Story time优质课教案推荐

教学设计方案

2017年12月1日

学校

课题

常州市花园第二小学

四上 Unit6 At the snack bar 学科

教时

英语

第一课时

班级

执教

四(1) 刘娜

※教学目标：

一、知识目标：

1. 能听懂、会说、会读单词snack bar, a hamburger, a sandwich, noodles, a glass of milk ,a cup of coffee；

2. 能听懂、会说、会读日常用语What would you like? I’d like…

What about you? Anything else? ...,please. 二、能力目标：

1.能正确地理解并朗读对话内容；

2.能初步运用本课所学的词汇和日常用语进行点餐。

三、情感目标：

学会合理安排饮食。

※教学重点、难点

教学重点：

1. 能听懂、会说、会读单词snack bar, a hamburger, a sandwich, noodles, a glass of milk ,a cup of coffee；2. 能听懂、会说、会读日常用语What would you like? I’d like…

What about you? Anything else? ...,please.

教学难点：

1.能初步区分a glass of和a cup of 的区别; 2.能灵活运用本课所学的词汇和日常用语进行点餐。

※制定依据

1.教材分析

《译林版牛津小学英语》（4A）Unit 6 At the snack bar的主要教学内容是“征求别人意见”，围绕“点餐”展开，要求学生从听、说、读、写四个方面掌握句型“What would you like?”及其回答“I’d like…”和What 引导的感叹句的用法，以及相关食物饮料的单词，要求学生能准确识记单词，并且学会运用。本单元由Story time，Fun time，Cartoon time，

Sound time，

Rhyme time，Checkout time和Ticking time七部分组成。本课是第一教时内容，主要学习Story time。Story time呈现的是Mike, Helen和爸爸在快餐店点餐的场景。他们相互问答各自想要的食物和饮料，然后向服务员点餐，渗透了句型“What would you like?”及其回答“I’d like…”以及相关食物饮料的单词。点餐是一个跟学生生活紧密联系的话题，内容十分具有交际性。要充分利用这一有趣的教学材料，鼓励他们用英语进行交际。

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2.学生学情分析

本节课的教学对象是本校四（1）班的学生。在学习本课之前，学生在三年级上学期第七单元中已经学习了一些小吃类单词，如：pie，cake，ice cream等，以及询问别人是否想要某种食物的句型“Would you like…?/What about…?”

另外，在上一个单元的cartoon time中学生们已经初步感知了句型What would you like?及其回答“I’d like a/some…”。学生已经掌握了一定量有关的词汇和句型，并能运用这些词汇进行日常交际对话。本课的重点是语篇教学，需帮助他们感知询问对方需要某种食物以及回答的表达方式，并在练习与交流中自主掌握、接受语篇内容，并能运用一定的方法进行自主阅读、解题。本单元所谈论的话题是学生们日常生活中经常接触的，为学生学习本单元提供了宝贵的情感基础。各种各样的食物和饮料，使学生能够积极的参与课堂，参与学习，有助于学生学习效率的提高。

※教学准备

图字卡，实物道具（茶杯和玻璃杯），实物图片，练习纸，PPT 教 学 过 程

教学环节

Step Pre-reading

教师活动

1 1.Greeting: T: Good morning, boys and girls. Nice to see you. How are you today? T: I’m not fine. I didn’t have breakfast, so I’m hungry. 2. Enjoy a song: I’m hungry. Q1: What can you hear or see in this song? Q2: Where can we buy them? Teach: at the snack bar Q3: What else can we buy at a snack bar? Teach: noodles, a glass of milk, a cup of coffee.

3.Play a game: Quick response 4. T: There are so many delicious food and drinks. I’d like a hamburger. What would you like? 学生活动

1. Greeting. S: Nice to see you, too. S: Fine, thank you. And you?

2. Enjoy the song. Answer questions. Learn: sandwich Learn: at the snack bar

Learn: noodles, a glass of milk, a cup of coffee.

3. Play the game. 4. S: I’d like a/some... Work in pairs. A: What would you like? B: I’d like a/some...

a hamburger, a 设计意图

通过打招呼引出

“I’m hungry.”的话题，从而引出歌曲《I’m hungry》。欣赏歌曲作为热身活动，活跃课堂氛围，同时通过回答三个开放性问题，激发学生思维，既复习了已经学过的小吃及水果类单词，又引出新单词和本课主题。

通过游戏教学法，在轻松的氛围中巩固新学单词。

在对话中巩固单词，同时又为课文中点餐的学习做铺垫。

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Step2

While-reading

1. Look at the picture and answer 1. Answer questions. questions.

Q1: Who are they? Q2: Guess: Where are they? 2.Listen and circle

2. Listen and circle. T: What food and drinks would they

like?

3. Tick and talk. 3.1)Read and tick. 1)Read and tick

T: What would Mike/Helen/Dad like?

Please read and tick.

2) Check and talk. 2)Check and talk. 通过看图回答两个问题，将学生引入课文的情境中去。

“listen and circle”的练习，让学生整体了解课文。

学生自己发现信息，完成表格，培养了他们寻找信息的能力，并对课文有进一步的理解。

would 以同桌谈论的方式校对答案，让学生以句子的形式输出信息。

在对课文有一定理解的基础上，采用默读的形式，让学生划出信息，有助于集中学生注意力，培养学生的自学能力；同时将如何询问别人想要什么及如何点餐的句子进行总结，并将学生生成的其他资源呈现在黑板上。

在单词和句型基本掌握的基础上，再次回到语篇，让学生模仿录音跟读，注意语音语调，为培养学生的语感打下基础；并整班朗读，全体参与。

放手让学生小组内自T: Check the answers in pairs. You can S1: What talk like this. Mike/Helen/Dad like? What would Mike/Helen/Dad like? He/She would like a/some... 4. Read and underline. S2: He/She a/some... would like 4.Read and underline. What would you like? 1)T: Read the story silently and What about you? underline the questions when we want to Anything else? know which food or drinks others like. T: What else can we say?

2)T: How to order food?

5.Listen and imitate S: Can I help you?

Would you like a...?

... ... S: I’d like a/some...

A/some...,please. 5. Listen and imitate T: Read after the tape. Pay attention to

the pronunciation and intonation.

6. Happy story time.

6. Read in groups. T: Make groups of four. Choose the way

you like to show story time.

a. Read story time.(Read together or read

in roles or read one by one.).

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b. Act story time. c. Retell story time.

Step 3 Post-reading

Step4 Homework

1.Let’s go a. snack bar b. fruit shop

由选择读或演或

课文，既考虑到不同层次学生的自主性，又培养了学生小组合作学习的意识。

话题表达，

培养学生的综合语言运用能力。

情感提升，给学生传达合理饮食，健康饮食的理念。

两个层次的作业，分别训练学生听、读、说的能力。并为第二课时Fun time的学习搜集资源。

1. Make dialogues.

T: Make a group of 4 members. Choose a

place to buy things. One student is the

waiter or waitress. The other three are

customers. You can use the sentences on

the blackboard. 2. Introduce healthy food and junk food. T: Eat well, eat healthy. Give homework.

2. Have knowledge of healthy food and junk food. 1.Read and imitate the story after the tape; 2. Find more food and drinks.

Unit6 At the snack bar 板书设计

What would you like? What about you? Anything else? …

…. I’d like…

….,please. …. ….

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