Foodanddrink案例反思.doc

Food and drink教材编写要求：以“Food and drink”为话题创编一个英文故事，适用于六年级上学期的学生，力求孩子们能进行真实阅读，并能介绍相关食物和饮料的信息，表达自己的看法。教材编写意图：六年级学生对于“Food and drink”这一内容已经接触过很多，熟知很多相关的单词和句型。本课在所学知识的基础上进一步学习四个单词以及点餐时的常用句型。这个英文小故事旨在通过一位外国人到中国餐厅点餐发生误会这个极具趣味性的故事激发学生去了解更多中国特色食物在国际上说法的愿望，并借助奥运会这个大背景，让孩子们学会向外国友人介绍自己喜爱中国特色小吃，健康食品。教学目标:1. 知识目标:a. Learn to understand and use the words: delicious, famous, Go believe and black tea.b. Learn to ask and answer: -What would you like (to drink)? -Id like 2. 能力目标:让学生了解更多的中国的食物和饮料,并学会理解和运用。3. 情感目标感受到我国拥有着丰富的特色美食。教学重点:1. Go believe的发音。 2. Act the story.教学难点:1. Its for you. These are for you. 这两个句型的理解和运用，让学生学会区别单复数。2. What would like to drink?这个句型中to的用法。教学过程:Step 1. Pre-reading (读前)1. Free talkT: Good morning, boys and girls. Nice to meet you.Ss: Nice to meet you, too.T: Oh, look! Who am I? Ss: A waitress.T: Yes, youre so clever. Im a waitress. Welcome to “Yummy! Yummy!” (课件呈现餐厅)Oh, its half past ten, time for lunch. Im hungry. Are you hungry?S: Yes.T: What do you want to eat?S: I want to eat (T: Yummy! I like it very much. is my favourite food/drink. Its too sweet/hot. Its so delicious. Its good for your health. )2. 呈现中西餐菜单a. T: We are hungry. Please look at here, this is the menu of “Yummy! Yummy!”. What are they?呈现西餐的单词、图片和价格。Pizza, hamburger, bread, salad, coffee and colaT: Theyre Weston Style food. Do you like them? Ss: Yes.T: Me too. b. T: But I like Chinese food best. Look, this is a menu of Chinese food, what are they? What do you like?呈现中餐的单词、图片和价格。Rice, porridge, steamed bread, dumplings, noodles and teaSteamed bread: This is one kind of steamed bread, do you know other kinds of steamed bread? It is one kind of steamed bread too.T: So many food and drinks. They are so delicious.c. Teach the word: delicious(1) 教师分音节教读(2) 指名读(3) 分小组读(4) 拼读(5) T: I think steamed bread is delicious. What do you think? What food or drink is delicious?S: is delicious.3. 呈现特色中国食物的菜单a. T: You know that Olympic games is coming soon, so “Yummy! Yummy!” prepared another piece of menu, see what food are these? Please look, who can guess what is it?(课件呈现皮蛋的单词，用图片来揭晓答案) Yes, its so interesting.T: Look, what is it?(呈现春卷的图片)Do you know how to call this food in English? Please guess!S: Spring rolls.T: What about this food? Whats this in English?(呈现热干面的图片)T: Yes, this is Wuhans famous food. I think everyone all has eaten this before.T: And this is hot pot, wonton and soybean milk. (展示火锅、水饺、豆浆的 图片)T: Yes, theyre famous Chinese food.b. Teach the word: famous(1) 分音节教读单词，强调/ei/的发音(2) 升降调读(3) 指名读(4) Learn to read: famous - famous food famous Chinese food Theyre famous Chinese food.(5) T: Who can say this like me?S: Theyre famous Chinese food. Theyre so delicious.c T: Yummy! Oh, so many delicious food and drinks, I must invite you to eat them. (1) T: Excuse me, what would you like?(拿起餐盘和菜谱)引导学生回答： Id like (板书句型: What would you like? Id like )（Yummy! Is it OK? Good for your health. Its so delicious. This is the famous food.）学生回答后，教师给予评价，进行丰富语言知识的输入。T: All food, wouldnt you like something to drink？What would you like to drink?(板书句型: What would you like to drink? Id like)渗透：Is it OK? Is that OK?教授句型： would, you, would you(强调连读，做连线标号)，What would you like? What would you like to drink?(2) 生问师答，生问生答 T: Who want to act the waiter or waitress?S: What would you like?T: Id like Its so delicious.S: OK.T: Thank you.S: Youre welcome.(展示餐厅点餐的完整对话。)(3) 小组操练T: Please act in pairs.(4) 活动展示T: who wants to act in front?S: Good waiter and good guest.Step 2. In-reading(读中)1. 初读故事，整体感知T: The story we will learn happens between a waiter and a guest too, This interesting story is “Food and drink.”(揭示课题)Please listen carefully and think what is this story talking about?S: T: Is it right? Lets read this story again.2. 精读故事，理解学习a. 学习故事的第一部分T: Please read the pictures 1 to 4 by yourselves, later tell us does the foreigner eat the food he want at first?Ss: No.T: What does he choose for breakfast? Ss: Steamed bread.T: How do you know? Which sentences tell you the answer?(师生、男女生分角色朗读) T: The waiter doesnt take the food he wants so he is very worry. Who can read picture 3 and picture 4 passionate? T: Who can read it with more feelings? b. 学习故事的第二部分T: Lets see the pictures 5 to 10 of the story and then you should tell me does the foreigner eat the food he want at last? Ss: Yes.T: What does he want to eat?Ss: Go Believe.T: What is it? Look.(呈现图片)Teach the word: Go believeT: This is a good name. Its easy to remember.T: How does the foreigner introduce the Go believe to the manager?（小组内朗读）Ss: Its so delicious. Go believe is Tianjins famous food. T: Sure! Have you ever eaten it?S: Yes.T: Do you like it?S: Yes, I do.T: I like it very much.T: What does he choose to drink at last?Ss: Black tea.(呈现单词)T: What is it? What colour is it? Black or red?S: Its Hongcha. Its red.T: Good. Black tea is my favourite drink. Its good for health.(healthy food) Do you know some other food n food for health? They are green food, they are rich in vitamin C, they are nutritious.T: Yes, its good for your health. Black tea is my favourite drink.b. 跟读故事T: Now please read with the radio and read with feelings.c. 小组表演T: Now please act this story in groups, you can act the whole story or just a part of it.Step 3. Post-reading（读后）1. 呈现狗不理图片和介绍Look, these are so many famous Chinese food, please choose one. Try to it to your foreign friends, you can introduce it like this. 2. 学生展示3. EndingT: The Olympic Games is coming soon, we must know how people call the Chinese famous food around the world. At that time we can introduce our famous Chinese food to foreign friends, and help them eat healthy.教后反思：阅读是获取知识、认识客观事物、发展智力和情感的重要途径。阅读教学也是英语教学的重要内容之一。培养学生的阅读能力，有助于扩大词汇量，丰富语言知识，提高语言的综合运用能力。Food and drink这个英文小故事，从扫读到精读，我始终以“Does the foreigner eat the food he want?”这个问题为主线，逐步引导学生阅读理解故事的两部分，力求让学生们在欣赏中阅读，在动态中阅读，在悬念中阅读，在想象中阅读。一、 让学生在兴趣中阅读。小学英语，兴趣第一。You can lead the horse to the river, but you can not make it drink.只有当学生对学习产生兴趣和渴望，他才愿意学。有了阅读的兴趣，学生才能始终保持旺盛的学习精力和高涨的学习热情。考虑到小学生有着好新奇、好活动、爱表现、善模仿的思维特点，在开展阅读教学中，我利用多媒体等教学手段，通过声、色、画等多种感官的刺激，让学生通过欣赏美味的食物菜单，感受中西餐的差异，激发他们主动表达与交流的愿望，使阅读成为赏心悦目的享受，使英语课堂成为学生自我表现的舞台。二、让学生在动态中阅读。“课堂即生活”“让课堂焕发出生命的活力”是现代教育、教学的新理念，它体现了“以人为本”的教育思想，对完善人格、开发潜能、发展主动性等都具有积极的影响。通过“动态”的阅读，教师可以引导学生在活动中感知、体验、感悟和表现，使学生通过语言进入“社会生活”，并在“生活”中进一步体会情感、态度、价值观，感悟语言的内涵。如在本堂课的最后，我安排了分角色表演这一环节，这种角色扮演的动态阅读过程，使学生既遵循文本，又超越了文本。这不仅仅是语言知识和技能的传承和训练，更是生动、活泼的生活感受，学生对语言的理解在实践活动中进行了创