Story time教案教学设计

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

1. 能听懂、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. 能听懂、会说、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，并能初步运用本课所学的词汇和日常用语进行点餐。

4. 学会合理安排饮食。

学情分析：

At a snack bar 是学生喜闻乐见的教学内容，以购买小吃为主要交际内容，和学生的实际生活十分贴近，因此，教学内容是学生很感兴趣的。

学生三年级起点学英语，英语朗读的基本功比较扎实，语音和语调的模仿能力也比较强。本课围绕“点餐”展开，过程中涉及到列举食物，正好契合语音升降掉的的学习。本节课将结合文本加强升降掉的训练，让学生掌握朗读的技能。

重点难点：

1．

能区分a glass of和a cup of 的区别。

2．

通过实物、游戏能理解食物和饮料类单词；在情境感知、交流和运用What would you like? I’d like… What about you? Anything else?

3.能用正确的语音语调流利地朗读课文。

教学过程：

Step1: Revision T: Good morning, boys and girls S: Good morning, Miss Yang T: let’s say hello to the angry birds

S: hello T: I like angry birds, Do you like angry birds ? S: Yes T: Today, I have many angry bird rubbers. Look. S: wow T: If you do a good job, one for you.(做出给小鸟的动作) T: Where’s my bird friend? oh, he comes to a house. Look carefully and tell me. Are you ready? S: look at the screen. A cake,

a hot dog,

a pie,

a sweet, milk. T: clever.

The house is about food and drinks, you can eat and drink here, What is the place? S: 小吃店

T: (让学生听录音) S: snack bar T: 学习a的发音，读snack; 通过读car来读bar. S: snack bar

T: look, they are snack bars in our daily life. （以学生熟悉的小动物“愤怒的小鸟”引出教学内容，亲切自然。同时，以这只鸟所到之处的房子出售学生已经学过的食物和饮料，引导学生学习本课情境的主阵地，零食店。同时通过日常生活中不同种类零食店的呈现，加深学生对零食店的认识和理解。）

Now, welcome to my snack bar. What else food in my snack bar? Can you guess?(屏幕上出现画汉堡的过程) S: hamburger T: Yes, a hamburger. Listen and repeat. Ham-bur- ger S: read with the hamburger become bigger. T: another one, look(屏幕上出现三明治的的过程) S: sandwich T: Good, sandwich, san-dwich S: read with the sandwich become smaller. T: how about drinks. Listen, sometimes orange, sometimes purple, sometimes red. Guess? S: juice T: the capital letter is j S: juice

T: They are yummy. Would you like a sandwich? S: Yes, please./no, thanks T: What would you like? What about you? S: milk/juice/hamburger…

T: 呈现What would you like?（板书）

S: read together, read in groups T: Ask Miss Yang together S: What would you like? T: You can guess by yourselves. Look, they’re long. We use forks or chopsticks to eat. Sometimes we eat them on our birthday.

S: noodles T: excellent! Noodles Can you read these two words? S: zoo moon T: can you tell me these two letters. S: o o T: Yes, noodles. S: listen and repeat.

T: noodles are long.(手势表达长音) S: noodles ( read in groups)（板书）

T: I’d like …(板书) S: read “I’d like …”

（本环节主要通过视听、描述手段，多方位调动学生的感官来学习新单词，让词汇学习充满乐趣。同时抓住词不离句的教学理念，将所学单词放在句型中进行训练，训练不枯燥且有效。）

T: I’d like some noodles to eat. What would Miss yang like to drink?

Listen to a song, you can get the answer. S: listen to a song T: I’d like …

S: coffee and tea T: o coffee/ tea S: repeat. T: I have four magic mirrors, Let me taste your eyes. Do you have magic eyes? S: yes T: Let’s go. No.1 S: milk T: is that right? Let’s see. Great! A glass of milk.

(向学生展示一个玻璃杯) a glass S: a glass T: (当场倒牛奶到玻璃杯里) milk in the glass, a glass of milk. S: read “a glass of”(注意连读) T: (向学生展示手中的一杯牛奶) a glass of milk. S: read T: No.2 S: juice T: (手拿玻璃杯提醒用a glass of) S: a glass of juice T: clever. S: read together. T: anything else in the magic mirror? guess? (学生一时猜不出来，放大一些，再

放大一些) S: coffee/a glass of coffee T: yes, coffee, a cup of coffee. Coffee in the cup now.向学生展示茶杯，cup S: read a cup of

(注意连读) T: point to the picture: a cup of coffee. S: read a cup of coffee T: can you say What is it? S: a cup of tea T: look milk in the glass, juice in the glass, so we use…(屏幕出现

a glass of …)

S: a glass of …

T: look, coffee in the cup, tea in the cup, so we use …(屏幕出现

a cup of …)

S: a cup of …

T: let’s work in pairs. What would you like? I’d like …

（德育：Don’t drink too much coffee, drink more milk, you’ll taller and stronger.）

（饮料类的词汇教学主要通过歌曲和“魔镜”来呈现和操练的，为了让学生清晰地分辨“a cup of”和

“a glass of”的区别，采用现场演示的做法突破本课的难点。）

Look, Who are they? S: Helen, Mike and their dad.(板书三个人物) T: Look at the picture, Where are they? S: They are at /in the snack bar.

T: Excellent! Pay attention “ at”,

S: read T: at the snack bar S: repeat. T: Today we learn unit6 At the snack bar. S: unit6 At the snack bar

Step2: Presentation T: let’s watch the cartoon and see what would they like? S: read and match. T: Helen S: I’d like some noodles T: Mike S: I’d like a hamburger and a glass of milk. T: What about Dad? S: a sandwich and a cup of coffee.

T: let’s open our books and read the dialogue by yourselves, circle the place you can not read or don’t under stand. S: …(anything else?)（让一个同学到黑板上书写）

T: Where’s the sentence? Look, in picture 3 T: 联系上下文猜猜意思看.(guess the meaning of this sentence according to the dialogue.) S: 还要点别的什么？…

T: right. Let’s read. Any, anything; bell, el, else; anything else? S: read in groups. (教师边让学生读边做出读升调的手势) T: Now, game time. Have you played this game? What about this game? S: yes T: but today we needn’t hit the mouse, we just read the the words as quickly as you can, ok? S: OK

Step3: Practice T: take out a pen when you listen and repeat after the tape. S: repeat T: (指导朗读)(边读边标写箭头) S: read with the hint in the scream. T: Let’s read the whole dialogue together. Pay attention to the Intonation.(学生书上已写好。) S: read the dialogue. T: Read by yourselves. S: read. T: Now, I’d like some of you to say the dialogue. Pay attention to the Intonation. S: read with many blanks

T: choose one more group. T: Now, close your book. let’s act the dialogue. I’m the shop assistant.

T: what would you like, Mike? M: I’d like a …

T: Anything else? M: …. T: What about you, Helen? H: I’d like …. T: Anything else? H: No, thanks T: What about you, sir? S: I’d like …

T: Anything else? S:…

T: here you are. MHS: thank you. （语篇教学分四步：第一步：看课文卡通，获取课文重要信息。第二步：自己读，走进课文，凭借自己的阅读感悟，理解课文的主要意思，给予阅读方法的渗透与指导。在这一步中，为了有效解决本文的一个难点句子——Anything else? ，我设计了一个打地鼠的游戏让学生进行操练。第三步：跟着读，深入课文，以正确的语调有感情地读好课文。为了能达到好的朗读效果，采用听说领先，读写跟上的良策。让学生听录音，找出朗读的规律，仿照语调在书上标注，再朗读。总结朗读的技巧，边听录音边自行标注语调，多朗读。最后呈现给大家和平时不一样的朗读水平。第四步，缺词填空，既复习了课文的重要信息，又检查了学生的朗读水平。这四个环节，每一步都是有一个相应明确的目标，而且，难度是递增的，是一个渐进的过程。）

T: so much for the food and drinks, it’s time to say byebye to the snack bar. Wait, just wait, the bird says: hungry, I’m hungry. S: 学生一起读出小鸟的心声。

T: Let’s buy something for the hungry bird. OK?

S: OK. T: Oh, no shop assistant at the snack bar. Can you be a good shop assistant? S: Yes T: Let’s have a try 营业员通关测试

1.

当有顾客上门，你该怎么说？

2.

询问顾客还要点什么东西，你该怎么说？

3.

拿东西给顾客，你该怎么说？

4.

顾客出门，你该怎么说？

T: If you can answer these four questions, stand up! S: stand up. T: excellent! congratulations (教师拍手)

Step4: Consolidation T: you are the waiter/waitress at the snack bar. I want to be a costumer, do you want to be a costumer too?(想成为顾客吗？

S: Yes T: Now, let’s begin. S1: What would you like? T: I’d like a …

S1: Anything else? T: NO, thanks. S1: What about you? S2: I’d like a …. S1: here you are. T&S2: thank you. T: work in pair of three. Go! S: work in pairs T: show some pairs

thank you boys and girls, you are so kind and nice. Listen the bird is saying thank you to you. Bye-bye angry bird. （最后通过小鸟肚子饿，引出最后的一个简单的拓展巩固练习。让学生在课文情境中进行对话内容的练习，在此基础上小结营业员的常用语。让学生在理解语篇内容的基础之上，能够简单的运用所学的知识。）

Step5: Homework 1.Read Part A story time more correctly and fluently. (把A部分读正确、流利。）

2.Copy the new words and phrases two times. (抄写单词或词组两遍）

a glass of milk

a glass of juice a cup of coffee

a cup of tea a hamburger

a sandwich some noodles