unit5dinner's ready

2013新版PEP人教版小学英语四年级上册Unit5Dinner’s ready课件

Unit 5 Dinner’s ready

2013新版PEP人教版小学英语四年级上册Unit5Dinner’s ready课件

分课时教学建议课时 课型 主要教学内容 教学要求

A Let’s talk/Let’s survey词汇：dinner, vegetables, soup, ready 句型：What would you like for dinner? I’d like some … 会话课 What’s for dinner?

第一 课时

1. 能够在图片和教师的帮助下理解对 话大意。 2. 能够用正确的语音、语调朗读对话， 并能进行角色表演。 3. 能够在情景中运用句型What would you like for dinner? I’d like some … 询 问并回答晚餐想吃什么；能在情景中 恰当运用功能句：What’s for dinner? Dinner’s ready. 4. 能够在语境中理解生词dinner, ready的意思，并能正确发音。 5. 能够在小组调查任务中，依照语言 示范运用所学句型What would you like

Dinner’s readyLet's learn &Let's play

Unit5

beef 牛肉/i:/

chicken 鸡肉

noodles

面条

soup/u:/

汤

蔬菜

vegetables

rice soup beef fish chicken vegetables juice

noodles

vegetables beefbread

soupmilkchicken

fish

rice

What would you like?鱼 我想吃点_____.

你想吃点什么？

fish please. I’d like some ______,

noodles rice

fish

bread

egg

soup beef chicken vegetables

In the restaurantSuppose you have 30 yuan, how would you spend it.

A: What would you like?B: I’d like some …, please. (rice, beef, chicken, soup, fish, noodles, vegetables, ….) A: OK. .... yuan, please. Here you ar

小学四年级英语微课教学设计

Unit 5 Dinner’s ready

A Let’s learn

1. Teaching Contents

The part A “Let’s learn” of unit5 of the first period.

2. Teaching Aims

Knowledge objective:

(1)Lead the students to review some words of “food”

(2)The students can listen, speak and understand the word “beef, chicken”

(3)The students can understand and speak these sentences:

“What would you like? I’d like some…”

Ability objective:

The students can use these words and sentences in real situation proficiently.

Moral objective:

(1)Teach students to be politely in daily

方各庄镇三甲庄完全小学教案设计

四年级《英语》上册 第 46 页

四年级《英语》上册 第 47 页

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四年级《英语》上册 第 49 页

四年级《英语》上册 第 50 页

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四年级《英语》上册 第 55 页

微课名称四上Unit5 Dinner's ready A Let's learn课中以故事形式呈现和巩

固新单词

学段及教材内容学科英语

年级四年级

单元Unit5 Dinner’s ready

教学目标能够听、说、认读5个有关食品的单词：beef, chicken, noodles, soup, vegetables

教学需求分析学习者起

点水平分

析

学生已在三年级下学期学习了关于食物的单词rice,

fish, egg, juice, Coke和部分水果类单词，也学习了What

would you like? I’d like some...Have some...(,too). Can I

have some...等句型；能注意到名词单复数的变化；能听

并运用句型来向他人索要食物，进行简单的交际。在上

一课时A Let’s talk中学了句型What would you like?

I’d like...在家庭中的使用。

学习内容

分析

本课时是四年级上册Unit5 Dinner’s ready里的第二课

时，在A Let’s talk中，学生已经对本课时的部分单词

（vegetables, soup）的“形”有了一定的印象，本课时

将对这两个词的“形”进行进

听力入门2

Unit 4 Getting ready for the future career

Part I-A

1. cook,

Experience, work on weekends,

Call 2359739

2. English and math teachers

A bachelor’s degree

Teaching certificate

3. Marking Communication Supervisor

Business Administration

PC and presentation

354, 16493

4. Area Sales Manager

Careers and extensive

Hardworking and initiated quick learner

Challenging

Mobile, travel extensively

Expected salary, recent photo, 385, NY15835

5. Buyer

A competitive salary and a benefits package

Career development

Business or engineering

2-3 years’

Good com

College English --- Lily

Unit 5 Text A The Company Man

Word Study 1. die of/from

The animals died of starvation in the snow. patients who are dying from cancer

2. acquaintance n. [countable] ?SOMEBODY YOU KNOW? someone you know, but who is not a close friend I have a nodding acquaintance with German.

She was a casual acquaintance of my family in Vienna.

He heard about the job through a mutual acquaintance (=someone you and another person both know) .

2) make somebody's acquaintance formal to meet someone for

人教版四年级英语上册Unit5 Dinner’s ready

A Let’s learn教案

一、整体设计思路、指导依据说明 本课由Mike过生日，邀请他的朋友Wu Yifan, John, Chen Jie 和Sarah去Mr.Johns的餐厅就餐，每个同学依次点餐，从而让同学们学习我们需要学习的单词：beef, chicken, noodles, soup 和 vegetables。之后又在已有基础上，将其融于真实情景，让同学们上餐厅点餐并操练句子：What would you like? I’d like some…, please.本课也以多种有趣的游戏（如：小手枪，踩地雷，高低音）激发学生对英语学习的兴趣。而小组活动也发挥了他们自主学习能力和合作精神。 二、 教学背景 1. 教学内容分析： 本部分学习的单词是：beef, chicken, noodles, soup, vegetables。句型是：What would you like? I’d like some…, please.然后在单词教授的同时，也会向同学们复习以及总结一些字母的发音规律。 2. 学生情况分析： 这是一节小学英语词汇课。对于四年级的英语教学，针对

5S的含义

5S是指整理（SHIRI）、整顿（SEITON）、清扫（SEISO）、清洁（SEIKETSU）、素养（SHITSUKE）等五个项目，因日语的罗马拼音均为“S”开头，所以简称为5S。 5S的沿革

5S起源于日本，是指在生产现场中对人员、机器、材料、方法等生产要素进行有效的管理，这是日本企业独特的一种管理办法。

1955年，日本的5S的宣传口号为“安全始于整理，终于整理整顿”。当时只推行了前两个S，其目的仅为了确保作业空间和安全。后因生产和品质控制的需要而又逐步提出了3S，也就是清扫、清洁、修养，从而使应用空间及适用范围进一步拓展，到了1986年，日本的5S的著作逐渐问世，从而对整个现场管理模式起到了冲击的作用，并由此掀起了5S的热潮。 5S的发展

日本式企业将5S运动作为管理工作的基础，推行各种品质的管理手法，第二次世界大战后，产品品质得以迅速地提升，奠定了经济大国的地位，而在丰田公司的倡导推行下，5S对于塑造企业的形象、降低成本、准时交货、安全生产、高度的标准化、创造令人心旷神怡的工作场所、现场改善等方面发挥了巨大作用，逐渐被各国的管理界所认识。随着世界经济的发展，5S已经成为工厂管理的一股新潮流。 5S的

Section_ⅣLearning_about_Language_&_Using_Language

[原文呈现]

FUTUROSCOPE—EXCITEMENT AND LEARNING

Last week I took a journey deep into space, to the end of the solar system, and was pulled into a black hole. Then I took a trip to Brazil and experienced surviving an airplane crash in the jungle. After that, I joined some divers and went to the bottom of the ocean to see strange blind creatures that have never seen sunlight. For a break, I took part in some car racing and then skied down some of the most difficult mountains in the