Story time优秀教学设计

常州市白云小学教学设计方案

课题

Unit 6 At a snack bar

课时

The First Period

Story time 一、教学目标

1. 能听懂、会读、会说at, coffee, snack bar, hamburger, noodles, sandwich, anything else. 2. 能听懂、会读、会说日常用语What would you like? I’d like… What about you?

Anything else? 3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。

4. 能初步运用本课所学的词汇和日常用语进行点餐，并学会合理安排饮食。

教学重难点：

1. 能听懂、会读、会说日常用语What would you like? I’d like… What about you?

Anything else? 2. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。

二、制定依据

教材分析

本单元的主要的词汇是食品类名词，主要教学内容是围绕“点餐”展开，学会征求别人意见，给学生展示了在实践生活中，餐饮情景下的语言交流。其中词汇的读音都可以在之前学过的词汇中，找到与之有相同发音规则的词汇，因此可以让学生在预习阶段，自己先总结归类新词的读音。在句型上，What would you like? 有Would you like ...?句型的基础，学生应该能够很快理解并运用；What about you?..., please. Here you are等句型都在三年级教学中有过实际交流。因此，可以把句型教学重点落在Anything else的理解上，并且进行适当拓展，丰富学生在“点餐”情境下的语言交流。

学生分析

学生在三年级第七单元中已经学过关于would like，以及相关征求别人意见的句型，已有一定的基础，掌握的食品类名词也有一定的量，学生开展会话交流有了一定的基础知识储备。本班学生的学习习惯较好，大部分能认真倾听，始终关注并积极参与各项活动。但很多学生口头表达的内容还不够丰富，特别是多应答性的反应而缺乏交际性的良好互动行为；部分的学生还没有与我很好地磨合而不敢大胆尝试，与同伴合作的意识还不强。所以我试着利用有明确指向性的进行同桌互助式和小组自助式的活动,提供给他们宽松的练习环境并帮助他们进行新授内容的巩固。通过较好的反馈使其获得自信心，并乐于表达自己的思想。

教

学

过

程

教学环节

教师活动

1. Greeting T: Nice to meet you. 2. lead-in

T: I have a picture here. Look! (出示KFC图片)

T: Yes, KFC is a snack bar. (通过出示相同发音的单词，教读snack 和bar ) T: There’re many food and drinks in it. Let’s go to the snack bar, OK? 学生活动

1. Greeting 2. Learn :

a snack bar

设计意图

Pre-reading 出示快餐店，并揭题

3.Play a game：When they

通过游戏让学生熟悉see the pictures or the 食物和饮料的名称，并words, say the words 渗透新授单词其中，让学生预热生单词。

T: So let’s have a PK. Which loudly. But if they see the group can run fast, and to be food presents, say “Yummy, the first one to the snack bar.

Yummy” loudly.

3.Play a game出示ppt，展a cake/a hot 示食物和饮料图片单词

dog/Yummy!/an T: Now boys and girls, what ice-cream/a can we buy at the snack bar? pie/Yummy!/noodles/juice/

This time ,let’s play a milk/Yummy/a sweet/a game: “Yummy, Yummy!”

hamburger/Yummy/an 4.Teach the new words. egg/coffee/Yummy/a

sandwich

4.Learn the new words. a cup of coffee a glass of milk Hamburger sandwich noodles

S: They would like a

hamburger、a glass of milk、在完整的情境中揭示some noodles、a cup of 故事人物、地点和事件。通过开放性问题来coffee and a sandwich. 激活学生旧知，并及时

生成在黑板上。

2.

Watch match and answer.

T: Now, Let’s watch the

cartoon and match what 2.Watch match and answer.

would they like, then answer

What would Mike like? 通过自读，在上下文语What would Mike like? He’d like …

篇中，理解字意句意，He’d like …

What would Helen like? 培养学生自主获取关What would Helen like? She’d like…

键信息的能力。

She’d like…

What would Dad like?

What would Dad like? He’d like…

He’d like…

3. Listen and repeat.

3.

Listen and repeat.

T: Now boys and girls, Let’s 继续每一幅图逐图跟读，

1. Listen and tick

(出示Mike,Helen,Dad在snack bar 的图片) Look！Mike, Helen and Dad are at a snack bar. They are ordering food. What would they like? Please listen carefully, and then tick the right answer.

(播放课文录音)

T: What would they like? While-reading 1. Listen and tick

read the story together, OK?

First, listen carefully and repeat！

(出第一幅图) Picture1. 请注意食物单词的发音

通过不同形式的朗读，让学生熟练掌握课文，为下一步表演奠定基础。

学生跟读

job. Now, it’s time for 4. Read in roles acting! Please act in groups!

5. Act the story 4.Read in roles

T: OK. Now we have read 请小组上台表演，带上角the story together. Now open 色帽子

your books, read the story in roles, four students a group. 1. Show envelopes. (出示六个地点以及提供的句型) T: Now, we can buy things in English! Let’s go shopping! Look! I have six envelopes here, and there are six sheets with words and Consolidation sentences on them, each group chooses one to finish your play! 3. Advice An apple a day, keep the doctor away! 4. Check which group is No. one.

熟读故事，并与同学们一起表演。

homework 设计一份合理饮食表，尝试与你的好朋友一起去快餐店点餐。

板书设计

Unit 6 At a snack bar

What would you like?

1.Choose an envelope Make

dialogues: In the 在学生表演课文的基stationary/fruit/toy/clothes/supermarket/shop/At snack bar

2. Show the play 3. Advice An apple a day, keep the doctor away! 4. Check which group is No. one.

础上，创设其他商店的the 情景，让学生利用所学语言进行输出，最终实现灵活运用的功能。

Post-reading

I’d like…

What about you?

Anything else? 教学反思