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视频标签：the snack ba
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视频课题：译林版牛津小学英语4AUnit6 At the snack bar cartoontime _无锡
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译林版牛津小学英语4AUnit6 At the snack bar cartoontime _无锡市长安中心小学
教学目标
1、能听懂、会说、会读单词:fish ,help
2、能听懂、会说、会读句型:What a big … Can I help you ?
3、熟练运用本单元句型 :What would you like ? I’d like… What about… ? Anything else ?
4、初步理解不可数名词的用法
5、理解并能表演卡通
2学情分析
学生在三年级上册第七单元已经学过食物类单词并会简单的点餐用语。本单元的主要教学内容是“征求别人意见”围绕点餐展开。学生对食品饮料类单词往往会很感兴趣。老师可以教导孩子树立健康饮食的观念,同时了解西方人的饮食习惯。
3重点难点
重点:1.熟练运用本单元句型 :What would you like ? I’d like… What about… ? Anything else ?
2. 理解并能表演卡通
难点:初步理解不可数名词的用法
4教学过程
4.1第一学时
4.1.1教学目标
4.1.2学时重点
4.1.3学时难点
4.1.4教学活动
活动1【讲授】Unit6 At the snack bar
Step 1 Warm- up
Greetings .
Game:疯狂切切切
游戏规则:看到食物边切边读,看到炸弹不动。
(设计意图:由时下最流行的疯狂切水果联想到了这个游戏:疯狂切切切。这个游戏作为本课的热身活动,既可以使学生一开始就感受到学习英语的气氛,又可以让学生在趣味游戏中不知不觉复习了食物类单词。)
Step2 Presentation and practise .
1、Teach: 不可数名词
(呈接上一游戏)T: What did you see ?
S1: A hamburger .
S2: A glass of milk .
S3: … .
(CAI呈现所有物品并归类) Read the words.(食物类单词)
T: They are food.
→Teach:Food
同理呈现饮料类单词,读并教授:Drinks
(出示 rice ,milk ,juice ,coffee ,tea) 新授不可数名词
T:They’re uncountable nouns .
We can’t say: a milk . We should say: some milk or a glass of milk .
→Practise :S1:some juice & a glass of juice
S2:some coffee & a cup of coffee
…
Teach: rice→a bowl of rice
(3) T: Are you clear ? Let’s check .
Game: (青蛙吃食物)操练,不可数名词搭配
(设计意图:不可数名词的理解是本课的难点,通过回忆上一游戏中的食物与饮料类单词,教授不可数名词,再通过青蛙吃食物这一游戏进行检测,趣味十足,更化解了难点,让学生在不知不觉中理解了不可数名词。)
2 . Play a game :记忆力大比拼
(游戏规则:记住别人想要的食物,再加上自己想要的。看谁记得最多!)
T: They’re full . But I’m hungry . I’d like a hamburger . ( Bb: I’d like…)
(1)Model: I’d like A
I’d like A and B
I’d like A ,B and C
I’d like A ,B , C and D .
(2)Practise in groups .
(3)Play the game in class .
(设计意图:通过记忆力大比拼这个游戏,不仅复习了句型:I’d like…还集中了学生的注意力,考查了学生的记忆力,一举三得。)
3 . Do a survey .
T: Now I want to know what you would like. Let’s do a survey .
→Model :T: What would you like ?
S1: I’d like…
T:Anything else ?
S1: I’d like…/ No ,thank you .
Bb:What would you like ? Anything else ?
(2)Group work .
(3)Check : xxx would like…
(设计意图:本次调查的目的一:操练句型:What would you like ? Anything else ?I’d like…\ No, thank you. 与上面的环节有递进的关系;目的二:知道组员想要的食物或饮料,为最后一个拓展环节作铺垫;目的三:对于语言能力相对较弱的学生来说,让他们大胆开口,认真听记。)
4 . Learn:Cartoon time .
T: What would they like ? Let’s watch the cartoon .
(1)What would they like ?
Food
Sam
Bobby
→ Teach: fish
(2)T: How do you know ? Read and underline .
S1: I’d like some fish . I’d like an egg →Read the sentences .
S2: I’d like some fish ,please . I’d like an egg ,please . →Read the sentences .
(3)Listen(听两组对话)
T:心情有什么不同?
S1:开心&害怕
→开心地读P2 .
→害怕地读P3 .
T:Why are they happy ? S1:找到了小吃店
→Read P1-P2 .
T:Why are they scared ?
S1:服务员很凶
T:The waiter is not friendly . He says:Can I help you ?
→Teach:help→Can I help you ? 模仿读
比较P2 . P3两组对话有什么不同?
S1:有please , T:Why ? S1:有礼貌 →Bb:please .
(4)T:The food is coming .Wow !
Listen: What a big egg !
→Teach:What a big egg! →Read
T:Guess:What does Sam say ? S1: . . .
(5)Read the story .
(6)Act the story .
(设计意图:卡通教学环环相扣,每一副图的语气指导都分析到位,尤其是第三、四图,通过比较说话语气的不同,让学生找出心情与句型不同,从而理解得更透彻,图5的细致教学利于学生挖掘卡通笑点,并把它转化为正能量,体现真善美的情感传递,达到语用效果。)
Step3 . Consolidation .
T:Do you like the waiter ? Ss:No .
T:Why ?
S1:他很凶
1.Make a summary .
(1)T: How to be a good waiter ?
S2:微笑,有礼貌
T:What does the waiter say ?
To be a good waiter
Ss:Can I help you ?
What would you like ?
Anything else ?
Would you like…?
What about a…?
Here you are.
(2)Read the sentences.
T: What does the customer say ?
Ss: I’d like….,please.
Yes,please./No,thanks.
Thank you.
(设计意图:延续卡通,归纳好的服务员和顾客用语,为后面的表演作准备,让学生有大量的语言储备,表演时更加得心应手。)
Step 4 Production
1.小组合作扮演顾客与服务员对话
T:Can you be a good waiter or a good customer?
Let’s make a dialogue(用黑板上句型)
Ss act in groups.
(设计意图:通过Act 来拓展延伸,增强了语言运用的趣味性,给学生一个说的机会,也培养学生良好的倾听习惯。英语学习的目的就是要在交际活动中学以致用,并在表演中找到成就感,提高学习英语的兴趣。)
Act in class.
2.T: Food makes us happy.(欣赏各国美食及节日所吃美食)
Step 5 Homework.
1.Make a menu about a snack bar. and write them in English.
2.Try to order snacks in English when you go to the snack bar.
(设计意图:课后作业不应是课堂教学的结束,而应是课堂教学的延续、拓展和深入。本次作业,围绕本课教学内容,考虑到学生兴趣爱好的不同,能力水平的高低,让学生根据实际情况设计菜单,体现了作业的开放性和层次性,也具有很大的灵活性和创造性。)
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