Story time教学实录与评析

《英语》（四年级上册）

Unit 6 At the snack bar Story time

仪征市实验小学

陈峰智

Teaching contents

教学内容

Story time

Teaching aims and learning objectives

教学目标

1.学生能够听懂，会说，会读单词snack bar, a cup of coffee, a glass of juice, a glass of milk, a hamburger, noodles, a sandwich. 2. 学生能够听懂，会说，会读日常用语What would you like? I’d like... What about you? Anything else?

3. 学生能够阅读理解故事内容,并在理解的基础上表演故事。

4.学会合理健康饮食。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：1. 从整体上阅读故事并理解；

2. 语音语调正确地朗读对话，表演故事。

教学难点：语音语调正确地朗读对话，表演故事。

Teaching aids 教具准备

Some head-wears

and PPT

Teaching procedures

教学过程

Step 1 Greeting &Warm up

1. Greeting and free talk T: Hello, boys and girls.

What animals do you like?

Do you have any toy pandas? What toys do you have? What about you? 2. Lead-in(Get into the context) T: Do you like watching cartoons? Now, let’s watch a cartoon (播放Sponge Bob cartoon.) T: Do you like that cartoon? Do you know who is he (PPT出现海绵宝宝) S: He is 海绵宝宝。

T: Yes, he is Sponge Bob. What does he like? S: He likes food. T: Yes ,he likes snacks.(板书

snacks, 点题) 【设计意图：让学生初步进入英语课堂情境，利用英语对话日常生活中孩子们喜欢的动物、玩具和卡通等，消除学生紧张的学习情绪，激发学生在课堂上英语

表达的热情，也为下一步学习进行铺垫。整个环节用动物—玩具—卡通—食物来串联，为最终的呈现进行准备。】

Step 2 Presentation 1. Know about the food and drinks A. Learn their names T: Sponge Bob likes snacks very much. He wants to eat and work in the snack bar. But he has to finish two tasks first. Here is Task One. Name some tasks. What snacks do you know?

hamburger, sandwich, noodles, juice. Teach Ss how to read correctly. B . How to express the liquid(需要借助容器来) T: Tips: 液体不可数，要用容器来描述

What’s this 容器

in English?（绘画glass 在黑板上) S: glass T: In the glass is some juice. So we can call it a glass of juice. Then a glass of milk, a glass of water will be taught in the same way.

C.

Learn the differences between a cup and a glass.

T: Is this a glass too? （绘画cup 在黑板上) It has this part (突出手柄)，and it’s not made of glass. It is a cup. Then learn a cup of tea and a cup of coffee.

D.

Play a game. Press and guess. What is it? 学生根据声音，颜色和图片内容来猜测整个词组: a cup/glass of juice/milk/tea/coffee

【设计意图：通过帮助Bob完成任务呈现本课时所要学的单词和词组，明确学习目标，同时加以适当的图片板书，并利用已学词汇进行旧知带动新知的学习，视觉与听觉双重刺激，鼓励学生反复操练，培养语感。】

2. Cartoon centre (Learn the story) T: Bob has to finish Task Two. Let’s help him learn to be a waiter. A.

如何引导客人点餐

What would you like? B.

如何引导客人再点一些

Anything else? 学生听和模仿说。

C.

Some guests come in and buy snacks. Let’s see who they are and what they want

1.

Watch and tick. Watch and choose the things in the story 2.

Read and find what they would like

Check the answers 3.

Look and say what they would like 【设计意图：任务型教学与学生活动相结合，Watch and tick活动让学生初步感知课文大意，Read and find活动进一步进行细节处理，核对答案时整体讲授与个别指导相结合，最后再直接根据图片来说，训练他们英语思维的能力和习惯。】

D. Read the story T: All right, you can understand the story and know the sentences so well. Now, it’s time for reading. Let’s read the story! 1 Listen and repeat. T: First, let’s read after the tape. Please listen carefully, read carefully and pay attention to the stress and intonation.(强调跟读时请注意语气、语调、停顿哦）。

【设计意图：听录音跟读，获取优质标准发音。】

2 Read in roles T: If you read correctly, you can get one Sponge Bob after class. If you read correctly and loudly, you can get two. If you read correctly ,loudly and act out with emotion and action, you can get three.

【设计意图：分角色朗读，巩固听读效果，为表演铺垫。】

E. Act out the story.

Ask two or three groups to act it out in the front. They come to the front, wear the head-wears and act it out. Other students listen carefully and then give their comments how many stars the actors can get 【设计意图：在多次朗读文本的基础上进行故事表演，学以致用，内化课文。】

Step3. Consolidation:

A.

Finish the diary for Bob. Mike’s family come

to

_______ today.

Mike would like a

_________and

_________. Helen would like some _______ . Dad would like ______

and _______ . I like this snack bar！

( snack bar, a glass of milk,

hamburger, a sandwich, a cup of coffee, noodles) 【设计意图：通过选词填空总结文章内容，训练学生抓关键信息的能力和信息加工处理的能力。】

B.

Happy snack bar T: Bob’s friends go to the snack bar! Do you want to go? S: Yes! T: We are hungry and thirsty too. Let’s look at the menu and choose what we would like(教师可以先邀请一学生示范，然后同桌进行角色扮演点餐和服务。) 【设计意图：同桌进行角色扮演点餐和服务完成任务、拓展巩固。老师先进行示范，讲清要求，学生在模仿的基础上适当发挥。本环节着重考查学生对本课时知识的掌握程度和实际应用能力。】

C.

Eat well and healthily

T: Everyone likes food.Different countries have different food.

China---rice , Japan---sushi, Korea--- kimchi，

US---hamburger.

UK---fish and chips

Italy---pizza

T: What food is healthy? What is junk? Can you tell me?(展现各种食品，学生区别健康与否)Eat less junk food,少吃垃圾食品，Eat more healthy food.多吃健康食品

【设计意图：让学生了解中西方饮食文化差异，培养他们跨文化交流的意识，同时通过辨别健康食物还是垃圾食品，让他们合理健康饮食，远离食品安全问题。】

Step4 Homework

1.Read the story after the tape for 10 mins

听录音，朗读课文10分钟。

2.Design a menu you like and make a dialogue with your partner.

设计一个你喜欢的菜单，并和同桌表演对话。

Teaching aids

教学准备(含板书设计) 教学准备：人物卡片、头饰、食物图片、多媒体课件。

板书设计：

Unit 6

At the snack bar

a hamburger

a glass of milk

What would you like?

I’d like…

What about you?

Anything else?

some noodles

a sandwich

a cup of coffee