PEP《英語》四（下）Unit 5 Dinner’s reday B Let’s learn

文|吳 芳

教學過程

Step 1.Warming-up and revision

1.Enjoy a song

教師播放“What would you like?”的視頻，學生跟著節奏齊唱歌曲。歌詞如下：

What would you like? What would you like?

I’d like some fish.I’d like some fish.

I’d like some beef.I’d like some beef.

Put it on my dish.Put it on my dish.

之后教師提問：What’s the song about? Yes, it’s about meals.From this song, we know,what would Binbin like? Yes!He would like some beef.What would Mike like?”學生回答：He would like some fish.教師順勢引導：Yes, fish and beef are delicious, and they’re good for our health.

2.Try to say

教師設問“Can you say more delicious and healthy food?”學生從腦海中儲存的食物類單詞中提取了chicken, mutton, egg, carrot,tomato, apple, pear 等，教師順勢在黑板上板貼出餐桌上的美味圖片。

教師PPT 展示由beef, fish,soup, vegetables 這樣合理搭配的大餐圖片，請學生猜：Who would like the delicious food?然后公布答 案：Haha! Yes, I’d like the delicious food.

3.Ask and answer

順著教師的菜單，引導學生運用所學句型進行問答互動。

T: Binbin would like some beef, Mike would like some fish,I’d like some beef, fish, soup and vegetables.What about you?What would you like?

S1: I’d like some...

T: Would you like some...,too?

S1: Yes, please./ No,thanks.

設計意圖：通過膾炙人口的歌曲營造氣氛，調動學生參與課堂的積極性，同時復習與本單元話題有關的核心詞匯和核心句型。通過教師有意識的引導，學生在面對美食的時候，會用營養搭配的理念來規劃自己的飲食，也會給朋友的飲食提供合理的建議，為本課時重點“提出食物推薦建議”的落實做好了鋪墊。

Step 2.Presentation and practice

1.Guess and say

教師順著歌曲中Mike 和Binbin 問答情境增設了John 和Zhang Peng，與教材文本情境結合，創設Binbin邀請Mike，John，Zhang Peng 到他家，媽媽為他們準備晚餐的情境。

T: Today, Binbin invites his friends to his home, his mom wants to make delicious food for them.And Binbin’s mom wants to know their favourite food.Binbin says: I’d like some beef.Mike says: I’d like some fish.How about John and Zhang Peng?

學生模仿Zhang Peng 和John 的聲音及表情用“I’d like...”句型進行合理的猜測。

S2: I’d like...

S3: I’d like...

更多猜測后，教師用PPT 呈現John 和Zhang Peng 愛吃的食物是各種蔬菜。

設計意圖：順承歌曲將課文的情境表象真實展現，讓學生身臨其境，仿佛置身其中，引導學生自由大膽地猜測，很好地復現了食物類詞匯，鞏固重點句型，通過John 和Zhang Peng 出乎意料的回答，蔬菜圖片的呈現既解答了情境中媽媽的問題，又不失時機地滲透了葷素搭配的飲食觀，同時還巧妙地引出媽媽的好主意“Let’s make a salad”，為本課學習新詞做了自然鋪墊。學生在情境統一推進的過程中不斷運用語言銜接、復現、滾動的方式增加語言輸出的厚度，同時又不失真實。

2.Listen and tick

T: John and Zhang Peng,they would like so many kinds of different vegetables.So mom will make some vegetable salad for them.Good idea! But how to make vegetable salad? What do they need? Do they need fork?Chopsticks? Spoon? Knife? Bowl?Plate? Now, let’s listen and tick!

聽力原文如下：

Mum: Let’s make some salad.

Binbin: Great! Let me help you, Mum.

Mum: Thanks.Pass me a bowl and a knife.

Binbin: Here you are.And what else?

Mum: Pass me a spoon,please.

Binbin: Wow, salad is ready.Can I try it?

Mum: Sure.Use the fork,please!

Binbin: OK, yummy!

學生根據聽力在任務單上勾選fork, spoon, knife, bowl 四個詞匯。

設計意圖：在較充分的話題交流、多角度的語言活動中進入語篇主題，教師對本課的相關詞匯進行教學，整體呈現，板塊推進。在聽力前教師通過“Do they need fork? Chopsticks?...”這樣的提問方式邊提問邊出示新單詞和圖片，讓詞匯在語篇語境中整體呈現，學生第一遍整體感知詞匯的音、義、形；接著教師通過聽力任務的設置，采用語篇整體輸入方式讓學生感知語篇內容，并進一步關注語篇中的新詞匯，再次推進學習。這個晚餐的準備環節，既呈現了本課時重點詞匯，又使教學設計保持單元主題語境的整體性，較好地體現了詞匯教學的新理念。

3.Listen, check and imitate

教師再次播放“Listen and tick”的對話音頻，同時呈現對話文本，學生仔細聽并輕聲模仿，在語境中進一步感知新單詞的音、形、義。

4.Say and do

T：Now, let’s try to make salad step by step with the video.教師播放教材中Let’s do視頻：Pass me the bowl.Pass me the knife.Cut the vegetables.Use the spoon.Use the fork.Now, let’s try it.學生根據視頻初步感知沙拉（salad）的制作過程，借助生動的動畫視頻，進一步明確制作沙拉所需要準備的工具和材料，同時又一次在整體推進中學習本課新詞匯bowl, knife,fork, spoon。

5.Read and say

T: Now we know how to make salad.Look at the pictures， can you tell me the steps? First, put the vegetables in a .Then, cut the vegetables with a _____.And then, scoop out the salad dressing with a______.At last, eat the salad with a ______.

設計意圖：教師通過看圖補充salad 制作過程中相關單詞的任務活動，讓學生在回憶salad 制作的過程中強化學習本課新詞匯bowl, knife, spoon, fork。這樣避免了新詞匯的零碎呈現和機械識記，將它放在有意義的語境和閱讀書寫任務中去完成，更好地體現了語篇視角下詞匯學習的內涵立意，使詞匯的無痕呈現、整體感知、深入理解、操練鞏固和靈活運用形成有機整體。

6.Talk in pairs

T: How to make salad? Now,you can ask and answer with your partner.

S1: Let’s make some salad.

S2: Great! Let me wash the vegetables.

S1: OK.Let me cut the vegetables.Pass me a bowl,please.

S2: OK.Here you are.

S1: Now, let’s put the vegetables in the bowl.

S2: OK.Here’s the salad.

S1: Scoop out the salad dressing with a spoon, please.

S2: Wow, the salad is ready.Can I try it?

S1: Sure.Use the fork,please!

S2: OK, yummy!

設計意圖：通過聽、說、讀、寫任務的推進完成詞匯學習，在此基礎上延續Make salad 的情境，引導學生用自己的語言進行“How to make”的真實討論，將詞匯融于真實語境中運用，既能保證內容的整體性，又能達到有意義的交流，有利于學生在語言實踐中深度掌握目標詞匯。教師從已有的材料“Let’s do”入手，為學生提供必要的語言結構支架，為語言輸出做好鋪墊。

7.Look and say

T: The salad is ready, the big dinner is ready! What do they like to eat? What table ware can they use? Look, they are sharing.If you were them,what would you say?

S3: I’d like...I can use...and...

設計意圖：教師通過PPT 動畫效果，將可口的沙拉端上餐桌，創設晚餐開始的場景，以Binbin的表達分享“I’d like some beef.I can use the knife and fork for beef.”作為范例，引導學生進入人物角色進行交流分享，圍繞課堂主題語境，通過真實語境深入真實語義，達到真實語用。

8.Read and imitate

教師引導學生模仿跟讀，PPT呈現文本視頻“John, would you like some beef? Yes, please, and pass me the knife and fork,please.”分句播放音頻，讓學生體會主句型中的重音處理、連讀以及答語中兩個“please”的語調處理。

9.Choose and act

（1）教師與學生示范表演Binbin 的媽媽與John 的對話：

Mom：John, would you like some ______?

John：Yes, please.Pass me the ______, please.The...is nice.Thank you...（No, thanks.I’d like some _______.I like the...I can use...）

（2）Ss act out the dialogue.

設計意圖：在媽媽和孩子們的生動對話表演中進一步綜合運用語言，在交流中了解中西方飲食文化中餐具使用的差異，同時學生在角色體驗和語言交流中感受媽媽的親切熱情，感受溫馨的晚餐氛圍。

Step 3.Consolidation and extension

1.Read and think

T：They are having a nice dinner.Mom has something to do, she is going out.Children had a very happy dinner.What will they do after dinner?

S1: Maybe they will wash the dishes.

S2: Maybe they will clean the table.

S3: ...

2.Imagine and say

T: Look! John and Binbin will clean the tableware.They will clean the bowls, forks,chopsticks, plates and...What are they talking about? You can imagine, talk in pairs, please.

學生對話如下：

Binbin: Let’s clean the tableware.

John: Great！Let me clean the bowls and plates.

Binbin: OK! Let me clean the chopsticks, spoons and forks.

John&Binbin: Yeah!Let’s go!

設計意圖：教師創設清洗餐具的語境，捕捉生活情境，布置真實性任務，讓學生圍繞目標內容進行有意義的表達，給學生充分的思維發展空間，在接近真實體驗的過程中感悟生活，激發學生的真情實感。

3.Think and say

T: Wow! John and Binbin,they did a great job! How about Mike and Zhang Peng? What will they do after dinner? Ha! They want to write a Thank-you card to mom.They want to say thanks to Binbin’s mother.Look, here is the card, can you help them finish it? Pay attention to your handwriting.

設計意圖：教師創設寫感謝卡的語境，進一步落實詞匯學習的任務與目標，在完整語篇中再一次進行有意義的規范書寫。學生在寫單詞的過程中，再一次復現Zhang Peng，Mike 和John 的用餐禮儀，同時感受到西方國家的溝通交往禮儀，這些任務的落實都源于學生的真摯情感，他們將所學的知識內化為自己的語言，實現了“用英語做事情”的目標。

4.Good to know

T: People have different eating habits all around the world.Let’s watch the video and know more about it.視頻播放后教師引導學生用自己的話說一說觀看視頻后獲取的信息，再呈現下圖：

設計意圖：播放關于China，Canada, India 三個國家的就餐禮儀與習慣的視頻，引導學生根據視頻分享獲得信息，在感知的基礎上呈現語篇材料，進一步進行綜合語言的運用，同時滲透西方國家的飲食文化。

Step 4.Homework

1.Read the new words about tableware.

2.Tell the different eating habits to your parents.

附：板書設計