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视频标签：snack bar
所属栏目：小学英语优质课视频
视频课题：小学英语译林版四年级上册Unit 6 At the snack bar Story time江苏省 - 南通
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小学英语译林版四年级上册Unit 6 At the snack bar Story time江苏省 - 南通
教学目标
1. 知识和能力目标
( 1 ) 能听懂、会说、会读noodles, hamburger, sandwich, a cup of coffee等词汇。
( 2 )能初步掌握日常交际用语:What would you like? I’d like … What about you? Anything else?
( 3) 能整体理解故事内容,有感情地朗读并尝试表演故事。
2.情感态度目标
通过故事的学习,树立健康饮食的习惯。
2学情分析
本次教学的授课对象是小学四年级的学生,他们经过一年多的英语学习,已经储备了一定的英语语言知识,具备了简单的英语语言运用能力,也具有一定的自主、合作和探究的学习能力。他们活泼好动,模仿表演能力强,能积极参与课堂活动,乐于表现自己。
3重点难点
1. 掌握的单词noodles, sandwich,a glass of, a cup of的发音。
2. 灵活运用句型“What would you like? Anything else?”向别人征询意见进行交流。
3. 掌握对话中部分句子连读、升降调的朗读技巧。
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Activity one
1.Enjoy a song (课前)
Listen to the song and say.
T: Do you like this song? What food or drinks can you hear from the song? (教授新单词 hamburger sandwich juice milk)
T: What other food or drinks can you name? (教授新单词rice noodles coffee tea)
设计意图: 歌曲能迅速吸引学生的注意力,激发他们的学习兴趣,通过提问检测学生听歌曲的效果,激活学生脑中已有的知识储备,又为他们阅读和理解故事做好准备。
2. Game: Magic box
T: Boys and girls, look at this box. (引导学生赞美) This is a magic box. The magic box can show you a lot of food and drinks. If you like them, stand up and shout: I’d like…(呈现板书) Clear?
设计意图:教师通过游戏,让学生在脑中进行链接,为学生提供语言支架“I’d like…”来操练本课的目标词汇和语篇中的核心句型,为学生接下来的阅读扫除部分障碍,降低理解的难度,为下面语篇的学习做好准备。
活动2【活动】Activity two
1. Look and say.
T: This time the magic box will tell us a story. I like stories. What about you? So what do you want to know about this story? (板:who, where, what)
T: Look at the picture, who are they? Where are they? (板书课题并新授At the snack bar)
设计意图:教师引导学生观察课本插图,让学生主动提出自己的疑问,不仅有利于激发学生学习故事的兴趣,更有利于激活学生的思维,使学生养成勤于动脑的好习惯,同时解决自己的疑问。
2. Watch and match
T:(指What)What would Mike like? What would Helen like? What would Dad like? Watch the cartoon and try to remember.
设计意图: 看动画,整体感知文本,解决疑问,为语篇教学活动的有序开展做好准备。带着疑问走进故事,带着疑问看动画,探寻答案,有助于解放和活跃学生的思维。教师让学生通过观察句子的声调,归纳朗读的规律, 在朗读中感悟语调的变化和规律。
Read and underline.
T: Now we know that they are at the snack bar. Mike would like … Helen would like …Mr Green would like … How do they order the food? Please read the story quickly, underline the questions. What sentences have you got? (呈现板书:两个问句并新授)
设计意图:从泛读深入到精读,提取文本的细节信息,对故事的阅读进行细致的指导,简单的句子,让学生看标记自己读,稍微复杂的句子请学生示范读,再难的句子让学生课上听录音模仿读,逐层深入,将朗读贯穿课堂始终,朗读策略在读中渗透,扎扎实实。
活动3【活动】Activity three
1.跟读模仿
T: Boys and girls, let’s follow the computer. Try to imitate the pronunciation and intonation. Pay attention to the marks.
2.角色扮演
T: Now boys and girls, it’s time to act out. To get one star, you can do like this. To get two stars, you can do like this. To get three stars, you can do like this.
设计意图: 四年级的学生已经具备了初步的朗读能力,在之前的朗读铺垫中,学生已经掌握了如连读、弱读的句子,再次提醒学生模仿时注意节奏和发音技巧,如语调、意群、连读等;让学生来借助课文插图进行表演,即加深了学生对于对话的理解,又锻炼了学生的口语表达能力。
3.综合运用
T: Do you like the food at the snack bar? What can we say at the snack bar? Now work in pairs. Use your sentences .
学生在小组内谈论,然后小组展示对话。
设计意图:通过小结,让学生学会总结,并利用阅读后环节,围绕“At the snack bar”这个主题进行拓展,创设学生非常熟悉的情景,引导学生在新的语境中运用语言。利用小组合作表演的方式,降低了该部分语言输出的难度,关注了不同层次学生的语言发展。
4. Homework
1.Read and imitate the story.
2.Invite your friends to enjoy the food at the weekends. Please communicate with the sentences we learnt today.
3.Rewrite the lyrics, make your own song. Sing it to your friends.
设计意图:第一项作业有助于学生形成正确的语音、语调,又有助于复习和巩固所学的故事;第二项作业让学生联系自己的实际生活,去做力所能及的事,将课堂语言转化为学生的生活语言和实际行动,关注语言的持续性发展;第三项作业让学生利用课上教学资源改编歌曲,布置实践类的作业学生乐意完成。
Unit6 At the snack bar
(Period one: Story time)
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