构建充满生命活力的校园 创造促进儿童发展的教育
学校 | 常州市潞城小学 | 教时 | 第一课时 | 班级 | 四(2) | |||
课题 | 4A Unit6 At the snack bar | 时间 | 2018年11月22日 | 执教 | 任嫣然 | |||
※教学目标: 一、知识目标: 1. 能听懂、会说、会读单词snack bar, a hamburger, a sandwich, noodles, a glass of milk ,a cup of coffee; 2. 能听懂、会说、会读日常用语What would you like? I’d like… What about you? Anything else? ...,please. 二、能力目标: 1.能正确地理解并朗读对话内容; 2.能初步运用本课所学的词汇和日常用语进行点餐。 三、情感目标: 体会先人后己、照顾他人。
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※教学重点、难点 教学重点: 1. 能听懂、会说、会读单词snack bar, a hamburger, a sandwich, noodles, a glass of milk ,a cup of coffee; 2. 能听懂、会说、会读日常用语What would you like? I’d like… What about you? Anything else? ...,please. 教学难点: 1.能初步区分a glass of和a cup of 的区别; 2.能灵活运用本课所学的词汇和日常用语进行点餐。
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※制定依据 1.教材分析 《译林版牛津小学英语》(4A)Unit 6 At the snack bar的主要教学内容是“征求别人意见”,围绕“点餐”展开,要求学生从听、说、读、写四个方面掌握句型“What would you like?”及其回答“I’d like…”和What 引导的感叹句的用法,以及相关食物饮料的单词,要求学生能准确识记单词,并且学会运用。本单元由Story time,Fun time,Cartoon time, Sound time, Rhyme time,Checkout time和Ticking time七部分组成。本课是第一教时内容,主要学习Story time。Story time呈现的是Mike, Helen和爸爸在快餐店点餐的场景。他们相互问答各自想要的食物和饮料,然后向服务员点餐,渗透了句型“What would you like?”及其回答“I’d like…”以及相关食物饮料的单词。点餐是一个跟学生生活紧密联系的话题,内容十分具有交际性。要充分利用这一有趣的教学材料,鼓励他们用英语进行交际。
2.学生学情分析 本节课的教学对象是本校四(4)班的学生,本班共有学生54人。在学习本课之前,学生在三年级上学期第七单元中已经学习了一些小吃类单词,如:pie,cake,ice cream等,以及询问别人是否想要某种食物的句型“Would you like…?/What about…?” 另外,在上一个单元的cartoon time中学生们已经初步感知了句型What would you like?及其回答“I’d like a/some…”。学生已经掌握了一定量有关的词汇和句型,并能运用这些词汇进行日常交际对话。本课的重点是语篇教学,需帮助他们感知询问对方需要某种食物以及回答的表达方式,并在练习与交流中自主掌握、接受语篇内容,并能运用一定的方法进行自主阅读、解题。本单元所谈论的话题是学生们日常生活中经常接触的,为学生学习本单元提供了宝贵的情感基础。各种各样的食物和饮料,使学生能够积极的参与课堂,参与学习,有助于学生学习效率的提高。
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※教学准备 图字卡,实物道具(茶杯和玻璃杯),实物图片,练习纸,PPT | ||||||||
教 学 过 程 | ||||||||
教学环节 | 教师活动 | 学生活动 | 设计意图 | |||||
Step1 Pre-reading
| 1. sing a song
2.Free talk: T: It’s eleven o’clock. I’m hungry and thirsty. Can you guess? What would I like? | 1. listen and try to sing
S: I think, you would like... Eat drink | 通过打招呼引出 “I’m hungry.”的话题,从而引出歌曲《I’m hungry》。欣赏歌曲作为热身活动,活跃课堂氛围,同时通过回答三个开放性问题,激发学生思维,既复习了已经学过的小吃及水果类单词,又引出新单词和本课主题。 | |||||
Step2 While-reading | 1. Look at the pictures. Q1: Who are they?
Q2:Where are they?
Q3: What are they doing? | 1. Answer questions. S:They’re Mike, Helen and their father.
S:At the snack bar. (read) S:They’re ordering.
2. Watch and circle.
3.1)Read and tick. What would Mike like? What would Helen like? What would Dad like? 2) Listen and tick 3) S1: What would Mike/Helen/Dad like? S2: He/She would like a/some...
4.Read and underline. What would you like? What about you? Anything else?重点读 S: Can I help you? Would you like a...? S: I’d like a/some... A/some...,please. 体会先人后己
5. Listen and imitate
6. Read freely. 7.Tell the story time. | 通过看图回答两个问题,将学生引入课文的情境中去。
“watch and circle”的练习,让学生整体了解课文。
学生自己发现信息,完成表格,培养了他们寻找信息的能力,并对课文有进一步的理解。 以同桌谈论的方式校对答案,让学生以句子的形式输出信息。
在单词和句型基本掌握的基础上,再次回到语篇,让学生模仿录音跟读,注意语音语调,为培养学生的语感打下基础;并整班朗读,全体参与。
放手让学生小组内自由选择读,既考虑到不同层次学生的自主性,又培养了学生小组合作学习的意识。
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2.Watch and circle T: What food and drinks would they like? | ||||||||
2. 1) Ask questions
2)Listen and tick 3) Talk and check. T: Check the answers in pairs. You can talk like this.
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4. Read and underline. 1)T: Read the story silently and underline the questions when we want to know which food or drinks others like. T: What else can we say?
2)T: How does Dad order?? | ||||||||
5.Listen and imitate T: Read after the tape. Pay attention to the pronunciation and intonation. | ||||||||
6.Happy reading | ||||||||
7. Tell a story | ||||||||
Step 3 Post-reading
| Show time | Choose one to do.
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Step4 Homework
| 1. Act out the story time. 2. Make a new ordering dialogue. 3. Create a new story about ordering. | 三个层次和角度的作业,基于文本,基于不同学情的学生,又高于文本,供学生自由选择。 | ||||||
板书设计 |
4AU6 At the snack bar
food A: What would you like? drinks hamburger B: I’d like……. a glass of milk sandwich A: What about..?/ Anything else? a cup of coffee pie B: ……., please. hot dog |