Story time教案教学设计

Unit6 At the snack bar Period 1 江阴新桥中心小学

俞晓秋

一．教学内容

Unit6 At the snack bar (story time) 二．教学目标：

1.能初步听懂、会读、会说单词a hamburger、 a sandwich、a cup of coffee、a cup of tea和a glass of milk。

2.能听懂、会说、会读、会运用句型What would you like?及其答句I’d like...,please。

3.初步理解句型Anything else?的使用方法。

4.引导学生树立健康的饮食观念，了解西方国家的饮食文化。

5.理解并会表演storytime。

三．教学重点：

1.能初步听懂、会读、会拼写单词a hamburger、 a sandwich、noodles、rice、a cup of coffee、a cup of tea、a glass of juice和a glass of milk。

2.能听懂、会说、会读、会运用句型What would you like?及其答句I’d like...,please。

3.初步理解句型Anything else?的使用方法。

四．教学难点：

1.能听懂、会说、会读、会运用句型What would you like?及其答句I’d like...,please。

2.词汇：hamburger、noodle、sandwich等单词的读音。

五．教具准备：

多媒体（PPT）

六．教学过程

Step1.Warming up 1.Let’s enjoy T:Hello,boys and girls.Nice to meet you.Today I’m your new English teacher.Do you want to know something about me? S:Yes. T:OK.Now,let’s watch a vedio.Look,this is me.I’m Miss Yu.I teach at Xin Qiao Primary School.It’s big and nice.I like horses,but I can’t ride a horse.I like reading books.I often read at school.I also like running,and I can run fat.I like eating very much,I like eating hamburgers and sandwiches. 2.Let’s say T:So,do you know about me?Can you say something about me?My name is.... S:Miss Yu. T:Yes.Miss Yu likes....(做动作) S:Horses. T:Yes,I like horses.What animals do you like? S:I like .... T:I think they’re lovely.And Miss Yu likes...(做动作) S:Reading books. T:Good!Do you like reading books? S:Yes./No. T:OK.I see.And I like...(做吃状)

S:Eat. T:You’re right.I like eating.I like eating hambugers and sandwiches. 教授hamburger sandwich 板书

T:Do you like bamburgers and sandwiches?S:Yes. T:We can eat them at .... Step2.Presentation 1.Let’s look and say 教授snack bar at the snack bar T:Look!Here’s a snack bar.Do you want to go there? S:Yes. T:OK!Let’s go. (门铃声)Waitress: Welcome to our snack bar. T:Look,who are at the sanck bar? S:Mike Helen and Dad. T:They’re hungry.They are looking at the menu. 2.Let’s look and learn T:Let’s have a look with them.What’s on the menu?Can you read them? 教授: 板书

noodles milk Milk is good for our health. tea Tea is popular in China. coffee Coffee is popular at western countries. 3.Let’s watch and tick T:Now,we know what’s on the menu.What would they like?Let’s watch the cartoon and tick the answers. S:Hamburger noodles sandwich milk coffee 4.Let’s learn to say T:We know what they would like,but if I want to know Mike’s requirement,I can ask “Mike,what would you like?”So,if I want to know Helen’s,I can ask.... S:Helen,what would you like? T:If I want to know Dad’s, S:Dad,what would you like? T:OK,you can say the sentence,now let’s read it better. 教授跟读 What would you like? 5.Let’s listen and match T:What would they like?Now,let’s listen and match.Before listen,who can come to the blackboard to finish.You can move the pictures. 6.Let’s learn to say T:Now,let’s check the answer. Mike would like a hamburger and a glass of milk. 教授：glass 、of 、a glass of 、a glass of milk、 two glasses of milk I’d like a bamburger and a glass of milk. (listen and read) Helen would like some noodles. 教授：I’d like some noodles. (listen and read) Dad would like a sanwich and a cup of coffee.

教授：cup、a cup of 、 a cup of coffee 、 three cups of coffee I’d like a sandwich and a cup of coffee. (listen and read) 7.Let’s read and find T:We know what they would like.But when they are talking,how do they know the other’s requirement?Please read the dailogue and find. S:What would you like? What about you?板书

T:”What about you?”Here means”What would you like?”

8.Let’s think and say T:Now,they can call the waitress. 教授waitress T:The waitress is coming.If you are Mike,how can you order food? S:I’d like a hamburger and a glass of milk. T:Good.If you are Helen,how can you order food? S:I’d like some noodles. T:Yes.If you are Dad,how can you order food? S:I’d like a sandwich and a cup of coffee. T:Oh,we can order food,but what about them in the story?Please read and find out. S:A hamburger,noodles and a glass of milk,please. 教授：Anything else? T:When the waitress asks you”Anything else?”,you can order food ,and also can say “No,thanks.”Besides,”Anything esle?”is a supplementary question,it can not be used at the beginning of a question. S:A sandwich and a cup of coffee. Here you are.Thank you.Thank you. T:When you get the service or help,don’t forget to say “Thank you.”

Step3.Consolidation 1.Let’s sum up T:Today we have learned some new words about something to eat and something to drink. S:hamburger noodles sandwich S:milk tea coffee T:If we want to know somebody’s requirement,how to ask,and how to answer? S:What would you like? What about you?Anything else? S:I’d like... 2.Let’s read (1)Read after the tape T:You did a good job.It’s time for reading,First,read after the tape,pay attention to imitate the pronunciation and intonation. (2)Read after the teacher (3)Read together T:When you are reading,please use your fingers to point. (4)Read in roles 3.Let’s act T:Well done!You can read it well.Let’s try to act.I will be Dad,who wants

to be Mike,Helen,the waitress? T:Now,it’s your turn.There are three tasks for you.Task A:read together .Task B:read in roles. Task C:act in roles.You can choose one of them,when you act,please use your emotion and action. 4.Let’s remember T:Today we know how to order food,please remember don’t waste food.When we are ordering food ,don’t order too much. If we can’t eat them all, please take away. Step4.Homework 1.Listen, read and act the story time of Unit6. 2.If you go to the other shops, how to buy the things you want.After class,you can talk about with your friends!

板书： Unit 6 At the snack bar What would you like? What about you? Mike bamburger milk Waitress Anything else?

Helen I’d like... noodles

Dad sandwich coffee

教学反思：

四上Unit6 At the snack bar主要教学内容是“征求别人意见”，围绕着“点餐”展开,本课是这一单元的第一课时Story time,要求学生理解文本，掌握食品、饮料类单词以及服务员与顾客的对话。涉及单词学习及基础对话，容量大，实践性强，需要师生共同配合。

课前播放关于老师信息的视频，吸引学生的注意力。然后课堂一开始通过介绍老师自己的爱好和与学生之间的互动交流，引出我喜欢吃汉堡包和三明治，从而教授了文中的新单词。在文本处理中，从谁在小吃店?他们在干什么？解决人物，走进文本情境，通过和文中人物一起看菜单，学习了文中所出现的新单词。再让学生看动画勾出他们点了什么餐。通过听录音连线，解决本课的重点词汇和句型，做到词汇处理不离句子，不离情境。将本文重点句子的朗读单独处理，自读、跟读等形式，降低文本阅读的难度。最后，自读文本，解决点餐时的问句，将句子再次放入情境中。文本巩固环节，分角色朗读能使所学的语言材料更加真实，对话更接近生活实际，使扮演者有身临其境的感觉，语音、语调、表情、手势和身势会更加自然。课堂应该回归于生活本身，英语的学习不应该是枯燥乏味，

死记硬背，而应该为学生创造良好的氛围，让他们轻松快乐的掌握语言的奥秘。反思这节课，我觉得自己能注重对学生的人文关怀，以学生为本，以学生为主体展开教学活动，这对学生的终身发展都是有益的。本节课的教学容量都很大，我能很好地设计教学活动，让学生在参与活动中有更多的体验、感受，而后让学生带着愉悦的体会再去表现和创造。

反思本堂课还有诸多方面的不足，在学生朗读和表演故事时，评价的形式略单一。板书太过粗糙不够精美，可利用实物，加深学生记忆。表演时应让更多的学生参与其中，教学方式上还可以追求更加新颖，还可以进一步加大师生之间的对话操练。在最后的拓展环节，可以将菜单再次利用，突出重点，以四人为一组编对话进行表演，既可以锻炼学生的交际能力，又可以很好地学习巩固本单元的内容。也可以让学生加入了自己的语言，适当地表现出点餐时的表情和动作，使学生的口语表达能力得到了很大的提高。