聯系本站客服加+微信號15139388181 或QQ：983228566 |
視頻標簽：the snack ba
所屬欄目：小學英語優質課視頻
視頻課題：譯林版牛津小學英語4AUnit6 At the snack bar cartoontime _無錫
本視頻配套資料的教學設計、課件 /課堂實錄及教案下載可聯本站系客服
譯林版牛津小學英語4AUnit6 At the snack bar cartoontime _無錫市長安中心小學
教學目標
1、能聽懂、會說、會讀單詞:fish ,help
2、能聽懂、會說、會讀句型:What a big … Can I help you ?
3、熟練運用本單元句型 :What would you like ? I’d like… What about… ? Anything else ?
4、初步理解不可數名詞的用法
5、理解并能表演卡通
2學情分析
學生在三年級上冊第七單元已經學過食物類單詞并會簡單的點餐用語。本單元的主要教學內容是“征求別人意見”圍繞點餐展開。學生對食品飲料類單詞往往會很感興趣。老師可以教導孩子樹立健康飲食的觀念,同時了解西方人的飲食習慣。
3重點難點
重點:1.熟練運用本單元句型 :What would you like ? I’d like… What about… ? Anything else ?
2. 理解并能表演卡通
難點:初步理解不可數名詞的用法
4教學過程
4.1第一學時
4.1.1教學目標
4.1.2學時重點
4.1.3學時難點
4.1.4教學活動
活動1【講授】Unit6 At the snack bar
Step 1 Warm- up
Greetings .
Game:瘋狂切切切
游戲規則:看到食物邊切邊讀,看到炸彈不動。
(設計意圖:由時下最流行的瘋狂切水果聯想到了這個游戲:瘋狂切切切。這個游戲作為本課的熱身活動,既可以使學生一開始就感受到學習英語的氣氛,又可以讓學生在趣味游戲中不知不覺復習了食物類單詞。)
Step2 Presentation and practise .
1、Teach: 不可數名詞
(呈接上一游戲)T: What did you see ?
S1: A hamburger .
S2: A glass of milk .
S3: … .
(CAI呈現所有物品并歸類) Read the words.(食物類單詞)
T: They are food.
→Teach:Food
同理呈現飲料類單詞,讀并教授:Drinks
(出示 rice ,milk ,juice ,coffee ,tea) 新授不可數名詞
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)操練,不可數名詞搭配
(設計意圖:不可數名詞的理解是本課的難點,通過回憶上一游戲中的食物與飲料類單詞,教授不可數名詞,再通過青蛙吃食物這一游戲進行檢測,趣味十足,更化解了難點,讓學生在不知不覺中理解了不可數名詞。)
2 . Play a game :記憶力大比拼
(游戲規則:記住別人想要的食物,再加上自己想要的。看誰記得最多!)
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 .
(設計意圖:通過記憶力大比拼這個游戲,不僅復習了句型:I’d like…還集中了學生的注意力,考查了學生的記憶力,一舉三得。)
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…
(設計意圖:本次調查的目的一:操練句型:What would you like ? Anything else ?I’d like…\ No, thank you. 與上面的環節有遞進的關系;目的二:知道組員想要的食物或飲料,為最后一個拓展環節作鋪墊;目的三:對于語言能力相對較弱的學生來說,讓他們大膽開口,認真聽記。)
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(聽兩組對話)
T:心情有什么不同?
S1:開心&害怕
→開心地讀P2 .
→害怕地讀P3 .
T:Why are they happy ? S1:找到了小吃店
→Read P1-P2 .
T:Why are they scared ?
S1:服務員很兇
T:The waiter is not friendly . He says:Can I help you ?
→Teach:help→Can I help you ? 模仿讀
比較P2 . P3兩組對話有什么不同?
S1:有please , T:Why ? S1:有禮貌 →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 .
(設計意圖:卡通教學環環相扣,每一副圖的語氣指導都分析到位,尤其是第三、四圖,通過比較說話語氣的不同,讓學生找出心情與句型不同,從而理解得更透徹,圖5的細致教學利于學生挖掘卡通笑點,并把它轉化為正能量,體現真善美的情感傳遞,達到語用效果。)
Step3 . Consolidation .
T:Do you like the waiter ? Ss:No .
T:Why ?
S1:他很兇
1.Make a summary .
(1)T: How to be a good waiter ?
S2:微笑,有禮貌
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.
(設計意圖:延續卡通,歸納好的服務員和顧客用語,為后面的表演作準備,讓學生有大量的語言儲備,表演時更加得心應手。)
Step 4 Production
1.小組合作扮演顧客與服務員對話
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.
(設計意圖:通過Act 來拓展延伸,增強了語言運用的趣味性,給學生一個說的機會,也培養學生良好的傾聽習慣。英語學習的目的就是要在交際活動中學以致用,并在表演中找到成就感,提高學習英語的興趣。)
Act in class.
2.T: Food makes us happy.(欣賞各國美食及節日所吃美食)
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.
(設計意圖:課后作業不應是課堂教學的結束,而應是課堂教學的延續、拓展和深入。本次作業,圍繞本課教學內容,考慮到學生興趣愛好的不同,能力水平的高低,讓學生根據實際情況設計菜單,體現了作業的開放性和層次性,也具有很大的靈活性和創造性。)
視頻來源：優質課網 www.jixiangsibao.com
