Lesson 19教案设计（一等奖）

Unit 6 May I take your order？ lesson19 教学设计

【教材分析】

本课是北京版教材四年级上册Unit6 May I take your order lesson19的内容。本单元围绕点餐这一话题展开，设计了以Mike一家到饭店点餐为主线，开展的对话内容。

【学情分析】

本单元这一课是围绕Mike一家在餐厅点餐这一话题展开的，四年级的学生们，经过几年英语学习，基本上有了一定的语言积累和口语表达能力以及学习方法，而且点餐这一话题也是学生日常生活中经常会接触到的，学生在接受起来会轻松、容易一些，而在设计中我加入了让学生阅读以及思考有关健康饮食等的知识内容，注意培养学生的思维能力。

【教学目标】

一、知识与技能目标：

1、学生能听、说、认读单词：meatball, vegetable, Peking Duck, a glass of soy milk, a glass of orange juice, some jiaozi等并能在实际情境中运用。

2、学生能听懂、会说点餐用语“What would you like to have/drink/eat---?”

及答语“I’d like---.”并依据所提供的情境，进行对话交流。

二、过程与方法目标：

通过小组合作，对话表演，阅读理解等，使学生能够了解文章大意，掌握本课重点功能句型，懂得健康饮食的重要性。

三、情感态度与价值观: 使学生养成注意食物选择以及思考如何健康、合理的进行饮食，从而养成良好的饮食习惯。

【教学重、难点】

一、教学重点：主要功能句型“What would you like to have/drink/eat---?”

及答语“I’d like---.”的熟练使用。

二、教学难点：主要功能句型“What would you like to have/drink/eat---?”

及答语“I’d like---.”的熟练使用。

【教学方法】

新授法，小组合作法、情境教学法等

【教学过程】

一、Warming up (一). Free talk T:What’s your favourite food or drink? S1:My favourite food is---. S2: My favourite drink is---. S3：I’d like---best. --- 设计意图：

通过让学生自由谈论自己喜欢的食物或饮料，并说出原因，引发学生的思考，培养学生的思维能力，同时为引入本课的对话内容做铺垫。

二、Presentation （一）学习第一个对话内容

1.T:Who are they? Ss:They are….

2.Where are they? S1:They are in ….

3.What are they doing? S1:They are ….

4.What would they like to eat? Listen to the dialogue and answer the questions. S1:…

S2:…

…

Learn the sentences and the words. Read the first dialogue. Write “What would you like to eat---? I’d like to---.”On the blackboard. 设计意图：

通过对本课第一个对话的学习，让学生听问题并回答出Mike及其父母将会选择哪些食物，培养学生认真倾听和思考的能力。

（二）学习第二个对话内容

1. T:Now please look who is he? S1:He is the waiter. 2. T:What would he say, can you guess? S1:What would you like to eat? 3. T:What will Mike and Mike’s parents say? S2:I’d like to eat---. S3: I’d like to eat---. S4: I’d like to eat---. 4. T:Good! Now let’s listen to the dialogue.

Learn the words Read the second dialogue. 5.T:OK, now open you book on page 42 ,listen ,point and read the whole dialogue.

6.Use the blackboard to retell the story. 设计意图：

通过让学生预测服务员将会说的语言，培养学生的思维能力及语言运用能力，又通过运用板书，让学生复述课文，培养学生的语言组织能力。

（三）Consolidating the dialogue 1.Ask the students read the dialogue by themselves. 2.Ask the students read the dialogue in groups.(4 students in a group) 3.Ask the students do the role play .示范（1组）

I’m Mike….

Teacher ask the other students find the problem or good about the groups which is the show group. 设计意图：

通过阅读该对话内容，以及各小组的展演该对话，培养学生的知识运用能力，并且通过为各小组寻找优缺点这一活动，培养学生认真倾听、善于思考和表达的能力。

三、Practice （一）

Show a picture about Mike’s friend, Tom, he is a fat boy and he is greedy then ask the students: 1.T:Look! He is Mike’s friend, Tom, today he goes to the restaurant, can you guess what would he like? Who wants to be Tom? Who can ask? S1:What would you like to eat? S2:I’d like some meat.

设计意图：

通过让学生观看小胖孩Tom的图片，让学生预测他所喜爱的食物或饮料等，培养学生的观察能力以及分析问题的能力，注意学生思维的启发。

2.Show Tom’s favourite food or drinks pictures to the students and ask them do the pair work then teach the sentences：“What would you like to drink/have?”

“I’d like to eat/ drink/have---.”

T:Is Tom’s menu good?

设计意图：

通过让学生进行pair work的问答活动，进一步巩固和强化所学重点句型。

3.T:Suddenly, he is unhappy, do you want to know why? Ss: Yes. T: Because he watched a TV program. Now let’s watch it.

T:What did you know from the video? S1:I know---. S2:---. --- 设计意图：

通过让学生观看有关健康饮食的视频和回答相应的问题，注意培养学生的观察能力和思维能力。

4.Ask the students read the health book,and then ask the students can you give Tom some good suggestions? S1:He should eat---. S2:I know---.He should---. --- 5.T:Now,look Tom would like to eat/drink---. T:Is Tom’s menu good?

Ss:Yes. 设计意图：

通过让学生阅读健康书中的有关食物金子塔的知识内容，进而让他们帮助Tom解决实际问题，培养学生的知识运用能力。

四、Summary Look there are many food or drinks in our life, they are very important for us, but please choose the right for us and you show do some exercises to keep our body healthy.

五、板书设计

六、Homework 1.Read and recite the dialogue. 2.Make a plan to yourself to keep fit. 3. Draw a hand-copied about healthy eating knowledge.