人教版 (PEP)四年级上册Unit 5 Dinner is ready Part A优秀教学课件ppt

这是一份人教版 (PEP)四年级上册Unit 5 Dinner is ready Part A优秀教学课件ppt，文件包含人教版PEP四上《Unit5DinnersreadyPartALetslearn》课件pptx、人教版PEP四上《Unit5DinnersreadyPartALetslearn》教学设计docx、beefmp3、chickenmp3、noodlesmp3、play1MP3、play2MP3、play3MP3、soupmp3、vegetablemp3、Letsplay1swf、Letssurveyswf、letslearnswf、letssingswf等14份课件配套教学资源，其中PPT共26页， 欢迎下载使用。
人教PEP四年级上册Unit 5 Dinner's readyPart A（Let's learn）教学设计课题Unit 5 Dinner's ready  Part A （Let's learn）教学目标一、能够听、说、认读单词“beef, chicken, noodles, soup, vegetable”二、能够熟练运用句型“—What would you like? —I’d like some…”征求和表达用餐意愿三、能够听、说、认读单词“beef, chicken, noodles, soup, vegetable”四、能够熟练运用句型“—What would you like? —I’d like some…”征求和表达用餐意愿教学重点能听、说、认读单词.教学难点运用句型What would you like? I’d like some…教学准备Teacher preparation: multimedia courseware, textbook recordingsStudent Preparation: Pre-class preparation教学过程一、Warm-up 1.Let’s chant:What would you like?2.Look and sayI'd like some______.3.Let's play a game!Can I have some...?Here you are.二、Lead in小店招聘：我们小店需要一些寒假工，寒假就要来临了，你想来试试吗？ 报酬：包吃包住，待遇优厚。三、Presentation 1.招聘关卡1：认识菜单。(1)出示牛肉的图片，What would you like?I’d like some ____.学习牛肉beef.(2)出示鸡肉的图片，What would you like?I’d like some ____.学习牛肉chicken(3)出示汤的图片，What would you like?I’d like some ____.学习soup(4)出示汤的图片，What would you like?I’d like some ____.学习soup(5)出示蔬菜的图片，What would you like?I’d like some ____.学习vegetables Game time：植物大战僵尸! 发射炮弹， 快速读出炮弹打出的单词或短语， 一起打跑僵尸吧 Game time：帮助小鱼找到妈妈 Listen and imitate. Let's say. Make a dialogue四、Practice1.Let’s play. 2.Practice! 呈现音频跟读并补全对话。3.Show time： 再次播放视频动画， 然后小组活动：5 人一组练习对话。  一个服务员， 四名顾客。（有表情、语气、动作表演对话。）4.Game time：点餐活动。五、Summary 词汇:  vegetables,  chicken， noodles,  beef,  soup,   句型：What would you like? I'd like some...? OK. Here you are./___ yuan please. 板书设计Unit 5 Dinner’s readyA Let’s learnWhat would you like?I’d like some noodles     .vegetables              Beefchickensoup   课后作业1. 听录音跟读let's learn 部分单词 2. 模仿play部分进行点餐活动。 3. 默写本节课5个单词或词组。4. 完成同步练习。教学反思1.由chant、Look and say、Let's play a game!引入，带领学生复习已学的与食物有关的单词，迅速抓住学生的注意力。2.通过情景小店招聘寒假工引入新词，做到在语篇中呈现单词，具有情景性和完整性，也最大限度地增加了单词在篇章中的运用频率，尽可能地提高综合语言运用能力。3.从听到说，再到读，从大量的输入再到学生自主的输出，由易到难，呈现递进关系，同时运用多种方式调动学生学习的能动性与积极性。