四上Unit6Atthesnackbar.docx

Unit6 At a snack bar课 题Unit6 At a snack bar课时第一课时教学目标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。教学重点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。教学难点: 能初步把自己表达的内容在老师的帮助下写下来。教学难点1、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。2、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。教学准备Tape，cards，PPT集体预案执教方案Step1 Greeting & Warm up1、 Free talkT: Hello, class. Look, I have some food Hello, xx. Would you like a pie? S: No, thank you.T: What about a hot dog?S: Yes, please. Thank you.T: You are welcome. 2. 以旧带新，教学单词“a hamburger, a sandwich, some noodles”3. Read the words: ” a hamburger, a sandwich, some noodles”4.Practice in pairs. Act the dialogue.Step2 Presentation1. 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”. S: Read the topic.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 glass of milk.询问两、三个学生后，教师板书：What would you like? What about you?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” 3. 师生示范串联对话T: What would you like? S: Id like a hamburger .T: What about you? S: Id like a sandwich.T: Anything else? S: A glass of juice.T: Here you are .(Work in pairs./Act the dialogue.)Step3 Story time1. Listen to the tape and think:T: Where are Mike, Helen and their dad ? S: They are at the snack bar.再次揭题：Today well learn a new lesson “At the snack bar” 2. Watch the cartoon and match.将相应的图连线。3. Watch the cartoon again and finish the table.What do they want to eat? 完成信息表格。Food DrinksMike Helen Dad4. Listen to the tape and read after it. 5. Read in three. 6. Act the dialogue. Step 4 Consolidation1. 再次读课文将对话改编成短文进行填空。2. 模拟场景创编对话。Step 5 Homework: 1.听磁带，读故事3遍；2. 用What would you like? Id like , please. Anything else?进行点餐。3. 用所学的句型试着创编对话，进行点餐，课后小组交流。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2课时(Rhyme time, Fun time)教学目标1. 能理解句型“What would you like? Id like , please. Anything else?”及其回答的含义，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物品的摆设。3. 能正确诵读歌谣：What would you like?教学重点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. 能正确诵读歌谣：What would you like?教学难点灵活运用What would you like? Id like Would you like? , please. 进行点餐。教学准备Tape, pictures, cards ,PPT集体预案执教方案Step1: Free talk and review1. T: Are you hungry now? How are you today? What would you like? Would you like? What about you? 2. Review: T: What would Mike like?S: He would like a glass of milk and a hamburger.T: What would Helen like?S: She would like some noodles.T: What would Mr. Brown like?S: He would like a sandwich and a cup of coffee.T: Lets read the story./Lets dub for the story.Step 2 Say the rhyme1. T: Hello, boys and girls.S: Hello, . 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.T: What about a pie and some rice?S: They are all very nice.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。）T: What would you like? What would you like? Id like a sandwich. Id like some noodles.Discuss in groups.5. Say the rhyme in groups.Step 3 Fun time1. 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. T: What would you like? S: Id like a sandwich and a glass of orange juice. T: What about you? S: Id like some noodles and a cup of tea. T: Anything else? S: Some cakes and a cup of coffee. 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。S1: What would you like? S2: Id like S3: Id like S4: , please.Play it in groups and act the dialogue.Homework:1.会背并默写Fun time中的句子。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： Unit6 At the snack barA: What would you like? B: Id like.,please. , please. 教后反思： 第3课时(Cartoon 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。教学重点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。教学难点能理解Cartoon time 部分的意思，并能配合此部分内容进行表达.教学准备Tape, pictures, cards ,PPT集体预案执教方案Step1: Free talk and review1. T: Are you hungry now? How are you today? What would you like? Would you like? What about you? 2. Review rhyme timeSay the rhyme together. Recite the rhyme together. Make a new rhyme. Step2 Cartoon time1. Show the pictures on Page41 and think : What are they saying? Discuss in groups. 小组讨论，自主提问，猜猜他们在说什么？2. 看看你猜的和他们说得一样吗？Watch the cartoon.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: Theyre hungry.3. Watch the cartoon 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.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（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. S2: Me, too. ()S1: Heres a snack bar. Id like some fish. S2: Id like an egg. S3: Can I help you? S1: Yes. Id like some fish, please.S2: Id like an egg, please. What a big egg! 5. T: Now read the story in pairs. 6. Do 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)1. Act the dialogueStep3 Homework:1.Act cartoon time;2. Copy cartoon time. 板书设计： Unit 6 At the snack barSam some fish hungry Bobby an egg 第4课时(Sound time, checkout time, ticking time)教学目标1. 能体会字母k在单词中的发音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。4. 能初步把自己表达的内容在老师的帮助下写下来。教学重点1. 能体会字母k在单词中的发音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。教学难点能初步把自己表达的内容在老师的帮助下写下来。教学准备pictures ,PPT集体预案执教方案Step1 Free talk 1. T: Are you hungry now? How are you today? What would you like? Would you like? What about you? How is Bobby? What would Bobby like? How is Sam? What would Sam like? Step2 Sound 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。 fix, exercise, wax, sex （学生小组内讨论，教师板书。）8. Read the sentence.T: How many words can you find? S: Two.T: Can you read them all again? S: 再读另外列举的单词。T: Now can you tell us the sound of the letter x?S: /ks/.T: And can you choose three of them to complete this sentence? Discuss in pairs. Step3 Ticking time & Checkout time1. Ticking time (Self assessment)T: 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: What can you name? S: I can name some food and drinks.T: What can you order?S: I can order food.T: What do you know?S: I 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 c