Unit 2 What do you want to eat?教学设计第一课时

教学设计

教材版本及内容：外研版小学六年级英语下

Module 1 Unit2《What do you want to eat?》

一、

教学目标

1．知识目标

能听懂、会说并运用主要句型：Can I help you?What do you want to eat/drink?I want to eat/drink...

2．能力目标

(1)能运用本课的主题句型进行自由会话，进一步培养学生的英语听、说、读、写能力；

(2)培养学生参与体验、自主合作、科学探究、总结归纳等学习能力,构建学生探索语言和创新语言的能力；

(3)使学生可以在日常生活中讨论关于去饭店点餐的话题。

3．情感目标

进一步激发学生学习的积极性和自信心；使学生乐于感知并积极尝试使用英语。

二、教学重难点

1.学会运用主题句型Can I help you? What do you want to eat/drink? I want to eat/drink...

2.通过师生、生生合作互助的形式，使学生知道英语国家中典型食品和饮料的名称，并能够运用所学语言完成点餐。

二、

教学过程

StepⅠ

Leading-in 1．A song《What do you want to eat?》

T:Hello, boys and girls. First, a nice song for you, please , listen and try to sing .（听录音，感知歌词试唱。）

2．教师通过简笔画导入课题，并板题。

T:Look! What am I drawing, boys and girls? Yes, I’m drawing a hot dog. I want to eat a hot dog, and what do you want to eat? Today we’re going to learn Module 1 Unit 2 《What do you want to eat?》

【设计思路】

一首歌曲，一些简笔画，让学生初步感觉到这就是本课将要学习的有关内容，并能从歌词中捕捉到本课的一些相关的语言信息，能使他们较容易感受到快乐，从而为教学营造一个轻松愉快的氛围。

StepⅡ

Presentation

1.Draw and guess. (The teacher draws some food and drinks on the blackboard ,then lets the students guess and answer.) T: Look! What’s this ? Please guess ,OK ? Yes ,it’s an apple.I want to eat an apple .What do you want to eat? And what about this one? Yes,maybe it’s orange juice,maybe it’s a cola...I want to drink a cola .What do you want to drink? 【设计思路】

让学生根据老师的简笔画来复习所学的食物和饮品，并初步练习句型What do you want to eat\drink? I want to eat/drink…

2.Listen and chant. (The teacher plays the tape and the students chant Activity 1 .) T:OK,open your books to Activity 1,let’s listen and chant together. 【设计思路】

一首简单欢快的chant，让学生轻松愉悦的接受新知，为活动2做好铺垫。

3.Listen,read and answer . (The teacher shows the picture of Lingling and lets the students answer some questions.) T：Boys and girls ,now you know I want to eat a hot dog, and I want to drink a cola. What does Lingling want to eat and drink? What does Lingling’s Dad want to eat and drink ? Let’s listen and read Activity 2, then answer the questions. 【设计思路】 让学生带着问题听录音，跟读课文，初步感知语境，以此来检查学生对课文的理解程度。

4.Read and continue the dialogue (The teacher lets the students guess the money of the food and drinks , and then try to continue the dialogue .) T: Now ,Let’s guess: How much is it? Maybe it’s thirteen dollars. Maybe it’s thirty yuan. Let’s try to continue the dialogue,OK? 【设计思路】再读课文，任务难度加大，让学生续写点餐之后的对话内容，设计所点食物和饮品的价格，以及收银员和顾客之间的对话用语。教师在学生续写对话的过程中及时点拨，帮助学生形成科学的思维方式。

5.Group work T:Let’s talk about your dialogue in your group and change your ideas 【设计思路】本次活动的任务非常具体，小组合作，讨论续编对话内容，并互相分享其他人的所编内容，师巡回观察完成情况,并给予帮助指导。

6. Show time

请学生三人一组，分角色朗读并表演课文，请部分小组上台展示，教师提醒学生注意语音语调。

【设计思路】回归文本，帮助学生掌握正确的语音、语调，完整的体验文本并实现师生情感的真实交融。

StepⅢ

Practice 1.Listen and choose

T: Look at the little boy in Activity 3.What does the little boy want to eat? And what does he want to drink? Now let’s listen and choose the pictures.

【设计思路】教师引导学生理解活动3的要求，第一遍边听边选出图片，任务比较简单，为下一步的书写做好铺垫。

2.Listen and write

T: Now let’s listen it again，and then write down the answers. Who wants to write them down on the blackboard? 【设计思路】再听录音，写出答案，并挑选学生上台书写，全班核对答案，教师强调书写，通过听力练习检测并巩固学生对本课重点句型的掌握及运用。

3.Free-talk in groups.

(The teacher walks around the classroom and offers help when necessary.) T: Now，we’re in a fast-food restaurant ,what do you want to eat and drink? One student acts as the cashier. Please ask and answer in groups.

【设计思路】语言的运用是教学的最终目的，由于前期的语言障碍都已基本扫除，此时的交流与表达就显得较为轻松；教师在学生练说时既是倾听者，又是合作者，倾听学生的语言表达，当学生有语言困难时，提供及时的帮助，真正体现了师生在课堂上的平等地位。这既符合学生的认知规律，同时也真正实现了语言的交际运用目的。

StepⅣ

Summary

T: Well, please look at the blackboard, let’s try to use these sentences to make a song, OK? Follow me ,please (教师指着黑板上的板书进行总结，引领学生把本节课的主题句用“北京欢迎你”的旋律编成歌曲。) --What do you want to eat? --I want to eat an apple…

--What do you want to drink? --I want to drink a cola…

【设计思路】一方面复习本课重点句型，另一方面用唱歌的方法活跃课堂气氛，有效地激发学生的兴趣，带给他们愉悦的感受。对于学生的分享，教师及时通过鼓励、赞赏的语言给予肯定，并最后进行升华和提升，达成本课时的情感目标：进一步激发学生学习的积极性和自信心；乐于感知并积极尝试使用英语。

StepⅤ

Homework T：Make a restaurant menu and role-play with your friend 【设计思路】

巩固所学知识，让学生在课后继续运用语言，将所学内容真正内化成为生活中的语言，达到语用的最高境界。

板书设计