4A unit6表格教案.doc

11小学英语4AUnit6教学设计 Unit 6 At a snack bar制定依据1内容分析本单元教材以“征求别人意见”为主题，围绕“点餐”展开。 要求学生能听懂、会说、会读食物饮料类单词，并能用所学句型：Can I help you? Id likeAnything else? 进行点餐。在本单元的主情境中，食物饮料涉及到国外的餐饮文化，因此，教师在教学时还应注重中西方文化差异的拓展，培养学生的跨文化意识。本单元的重点在于能在一定的情境中运用适合的句型进行交流，培养学生用英语思维，用英语做事的能力。2学生分析学生对于食物饮料类的话题比较感兴趣，对于snack bar这一西式餐饮更加好奇，因此，教师应该以此为切入口，帮助学生了解西方文化，在此基础上运用所学交际用语进行交流。帮助学生树立健康的饮食观。课时安排第一课时： Story time第二课时： Fun time and song time第三课时： Cartoon time ticking time第四课时： Tickingtime &Checkout time第五课时： Practise Ticking time教 学 过 程第一课时Story time教学目标1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。2、通过在情境中交流，能听说读: “What would you like? Id like , please. Anything else?”并会运用所学句型。3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。4、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。教学环节教师活动学生活动设计意图Warm up1 Say a rhyme：For you and me 2 Enjoy a song: Im hungryT: What food do you hear? What food do you know? 3 T: Hello, class,today I have some food for you. Look, here they are.（课件出示图片）T: Hello, xx. Would you like a pie? S: No, thank you.T: What about a hot dog?S: Yes, please./No,thank you.Say the rhyme togetherEnjoy the songHamburger, sandwich, orange juice, milk, pie, cake, hot dog, 师生对话，生生对话通过师生、生生的活动，让学生尽快进入英语的学习氛围。通过上一单元的复习，让学生更快进入Do you?句型的练习。Pre-task preparation1 用同样的方法问几个学生, 以旧带新，教学单词“a hamburger, a sandwich, some noodles”2.Make a dialogue Practice in pairs. Act the dialogue.1. T: Oh dear. Im very hungry. Are you hungry?S: Yes.T: Well, lets go to a snack bar. 导入课题: ”At the snack bar”.T: Would you like some noodles?S: No, thanks.T: What would you like?S: Id like some rice.T: What about you, xx?S: Id like a hamburger.询问两、三个学生后，教师板书并教学：What would you like? What about you?Work in pairs.2. 出示图片引导学生问答。T: What would you like?S: Id like a glass of juice.T: Anything else?S: A cup of coffee and a cup of tea.Teach: “anything else, a cup of coffee, a cup of tea, a glass of juice” Read one by one. 3师生示范串联对话生练读新单词A:Hello,xx.Would you like? B: No, thank you.A:Whatabout a ?B:Yes,please./No,thank you.S: Read the topic together.Read one by one.A: What would you like?B: Id like A: What about you, xx?B: Id likeT: What would you like?S: Id like .T: What about you?S: Id likeT: Anything else?S: T: Here you are .通过游戏的形式，激发学生的兴趣，又能引导学生积极地回答问题，实现真实交流。通过让学生在情境中整体理解故事内容，学习新知，符合学生学习语言的规律，逐步学生培养在情境中理解、运用语言的能力。通过不同的task，循序渐进地理解课文，突破语言知识难点，并为下面的朗读表演做准备。While- task procedure 1. Listen to the tape and think:T: Where are Mike, Helen and their Dad ? S: They are at the snack bar.T: What food do they mention?S: (tick)2. Watch the cartoon and match.T: Where would Mike, Helen and Dad like? 引导学生回答并完成连线 3. Listen to the tape and read after it.( 注意模仿其语音语调。)4. Read in three.5. Act the dialogue.I can see a /an/ someHamburger, noodles.Read the new sentence学生角色扮演Su Yang: Do you have any bananas? Yang Ling: No, I dont. I have some grapesa. 学生跟读,注意语音语 b.学生齐读c.学生自读d.角色扮演模仿语音语调，比比谁读的好，角色扮演。教师循序渐进，通过大量的师生、生生之间的对话，掌握本课的日常用语。并通过引导学生总结，渗透学习的策略指导。在语篇教学过程中，注重朗读的训练，培养学生更进一步理解课文，在揣摩人物的心理后，为更好地朗读，表演打下基础。Post- taskactivities模拟场景创编对话。Show some pictures of food and drinks.Ask each other and act the dialogue in groups. ( 仿照课文，创编点餐对话。)Act the dialogue.调动学生的积极性，并能帮助学生积极用英语表演、做事。Assignment1.听磁带，读故事3遍并试着背一背。2. 用What would you like? Id like , please. Anything else? 的句型来进行点餐。3. 试着复述课文。板书设计 Unit 6 At the snack barA: What would you like ? B: Id like A: What about you ? B: Id like A: Anything else? B: Id like 第二课时(Fun time and song time)教学目标1. 能理解句型“What would you like? Id like , please. Anything else?”的含义，能正确运用到实际中进行描述。2. 在第一课时基础上，能通过游戏比较熟练地正确说出食品和饮料名称。3. 能体会字母k在单词中的发音。教学环节教师活动学生活动设计意图Warm up1. Greeting and revision Show some pictures of food,say and spell the words2.Make a dialogue3. Practice in pairs. Ask and answer each other.4. Review the text.A. 引导学生复述课文。B. T: Great! Now can you dub for the story? 你们能来给课文动画配音吗？S: 分角色给课文动画配音T: would you like?S:Yes,please./No, thank you.T: What would you like?S: Id like a/ someT: What about you?S: Id likeT: Anything else?S:和学生自然交流，打招呼，形成良好的学习氛围，为下面的教学做铺垫。Pre-task preparationSay the rhyme1.T: ( 出示书上42页Rhyme time中的图 ) What would they like?S: They would like a pie and some rice.2. T: Lets say the rhyme What would you like? (播放歌谣，学生诵读)3. Read and recite the rhyme.4. Change the lyricsT: We know the pie and the rice are very nice. Now can you change your words according to these pictures? 你能根据图片改编歌谣读一读吗？Now listen to me. （教师示范诵读。）5. Say the rhyme in groups.What would you like? What would you like? Id like a sandwich. Id like some noodles.Discuss in groups.Make a new chant通过改的形式复习rhyme time形成良好的学习氛围。While- task procedure(Part D&F)1. Review the wordsT: 将所学的8个词语按照单复数形式的不同进行分类记忆。T: 可数名词：a hamburger, a sandwich, some noodles 不可数名词：a bowl of rice, a glass of milk, a cup of coffee, a cup of tea2. Show some pictures. Ask each other and act the dialogue.3. Play the gameT: 引导学生拿出事先画好的40页的菜单图，每4人一组进行点餐的游戏。Play it in groups and act the dialogue.S1: What would you like?S2: Id like S3: Id like S4: , please.通过教师引导、学生自由谈论的方式，来进行fun time 的学习，在此过程中，运用猜一猜的游戏增加Fun Time 中的趣味性。通过让学生在亲自动手中学习新知，符合学生学习语言的规律，逐步学生培养在情境中理解、运用语言的能力Post- taskactivitiesSound time1. Show the picture on Page42. ( 出示Sound time中的图片。) Ask: What can you see in the picture? Answer: I can see 2. 学生自主进行提问，引出”fox”和”box”这两个单词。3. Watch the cartoon and answer. T: Where is the box? S: Its behind Mrs. Fox.4. 给图片丰富些内容，加一些盒子和一辆出租车。 T: How many boxes can you see? S: I can see six. T: How can Mr. Fox take them? S: He can put them in the taxi. 5. 理出单词：box, fox, six, taxi6. Read the words after the tape. 7. 总结发音规律：所含的字母x都发/ks/这个音。引导学生举一些含有此相同发音的单词。T: Yes. And here are some words with the sound /ks/, can you read them? (PPT显示单词，学生读)T: And can you choose three of them to complete this sentence? 你能根据图片挑选fix, exercise, wax, sex （学生小组内讨论，教师板书。）Discuss in pairs. (学生讨论，反馈)总结发音规律：所含的字母x都发/ks/这个音。举一些含有此相同发音的单通过拓展的故事拓宽学生的知识面，并在此基础上进行对话表演，让学生明白在什么样的情境中可以运用哪些交际用语进行交流。Assignment1. 说一说Fun time中的对话，听磁带复习Sound time。2.模仿Fun time中的对话用What would you like ? Id like , please. , please.的句子来做一做游戏。板书设计 Unit 6 At the snack barA: What would you like ? B: Id like x /ks/ fox box six taxi Mr. Fox, can you see the box? Yes, yes. I can see the box behind Mrs. Fox. 第三课时 (Cartoon time ticking time)教学目标1. 能理解Cartoon time 部分的意思，并能配合此部分内容进行表达；2. 能对照Ticking time的三个目标进行客观的自我评价；3. 能综合运用本单元学到的单词和句型进行点餐活动并会征求别人的意见。教学环节教师活动学生活动设计意图Warm upFree talk and revision1. T: Hello, boys and girls.S: Hello.T: How are you today?S: Fine, thanks.2. say the rhyme:What would you like?3. make a dialogueT: What would you like?S: Id like a T: What about you?S: Id like T: Anything else?S: 常规活动，师生打招呼，使学生快速进入英语学习氛围。通过有效的问题，激发学生用英语表达的兴趣。Pre-task preparation1. Brain stormWhat kind of food do you know?2Read the words1)教师出示食物类单词（单数）2）引导学生两人一组轮流读单复数单词3）全班分男女生读4）看图说话学生小组交流学生汇报学生抢答，说出复数的单词学生两人一组轮流读学生分两大组读 学生看图，用英语表达。 巩固单词，并有效突破本单元的一个重点：单复数的区分于运用。在综合的看图说话环节，帮助学生分清单复数以及在句子中如何运用。While- task procedure(Part A)Cartoon time1. Show the pictures on Page41 and think : What are they saying? Discuss in groups.2. 看看你猜的和他们说得一样吗？Watch the cartoon.4. Read and answerT: How about the fish and the egg?S: They are very big.5. Read and say ( 注意模仿Bobby、大猩猩和Sam的语气)T: Now please open your books and read this story. Its on your book, Page When you are reading, try to remember what they say (阅读Cartoon time记一记每一幅图中的对话)（学生阅读Cartoon time）T: Now close your books. (PPT逐图显示) Who can be Sam / Bobby/大猩猩?S1: Im hungry. ( 指导有气无力的语气) S2: Me, too. ( 指导有气无力的语气)S1: Heres a snack bar. Id like some fish. (指导惊喜、兴奋的语气)S2: Id like an egg. (指导惊喜、兴奋的语气)S3: Can I help you? (指导严肃的语气)S1: Yes. Id like some fish, please. (指导渴望、期待的语气)S2: Id like an egg, please. (指导渴望、期待的语气)S2: What a big egg! ( 指导意外、惊讶的语气)5. T: Now read the story in pairs. (注意语气哦！)学生看动画，选择。 学生理解cartoon time 的故事内容，读懂动画中的幽默之处 小组讨论，自主提问，猜猜他们在说什么？T: Boys and girls, you did a good job. Look, who are they?S: They are Bobby and Sam.T: Yes. Whats wrong with them? Lets watch the cartoon. （播放动画）T: Whats wrong with Bobby and Sam?S:Theyrehungry.3.Watchthecartoon again and answer. (再次播放卡通片)T: What would Sam like? S: Some fish.T:What would Bobby like?S: An egg.通过看动画，帮助学生理解故事的主要情节，并通过选择的形式进行检测。动画板块主要是拓展性趣味阅读，既有对本单元内容的复现，又有下一单元新语言点How manydo you have 的渗透。处理这一板块时，适度拓展或联想，提高学生观察能力、思维能力，在回答教师的问题中检验,感受其中的幽默之处。Post- taskactivities1Do the dubbingT: Now can you dub for the whole story together? 你们能为这个故事配音吗？S: Yes. (动画角色扮演Sam/Bobby/大猩猩配音)2 Act the dialogue学生三人一组综合运用所学句型进行表演学生分小组汇报表演通过在新的情境中，引导学生综合运用所学句型进行交流，能培养学生的综合语用能力。通过表演充分地展现学生的能力，提高他们的自信。Assignment1. 读Cartoon time对话3遍；2. 如Ticking time没有达到3颗星的，有针对性地进行练习。3. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来（不会拼写的单词查字典）板书设计Unit 6 At the snack barA: What would you like ? B: Id like A: Can I help you? B: Id like A: What a big egg! B: , please.第四课时（tickingtime &Checkout time）教学目标1. 能对照Ticking time的三个目标进行客观的自我评价；2. 能综合运用本单元学到的单词和句型点餐并会征求别人意见。3. 能初步把自己表达的内容在老师的帮助下写下来。教学环节教师活动学生活动设计意图Warm upFree talk and revision1.Greeting and free talk2.revision3sing a song 1.S: Good morning, .S: Hello, ImS: Hi, ImS-S GreetingSing a song together通过师生问好，使学生快速进入英语学习氛围。Pre-task preparationShow time教师播放儿歌：教师引导学生改编歌词，变成一首新的儿歌1.学生跟唱儿歌2.学生两人一组和唱3.Show a new song学生分享新编儿歌复习歌曲，调动课堂气氛，给学习增添无穷的乐趣。通过改编歌词，综合运用语言。While- task procedure(Part E)1. Review cartoon time2.1)教师引导学生回忆故事，提问：Who are they ？What would .like?How is the egg/fish?2) 教师引导学生做配音练习ticking time 1. Ticking timeSelf assessmentT: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit 6? Lets check it out.T:can you name some food or drinks?T: can you order the meals?T: Do you know the sound of the letter “x”?T: You can see the Chinese meaning here. So now its your ticking time.Please open your books and turn to Page 37 and tick it.T: Have you finished it? Who gets three stars? (部分学生举手)T: OK. Now can you name some food and drinks? (问几个学生，学生问问题)T: Can you order food?Well, let me check. What would you like? (检验几个学生）T: And the third one, can you remember any words with the sound /ks/? (检验几个学生)They are Bobby and Sam.They would likeThe .is big!学生分角色为动画配音。学生两人一组上台表演，其余学生给予评价。T:wouldyoulike?S:Yes,please./No, thank you.T:what would you like?S:Id likeT:what about you?S: Id likeT: Anything else?S: Id like 生说食物和饮料并模拟点餐运用有趣的配音练习进行cartoon time 的复习，既能激发学生的学习兴趣，又能检测学生的朗读。并在此基础上，引导学生对于其他同学的朗读应给与一定的评价。Post- taskactivitiesCheckout timeA. 出示书上43页的图片。T: What food can you see?S: I can see a cake, a sandwich, a pie, a hamburger, an ice cream and some noodles.T: What drinks can you see?S: I can see a glass of milk and a glass of juice.B. 播放录音内容，学生边听边连线，完成练习。c. 通过问答形式核对答案。T: What would Yang Ling like?T: What would Wang Bing like?T: What would Su Hai like?T: What would Liu Tao like?Practice in pairs and act the dialogue.S1: Shed like some noodles and a glass of juice.S2: Hed like a cake and an ice cream.S3: Shed like a sandwich and a pie.S4: Hed like a hamburger and a glass of milk.在新的情境中运用所学语言进行交际是培养学生语言语用能力的重要手段。因此，教师选择了儿童节这一情景，让学生自由发挥，综合运用语言，达到学以致用。Assignment1. 跟读录音，背诵本单元内容。2. 背诵并默写本单元单词和句型。板书设计Unit 6 At the snack barA: What