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

文 |周淑敏

教學過程

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. 教師將食物貼紙給學生。

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

教師將答句“I’d like some...”板貼在黑板上。

設計意圖：本課教學內容是PEP《英語》四（上）Unit 5 Dinner’s ready A Let’s talk。學生在三年級已經學了一些表示食物的名詞以及用“I’d like some...”來表達自己想吃什么。教師利用與主題相契合的歌曲進行熱身，并引導學生看圖談論自己想吃的食物，不僅鞏固了舊知，也讓學生初步感知本課重點句型“What would you like? I’d like some...”。

Step 2. Presentation and practice

1.Leading in

T: Now, look at this picture.（引導學生看圖中的月亮）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.

設計意圖：讓學生在情境中理解新詞dinner 的含義，并整體感知對話的主要內容。

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...?

教師播放音頻，學生說出問句。

Ss: What would you like?

教師拿出板貼帶讀，請小組及個人讀，糾正發音。

Activity 2: Watch and tick

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

學生觀看視頻回答。

Ss: He’d like some soup and bread.

教師引導學生看圖理解soup的意思并帶讀。

Activity 3: Read, check and act

①T: Now, let’s read and check.

學生讀出關鍵詞，教師在課件上圈出soup and bread。

②T: Great！Let’s listen and imitate.

教師播放音頻，學生逐句跟讀錄音。

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

分角色表演，教師扮演Mike，學生扮演媽媽。

最后引導學生思考，媽媽會怎么樣回應，說出“OK./ Please wait.”。

T: So Mom cooks and cooks.（播放開門音效）Oh, listen！Who’s coming?

Ss: Dad.

設計意圖：本課對話語篇的三個場景屬于不同的話輪，因此在整體感知對話大意后，教師分場景呈現教學。在場景一中，首先，教師引導學生猜測媽媽在Mike 詢問晚餐吃什么后，可能會問Mike 什么問題，培養學生的問題意識，使學生認識到“What would you like?”的語義及語用情景，即征求用餐意見。接著，通過視頻、圖文讓學生獲取關鍵信息。最后，通過聽音模仿和角色扮演，讓學生在情境中鞏固新知，促進語言的鞏固和內化。另外，教師選擇表演起來更有發揮空間的角色Mike，加入了細節表演（如Mike剛剛回到家放下書包，走向廚房），為學生最后的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?

學生先嘗試說，播放音頻驗證學生的猜測，呈現句子“What would you like for dinner?”，教師拿出板貼帶讀，之后貼在黑板上。

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.

教師引導學生看圖理解vegetables 的意思，并按音節帶讀。

Activity 3: Read, check and act

先出示文本，學生說出關鍵詞，教師在課件上圈出fish and vegetables；接著逐句跟讀錄音；最后分角色表演，教師扮演爸爸，學生演媽媽，同樣引導學生說出“OK./Please wait.”。

（3）Scene 3: Dinner’s ready

Activity 1: Look and say

T: So Mom cooks and cooks again. 教師邊做動作邊將四種食物的詞卡貼于黑板，引導學生說出“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”!

設計意圖：通過板書總結，引出場景三中的“Dinner’s ready！”和“Thanks！”，讓學生在情境中習得語言。

Activity 2: Look, think and say

T: So, look! What’s for dinner today?（指著課件）

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.

根據學生的回答作反饋：

若學生的回答是當日晚餐中有的：Mom would like some...,too. Wonderful！They can enjoy the dinner together.

若學生的回答是當日晚餐中沒有的：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.

設計意圖：通過情境的補白，補充了小狗這一特殊家庭成員的用餐情境，使對話更豐富、生動；通過續編對話，猜測媽媽想要吃什么，使學生不僅深度感知了文本，也在潛移默化中體會了媽媽對家人的關懷和關愛，進而過渡到“We should care about each other.”，升華了主題。

Activity 3: Read and act

分角色表演，教師用道具扮演Mom，三大組學生分別飾演Mike、Dad 和Little puppy。

設計意圖：教師在表演時，充分利用道具，演出細節，營造真實的氛圍，同時運用拓展補充的語言：The bread is ready. The... is ready... Dinner is ready! 并引導學生在表演時加入上一環節生成的補白，為后續的role play 環節做了很好的示范，尤其為評價標準中的imagination 做了鋪墊，給學有余力的學生提供了更多的學思空間。

3.Enjoy and imitate the story

教師播放完整視頻，學生再次整體感知。

學生模仿視頻中的語音語調。

4.Role play

T: Now, let’s act.

學生選擇一至三個場景進行表演，表演結束后，觀眾根據場景數、正確度、流利度、表演的生動性及是否有個性化的創編進行評價，看哪個小組獲得的星星最多。

設計意圖：表演環節設計了不同的層次，學生可根據小組成員的實際情況選擇相應的場景，讓每個學生都有機會和信心參與進來；四個維度評價標準，對表演者起到了很好的引導作用，也促使觀眾更加認真地傾聽、觀看，并有理有據地進行評價。

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.

設計意圖：教師通過自制的picnic 短視頻，在輕松愉悅的氛圍中引出遷移創新活動——為學校周五的野餐活動制定菜單，通過調查和匯報完成班級的食物清單。

2.Interview

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

教師播放學生采訪的示范視頻，并進一步通過課件的圖文呈現。

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

You have 1.5 minutes.Ready? Go!

設計意圖：通過課前拍攝的示范視頻和簡要的圖文介紹，使學生很快領會本次活動的要領和操作步驟。

3.Make a report

Group leaders: We’d like...

組長匯報完后，將本組的食物清單貼在班級的清單上進行匯總（詳見板書設計）。

設計意圖：通過真實的語用情境，讓學生在活動中內化知識，完成對知識的再創造和遷移運用，學會用英語做事。

附：板書設計