Story time教案设计（一等奖）

四上

Unit 6 《At the snack bar》第一课时教学设计

惠珺

一、教学内容：

四上

Unit6 At the snack bar

Story time

二、教学目标:

（一）知识与能力：

1、能听得懂、会说、会读和会拼写单词coffee 2、能听得懂、会说和会读单词snack bar, hamburger, sandwich, noodles, a glass of , a cup of,

3、能听得懂、会说、会读句型与日常交际用语What would you like? I’d like …, please. Anything else? （二）过程与方法：

a) 通过朗读、游戏、对话等手段能听得懂、会说、会读、会拼写单词；并能听得懂、会说、会读句型与日常交际用语. b) 通过朗读、问答、情景对话，能运用所学日常交际用语围绕“点餐”展开对话。

（三）情感态度与价值观：

a)通过学习让学生掌握一些点餐的用语，利用学生对食品饮料内容的兴趣，与实际生活联系。激发学生的学习热情；

b)通过在模拟情境中的交际训练，培养学生在真实情境中大胆、熟练运用英语进行交际的勇气和能力；

c)教导学生树立健康饮食的观念，同时了解西方人的饮食习惯。

三、教学重难点：

1、能模仿动画录音中的语气和表情朗读课文并理解意思。

2、能运用所学日常交际用语围绕“点餐”展开对话。

四、教学准备

1、多媒体课件。

2、制作人物和食物的图片。

3、准备红色的鸭舌帽，托盘。

4、写好软性黑板贴上的板书内容

五、教学过程：

Step1. Game If you see a picture，please stand up and say “Yummy”, if you see a word, please read it out loudly. (1) Introduce the rule (for example: cakes图片，

hot dog 英文) (2) Let’s have a try. (oranges, apple图片，

an ice cream, milk图片) (3) Play the game. ( 最后出现noodles图片) 设计意图：游戏热身，烘托气氛；复习旧知，引入新授。

Step2. New words and sentences (1)

noodles (teach)

too—oo—noo—noodles

1

设计意图：单词迁移，降低难度

T：Noodles are yummy, I like noodles. (2)

Learn the title of this unit T: Look, so many delicious food and drinks, they are all at the snack bar.

snack bar(teach)

black—snack car—bar T: Today, let’s learn unit6 At the snack bar at the snack bar (teach, 板贴) 设计意图：自然导入，直奔主题

(3)

I’d like …, please. (teach，

板贴) T: These nice food and drinks are at the snack bar. Look at the pictures, what would you like? You can answer me like this “I’d like …, please.”

T:

What would you like? S:

I’d like …, please. 设计意图：考虑到这一句型在上一单元的cartoon time 中已经学过，难度不大，遂不需要分步分解呈现学习，用完整的形式教学即可。

(4)相机教学a glass of milk a. 如果学生自己说到，就正好教一下。

b. 如果学生没有说到，教师就问Would you like a glass of milk? 然后进行教学

class—glass-a glass--a glass of (关注连读)--a glass of milk 设计意图：课件所给出的图片中，只有这一个新授单词，让学生用新句型旧单词说一说，降低难度，提高说的积极性，对于要教和学的重点也就比较能够突出和把握。

(5)What would you like? (teach，

板贴) T: Milk is good for you; you can drink a glass of milk every morning and night. Now more food and drinks for you, this time I’d like something, can you ask me? You can ask like this “What would you like?”

A: What would you like? B: I’d like …, please. 第一轮生齐问，师用a pie 回答，

第二轮生齐问，师用a sandwich 回答，教新单词

(6) a sandwich (teach)

听三遍学一学读音

第三轮男生问，一个女生答，第四轮女生问，一个男生答

(7) a hamburger (teach)

听三遍学一学读音

a.

如果学生提到a hamburger 和

a cup of coffee就教掉，

一般情况下这里学生会提到

a hamburger 。

b.

如果学生没有提到，就留到下面的listen and tick 中再教。

设计意图：把健康饮食的观念结合每一个新授的食物饮料单词进行介绍，更具体化，不抽象。What would you like? 的教学体现了从集体到个人，从师生到生生新授教学模式。充分尊重学生的课堂主体性，

2

发挥学生的学习主动性。单词从旧到新，给学生一个接受的过程，，以学生的回答作为教学的时机，凸现课堂教学的灵活“生成”。

Step3. Story learning (1)

Look and say Q: Who are at the snack bar? T: Today, our friends go to the snack bar, too. Look, who are they?

Ss: They are Mike, Helen and Dad. （板贴人物头像）

dad (teach)

a—da—dad (2)

Listen and tick Q: What would they like? T: Please listen to the tape carefully, and tick what would Mike, Helen and Dad like on the paper. A

B

C

D

E

F

G

H

相机教学

a cup of coffee

cup—a cup—a cup of (注意连读)—a cup of coffee 设计意图：体现对听、说能力的训练。听录音勾一勾培养学生分析和获取信息的能力，给出了图片而非单词，既考查学生单词到图片的思维转换，又在一定程度生降低了难度。预测学生的情况，将单词放入答案中教学，水到渠成。

T：Now we know they would like …（板贴食物饮料图片，打乱顺序）

设计意图：帮助学生再复习一遍出现的单词，抓住任何可以让他们说的机会，这有目的和表达的说，比单纯机械的读要更有效

What would everyone like, let’s go on to learn.

3

(3)

Look and say Q: What would Mike like? Q: What would Helen like? T: Look at the picture, Dad is asking them. What is he saying? —

Ss: What would you like? T: What would you like, Mike? S: I’d like a hamburger and a glass of milk. Tips a.

hamburger is delicious, but don’t eat too much, or you’ll be a little fat.

b.

Pay attention to the tone, before “and”

is rising tone, after “and”

is opposite. T: What would you like, Helen? S: I’d like some noodles. Tip：

Noodles are good for your stomach. T：Now we Mike would like… Helen would like … (按顺序板贴食物饮料图片) 设计意图：体现对看图说话能力的训练，充分相信学生对所学句型和单词的整合表达能力，让他们有展示自己增加自信的机会。继续把健康饮食的观念结合新授的食物饮料单词进行介绍，把观念具体化，更直观。关注英语语言朗读中，一些句子特殊的语气转变，尽量让学生“正宗”的英语。

（4）Guess and say Q: What would Dad like? T: Helen is asking Dad. How is she asking, do you know? S: What would you like, Dad? S: What about you, Dad? 根据学生的发言，用触发器将两种说法点出来，师总结：I think “what about you ,Dad” is better, look at the two pictures, just now Dad asked “What would you like ?”, so now Helen asks “What

about you?” here

“What would you like?” means “What about you?”

设计意图：通过学生自己的回答和对比，让他们获得“What about you?”是“What would you like?”这一讯息，并得出“What about you?”用在这里更好这一结论，抛开了中文的解释，让学生真正做到了用英语在思维。

Ss guess: I’d like ... (根据图片和句型) A：What about you，dad? B：I’d like a sandwich and a cup of coffee.

Tips c.

Coffee is good for a man, but not good for children, don’t drink too much coffee. d.

Pay attention to the tone, before “and”

is rising tone, after “and”

is opposite. T：Now we Dad would like … (按顺序板贴食物饮料图片)

4

设计意图：这里的猜一猜其实并不是猜，而是考验学生分析和筛选信息的能力，从已知的三人所选择的食物中去除刚才讨论的两个孩子选的食物，就是爸爸想要点的东西，虽然是很直白的东西，但是故意给学生设置了一些障碍，要转一个弯去理解，要求提高了，学生的能力也拓展了，思维更活跃了。同时，继续把健康饮食的观念结合新授的食物饮料单词进行介绍，把观念具体化，更直观。关注英语语言朗读中，一些句子特殊的语气转变，尽量让学生“正宗”的英语。

(4)

Listen and repeat (picture1 and 2) Tip: pay attention to the pronunciation and the tone. (5)

Listen , think and say Q: What does the waitress say? T: After discussing the menu, Dad is ordering the menu now. Look, who is coming. 人机对话

课件播放脚步声女服务员出现并问话“What would you like ?” and Dad answers “

A hamburger, noodles and a glass of milk, please.” (学生读) T：What does the waitress say next? Listen 听5遍录音Anything else? (teach) any—thing—anything

egg—e—else

Anything else? T: What does Dad say next? Think. (指板书提醒) 设计意图：教学始终围绕课文展开，通过采用不同形式的学习来保持学生的学习兴趣。听、说、读、写四种基本技能的培养是基础教育阶段英语教学的主要任务，这四种技能互相联系、相辅相成。读一读句子，听一听读一读新授句型，想一想说一说回答，这样学生对雷同的课文句子就会有比较清晰的印象。

S：A sandwich and a cup of coffee. T—waitress

Ss--Dad

Ss—waitress

T--Dad Tip：Pay attention to the tone, before “and” is rising tone, after “and” is opposite. (6)

Let’s have nice food and drinks. T: The nice food and drinks are coming now. The waitress says …

Ss: Here you are. T: And don’t forget say “Thank you.” Look at Mike and Helen, are they happy? Please say “Thank you.” happily.

Ss: Thank you. (动作) T：Dad is a gentleman , he says “Thank you.” gently. Ss: Thank you. 设计意图：语言是为生活服务的，语言必须带有情感，这就是加强英语朗读语气指导的原因，而且英语课上也可以思想态度的渗透教育。这样，学生的语言习得会更鲜活，不死板。

(7)

(7) Listen and repeat (picture3 and 4 Tip: pay attention to the pronunciation and the tone.

5

(8)

Let’s read a.

Open the books and read together b.

read in roles (groups) (9)

Let’s dub a.

Dub with the cartoon in roles. b.

Look at the pictures and dub one by one. 设计意图：分层朗读，不同形式的读，不让学生感到枯燥，又达到了训练朗读的目的，大量的朗读是语言习得不可缺少的一个环节，同时也让学生进一步熟悉课文内容，为表演做准备。

(10)Let’s act Group1-4:

3人一组，Helen, Mike and Dad Group5-8:

4人一组，Helen, Mike ,Dad and waitress（服务员）

a.迅速分好角色,I’m xxx.

b.设计动作，想好站位，找好道具。

c.★照着书本读台词，有适当的动作，语气和表情，配合默契。

★★稍微看一下书上的台词，有适当的动作，语气和表情，配合默契。

★★★不看书上的台词，有不错的动作，语气和表情，配合默契。

设计意图：对合作表演的准备工作要做清楚明白的指导，让学生知道他们需要做些什么，可以避免在课堂上浪费一些不必要的时间，这样的训练对开展任务型学习课堂有很大的帮助。表演的分层要求，既照顾到了一些程度较差的同学，让他们不会望而却步，放弃参与，也考虑到了程度好的同学，对他们提出更高的要求，准备需要更充分。

Step4. Let’s go to the our snack bar (1)Retell the story T: Mike, Helen and Dad go to the snack bar, Mike would like… Helen would like … Dad would like … Now let’s go to my snack bar (2)Welcome to my snack bar T: (揭掉布罩，展示食物和饮料图片)Look, this is my snack bar, welcome.

(请两个学生配合示范) T: What would you like? S1: I’d like …, please. T: What about you? S2: I’d like…, please. T: Anything else? S1, 2: …., please. /No, thank you. T: Here you are. S1, 2: Thank you. (3) Let’s go to the our snack bar Tips: 1、迅速分配好角色，一个服务员两个顾客，轮流扮演。

2、迅速把纸袋中的食物饮料图片拿出来，排列在桌子的中间，服务

6

员带好红帽子。

3、比比哪一组又快又好！

设计意图：在自己的餐厅里完成一次“点餐”是对课文对话学习的一个巩固和检测，也是检验本课时教学目标达成度的一个练习，是一个提高性的练习，对语言的综合运用能力提高有很大的帮助。

Step5. Homework 1、Read story time and copy the new words.（听读对话，抄写生词）

2、Preview Fun time，

Rhyme time and Checkout time. （预习以上3部分）

3、Make a new dialogue with your partners. (和同学编对话）

板书设计

Unit6 At the snack bar

What would you like?

I’d like…, please.

What about you?

Mike图

hamburger图

a glass of milk 图

Anything else?

Helen图

noodles图

Here you are.

Dad图

sandwich图

a cup of coffee图

7 Thank you