渤海大学 辽宁 锦州 121013；山东省胶州市向阳小学 266300
一、Warm-up
1.Enjoy a song《Let’s have a picnic today》.
2.Free talk.T：In this song,what’s for picnic?
Ss：Cake and milk.T：I’d like some milk,what would you like? Ss: I’d like some…（设计意图：通过歌曲活跃气氛，在自由谈话中用“I’d like some…”句型复习已学的食物名词，为下面的学习做铺垫。）
二、Presentation
1.单词部分。
（1）Read the words“rice/fish/juice/milk/bread” together.Stick the cards on the board.Review “I’d like some…”.Lead in：“What would you like？”T: Look！Zip has a restaurant.Let’s go and see.Look at the menu.We learned this part before.Let’s read together.板书句子。What would you like？Let’s ask this girl together.教师举起句子卡片“What would you like？”示意学生齐问。Ss:What would you like？S1:I’d like some….(由热身部分的T-S,转入现在的S-S，保证学生上口新句子。)（设计意图：以旧引新，引入新句型“What would you like？”并通过学生齐问的形式达到让学生上口新句型的目的。）
（2）New words.T：I know,you would like a lot.(边说边将问句贴在黑板上)Look here（PPT）.What do you know？Discuss in groups.（设计意图：小组合作、自主学习新词，并在班内交流。教师板书3个新词并进行语音渗透。） T:Who can teach 1 word for us？Ss…板书3个新词，配上单词卡进行语音渗透：/I/、/i:/、/u:/、/e/。
（3）用刚学过的3个新单词编歌谣（CAI配上节奏）。T:I think we can make a chant now.What would you like？What would you like？I’d like some…please.Can you chant together？
（4）学习另外的两个新词.T:Let’s go on to learn the new words.
（5）Let’s listen and imitate.Pay attention to your pronunciation.
（6）Read the words in groups and try to remember.
（7）Play a game：Bomb.（设计意图：通过游戏激发学生说句型的兴趣，在游戏中巩固新知。）
2.对话部分。
（1）第一遍听——整体感知（随着游戏中炸弹的爆炸声自然过渡到对话部分)。
T: Look! Who are coming？What are they talking about? A: Family.B: Friends.C: Dinner.（设计意图：学生整体感知对话，把握文本重要信息。）再次出示卡片“晚餐,正餐”。T：Let’s see：“What’s for dinner？”贴卡片“for dinner”。
（2）第二遍听。T:I have questions for you。Q1:What would you like？Q2:What would you like for dinner？(再次出示for dinner,并将卡片移动至重点句后)(听第一段)Ss:I’d like some soup and bread,please.(听第二段)Ss: Some fish and vegetables,please.（设计意图：分段听音，降低学生回答问题的难度，增强学生自信心。）
（3）理解“What’s for dinner？”。T（PPT）：Now can you tell me,in this dialog,what’s for dinner？Open your books,read and find out the answer.Q3:What’s for dinner？A:Vegetables,fish,bread and soup.B：Vegetables,soup,noodles and rice.（设计意图：学生通过默读找到问题答案，注重学生阅读能力的培养。）
（4）引导学生在语境中理解“Dinner’s ready”。T：Look！Dinner’s ready！Close your books.Can you guess,what’s for dinner？（PPT）You can ask me together.学生齐问：“What’s for dinner？”教师依次点击鼠标展示dinner图片。(设计意图：引导学生理解句子的意思，并在情境中询问：What’s for dinner？”加深对文本内容的印象。)
（5）Emotion education.T:What do you think of their dinner？Ss：It’s yummy…Eat more healthy food.Do not picky for food.(不要挑食)
（6）Try to ask some new questions.T:Just now,we solved 3 questions.Do you have any questions？(设计意图：通过评论Mike家的晚餐食物，渗透合理饮食的意识，培养学生发问的意识。)
（7）第三遍听：Listen,point and imitate.
（8）Practice in groups,then perform.
T: You can perform any part you like.
If you can perform part 1/2,you can get 2 cards.If you can perform all,you can get more.
Perform without your books.(不看书表演)
Actions and expressions.(动作和表情)
（设计意图：学生在理解对话意思的基础上合作表演对话。为降低学生的学习难度，教师让学生在小组内自由选择喜欢的段落进行练习并表演。）
（9）生生互评。
T：What do you think of their performance？(奖励食物小图片)
（设计意图：引导学生互相评价。教师适时奖励，既激发了孩子的表演欲望，又能为下面的巩固环节做铺垫。）
三、Consolidation & extension
1.Make a menu.(３人一组，小组长负责在表格上填好组员名字)
T：You performed wonderful just now.Follow me,Let’s go to another restaurant.Look！XiangYang restaurant.(PPT出示主情境图)But there’s no menu. I know each group has many cards now.Take out your cards, make a menu in groups.
（设计意图：充分利用教材资源，引导学生用所学语言完成任务型活动。）
Menu
2.Make a survey.
T:The menu is good.Thank you.Now,I’m the waitress of the restaurant.It’s dinner time.What would you like？S1:…T:Now,can you play like this?
3.Make a report.Would like some…？I’d like some…and….
4.Summary.
（设计意图：教师通过引导学生用所学语言在情景中采访调查并汇报，对本节课的知识进行拓展运用，达到学以致用的目的。）
5.Summary.
T：What have you learned this class？（设计意图：引导学生系统地总结梳理本节课的知识点。）
6.学生自评。
T：How do you think of your performance?
Super！非常棒！
Good.
Need to do better.需努力。
T:All of you did good job this class,so you can get 5 points today.（设计意图：通过引导学生自评，培养学生自主学习的意识。）
论文作者:庄艳
论文发表刊物:《教育学文摘》2017年8月总第236期
论文发表时间:2017/7/24
标签：意图论文; 学生论文; 引导学生论文; 新词论文; 句型论文; 教师论文; 板书论文; 《教育学文摘》2017年8月总第236期论文;