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视频课题：四年级新译林版上册英语project 2 my snack bar江苏省
教学设计、课堂实录及教案：四年级新译林版上册英语project 2 my snack bar江苏省
教学目标
1.认知目标
1)能熟练掌握食物类单词hamburger, sandwich, noodles, rice等, 并补充一些常见的食物单词dumplings, porridge, bread
2)熟练掌握饮料类单词juice, milk, coffee, tea, 并补充一些常见的饮料单词sprite, cola, fanta,同时掌握 … glass(es)/cup(s) of …的用法
3)能理解Peter’s snack bar的故事
2.能力目标
1)能运用所学句型This is my snack bar. I have…The …is/are in/on the…等介绍自己的小吃店
2)能熟练运用句型Where’s …? It’s…询问回答地点
Can I help you? Yes. I’d like… 询问对方需要
How much is/are…? It’s/They’re…yuan.询问价格等购物用语
3)能会表演Peter’s snack bar的故事
4)能运用所学,以购物为场景,小组为单位,创编对话,进行表演
3.情感目标
通过本课学习,学生能认识到合理饮食,健康饮食的道理
2学情分析
四年级的小学生处在中高年级,学生注意力还较容易分散,很容易被新奇的事物所吸引,本课是四年级上学期的最后一个综合版块Project 2 My snack bar,设计了丰富了活动和有趣的游戏,能很好地激发学生的学情兴趣。同时,四年级的学生已经具备了一定了语言知识和交流能力,通过综合版块的复习,一方面能在课堂上培养学生的动手操作能力,另一方面,也能通过各种形式,如自我介绍,对话操练,小组表演等,更进一步地锻炼学生综合运用语言的能力,鼓励学生养成多用英语交流,敢说英语的习惯。
3重点难点
1.教学重点:
1)熟练掌握食物类单词hamburger等和饮料类单词milk等
2)使学生能熟练运用句型Where’s …? It’s…Can I help you? Yes. I’d like…How much is/are…? It’s/They’re…yuan.等句型进行问答
2.教学难点
使学生能运用所学, 以购物为场景, 小组为单位, 创编对话, 进行表演
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Step 1 Free talk
1. Greeting
2. Free talk
T: I like dogs. What do you like? S1: like …s.
I like mangoes. What do you like? S2: I like …s.
Where’s your book? S3: It’s on the desk.
Where are your pencils? S4:They’re in the pencil case.
(设计意图:课前的师生问答,既复习了一些学过的句型,同时也能培养学生的口语交际能力,鼓励学生大胆说英语。)
活动2【导入】Step 2 Lead in
T: Look! Here’s a puzzle for you. A we choose?
S5: Two.
T: Yes. B choose?
S6: Four.
…
T: So, what’s this? Yes, it’s KFC. Another puzzle.
What’s this? Oh, McDonald’s.
(设计意图:以拼图的形式,拼出学生熟悉的KFC和McDonald’s,引出今天的主题snack bar)
活动3【讲授】Step 3 presentation and practice
1.Brain storm
T: Boys and girls, we know KFC and
McDonald’s, they are two snack bars.
And there’re lots of food and drinks.
Now, can you say something about food?
S7: hamburger
S8/: sandwich
S9/10/11: …
T: Good! Now let’s see. What are these?
Ss: hot dog/ pie/ cake
T: Yes. How about this one?
S12: r-i-c-e, rice
(The same way to review the word: noodles, hamburger, sandwich)
T: And do you know, what are these? How to read this word?
Ss: jump
T: And this one?
Ss: dump
T: So, dumpling. Yes, these are some dumplings. Follow me: dumplings, dumplings (read the word group by group)
T: Look, what’s this? Read this word: hot-- pot fridge, so porridge.(read by boys and girls)
T: And what’s this? Yes, bread. Here “ea” pronounced / e /
Now boys and girls, let’s read these words together. (Ss read)
(设计意图:以头脑风暴的形式,先让学生回忆学过的食物类单词,然后进行单词拼读复习巩固,最后补充一些相关的同类单词)
2.Say a rhyme
T: Ok. Lots of nice food and drinks. I’m hungry. I’d like a hamburger. What would you like?
S13/14: I’d like...
T: Can you say this rhyme? Let’s say it together. Clap your hands. One, two:
What would you like?
What would you like?
I’d like a hamburger.
I’d like some noodles.
They’re all very nice.
(Practice in pairs and in groups of four)
T: Now please choose one way to make a new rhyme with your deskmates.
(Invite two or three pairs to show)
(设计意图:通过rhyme环节,形式多样,既操练了单词,也复习操练了句型What would you like? I’d like...)
Let’s guess
T: Look! What’s this?
Ss: It’s a glass.
T: Yes, please listen and guess. What’s this now? (Ss try to guess)
Let’s see. Oh! Can you spell this word?
S15: m-i-l-k, milk
T: So this is a glass of milk. We can also say?
S16: some milk
T: Great! Now how many glasses of milk?
S17: two glasses of milk
(Lead Ss to practice how to say: ... glass (es) of milk
T: Now, listen and guess. What’s this? Look! Can you spell?
S18: j-u-i-c-e, juice
T: So this is a glass of juice. And it’s a glass of orange juice. Can you say some other kinds of juice?
(Ss try to say: a glass of ... juice)
T: Let’s continue. Here’s a riddle for you. Listen to me: I live in a cup. I am black. I am bitter. What am I? Can you guess?
S19: a cup of coffee.
T: Yes, you’re right. Can you spell “coffee”?
S20: c-o-f-f-e-e, coffee
T: Excellent!And we can also say: ______ coffee
S21: some coffee
T: Good! Now how many?
S22: five cups of coffee
T: Yes! Another riddle: sometimes I live with some leaves in a cup. I’m not sweet. What am I?
S23:a cup of tea
T: And it’s green. So it’s a cup of green tea.
How about this one?
S24: a cup of black tea
T: Now we know many kinds of drinks. Let’s read these phrases one by one.
(Ss read)
T: Good! Now let’s play a game: quick response. If you see a picture, a phrase or a sentence, please say it out quickly; if you see this, please stand up and say: Yummy! Ok?
Ss: Ok!
(Ss play the game)
(设计意图:通过猜的形式来复习饮料类的单词milk, juice, tea和coffee,同时让学生熟练运用a glass of 和a cup of, 操练复数杯数,并且补充同类的相关饮料也是学生所熟悉的sprite,cola和Fanta,拓展学生的知识面,最后以quick response的游戏复习巩固这些单词、词组和句型。在此让学生用Pad进行抢答,积极性较高,学习兴趣浓厚。)
活动4【活动】Step 3 presentation and practice
4.Design a snack bar
1)T: Boys and girls, look!This is my snack bar. Today we learn: Project 2 My snack bar, let’s read.
Ss: Project 2 My snack bar
T: Here is the food and drinks. But where are they?
Can you guess? Where are the hamburgers?
S25: It’s on/ in the...
(Invite Ss to guess using the structure: Where is/are the...? It’s/ They’re in/on...)
(设计意图:以不同形式的问答,复习巩固操练句型Where is/are the...? It’s/ They’re in/on...)
2) Play a game: shoot planes
T: And how much are they? Let’s play a game: shoot planes. When you see the plane, please the price loudly.
(Ss play the game)
T: You did a good job! Now I’ve got the prices.
Let me see. The cola is 3 yuan, I think.
These prices, who can help me to put them on the blackboard.
(Invite some students to put the prices on the blackboard)
T: Thank you very much, boys and girls. I think the prices are quite proper. Now please practice in pairs.
Ask and answer: How much is/are the....?
It’s/ They’re...yuan.
(设计意图:先以一个打飞机的游戏让学生熟悉这些价格的读法以及几十几的数字,然后让学生帮老师定价的环节调动学生积极性,活跃课堂气氛,并通过同桌问答讨论价格,操练How much...?的句型)
Tick the food and drinks
T: Boys and girls, I have a nice snack bar.
Do you want to have a snack bar?
Ss: Yes!
T: Ok! What are you going to sell? Look!
I’m going to sell some hamburgers, hot dogs,
sandwiches apples and orange juice. What about you? Please open your books, turn to P56, and tick the food and drinks.
(Invite three or four students to say: I’m going to sell...)
4) Design your snack bar
T: Now we know what we are going to sell. Then let’s design our snack bar. Please take out your piece of paper and finish drawing it.
(设计意图:让学生动手制作画一个snack bar, 培养其动手操作能力)
5) Let’s introduce
T: Ok! Well, can you say something about your snack bar like this, please listen: I have a snack bar. I have a hamburger, some apples and some cola. Look! The cola is in the fridge. It’s 3 yuan. It’s very cheap. Welcome to my snack bar! Can you? Now it’s your turn to introduce and I’ll give you a few seconds to prepare. Please practice!
(Invite three students to introduce their snack bars)
(设计意图:让学生照样子介绍自己的snack bar,使学生慢慢学会组织语言,多说多练,培养提高他们的语言运用能力和口语交际能力)
5) Sing a song: The wheels on the bus
T: Now we’re talking about our snack bar. That is Peter’s snack bar. Shaw we go and have a look? How? Oh! The bus is coming. Let’s go by bus, ok?
Ss: Ok!
T: And let’s sing a song: The wheels on the bus
(Ss sing the song together)
(设计意图:通过乘坐bus去Peter’s snack bar,引出这首歌曲,其目的在于让学生进行一下调节,从紧张的学习中得到缓解,欢快课堂气氛,激发学生的学习兴趣)
6) Watch and answer
T: Now we are at Peter’s snack bar.
Who are at Peter’s snack bar, too? Lucy and Lily.
I have two questions for you:
a. What would Lucy and lily like?
b. How much are they?
(Ss watch and answer the questions)
Let’s read
(Read after the tape and read together)
Let’s act
(设计意图:通过看动画回答问题、朗读文本并表演三个环节,让学生理解这个小故事,并熟悉简单的购物语言,如打招呼、询问价格等)
活动5【讲授】Step 4 Consolidation
Let’s summarize
T: Boys and girls, we know at the snack bar we can sell or buy snacks. But how to sell, maybe you can say?
(Invite several students to say something)
T: Yes! Let’s read.
(The same way to summarize: how to buy)
(设计意图:总结归纳一些常用的购物用语:打招呼、询问需求、询问价格、讨价还价等,为下面的对话表演做铺垫)
活动6【活动】Step 4 Consolidation
Show time: At the snack bar
T: Now it’s our show time. You can use these sentences to make a dialogue. Now I’m the shop assistant, who wants to be my customer?
(T invites three students to make a dialogue as an example)
T: Good! Thank you. Now your snack bars are ready to open. Work in four and let’s go shopping.
(Invite three groups to show)
(设计意图:创设购物情景,小组表演对话,进行语言的综合运用,旨在提高学生的语言表达能力,达到语言真正的交流目的)
活动7【讲授】Step 4 Consolidation
Emotional education
T: Well done, boys and girls. We’ve learnt
lots of food and drinks. But some are healthy,
and some are funk.
(Classify some healthy food and junk food)
T: So, boys and girls, try to remember:
Eat well, eat healthy!
(设计意图:复习了这么多食物和饮料类单词,最后进行健康食品和垃圾食品的分类,告诉学生“合理饮食,健康饮食”的道理)
活动8【作业】Step 5 Homework
1. Review Unit 5-8
2. Choose one scene, try to make a dialogue and write it down.
(设计意图:课后作业的布置不仅要巩固课内知识,还要引导学生开阔视野,更要让学生学以致用。本课主要以复习为主,另外,课上注重学生听、说、读的能力,在这我通过提供学生不同场景,让学生进行创编对话,同时对于中高年级学生,慢慢开始培养其写的能力。)
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