PEP《英语》四（上）Unit 5 Dinner’s ready ALet’s talk

文 |周淑敏

教学过程

Step 1. Warming-up

1.Greeting

T: Class begins. Good morning，everyone. Are you ready for the class?

Ss: Yes, ready!

2.Let’s sing

T: Today we are going to learn “Unit 5 Dinner’s ready A Let’s talk”. First, let’s enjoy a song together.

3.Free talk

T: Wow! We see so much food in the song! What are they? Let’s say together.

T: My mouth is watering when I see the food. I’d like some... Mm, yummy yummy. Boys and girls, what about you? What would you like?

S1-3: I’d like some...（and...）

T: OK. Here you are. 教师将食物贴纸给学生。

And pay attention, “I’d like...”is the short form for“I would like...”

教师将答句“I’d like some...”板贴在黑板上。

设计意图：本课教学内容是PEP《英语》四（上）Unit 5 Dinner’s ready A Let’s talk。学生在三年级已经学了一些表示食物的名词以及用“I’d like some...”来表达自己想吃什么。教师利用与主题相契合的歌曲进行热身，并引导学生看图谈论自己想吃的食物，不仅巩固了旧知，也让学生初步感知本课重点句型“What would you like? I’d like some...”。

Step 2. Presentation and practice

1.Leading in

T: Now, look at this picture.（引导学生看图中的月亮）It’s in the evening.

Look, who are they?

Ss: Mike, Mum and Dad.

T: Yes, where are they?

Ss: In the kitchen.

T: Yes. And they are talking. What are they talking about?Let’s listen and choose.

Ss: Dinner.

T: Great! They are talking about the food for dinner.

And look, what do we usually have for dinner? A or B?

Ss: Yes, so “dinner”means“晚餐（正餐）”. In the evening,we have dinner.

设计意图：让学生在情境中理解新词dinner 的含义，并整体感知对话的主要内容。

2.Text learning

（1）Scene 1: What would Mike like for dinner?

Activity 1: Listen and fill

T: So they are talking about the dinner. And Mike wanna know “What’s for dinner?”And mom asks...?

教师播放音频，学生说出问句。

Ss: What would you like?

教师拿出板贴带读，请小组及个人读，纠正发音。

Activity 2: Watch and tick

T: So, what would Mike like? Let’s watch and tick.

学生观看视频回答。

Ss: He’d like some soup and bread.

教师引导学生看图理解soup的意思并带读。

Activity 3: Read, check and act

①T: Now, let’s read and check.

学生读出关键词，教师在课件上圈出soup and bread。

②T: Great！Let’s listen and imitate.

教师播放音频，学生逐句跟读录音。

③T: Now, I’ll be Mike.And you’ll be Mom, OK?

分角色表演，教师扮演Mike，学生扮演妈妈。

最后引导学生思考，妈妈会怎么样回应，说出“OK./ Please wait.”。

T: So Mom cooks and cooks.（播放开门音效）Oh, listen！Who’s coming?

Ss: Dad.

设计意图：本课对话语篇的三个场景属于不同的话轮，因此在整体感知对话大意后，教师分场景呈现教学。在场景一中，首先，教师引导学生猜测妈妈在Mike 询问晚餐吃什么后，可能会问Mike 什么问题，培养学生的问题意识，使学生认识到“What would you like?”的语义及语用情景，即征求用餐意见。接着，通过视频、图文让学生获取关键信息。最后，通过听音模仿和角色扮演，让学生在情境中巩固新知，促进语言的巩固和内化。另外，教师选择表演起来更有发挥空间的角色Mike，加入了细节表演（如Mike刚刚回到家放下书包，走向厨房），为学生最后的role play 作示范，也增添了表演的趣味性。

（2）Scene 2: What would Dad like for dinner?

Activity 1: Look and say

T: Dad is back from work.What will mum say?

学生先尝试说，播放音频验证学生的猜测，呈现句子“What would you like for dinner?”，教师拿出板贴带读，之后贴在黑板上。

Activity 2: Watch and circle

T: What would Dad like for dinner? Let’s watch and circle.

Ss: Dad would like some fish and vegetables.

教师引导学生看图理解vegetables 的意思，并按音节带读。

Activity 3: Read, check and act

先出示文本，学生说出关键词，教师在课件上圈出fish and vegetables；接着逐句跟读录音；最后分角色表演，教师扮演爸爸，学生演妈妈，同样引导学生说出“OK./Please wait.”。

（3）Scene 3: Dinner’s ready

Activity 1: Look and say

T: So Mom cooks and cooks again. 教师边做动作边将四种食物的词卡贴于黑板，引导学生说出“Now, the bread is ready. The soup is ready.”。

T: So dinner’s ready!

What will Mike and Dad say?

Ss: Thank you.

T: Yes, they can also say“Thanks”!

设计意图：通过板书总结，引出场景三中的“Dinner’s ready！”和“Thanks！”，让学生在情境中习得语言。

Activity 2: Look, think and say

T: So, look! What’s for dinner today?（指着课件）

Ss: Bread, fish, vegetables,soup, and...

T: Oh, what’s this?

Ss: Bone.

T: Yes. And it’s for the...?Puppy!

And we know, Mike would like some... Dad would like some... Oh, how about mom?Let’s be Mike and ask together.

Ss: Mom, mom, what would you like?

T: Who can be mom and guess?

Ss: I’d like some...

T: Wow! Good guesses.

根据学生的回答作反馈：

若学生的回答是当日晚餐中有的：Mom would like some...,too. Wonderful！They can enjoy the dinner together.

若学生的回答是当日晚餐中没有的：Ah oh, but no... for mom today. Maybe she can cook tomorrow.

T: So you see, mom cooks what Mike and dad would like,whatagreatmom！ And remember, we should care about each other.

设计意图：通过情境的补白，补充了小狗这一特殊家庭成员的用餐情境，使对话更丰富、生动；通过续编对话，猜测妈妈想要吃什么，使学生不仅深度感知了文本，也在潜移默化中体会了妈妈对家人的关怀和关爱，进而过渡到“We should care about each other.”，升华了主题。

Activity 3: Read and act

分角色表演，教师用道具扮演Mom，三大组学生分别饰演Mike、Dad 和Little puppy。

设计意图：教师在表演时，充分利用道具，演出细节，营造真实的氛围，同时运用拓展补充的语言：The bread is ready. The... is ready... Dinner is ready! 并引导学生在表演时加入上一环节生成的补白，为后续的role play 环节做了很好的示范，尤其为评价标准中的imagination 做了铺垫，给学有余力的学生提供了更多的学思空间。

3.Enjoy and imitate the story

教师播放完整视频，学生再次整体感知。

学生模仿视频中的语音语调。

4.Role play

T: Now, let’s act.

学生选择一至三个场景进行表演，表演结束后，观众根据场景数、正确度、流利度、表演的生动性及是否有个性化的创编进行评价，看哪个小组获得的星星最多。

设计意图：表演环节设计了不同的层次，学生可根据小组成员的实际情况选择相应的场景，让每个学生都有机会和信心参与进来；四个维度评价标准，对表演者起到了很好的引导作用，也促使观众更加认真地倾听、观看，并有理有据地进行评价。

Step 3. Consolidate and practice

1.Leading in

T: Boys and girls. You really did a good job. Here is a video for you. What’s the video about?

Ss: Picnic.

T: Yes. Do you like picnic?Here is the good news from our head teacher.

T: Wow！We will go on a picnic this Friday！ But before that, we need to do a survey and make a food list.

设计意图：教师通过自制的picnic 短视频，在轻松愉悦的氛围中引出迁移创新活动——为学校周五的野餐活动制定菜单，通过调查和汇报完成班级的食物清单。

2.Interview

T: Look, this is the menu.We need to interview first.

教师播放学生采访的示范视频，并进一步通过课件的图文呈现。

T: So, work in 4, ask and answer, and finish your food list.Clear?

You have 1.5 minutes.Ready? Go!

设计意图：通过课前拍摄的示范视频和简要的图文介绍，使学生很快领会本次活动的要领和操作步骤。

3.Make a report

Group leaders: We’d like...

组长汇报完后，将本组的食物清单贴在班级的清单上进行汇总（详见板书设计）。

设计意图：通过真实的语用情境，让学生在活动中内化知识，完成对知识的再创造和迁移运用，学会用英语做事。

附：板书设计