Project 2 My snack bar. 教案

Project
2
认知目标
1)能熟练掌握食物类单词hamburger,
sandwich,
noodles,
rice等,
并补充一些常见的食物单词dumplings,
porridge,
bread
2)熟练掌握饮料类单词juice,
milk,
coffee,
tea,
并补充一些常见的饮料单词sprite,
cola,
fanta,同时掌握
… glass(es)/cup(s)
of
…的用法
3)能理解Peter’s
snack
bar的故事
能力目标
1)能运用所学句型This
is
my
snack
bar.
I have…The
…is/are
in/on
the…等介绍自己的小吃店
2)能熟练运用句型Where’s
…
It’s…询问回答地点
Can
I help
you
Yes.
I’d
like… 询问对方需要
How
much
is/are…
It’s/They’re…yuan.询问价格等购物用语
3)能会表演Peter’s
snack
bar的故事
4)能运用所学,以购物为场景,小组为单位,创编对话,进行表演
情感目标
通过本课学习,学生能认识到合理饮食,健康饮食的道理
学情分析
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四年级的小学生处在中高年级,学生注意力还较容易分散,很容易被新奇的事物所吸引,本课是四年级上学期的最后一个综合版块Project
2
My
snack
bar,设计了丰富了活动和有趣的游戏,能很好地激发学生的学情兴趣。同时,四年级的学生已经具备了一定了语言知识和交流能力,通过综合版块的复习,一方面能在课堂上培养学生的动手操作能力,另一方面,也能通过各种形式,如自我介绍,对话操练,小组表演等,更进一步地锻炼学生综合运用语言的能力,鼓励学生养成多用英语交流,敢说英语的习惯。
教学重点:
1)熟练掌握食物类单词hamburger等和饮料类单词milk等
2)使学生能熟练运用句型Where’s
…
It’s…Can
I help
you
Yes.
I’d
like…How
much
is/are…
It’s/They’re…yuan.等句型进行问答
教学难点
使学生能运用所学,
以购物为场景,
小组为单位,
创编对话,
进行表演
教学过程
Step　1　Free　talk
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1.
Greeting
2.
Free
talk
T:
I like
dogs.
What
do
you
like
S1:
like
…s.
I like
mangoes.
What
do
you
like
S2:
I
like
…s.
Where’s
your
book
S3:
It’s
on
the
desk.
Where
are
your
pencils
S4:They’re
in
the
pencil
case.
(设计意图:课前的师生问答,既复习了一些学过的句型,同时也能培养学生的口语交际能力,鼓励学生大胆说英语。)
Step　2　Lead　in
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T:
Look!
Here’s
a
puzzle
for
you.
A
we
choose
S5:
Two.
T:
Yes.
B
choose
S6:
Four.
…
T:
So,
what’s
this
Yes,
it’s
KFC.
Another
puzzle.
What’s
this
Oh,
McDonald’s.
(设计意图:以拼图的形式,拼出学生熟悉的KFC和McDonald’s,引出今天的主题snack
bar)
Step　3　presentation　and　practice
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1.Brain
storm
T:
Boys
and
girls,
we
know KFC
and
McDonald’s,
they
are
two
snack
bars.
And
there’re
lots
of
food
and
drinks.
Now,
can
you
say
something
about
food
S7:
hamburger
S8/:
sandwich
S9/10/11:
…
T:
Good!
Now
let’s
see.
What
are
these
Ss:
hot
dog/
pie/
cake
T:
Yes.
How
about
this
one
S12:
r-i-c-e,
rice
(The same
way
to
review
the
word:
noodles,
hamburger,
sandwich)
T:
And
do
you
know,
what
are
these
How
to
read
this
word
Ss:
jump
T:
And
this
one
Ss:
dump
T:
So,
dumpling.
Yes,
these
are
some
dumplings.
Follow
me:
dumplings,
dumplings
(read
the
word
group
by
group)
T:
Look,
what’s
this
Read
this
word:
hot--
pot
fridge,
so
porridge.(read
by
boys
and
girls)
T:
And
what’s
this
Yes,
bread.
Here
“ea” pronounced
/
e
/
Now
boys
and
girls,
let’s
read
these
words
together.
(Ss
read)
(设计意图:以头脑风暴的形式,先让学生回忆学过的食物类单词,然后进行单词拼读复习巩固,最后补充一些相关的同类单词)
2.Say
a
rhyme
T:
Ok.
Lots
of
nice
food
and
drinks.
I’m
hungry.
I’d
like
a
hamburger.
What
would
you
like
S13/14:
I’d
like...
T:
Can
you
say
this
rhyme
Let’s
say
it
together.
Clap
your
hands.
One,
two:
What
would
you
like
What
would
you
like
I’d
like
a
hamburger.
I’d
like
some
noodles.
They’re
all
very
nice.
(Practice in
pairs
and
in
groups
of
four)
T:
Now
please
choose
one
way
to
make
a
new
rhyme with
your
deskmates.
(Invite two
or
three
pairs
to
show)
(设计意图:通过rhyme环节,形式多样,既操练了单词,也复习操练了句型What
would
you
like
I’d
like...)
Let’s
guess
T:
Look!
What’s
this
Ss:
It’s
a
glass.
T:
Yes,
please
listen and
guess.
What’s
this
now
(Ss try
to
guess)
Let’s
see.
Oh!
Can
you
spell
this
word
S15:
m-i-l-k,
milk
T:
So
this
is
a
glass
of
milk.
We
can
also say
S16:
some
milk
T:
Great!
Now
how
many
glasses
of
milk
S17:
two
glasses
of
milk
(Lead Ss
to
practice
how
to
say:
...
glass
(es)
of
milk
T:
Now,
listen
and
guess.
What’s
this
Look!
Can
you
spell
S18:
j-u-i-c-e,
juice
T:
So
this
is
a
glass
of
juice.
And
it’s
a
glass
of
orange
juice.
Can
you
say
some
other
kinds
of
juice
(Ss
try
to
say:
a
glass
of
...
juice)
T:
Let’s
continue.
Here’s
a
riddle
for
you.
Listen
to
me:
I
live
in
a
cup.
I
am
black.
I
am
bitter.
What
am
I
Can
you
guess
S19:
a
cup
of
coffee.
T:
Yes,
you’re
right.
Can
you
spell
“coffee”
S20:
c-o-f-f-e-e,
coffee
T:
Excellent!And
we
can
also
say:
______
coffee
S21:
some
coffee
T:
Good!
Now
how
many
S22:
five
cups
of
coffee
T:
Yes!
Another
riddle:
sometimes
I live
with
some
leaves
in
a
cup.
I’m
not
sweet.
What
am
I
S23:a
cup
of
tea
T:
And
it’s
green.
So
it’s
a
cup
of
green
tea.
How
about
this
one
S24:
a
cup
of
black
tea
T:
Now
we
know
many
kinds
of
drinks.
Let’s
read
these
phrases
one
by
one.
(Ss
read)
T:
Good!
Now
let’s
play
a
game:
quick
response.
If
you
see
a
picture,
a
phrase
or
a
sentence,
please say
it
out
quickly;
if
you
see
this,
please
stand
up
and
say:
Yummy!
Ok
Ss:
Ok!
(Ss
play
the
game)
(设计意图:通过猜的形式来复习饮料类的单词milk,
juice,
tea和coffee,同时让学生熟练运用a
glass
of
和a
cup
of,
操练复数杯数,并且补充同类的相关饮料也是学生所熟悉的sprite,cola和Fanta,拓展学生的知识面,最后以quick
response的游戏复习巩固这些单词、词组和句型。在此让学生用Pad进行抢答,积极性较高,学习兴趣浓厚。)
Step　3　presentation　and　practice
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4.Design
a
snack
bar
1)T:
Boys
and
girls,
look!This
is
my
snack
bar.
Today
we
learn:
Project
2
My
snack
bar,
let’s
read.
Ss:
Project
2
My
snack
bar
T:
Here
is
the
food
and
drinks.
But
where
are
they
Can
you
guess
Where
are
the
hamburgers
S25:
It’s
on/
in
the...
(Invite Ss
to
guess
using
the
structure:
Where
is/are
the...
It’s/
They’re
in/on...)
(设计意图:以不同形式的问答,复习巩固操练句型Where
is/are
the...
It’s/
They’re
in/on...)
2)
Play
a
game:
shoot
planes
T:
And
how
much
are
they
Let’s
play
a
game:
shoot
planes.
When
you
see
the
plane,
please
the
price
loudly.
(Ss
play
the
game)
T:
You
did
a
good
job!
Now
I’ve
got
the
prices.
Let
me
see.
The
cola
is
3
yuan,
I
think.
These
prices,
who
can
help
me
to
put
them
on
the
blackboard.
(Invite some
students
to
put
the
prices
on
the
blackboard)
T:
Thank
you
very
much,
boys
and
girls.
I
think
the
prices
are
quite
proper.
Now
please
practice
in
pairs.
Ask
and
answer:
How
much
is/are
the....
It’s/
They’re...yuan.
(设计意图:先以一个打飞机的游戏让学生熟悉这些价格的读法以及几十几的数字,然后让学生帮老师定价的环节调动学生积极性,活跃课堂气氛,并通过同桌问答讨论价格,操练How
much... 的句型)
Tick
the
food
and
drinks
T:
Boys
and
girls,
I
have
a
nice
snack
bar.
Do
you
want
to
have
a
snack
bar
Ss:
Yes!
T:
Ok!
What
are
you
going
to
sell
Look!
I’m
going
to
sell
some
hamburgers,
hot
dogs,
sandwiches
apples
and
orange
juice.
What
about
you
Please
open
your
books,
turn
to
P56,
and
tick
the
food
and
drinks.
(Invite three
or
four
students
to
say:
I’m
going
to
sell...)
4)
Design
your
snack
bar
T:
Now
we
know
what
we
are
going
to
sell.
Then
let’s
design
our
snack
bar.
Please
take
out
your
piece
of
paper
and
finish
drawing
it.
(设计意图:让学生动手制作画一个snack
bar,
培养其动手操作能力)
5)
Let’s
introduce
T:
Ok!
Well,
can
you
say
something
about
your
snack
bar
like
this,
please
listen:
I
have
a
snack
bar.
I
have
a
hamburger,
some
apples
and
some
cola.
Look!
The
cola
is
in
the
fridge.
It’s
3
yuan.
It’s
very
cheap.
Welcome
to
my
snack
bar!
Can
you
Now
it’s
your
turn
to
introduce
and
I’ll
give
you
a
few
seconds
to
prepare.
Please
practice!
(Invite three
students
to
introduce
their
snack
bars)
(设计意图:让学生照样子介绍自己的snack
bar,使学生慢慢学会组织语言,多说多练,培养提高他们的语言运用能力和口语交际能力)
5)
Sing
a
song:
The
wheels
on
the
bus
T:
Now
we’re
talking
about
our
snack
bar.
That
is
Peter’s
snack
bar.
Shaw
we
go
and
have
a
look
How
Oh!
The
bus
is
coming.
Let’s
go
by
bus,
ok
Ss:
Ok!
T:
And
let’s
sing
a
song:
The
wheels
on
the
bus

(Ss sing
the
song
together)
(设计意图:通过乘坐bus去Peter’s
snack
bar,引出这首歌曲,其目的在于让学生进行一下调节,从紧张的学习中得到缓解,欢快课堂气氛,激发学生的学习兴趣)
6)
Watch
and
answer
T:
Now
we
are
at
Peter’s
snack
bar.
Who
are
at
Peter’s
snack
bar,
too
Lucy
and
Lily.
I
have
two
questions
for
you:
a.
What
would
Lucy
and
lily
like
b.
How
much
are
they
(Ss watch
and
answer
the
questions)
Let’s
read
(Read
after
the
tape
and
read
together)
Let’s
act
(设计意图:通过看动画回答问题、朗读文本并表演三个环节,让学生理解这个小故事,并熟悉简单的购物语言,如打招呼、询问价格等)
Step　4　Consolidation
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Let’s
summarize
T:
Boys
and
girls,
we
know
at
the
snack
bar
we
can
sell
or
buy
snacks.
But
how
to
sell,
maybe
you
can
say
(Invite several
students
to
say
something)
T:
Yes!
Let’s
read.
(The same
way
to
summarize:
how
to
buy)
(设计意图:总结归纳一些常用的购物用语:打招呼、询问需求、询问价格、讨价还价等,为下面的对话表演做铺垫)
Step　4　Consolidation
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Show
time:
At
the
snack
bar
T:
Now
it’s
our
show
time.
You
can
use
these
sentences
to
make
a
dialogue.
Now
I’m
the
shop
assistant,
who
wants
to
be
my
customer
(T invites
three
students
to
make
a
dialogue
as
an
example)
T:
Good!
Thank
you.
Now
your
snack
bars
are
ready
to
open.
Work
in
four
and
let’s
go
shopping.
(Invite three
groups
to
show)
(设计意图:创设购物情景,小组表演对话,进行语言的综合运用,旨在提高学生的语言表达能力,达到语言真正的交流目的)
Step　4　Consolidation
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Emotional education
T: Well done, boys and girls. We’ve learnt
lots of food and drinks. But some are healthy,
and some are funk.
(Classify some healthy food and junk food)
T: So, boys and girls, try to remember:
Eat well, eat healthy!
(设计意图:复习了这么多食物和饮料类单词,最后进行健康食品和垃圾食品的分类,告诉学生“合理饮食,健康饮食”的道理)
Step　5　Homework
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1.
Review
Unit
5-8
2.
Choose
one
scene,
try
to
make
a
dialogue
and
write
it
down.
(设计意图:课后作业的布置不仅要巩固课内知识,还要引导学生开阔视野,更要让学生学以致用。本课主要以复习为主,另外,课上注重学生听、说、读的能力,在这我通过提供学生不同场景,让学生进行创编对话,同时对于中高年级学生,慢慢开始培养其写的能力。)