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視頻標簽：to eat
所屬欄目：小學英語優(yōu)質課視頻
視頻課題：外研版六年級英語下冊Module 1 Unit 2 What do you want to eat湖南省 - 長沙
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外研版六年級英語下冊Module 1 Unit 2 What do you want to eat湖南省 - 長沙
外研社 新標準 英語（三年級起點）六年級下冊
Module 1 Unit 2 What do you want to eat?
教材章節(jié)及課題 M1U2 What do you want to eat? 課型 新授課
教材分析
本課為新標準英語(三年級起點)六年級下冊 Module 1
Unit 2 What do you want to eat?課文情境是Lingling和爸爸在快餐店點餐，Lingling點了漢堡包和牛奶，爸爸點了面條和可樂。
學情分析
六年級的學生有一定的思想，大部分學生有自尊心，知道學習是自己的主要任務，但部分學生欠缺學習主動性，存在依賴性，
學習的動力來自于督促，學習的目的是因為老師和家長的檢查，對學習是應付差事、敷衍了事，不愿意去背誦積累，不愿意深度思考問題，不愿意自己探究問題。兩極分化的情況日趨嚴重。 教學目標
語言能力： 1.能聽懂、會認讀：menu, vegetables, chicken, orange juice, tea。 2.滲透tea文化，了解中西方文化差異。 3.能在語境下，理解和使用句型：
What do you want to eat/drink? I want…, please.
4.能朗讀課文，理解課文。
5.能綜合運用重點句型完成點餐任務。 學習能力：
1. 通過小組合作，培養(yǎng)合作學習的能力。
2. 根據(jù)課文和相關語料，能夠大膽改編和表演對話，提高綜合運
用語言的能力。
思維品質： 1.通過師生互動、生生互動，培養(yǎng)學生的創(chuàng)新意識和發(fā)散思維。 2.學生能夠根據(jù)隱藏的線索，找到答案，訓練學生的邏輯思維。 文化品格：
1.通過black tea和dark tea的學習，感知中外文化差異。 2.了解世界美食，增強愛國意識和民族自豪感。
3.通過情境和視頻，培養(yǎng)學生珍惜糧食的優(yōu)良習慣和節(jié)約意識。 教學重難點
教學重點：
1. 能在語境下，理解和使用句型： --What do you want to eat/drink?
-- I want…, please.
2. 能朗讀課文，理解課文。 教學難點：
能綜合運用重點句型完成點餐。
教學輔助
課件、單詞卡片、實物。
教學過程
教學內容
教師活動 學生活動
設計意圖
Step 1.Warmer.
1) Greetings.
T: Are you ready for the class? T: OK. Class begins. T: Hello, children． T: Sit down, please.
1. Greet the teacher.
Ss: Yes. Ss: Stand up，please．
Ss:
Hello,
課堂的問候和任務的布
置，不但可以激發(fā)學生
的競爭欲望，在創(chuàng)設的情境里使用本課的詞
2) Task.
T: Look, Yoyo and Cici
are
in
a
restaurant. They are hungry and thirsty. Let’s help them. This group, you are Group A, if you are doing well, you can get some food for them. And this group, you are Group B, if you are doing well, you can get some drink for them. Understand? OK.
3) Game.
T: First let’s play a game. Quick response, ready?
Ms Peng. Ss: Thank
you. 2. Help Yoyo
and Cici to get the food and drink. Ss: Yes! Ss: OK!
3. Play the game: “Quick Response”.
Ss: Go! 匯，同時為后面的“節(jié)約意識”的情感滲透做好鋪墊。同時也是一個運
用競爭合作助人為樂的
情境創(chuàng)設，讓全班的學生為動畫人物獲取食物和飲料。
通過“快速反應”的游戲，激發(fā)學生的興趣，復習舊知，引出本課新授詞“menu”，再水到渠成過渡到課文中。 在說到“beer”一詞時，引導學生不要喝啤酒，養(yǎng)成良好的生活習慣。
Step2. Presentation
and drill.
1) Learn the new words
and
sentence patterns. ① New words T: Boys and girls, you
are excellent. There are lots of food and drink on the paper. What is it? Can you guess? Is it a book / shopping list /…?
T: Yes. It is a menu.拼寫menu ↗↘ 注意menu的發(fā)音。
T: This is a menu. And there is another menu on Page 7. Please
open
your
book, turn to P7, and look at Activity 6. Read
the
menu
quickly, and find the new words.
T: Tea is popular around the world. In England, people like drinking tea in the afternoon, so we call it “afternoon tea”. In China, people also like drinking tea very
much. And there are many different kinds of tea. Such as…
Ss: It is a … Ss: menu
↗ ↘
Ss: Read the words on P7
by themselves. Ss:
afternoon tea
Ss:
green
tea, black tea, dark tea
通過看CAI提問，猜測這是一張菜單，引出本課新授詞“menu”。
在學習詞匯chicken, vegetables, orange juice, tea時，先由學生自己解決，（Who can read it? Who know it?）如果沒有
會讀的學生，再由教師
引導幫助,發(fā)揮學生學習的主觀能動性。
由“tea”一詞聯(lián)系實際生
活，讓學生猜測英文表達法，對比中西方的茶文化以及語言表達的差異。
T: Now please be a waiter or a waitress, hold
your
books
（menu）, and read the menu loudly. Hot dog, ￥4, hamburger, ￥5, … Ready go! Ss: Hot dog, ￥4, hamburger, ￥5, … ② Sentence
patterns
T: Hello, boys and girls. I am a waitress now. Welcomes to my restaurant.（指向板書Restaurant）Here are some free food and drink. What do you want? You
can
answer …
T: Hello, can I help you? What do you want? Here you are. T: You are welcome. Please enjoy. T: Now it’s your turn. Please help me to ask others.
Ss: I
want …, please. S1: I want …, please. S1: Thank
you.
S1: What do you want? Ss: …
由新授詞“menu”過渡到課文學習中，在學生朗讀菜單時，做好情境創(chuàng)設準備。
在創(chuàng)設的情境里使用上節(jié)課的知識，進行問答操練，鞏固復習舊知，
為引出本課新授句型作
鋪墊。
在創(chuàng)設的情境里進行生生互動，調動學生學習的主動性和積極性。
T: When we ask for food / drink, we can say “What do you want to eat / drink?” And we can answer “I want …, please.” ③Game
T: Now let’s play a game.
2) Learn the text. ①Look and answer. T: You see, there are lots of nice food, do you like them? Good, Lingling and her father
like
the
delicious food, too. Where are they now? Look.
T: Who are they talking to?
②Listen and circle.
SA: What do you want to
eat / drink? SB: I
want…, please. Answer the questions. Ss: They are at a fast food restaurant. Ss: They are talking to the cashier.
Look at the
pictures and listen
carefully,
then choose the
right
通過游戲操練句型，進一步鞏固新授句型。
進入課文學習，第一步初步感知課文情境，學
習理解新詞匯cashier。
課文學習第二步，聽課
文錄音訓練學生的聽音抓關鍵信息能力。
③Listen and
number.
④Listen and repeat.
⑤Role-play. ⑥Watch
and
answer.
⑦Guess the price of the meal.
pictures. Finish the
exercise.
Listen, point and read. Try to imitate.
Role-play the text.
Ask the questions. Guess the
price.
聽音標號，對課文的整體理解。
聽音指讀，常規(guī)訓練，
培養(yǎng)學生的語感。
扮演角色朗讀，在情境中體會角色的語音、語調、語感。
播放視頻，再次整體感知，加深對課文的理解。
通過提問檢測學生對課文的掌握情況，并為下一步價格猜測的活動做好鋪墊。 根據(jù)隱藏的線索，算出價格，訓練學生的邏輯思維。 Step 3. Extension
T: Boys and girls. It’s show
time. Please make
your
own
dialogue and act it out. Maybe the task bag will help you.
Discuss in groups and
make a new dialogue.
小組討論，根據(jù)提示和任
小組合作創(chuàng)編表演對話，培養(yǎng)學生的合作學習和綜合運用語言的能力。
務袋中提供的材料創(chuàng)編和表演對話。
Step 4. Sum up
T: Today all of you did a good job. Yoyo and Cici get lots of food and drink, thank you. But can they finish them? Let’s see.（撕開上層桌布）Oh, they left a lot. What shall we do?
T: Good idea. Let’s help them to pack the leftover. Because we shouldn’t waste.
T: Homework. One …, two.
T: There are many delicious food around the world. Italian food Italian food is the mother
of
western
food. The most famous Italian food are pizza and pasta. French Food
French Food is famous for its freshness and special.
Ss: …
總結比賽結果，引出情感滲透環(huán)節(jié)。 通過情境和視頻，培養(yǎng)學生珍惜糧食的優(yōu)良習慣和節(jié)約意識。
通過對世界代表性美食介紹，讓學生了解更多的、地道的各國美食，開拓視野，培養(yǎng)學生熱愛中國飲食文化，增強愛國意識和民族自豪感。
教學后記：
在教學過程中，給學生營造一個良好的英語氛圍。因為我們的母語不是英語，學生們學習英語大部分時間都是在漢語的氛圍下進行，這樣會使學生學習的英語是啞巴英語。因此，在本課中我努力給學生創(chuàng)造情境，有圖片情境、故事情境、模擬情境等。
Goose Liver and snail are traditional French dishes. Chinese food
Chinese food has a long history. It is famous around the world. I think Chinese food
is the
most delicious food in the world. Do you agree? T: That’s all for today. Thank you very much. Goodbye.
Ss: Yes. Ss: Thank you
teacher. Goodbye teacher.
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