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1、四年級上Unit6 At a snack bar(Story time)教學設計 一、教學內(nèi)容 譯林版四上Unit 6 At a snack bar (Story time) 二、教學目標 1. 能聽懂、會說、會讀單詞snack bar, a cup of coffee, a glass of juice, a glass of milk, a hamburger, noodles, a sandwich. 2. 能聽懂、會說、會讀，會說日常用語What would you like? I’d like… What about you? Anything else? 3. 能正

2、確地理解并朗讀對話內(nèi)容，并能初步運用本課所學的詞匯和日常用語進行點餐。 4. 學會合理安排飲食。 三、教學重點 1. 能聽懂、會說、會讀單詞snack bar, a cup of coffee, a glass of juice, a glass of milk, a hamburger, noodles, a sandwich. 2. 能聽懂、會說、會讀，會說日常用語What would you like? I’d like… What about you? Anything else? 3. 能正確地理解并朗讀對話內(nèi)容，并能初步運用本課所學的詞匯和日常用語進行點餐。 四、教學難

3、點 1.能初步區(qū)分a glass of和a cup of 的區(qū)別 2.能靈活運用本課所學的詞匯和日常用語進行點餐。 五、教學準備 圖字卡，實物道具（茶杯和玻璃杯），實物圖片，練習紙 六、教學過程 Step 1 Greeting &Warming up 1. Greeting T: Hello, boys and girls. S: Hello, Miss Gu. T: Nice to see you. S: Nice to see you, too. 2. Sing a song 《What would you like?》 T: Well done! You si

4、ng beautifully! I have some questions for you. Q1: What food can you hear in the song? 出示單詞food S: Dumplings, noodles, rice, hamburgers, hot dogs, French Fries, bread, pies. T: Good! And where can we buy them? S: At a supermarket/snack bar… T: Yes, maybe at a snack bar. (出示快餐店, 并通過出示相同發(fā)音的單詞，教

5、讀snack 和bar ) Today we’ll learn Unit 6 At a snack bar揭題 Step 2 Presentation 1、 Play a game T: We can buy many food and drinks at the snack bar. 出示單詞drinks Let’s see what they are! T: When you see the pictures or the words, say the words loudly. But if you see the food presents, say

6、“Yummy, Yummy” loudly. T: (出示ppt，展示食物和飲料圖片單詞) S: a cake/a hot dog/Yummy!/an ice-cream/a pie/Yummy!/noodles/juice/milk/Yummy/a sweet/a hamburger/Yummy/an egg/coffee/Yummy/a sandwich 【設計意圖】通過游戲讓學生熟悉食物和飲料的名稱，并滲透新授單詞其中，讓學生預熱生單詞。 2、Guess and learn the new words (遮圖片，剪影，首字母，聽聲音) T: Good job! Now, we

7、’ve got some presents. There’re some food and drinks in them. Guess! Look at Picture1. S: It’s a cup of coffee. (生選擇，師點擊禮品盒) T: Great! (板書，貼圖，帶讀 a cup of coffee) 并詢問Would you like a cup of coffee? S: It’s a glass of milk.(生選擇，師點擊禮品盒) T: Good！ (板書a glass of milk，貼圖，帶讀a glass of milk) 用實物區(qū)別a cu

8、p of &a glass of T: How to say this? 教授a glass of juice S: It’s a hamburger! T: Bingo! Can you spell it? (板書a hamburger，貼圖，帶讀a hamburger并詢問would you like a hamburger? What about you?) S: It’s a sandwich. T: Well done! (板書a sandwich，貼圖，帶讀a sandwich) T: How about Picture 3.Listen!（錄吃面條聲音） S

9、: (引導)They’re noodles. T: Clever! (板書noodles，貼圖，帶讀noodles, Tips: 注意可數(shù)名詞和不可數(shù)名詞。 舉例：a hamburger, some rice, some noodles 詢問新句型 What would you like?) S: I’d like …(出示I’d like…) 【設計意圖】通過猜單詞，讓學生熟悉單詞，并在新舊句型使用中進一步掌握詞匯和句型。 3. Work in pairs T: What would you like?(看著黑板進行師生對話練習) S: I’d like … T:

10、What about you ? S:… T: Anything else? S: … T: Now, we have some food and drinks here, talk about them in pairs. S: …(生展示) 【設計意圖】通過對話練習，鞏固詞匯和句型。 Step 3 Story time 1. Watch and answer. T: You did a good job! And our friends are at the snack bar, too. Who are they? Let’s watch and answ

11、er! S: Helen, Mike and Mr Green. T: Yes! And we can also see a waitress here. 2. Listen and tick. T: Look, there are many food and drinks here. They are… What would they like? Let’s listen and tick. T: What would Mike like? （引導）He would like … What would Helen like? She would like…

12、(聽力驗證) What would Dad like? He would like… 3. Listen and read T: Read the three sentences: I’d like a hamburger and a glass of milk. I’d like a sandwich and a cup of coffee. A hamburger, noodles and a glass of milk, please. Tips:幾個相同種類的詞語并列出現(xiàn)時，除最后一項外，其余都讀成升調(diào)。 4. Read the text 跟讀（注意模仿語音語調(diào)）

13、——分角色朗讀 T: OK. Now we have read the story together. Now open your books, turn to Page 38, and read the story in roles, four students a group. 【設計意圖】通過不同形式的朗讀，讓學生熟練掌握課文，為下一步表演奠定基礎。 5. Try to fill Mike, Helen and their father_____ at the snack bar. They would ______ some food and drinks. Mik

14、e would like a glass of _______ and a _________. Helen would like some______. Mr Brown would like a _______ and a cup of ________. 核對答案，齊說 Step 4 Show time 1. Go to the snack bar. a. T: You did a good job. Now, let’s go to the snack bar, OK? Look! Here is the menu. If you are a

15、waitress or a waiter, how can you say? (帶著學生看黑板復習問句) Some of you can answer like this: I’d like… A/Some…, please. b. T: Who wants to work with me? (教師示范) c. Work in 3 d. Show it. 請小組上臺表演，帶上角色帽子 2. Advice T: Look at these food and drinks. Milk is healthy, but hamburger is a kind of junk foo

16、d. How about eggs…?(將食物分類) Attention here: We should “Eat well, eat healthy.”合理飲食，健康飲食！ Step5: Homework 1. Read and imitate the story. 聽錄音，朗讀并模仿對話。 2. Invite your friends to enjoy the food at the weekends. Try to use the sentences we learnt today. 周末邀請你的小伙伴一起分享食物，試著用今天所學的句型交流哦。 3. Write dow

17、n the food you can name, try to divide them in different ways.寫下你學過的食物類單詞，試試用不同的方法來給它們的分類吧。 板書設計： Unit 6 At the snack bar —What would you like? Food: a hamburger a sandwich a hot dog — I’d like… (圖片) some noodles a pie an ice cream —What about you?/ Anything else? Dri

18、nks: a cup of coffee — A/ Some…, please. (圖片) a glass of milk a glass of juice — Here you are. — Thank you. 附送： 2019-2020年四年級上冊 unit6 Let's talk 教案 [教學目標] 1、通過學習，能夠聽懂、會說本課對話，并能在實際情境中運用。 2、 能聽、說、認讀本課句型：How many people are there in your family? 并能在 Let’s count活動中做替換練習。 3、了解英語國家的一些稱謂方式。

19、 [教學重點] 通過學習，能夠聽懂、會說句型：How many… are there…? 并能在情境中運用。 [教學難點] 本課的教學難點是句型My family has seven members. / But that’s only six! 要求學生能聽懂、會說。 [教具準備] 家庭照片；單詞圖片；教學課件；調(diào)查表格；錄音機。 [教學過程] 一、Warm-up 1. Free talk. 2. Sing a song : Ten Little Indian Boys. 3. Revision: Answer the questions. (教師手拿3本書)問：How

20、 many books can you see? (教師發(fā)指令：Show me your fingers.) 問：How many fingers do you have? 二、Presentation T：Today we are going to learn Unit 6 Meet My Family! A. Let’s talk. （1）引出新知： a.教師出示自己的家庭照片，說：“This is my family photo. How many people are there in my family? Let’s count.”學生在教師的引導下數(shù)數(shù)。最后教師說出：“

21、My family has three members.” b.What about your family? How many people are there in your family? Who are they?（指名出示家庭照片來回答，引導學生說出My family has … members.） 寫板書：How many people are there in your family? Three . My family has… members. （教師帶讀，學生跟讀，多帶讀幾次members） （2）操練句型：How many people a

22、re there in your family? 及回答。（全班同學一起一邊拍掌，一邊連續(xù)提問，同時傳Toy dog .當 教師示意停，看傳到誰，該學生就起來回答。接著全班再問：Who are they? 讓其回答說出My…, my…） （3）練習句型：How many people are there in your group? (指名來回答。) （4）學習對話： T：（教師投影圖畫）“Amy and Chen Jie are good frien

23、ds. They are talking about family now. How many people are there in Chen Jie’s family? Who are they?” a．播放對話課件。 b.（看課件并理解對話，回答問題說出）There are three people in Chen Jie’s family. They’re Chen Jie’s parents and her. T：How about Amy? c.(學生看第二遍課件，回答問題說出)There are seven people in Amy’s family. T：Sev

24、en people? Let’s count! （教師指著圖片帶領(lǐng)學生數(shù)，引出“But that’s only six! Why?”學生理解并回答： 還有一只小狗。） （教師帶讀But that’s only six!幾遍，寫板書puppy，并出示圖片讓學生理解puppy 其意，帶讀這個單詞。接著告訴學生西方人把自己養(yǎng)的寵物也視為家庭成員之一。） 三、Practice （1）跟讀對話。 學生聽錄音，跟讀句型。 （2）認讀對話。 學生打開書自己認讀對話（教師要走到學生中去，發(fā)現(xiàn)問題，及時糾正。) （3）分角色讀對話。 （4）表演對話，了解學生掌握情況。 （5）Pair wo

25、rk: Make a new dialogue.（指名檢查一組學生） 四、Production （1）Make a survey .(教師發(fā)給每位同學一張表格,如下表：) A: Hello,… How many people are there in your family? B: (My family has… members.) A: Thank you. Name Members Tom 6 （教師先示范采訪一學生，并在表格上做記錄，同時投影出來，再讓學生在班內(nèi)做問卷調(diào)查。提醒學生在活動中要使用英語，注意文明禮

26、貌。） （2）Make a report.（引導學生說：…’s family has … members.） （3）Let’s count a.教師投影圖畫，問：“What can you see in the picture? ”（學生說出圖中的物品） b.教師指著樹上的蘋果，問：“How many apples are there on the tree? Count!”（學生看圖數(shù)數(shù)后回答。） c.學生兩人一組進行問答，如：How many apples / ants are there under the tree？How many flowe

27、rs are there in the picture? d. 指名檢查兩組學生（發(fā)現(xiàn)問題，及時糾正）。 （4）Exercise: 活動手冊44頁。 a. Listen, number and draw. b. Listen and write the numbers. （做完后評講答案，學生校對訂正，及時表揚做得好的同學。） 五、Summary This class we have learned Unit 6 Meet My Family! A. Let’s talk（指板書讓學生讀一次，加深對重點內(nèi)容的記憶。）孝敬長輩，尊老愛幼是我國的傳統(tǒng)美德，我們要繼續(xù)發(fā)揚下去。要

28、記?。喝伺c人之間要互相尊重、互相理解、互相關(guān)心、互相幫助。為構(gòu)建和諧社會加油！ 六、Homework （1）聽錄音，跟讀對話。 （2）用自己的話介紹自己的家庭情況。 如：I have a happy family. There are …people in my family. They are … My father is …My mother is … 板書設計如下： Unit 6 Meet My Family! A Let’s talk How many people are there in your family? Three . My family has… members.