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1鲁科版小学英语四年级下册Unit3RestaurantLesson4Again,please!教学设计一、教学目标:1、能听懂、会说、认读单词eat,want,noodle,potato,soup,tomato,wait,minute,cake,fruit,banana,out,p

izza,something,drink,pear.2、能听懂、会说、认读并运用句型“Whatdoyouwanttoeat?Iwanttoeat…”“Whatwouldyoulike?I’dlike…”“Wouldyoulikesome

thingtodrink?Yes,I’dlike…”来询问他人对饮食的爱好、需要。3、初步了解字母o,c在单词中的发音规律4、对比、感知中西方饮食文化的不同，倡导学生养成均衡饮食的习惯。二、教学重难点：熟练运用所学句型进行点餐、表达自己对饮食的喜好、需要。三、教学准备：多媒体课件、

卡通头像、表演所需要道具四、教学方法：交际法，任务教学法五、教学过程：Step1Warming-up1.Greetings.2.Singasong.It’stimeforlunch.3.PlayaGame:Brainstorm.(1)Firstsaythewordsoffruit.(2)Then

saythewordsofdrinks.(3)Saythewordsoffood.【设计意图】首先通过歌曲营造轻松愉悦的课堂气氛，之后的头脑风暴2游戏激发学生学习英语的兴趣，激活学生已有的知识经验，为接下来谈论食物

的活动做好铺垫。Step2Revision1、复习lesson1重点句型：Whatdoyouwanttoeat?Iwanttoeat…（1）承接头脑风暴活动，课件呈现学生所说的食物类图片，与学生展开交际。T:LookI’veg

otsomepicturesoffood.Aretheyyummy?Doyouwanttoeatthem?Me,too.Whocanaskmeaquestion?S:Doyoulike…?Whatdoyouwanttoeat?T:That’s

agoodquestion.（板书学生的问题并回答问题。）IliketraditionalChinesefood.IwanttoeatJiaozi.(2)师与生交流做示范。（3）同位问答练习，之后展示。【设计意图】复习环节没

有采取传统的师问生答的形式引出句型，而是鼓励学生来提出问题，在图片所创设的情境中，学生很自然地调动所学句型询问大家对饮食的喜好，巩固了句型。2.复习lesson2、Lesson3重点句型：?I’dlike…”“Wouldy

oulikesomethingtodrink?Yes,I’dlike…”（1）创设到餐馆点餐情景，师生交际。T：FromyourtalkIknowsomeonewantstoeatChinesefood.Someonewantsto

eatwesternfood.That’squitedifferent.Solet’sgototherestaurantandeatout.3呈现两个餐厅图片，LookthisisaChinesefoodre

staurant.IsitaChinesefoodrestaurant?S:No.T:Yes,it’sawesternfoodrestaurant.Howdoyouknowthat?S:桌上有刀叉。T:Youhavesharpeyes.Whatdoyouwanttoeat?Let

’sorderthedishes.Who’dliketobethewaiter?Who’dliketobethecustomers?(2)学生分别扮演侍者和顾客，进行点餐。(3)回顾刚才的点菜对话，提炼并板书重点句型T：Firstthewaiterask

s…(引导学生说出问句，教师板书重点句)S:Whatwouldyoulike?T:Wecananswer:S:I’dlike…T:Peopleusuallydrinksomethingintherestaurant.Sothewaiterasks:S:Wouldyoulik

esomethingtodrink?T:T:Wecananswer:S:Yes,…please./No,thankyou.（4）Whatdoyouwanttoeat?Whatwouldyoulike？用法的区分。针对板书提问：侍者可不可以用上

面的Whatdoyouwanttoeat?来询问客人呢？点出二者的区别？Whatwouldyoulike更加礼貌，招待客人时，通常这样询问；而家人之间比较随意，可以用Whatdoyouwanttoeat?来询问对方想吃点什么。4（5）同位练习点餐并展示。【设计意图】由谈论喜好

的食物自然地过渡到去餐馆点餐，通过模拟点餐，复习了句型，并使学生了解两个句型用法上的区别。Step3Text1.Leadin.T:Justnow,youreallydidagoodjob.SoI’llgiveyouaprize,magic

trick.Doyoulikeit?Look，Whoisthemagician?Yes,Danny.Whatwillhemake?Canyouguess?2.播放课文动画，验证预料。T:WhatdoesDannymake?S:banana,j

iaoziandorangejuice.T:Welldone.FirsthemakesjiaoziforLiming.ThenhemakesorangejuiceforWangHong.Atlasthemakesbanan

asforhimself.Dannyisverysmart.3.呈现课文图片三，引发学生想象。T：Lookatthispicture.They’retalkinghappily.WhatareLimingandWangHongsaying

toDanny?Canyouimagine?S:Ilikejiaozi.It’syummy./Iliketheorangejuice.It’snice./ThankyouDanny./You’regreat,Danny.4.呈现梦醒图片，还原课文真相。T:Dannyis

veryhappytohearthat.Butwhathappens?Look,Dannysitsatthetable.He’ssonthebed.Whoknows?S:Danny做梦了，梦中他成为一个魔术师，变出好吃的给朋友们，他在5梦中吃着香蕉却咬着手了。T：Right.Inthedrea

mDannybiteshisfingerandhesays“ouch”.通过动作，表情让学生理解ouch的意思并边说模仿。SoDannydoesn’tmakeanything.It’sjustadream.Butwhatafun

nydream.5.Listenandrepeat6.Actthedialogue.【设计意图】通过猜测Danny变出什么东西激发学生对课文学习的渴望，在演一演的过程中学生过了把魔术师的瘾，同时加深对课文内容的理解与记忆。Step4Chantandph

onics1.Let’schant.T:Yourperformanceisverynice.Soanicechantforyou.Clapyourhandsandfollowit.2.Phonetics:学习字母o,c在单词中的发音规律。（1）学习字母c在单词的发音/s

/T:Canyoureadthetwowordsinthechant?S:Ricenice.Good.之后课件呈现facedance两个例词，让生读一读，并说出字母c的发音规律。S：c都发s.T:Whatelse?字母C的后面都有个？S:e

6带领学生边说边做动作：c,c,c,/s/,/s/,/s/.Wecanalsosay:cece,/s/,/s/,/s/.(2)学习字母c的第二种发音:/K/同上，呈现例词cold,cap,come,call让学生读并体会字母c在单词中的发音，并强化记忆:c,c,c,/K/,/K/,/K

/.（3）学习字母o的字母音。方法同上，鼓励学生说出更多的含有字母o的单词。（4）listenandrepeat.T:Pleaserememberthelettersound,itcanhelpyoureadmorewords.Doyouwanttotry?Canyour

eadthisword:Bob?S:Bob.T:That’sright.【设计意图】利用chant，再次巩固问答句。让学生自己读一读并找出字母的发音规律有助于加深学生对字母发音的体验与记忆，同时有助于学生自主学习能力的培养。Step5Production1.Makeamenu.(1)呈现Bob

图片，让学生读对话找出Bob胖的原因。ThisboyisBob.Heisfat,why?Let’sreadthedialoguebetweenBobandMum．S:Bob胖的原因是不合理饮食，只吃汉堡，不吃蔬菜。(2)Makeamenu.7T:Bobhasanunb

alanceddiet.SomumworriesaboutBob.ShewantstomakeamenuforBob.Canyouhelpher?PleaseWorkingroupof4.Themenushouldbescientificandhealthy.(3)Showyourmen

u.Whatdoyouthinkoftheirmenu?(4)Balanceddiet.T:InfactnotonlyBobbutalsoallofusshouldhaveabalanceddiet.Look,thisisthefoodpyramid.Whatshouldwee

atmost?学生看图分别说出需要吃的最多、较多、一些、最少的食物。【设计意图】训练学生运用所学语言知识解决实际问题的能力，提高了学生语言综合运用能力，同时使学生了解均衡饮食的概念。2.Culturetime:Tablemanners.T:balanceddietisimpor

tant,tablemannersarenecessarytoo.Doyouknowdifferentcountrieshavedifferentmanners?Wemakenoisewhileeatingnoodlesordrinkingsoup.Butit’

srudeinwesterncountries.Weoftentalkloudlywhileeating.Butit’simpoliteinabroad,theytalksoftly.Weusuallydonotfi

nishallthefoodbutleavealittletoshowthatwearefull.ButinBritain,peoplealwaysfinishfoodtoshowthattheyenjoyit.Don’ttalkwhenyourfo

odisinthemouth.It’simpolite.Sothecustomsarequitedifferent.It’simportanttoknowthem.Remember:WheninRome,doastheRomansdo

.【设计意图】开阔学生的视野，了解西方饮食文化，体现了英语学科的8人文性。Step6SummaryWhathaveyoulearnttoday?找学生交流本课的收获，再次梳理知识点。Step7Homework1.Makeamenufor

yourfamily.2.Getmoreinformationabouttablemanners.六、板书设计Unit3Lesson4Again,please.Whatdoyouwanttoeat?Iwanttoeat…Whatwouldyoulike?I’dlike…Wouldyou

likesomethingtodrink?Yes,…please./No,thankyou.