牛津译林英语四上《Project 2 My snack bar》优质课

教学目标1.认知目标1)能熟练掌握食物类单词hamburger,sandwich,noodles,rice等,并补充一些常见的食物单词dumplings,porridge,bread2)熟练掌握饮料类单词juice,milk,coffee,tea,并补充一些常见的饮料单词sprite,cola,fanta,同时掌握…

glass(es)/cup(s)of…的用法3)能理解Peter’ssnackbar的故事2.能力目标1)能运用所学句型Thisismysnackbar.I

have…The…is/arein/onthe…等介绍自己的小吃店2)能熟练运用句型Where’s…?It’s…询问回答地点CanI

helpyou?Yes.I’dlike…

询问对方需要Howmuchis/are…?It’s/They’re…yuan.询问价格等购物用语3)能会表演Peter’ssnackbar的故事4)能运用所学,以购物为场景,小组为单位,创编对话,进行表演3.情感目标通过本课学习,学生能认识到合理饮食,健康饮食的道理2学情分析四年级的小学生处在中高年级,学生注意力还较容易分散,很容易被新奇的事物所吸引,本课是四年级上学期的最后一个综合版块Project2Mysnackbar,设计了丰富了活动和有趣的游戏,能很好地激发学生的学情兴趣。同时,四年级的学生已经具备了一定了语言知识和交流能力,通过综合版块的复习,一方面能在课堂上培养学生的动手操作能力,另一方面,也能通过各种形式,如自我介绍,对话操练,小组表演等,更进一步地锻炼学生综合运用语言的能力,鼓励学生养成多用英语交流,敢说英语的习惯。3重点难点1.教学重点:1)熟练掌握食物类单词hamburger等和饮料类单词milk等2)使学生能熟练运用句型Where’s…?It’s…CanI

helpyou?Yes.I’dlike…Howmuchis/are…?It’s/They’re…yuan.等句型进行问答2.教学难点使学生能运用所学,以购物为场景,小组为单位,创编对话,进行表演4教学过程4.1第一学时4.1.1教学活动活动1【导入】Step1Freetalk1.Greeting

2.FreetalkT:I

likedogs.Whatdoyoulike?

S1:like…s.

I

likemangoes.Whatdoyoulike?S2:Ilike…s.

Where’syourbook?

S3:It’sonthedesk.

Whereareyourpencils?

S4:They’reinthepencilcase.(设计意图:课前的师生问答,既复习了一些学过的句型,同时也能培养学生的口语交际能力,鼓励学生大胆说英语。)活动2【导入】Step2LeadinT:Look!Here’sapuzzleforyou.Awechoose?S5:Two.T:Yes.Bchoose?S6:Four.…

T:So,what’sthis?Yes,it’sKFC.Anotherpuzzle.

What’sthis?Oh,McDonald’s.(设计意图:以拼图的形式,拼出学生熟悉的KFC和McDonald’s,引出今天的主题snackbar)活动3【讲授】Step3presentationandpractice1.BrainstormT:Boysandgirls,weknow

KFCand

McDonald’s,theyaretwosnackbars.Andthere’relotsoffoodanddrinks.Now,canyousaysomethingaboutfood?S7:hamburgerS8/:sandwichS9/10/11:…T:Good!Nowlet’ssee.Whatarethese?Ss:hotdog/pie/cakeT:Yes.Howaboutthisone?S12:r-i-c-e,rice(The

samewaytoreviewtheword:noodles,hamburger,sandwich)T:Anddoyouknow,whatarethese?Howtoreadthisword?Ss:jumpT:Andthisone?Ss:dumpT:So,dumpling.Yes,thesearesomedumplings.Followme:dumplings,dumplings(readthewordgroupbygroup)T:Look,what’sthis?Readthisword:hot--potfridge,soporridge.(readbyboysandgirls)T:Andwhat’sthis?Yes,bread.Here“ea”

pronounced/e/

Nowboysandgirls,let’sreadthesewordstogether.(Ssread)(设计意图:以头脑风暴的形式,先让学生回忆学过的食物类单词,然后进行单词拼读复习巩固,最后补充一些相关的同类单词)

2.SayarhymeT:Ok.Lotsofnicefoodanddrinks.I’mhungry.I’dlikeahamburger.Whatwouldyoulike?S13/14:I’dlike...T:Canyousaythisrhyme?Let’ssayittogether.Clapyourhands.One,two:

Whatwouldyoulike?

Whatwouldyoulike?

I’dlikeahamburger.

I’dlikesomenoodles.

They’reallverynice.(Practice

inpairsandingroupsoffour)T:Nowpleasechooseonewaytomakeanewrhyme

withyourdeskmates.(Invite

twoorthreepairstoshow)(设计意图:通过rhyme环节,形式多样,既操练了单词,也复习操练了句型Whatwouldyoulike?I’dlike...)Let’sguessT:Look!What’sthis?Ss:It’saglass.T:Yes,pleaselisten

andguess.What’sthisnow?(Ss

trytoguess)

Let’ssee.Oh!Canyouspellthisword?S15:m-i-l-k,milkT:Sothisisaglassofmilk.Wecanalso

say?S16:somemilkT:Great!Nowhowmanyglassesofmilk?S17:twoglassesofmilk(Lead

Sstopracticehowtosay:...glass(es)ofmilkT:Now,listenandguess.What’sthis?Look!Canyouspell?S18:j-u-i-c-e,juiceT:Sothisisaglassofjuice.Andit’saglassoforangejuice.Canyousaysomeotherkindsofjuice?(Sstrytosay:aglassof...juice)T:Let’scontinue.Here’sariddleforyou.Listentome:Iliveinacup.Iamblack.Iambitter.WhatamI?Canyouguess?S19:acupofcoffee.T:Yes,you’reright.Canyouspell“coffee”?S20:c-o-f-f-e-e,coffeeT:Excellent!Andwecanalsosay:______coffeeS21:somecoffeeT:Good!Nowhowmany?S22:fivecupsofcoffeeT:Yes!Anotherriddle:sometimesI

livewithsomeleavesinacup.I’mnotsweet.WhatamI?S23:acupofteaT:Andit’sgreen.Soit’sacupofgreentea.

Howaboutthisone?S24:acupofblackteaT:Nowweknowmanykindsofdrinks.Let’sreadthesephrasesonebyone.(Ssread)T:Good!Nowlet’splayagame:quickresponse.Ifyouseeapicture,aphraseorasentence,please

sayitoutquickly;ifyouseethis,pleasestandupandsay:Yummy!Ok?Ss:Ok!(Ssplaythegame)(设计意图:通过猜的形式来复习饮料类的单词milk,juice,tea和coffee,同时让学生熟练运用aglassof和acupof,操练复数杯数,并且补充同类的相关饮料也是学生所熟悉的sprite,cola和Fanta,拓展学生的知识面,最后以quickresponse的游戏复习巩固这些单词、词组和句型。在此让学生用Pad进行抢答,积极性较高,学习兴趣浓厚。)活动4【活动】Step3presentationandpractice4.Designasnackbar1)T:Boysandgirls,look!Thisismysnackbar.Todaywelearn:Project2Mysnackbar,let’sread.Ss:Project2MysnackbarT:Hereisthefoodanddrinks.Butwherearethey?

Canyouguess?Wherearethehamburgers?S25:It’son/inthe...(Invite

Sstoguessusingthestructure:Whereis/arethe...?It’s/They’rein/on...)(设计意图:以不同形式的问答,复习巩固操练句型Whereis/arethe...?It’s/They’rein/on...)2)Playagame:shootplanesT:Andhowmucharethey?Let’splayagame:shootplanes.Whenyouseetheplane,pleasethepriceloudly.(Ssplaythegame)T:Youdidagoodjob!NowI’vegottheprices.Letmesee.Thecolais3yuan,Ithink.Theseprices,whocanhelpmetoputthemontheblackboard.(Invite

somestudentstoputthepricesontheblackboard)T:Thankyouverymuch,boysandgirls.Ithinkthepricesarequiteproper.Nowpleasepracticeinpairs.Askandanswer:Howmuchis/arethe....?

It’s/They’re...yuan.(设计意图:先以一个打飞机的游戏让学生熟悉这些价格的读法以及几十几的数字,然后让学生帮老师定价的环节调动学生积极性,活跃课堂气氛,并通过同桌问答讨论价格,操练Howmuch...?的句型)TickthefoodanddrinksT:Boysandgirls,Ihaveanicesnackbar.Doyouwanttohaveasnackbar?

Ss:Yes!T:Ok!Whatareyougoingtosell?Look!I’mgoingtosellsomehamburgers,hotdogs,sandwichesapplesandorangejuice.Whataboutyou?Pleaseopenyourbooks,turntoP56,andtickthefoodanddrinks.

(Invite

threeorfourstudentstosay:I’mgoingtosell...)4)DesignyoursnackbarT:Nowweknowwhatwearegoingtosell.Thenlet’sdesignoursnackbar.Pleasetakeoutyourpieceofpaperandfinishdrawingit.(设计意图:让学生动手制作画一个snackbar,培养其动手操作能力)

5)Let’sintroduce

T:Ok!Well,canyousaysomethingaboutyoursnackbarlikethis,pleaselisten:Ihaveasnackbar.Ihaveahamburger,someapplesandsomecola.Look!Thecolaisinthefridge.It’s3yuan.It’sverycheap.Welcometomysnackbar!Canyou?Nowit’syourturntointroduceandI’llgiveyouafewsecondstoprepare.Pleasepractice!(Invite

threestudentstointroducetheirsnackbars)(设计意图:让学生照样子介绍自己的snackbar,使学生慢慢学会组织语言,多说多练,培养提高他们的语言运用能力和口语交际能力)

5)Singasong:Thewheelsonthebus

T:Nowwe’retalkingaboutoursnackbar.ThatisPeter’ssnackbar.Shawwegoandhavealook?How?Oh!Thebusiscoming.Let’sgobybus,ok?

Ss:Ok!

T:Andlet’ssingasong:Thewheelsonthebus

(Ss

singthesongtogether)(设计意图:通过乘坐bus去Peter’ssnackbar,引出这首歌曲,其目的在于让学生进行一下调节,从紧张的学习中得到缓解,欢快课堂气氛,激发学生的学习兴趣)

6)Watchandanswer

T:NowweareatPeter’ssnackbar.

WhoareatPeter’ssnackbar,too?LucyandLily.

Ihavetwoquestionsforyou:

a.WhatwouldLucyandlilylike?

b.Howmucharethey?(Ss

watchandanswerthequestions)Let’sread(Readafterthetapeandreadtogether)Let’sact(设计意图:通过看动画回答问题、朗读文本并表演三个环节,让学生理解这个小故事,并熟悉简单的购物语言,如打招呼、询问价格等)活动5【讲授】Step4ConsolidationLet’ssummarizeT:Boysandgirls,weknowatthesnackbarwecansellorbuysnacks.Buthowtosell,maybeyoucansay?(Invite

severalstudentstosaysomething)T:Yes!Let’sread.(The

samewaytosummarize:howtobuy)(设计意图:总结归纳一些常用的购物用语:打招呼、询问需求、询问价格、讨价还价等,为下面的对话表演做铺垫)活动6【活动】Step4ConsolidationShowtime:AtthesnackbarT:Nowit’sourshowtime.Youcanusethesesentencestomakeadialogue.NowI’mtheshopassistant,whowantstobemycustomer?(T

invitesthreestude