Id like fish, Id like rice. Id like

30、 some juice, please. Its time for dinner. What would you like? Id like eggs, Id like bread, Id like some milk, please. Teacher: Now please chant with me. Let s chant together. 設計意圖：以韻句來營造良好的英語學習氛圍，帶領學習集中注意力開啟英語學習。同時，以韻句內容來熟悉、回憶有關食物的詞匯與句式。，為接下來的學習做好知識與心理的雙重準備。 Step 2 Lead in1. 播放餐廳的圖片，為學生創(chuàng)設餐廳的情境，在情境中

31、引出本課要學習的內容。Teacher：Look at the picture. Its a restaurant. Lets go to the restaurant. Lets eat! 2. 展示餐廳的菜單，來呈現(xiàn)餐館里的食物與價格。Teacher： Lets look at the menu of the restaurant. What does the restaurant have? （學生觀察菜單上的圖片，說出相應的食物類單詞）設計意圖：創(chuàng)設情境，利用餐館這個環(huán)境來引出本課的重點知識。用菜單這一餐館中的常見和重要物品來引出食物類詞匯。幫助學生為接下來的學習做好詞匯的積累工作。 S

32、tep 3 Presentation1. 引起閱讀興趣，播放課文錄音或視頻。Teacher：Oh, look, Zoom and Zip are in this restaurant. What would they like? Lets watch and find. 學生帶問題認真傾聽錄音內容，然后嘗試回答。Teacher: Now show me you answer. What would Zoom like? Yes, Zoom would like some vegetables. How much are the vegetables? Yes, five yuan. 設計意圖：

33、引導學生帶著問題去聽錄音，培養(yǎng)其認真傾聽且在傾聽中關注重要信息的能力。2. 再次播放課文內容，學生跟讀。Teacher：Listen to the text again and read with it. 設計意圖：跟讀，以掌握正確的讀音3. 根據(jù)菜單內容討論，講授新單詞。Teacher：Look at the menu. Whats this? Yes, its beef. (板書單詞) Its from an ox. Do you like beef? How much is it? Teacher: Is this beef? No, it isnt. Its chicken. （板書單

34、詞）Do you like chicken? You can eat chicken in the KFC. Teacher: Whats this? Its soup. （板書單詞）Do you like soup? Teacher：Look at this. Can I say whats this? No. I should say what are these? What are these? Yes, they are noodles. （板書單詞）Do you like noodles? How much are they? Teacher: What are these? You

35、 know them, right? They are vegetables. (板書單詞) How much are they? Five yuan. Yes. 設計意圖：通過觀察菜單講授新單詞。Step 4 Practice1. 出示食物圖片，請學生根據(jù)圖片展示的食物來完成對話。Teacher：What would you like? Please answer with the food on the picture. Whats this? Yes, its rice. So you should say Id like some rice. Look at next one. Wha

36、t would you like? Yes, youd like some vegetables. What would you like? . 設計意圖：通過這種活動來幫助學生將食物單詞的字音與字義結合起來。2. 猜出老師想要點的餐。Teacher：What would I like? Please guess. Its five yuan. What is it? Its ten yuan. What is it? 設計意圖：說出價格，讓學生猜出食物名稱。使學生將食物與價格建立起聯(lián)系，為其之后的對話編制做好準備。3. 出示食物圖片的一部分，請學生猜出食物名稱，并進行問答。Teacher：O

37、h，this menu is dirty. Whats the food? Can you guess and say? What would you like? （指向其中一個，讓學生嘗試回答）Good. 4. 小組合作，完成點餐活動。Teacher：You know the restaurant well and you know how much they are. Now lets play. Please make a dialogue in groups. One of you can be the waiter or waitress in the restaurant. Oth

38、ers go to the restaurant and order. Teacher: You can talk in group to practice your dialogue. （教師巡視，幫助學生解決編制對話時的困難和問題）Teacher：Show me your story, please. Lets find the best group. 設計意圖：請學生以點餐的方式來進行對話練習。教師提供語言架構支持，使他們在情境下進行比較流暢的對話，幫助他們提高口語表達能力。Step 5 Summary1. 再次呈現(xiàn)韻句：Whats for dinner? 學生齊唱。Teacher: L

39、ets chant together. Its time for dinner. What would you like? Id like fish, Id like rice. Id like some juice, please. Its time for dinner. What would you like? Id like eggs, Id like bread, Id like some milk, please. Its time for dinner. What would you like? Id like beef Id like chicken, Id like some

40、 soup, please.Its time for dinner. What would you like? Id like fish, Id like vegetables, Id like some noodles. please.設計意圖：將本課新學的單詞編制到熱身部分的韻句之后，讓學生在再一次吟唱韻句時復習總結本課的重點詞匯和重點句式。課堂作業(yè)一、根據(jù)單詞選擇正確的圖片。( ) 1. beef A. B. ( ) 2. soup A. B. ( ) 3. chicken A. B. ( ) 4. vegetables A. B. 二、判斷下列句子與圖片是（T）否（F）相符。( ) 1

41、.What would you like? Id like some noodles. ( ) 2.What would you like? Id like some fish. ( ) 3.What would you like? Id like some vegetables. ( ) 4. What would you like? Id like some bread. 三、讀對話，判斷正（T）誤（F）。Tom: Im hungry. Jim: Im hungry, too. Whats for dinner? Mum: What would you like?Tom: Id like

42、some beef and milk, please.Jim: Id like some fish and vegetables. Mum: I have beef and vegetables. But I dont have fish. Jim: Oh, Id like some beef and vegetables, please. Mum: Ok. Id like some vegetables and milk. Mum: Dinners ready. Jim and Tom: Thank you, mum. ( ) 1. Tom and Jim are hungry. ( ) 2

43、. Jim has some fish and vegetables for dinner. ( ) 3. Jim would like some beef and milk for dinner. ( ) 4. Tom would like some beef and milk for dinner. ( ) 5. Mum would like some beef and milk. 答案：一、1. A 2.A 3.A 4.B 二、1.T 2. F 3. T 4. T 三、1. T 2. F 3. F 4. T 5. F 板書設計Unit Five Dinners readyA. Lets

44、learn soup vegetables beef chicken noodlesWhat would like?Id like some., please. 第三課時課時內容A. Lets spell課時分析 本部分分為語音學習和單詞書寫兩部分內容。通過聽一聽，讀一讀，唱一唱的活動，讓學生通過聽、讀、拆音等練習體會并掌握字母i在單詞中的發(fā)音，本課時主要學習其在開音節(jié)里發(fā)的雙元音/i:/。本活動中呈現(xiàn)的韻句為：He and she, She and he, Lets play together. He, she and me. He and she, She and he, We all p

45、lay together. 韻句中呈現(xiàn)含有i的開音節(jié)詞匯：he, she, we, me同時在教材中以圖片形式呈現(xiàn)了這四個語音例詞。學生通過這些語音例詞以及韻句的誦讀，來感受并掌握字母e在開音節(jié)里的發(fā)音。之后的讀一讀，聽一聽并判斷的活動，讓學生區(qū)分e在開音節(jié)與閉音節(jié)中的發(fā)音的不同，將單詞的讀音與字形結合起來，進一步訓練學生的聽音辨音能力。聽一聽，圈一圈，寫一寫的活動學生需要判斷字母e在本單詞中的發(fā)音規(guī)則，圈出相應的代表字母，并寫出單詞。這個活動幫助學生進一步掌握拼讀規(guī)則，并根據(jù)拼讀規(guī)則拼寫出單詞。在教學過程中，需要通過多種活動，使學生自己發(fā)現(xiàn)、感悟字母的發(fā)音規(guī)律。課時目標1. 能夠感知并歸納字

46、母e在開音節(jié)(-e結構)及閉音節(jié)（-e-）中的發(fā)音規(guī)則2. 能夠讀出符合-e和-e-發(fā)音規(guī)則的單詞3. 能夠根據(jù)單詞的讀音拼寫出符合發(fā)音規(guī)則的單詞課時重難點1.重點：能夠感知并歸納字母e在開音節(jié)(-e結構)及閉音節(jié)（-e-）中的發(fā)音規(guī)則能夠讀出符合-e和-e-發(fā)音規(guī)則的單詞2. 難點：能夠根據(jù)單詞的讀音拼寫出符合發(fā)音規(guī)則的單詞教學準備1. 多媒體課件、錄音機、磁帶2. 語音例詞單詞卡、學生準備家人或朋友的照片教學過程Step 1 Warm up1. 播放第三單元B中的chant: Tim is my friend. 學生齊唱。Teacher：Lets chant together. Tim i

47、s my friend. Hes a good, good boy. Hes tall and thin. Hes a good, good boy. 設計意圖：本課的語音例詞為人稱代詞，因此以第三單元中的韻句來熱身，既營造良好的英語學習的氛圍，又引出本課的語音例詞。Step 2 Lead in1. 出示教材中人物圖片，詢問其身份，引出語音例詞。Teacher: Look at this pictured. Who is he? Yes, he is Mike. Who is she? Yes, she is Amy. （板書單詞he, she）Say with me, please. 2.

48、展示自己的家人圖片，向學生介紹自己的家人。Teacher: Look, he is my father. She is my mother. They love me. I love them. We are a happy family. 展示自己朋友的圖片，向學生介紹自己的朋友。Teacher: They are my friends. He is my friend Jason. She is my friend Lily. They often play with me. We are good friends. (板書單詞me, we)設計意圖：通過介紹自己的家人和朋友，完整出示本課

49、所有的語音例詞。同時，人稱代詞的使用也是學生比較容易出問題的內容。通過這樣的介紹，使學生能夠區(qū)分清楚，正確使用這些詞匯。Step 3 Presentation1. 播放語音韻句。學生先認真傾聽。然后再跟讀。Teacher：Look at these words on the blackboard. Can you read them? Now, lets listen to a chant about these words. Listen carefully. Teacher: Listen to the chant again. Now, lets say the chant after

50、it. 2. 學生自由說韻句，以自己的方式來打節(jié)奏。Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韻句。Teacher：Now lets act the chant together. 設計意圖：學生先傾聽韻句，初步感受韻句內容。然后跟讀，獲取正確的語音。自由讀可以使學生以自己喜歡的方式操練韻句，以達到熟練說韻句的目的。4. 引導學生發(fā)現(xiàn)字母的發(fā)音規(guī)則。Teacher：Look at these words on

51、the blackboard. What can you find? Yes, there is an e in each word. What is the sound of the e? Lets read and find. （和學生一起慢慢讀每一個語音例詞）What is the sound? Yes, its /i:/. Look at my mouth and say with me. 設計意圖：通過拼讀，讓學生自己發(fā)現(xiàn)字母的發(fā)音規(guī)則，再模仿口型，獲得發(fā)音的正確方式。Step 4 Practice1. 看口型，猜單詞。教師說出語音例詞中的一個，但不出聲，學生通過觀察老師的口型，猜出

52、單詞，并大聲讀出來。Teacher: Boys and girls, lets play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly.設計意圖：通過觀察教師口型來猜單詞，有助于學生感受字母在單詞的發(fā)音，以及字母u的發(fā)音方法。2.聽一聽，舉一舉。學生聽教師說出的語音例詞，舉起相應的單詞卡片。Teacher: Look at these word cards. Whats this? Whats this? What about this

53、? You are right. Get the card, please. Teacher: The students who got the word card please come to the front. I will say the word. Please put up the correct card. 設計意圖：這個活動鍛煉學生能否正確聽懂所學的語音例詞。提高學生的聽音辨音能力。3. 讀一讀，聽一聽，為聽到的單詞打對勾。播放錄音，學生根據(jù)聽到的內容選出聽到的單詞。Teacher: Look at these letters. There are many words in

54、it. Listen and find the word. Tick it. Listen, please. Be, red, me, she, let. Teacher：Show me your answer, please. Teacher：Now lets read these words together. 設計意圖：此活動讓學生將單詞的字音與字形結合起來，同時幫助學生區(qū)分字母u在開音節(jié)與閉音節(jié)里的發(fā)音的區(qū)別。4. 聽一聽，圈一圈，寫一寫，根據(jù)聽到的內容，判斷單詞是屬于哪種發(fā)音規(guī)則，圈出相應的代表字母，然后寫一寫聽到的單詞。Teacher：Now, please listen, cir

55、cle and write. Write the word that you heard. Listen, rice. Is it for e or i-e? Its for i-e . So circle i-e, then write the word rice. Now, listen carefully and write the words. Rice, he, red, we. Teacher: Show me your answer, please. Teacher: Read these words together, please. 設計意圖：學生先根據(jù)聽到單詞的發(fā)音判斷其屬

56、于閉音節(jié)還是開音節(jié)，圈出相應的代表符號，再在四線三格上寫一寫單詞。一方面體會單詞在四線三格中的書法方式，另一方面也在書寫中進一步體會字母在單詞里的發(fā)音。5. 使用語音例詞來介紹自己的家人或朋友。Teacher：Today you know about my family and my friends. Now its your turn to introduce your family or friends. Show me your picture and introduce. Teacher: Who is he? Who is she? Please introduce. 設計意圖：通過

57、這個環(huán)節(jié)，讓學生根據(jù)老師之前的示范使用語音例詞進行介紹人物的活動，讓學生在語流中體會和感受語音例詞的發(fā)音。幫助他們在交流中正確使用語音例詞。Step 5 Summary1. 編寫語音小韻句，學生學唱。Teacher: Its chant time. Listen first, then say it. E, e, e; e, e, e; e is in he, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in she, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in we, /i:/, /i:/, /i:/. E,

58、e, e; e, e, e; e is in me, /i:/, /i:/, /i:/. 2. 表演韻句。給學生練習的時間，鼓勵他們加入自己的動作，也可以小組合作，選擇小組展示韻句節(jié)拍的方式，來有創(chuàng)意地表演韻句。Teacher：Now，lets work in groups. Please act the chant out. You can choose the way to show it. 設計意圖：通過韻句來完整呈現(xiàn)本課的重點語音知識。在逐句的跟讀中，學生不知不覺地在重復、強調字母e在單詞中的發(fā)音，為總結、鞏固其發(fā)音規(guī)律奠定了基礎。課堂作業(yè)一、聽錄音，圈出正確的單詞。1. bed re

59、d 2. he she3. be bed 4. he get5. we wet 6.let get 二、判斷以下單詞中劃線部分的發(fā)音是（T）否（F）一致。( ) 1. rice nice ( ) 2. we he( ) 3. me pen ( ) 4. red he( ) 5. bed red ( ) 6. she we三、聽錄音，寫單詞，補全句子。1. _ is my friend Tom. _ is a good boy. 2. _ is my sister Lynn. _ is tall. 3. _ are a happy family. They all love _. 答案：一、1.

60、 bed 2. she 3. be 4. get 5. we 6. let二、1. T 2. T 3. F 4. F 5.T 6. T三、1. He is my friend Tom. He is a good boy. 2. She is my sister Lynn. She is tall. 3. We are a happy family. They all love me. 板書設計Unit Five Dinners readyA. Lets spellme he she webed red pen get 第四課時課時內容B. Lets talk; Lets play課時分析 本課