Unit 6 At the snack bar story time 教案
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| 名称 | Unit 6 At the snack bar story time 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 19.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-10-14 09:08:37 | ||
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Unit 6 At a snack bar
(Story time)课时教学教案
一、教学内容
译林版四上Unit 6 At a snack bar (Story time)
二、教学目标
1. 能听懂、会说、会读单词snack bar, a cup of coffee, 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。
三、教学重点
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。
四、教学难点
1.能初步区分a glass of和a cup of 的区别
2.能灵活运用本课所学的词汇和日常用语进行点餐。
五、教学准备
教师课件《at the snack bar》、 人物图片、教师准备一个小纸袋，内装一些本课学习所需要的食品，板书图片等。
Step 1 Greeting &Warming up
1．T: Hello, boys and girls.
S: Hello, Miss Wang.
T: Nice to see you.
S: Nice to see you, too.
2．I have a wonderful song. Let’s enjoy. Follow me, please.
(Enjoy the song: Do you like )
【设计意图】听歌曲这个任务非常轻松，能使学生很快地进入到英语环境的学习中来。
3.T: The song is very nice. What food can you hear in the song
S: …
T:Now, let’s have a look. If you can’t name the food, you can say “Yummy, Yummy” loudly.
PPT: pizza coffee kimchi candy chicken chocolate
T: I like coffee. What about you
Chocolate is my favourite food. I like it very much.
4.T: What else do you know
S: …
T:So many food and drinks!
【设计意图】让学生说出自己知道的食物名称，这个任务任务非常贴近学生的生活和经历，能引起学生的共鸣，兴趣越浓求知欲越强，参与意识越高，越能发挥学生的主体性，学生越能主动进行任务的学习。
Step 2 Presentation
1. A guessing game
T: You know a lot. So let’s play a guessing game.
I’m thick(厚的). I’m a circle(圆形). What am I →hamburger
I’m thick(厚的). I’m a triangle(三角形). What am I →sandwich
We’re long (长的) and thin (细的). We’re white. What are we →noodles Why
I’m brown. I’m not sweet(甜的). What am I →coffee
I’m white. I’m not sweet(甜的). What am I →milk
2. Look and say
Ss read the words together.
T: Coffee and milk, they’re uncountable nouns.
We can’t say: a milk × a coffee ×
We should say: some milk some coffee
We also can use: a cup → a cup of coffee (PPT) Say: a cup of …
(PPT) a glass & milk →S: a glass of milk
【设计意图】喜欢游戏是孩子的天性。用猜谜的游戏形式让学生去学习新单词，当然会受到孩子的欢迎。学生在愉悦的环境中能更好地掌握单词。
3. You are clever. I have a word puzzle. Look!
T: s-n-a-c-k, snack. Snack is a new word. They are snacks.
Do you know the meaning Do you like snacks
S: …
T: They like snacks, too. Let’s go to the snack bar.
4. Now, we’re at the snack bar. (揭题、板书)
Look at the menu. Hmm, I’d like … What about you
S: I’d like …
The waitress is coming. What will she say
S: … → What would you like
T: Work in pairs, please!
Ss work in pairs.
【设计意图】通过布置同桌之间的合作对话练习句型，能比较快地巩固词汇和句型。
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 answer!
S: Helen, Mike and Mr Green.
T: Yes! And we can also see a waitress here.
2. Listen and tick.
T: What would they like Now, open your books. Page 38.Please listen carefully and try to find out the food they order.
T: Ok, let’s check. Who can tell me
【设计意图】为让学生从教学内容中获取新的信息，这里布置的学习任务，能让孩子“翘翘脚，拿到手”，不是太容易，倘若任务缺乏挑战性，学生就会失去兴趣，但如果太难，学生望而生畏，觉得无法完成，又会失去自信。
3. Now it’s time to listen and repeat. Pay attention to the intonation.
Ss: read the text.
4.Read in roles
T: OK. Now we have read the story together. Then we will read the story in roles, four students a group.
【设计意图】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。
a.(T-Dad. Boys-Mike Girls-Helen)
T:Now, I’m dad. Boys, Mike. Girls, Helen.
(在学生读的时候,老师做动作)
b.选三人读
T:This time, who wants to be dad Mike Helen Come to the blackboard 1
表演结束后让学生把书合上。
Step 4 Show time
1. Go to the snack bar.
T: You did a good job. Now, let’s go to the snack bar,OK Look! Here is the menu.
If you are the waitress, how can you say (带着学生看黑板复习问句)
Some of you can answer like this: I’d like… A/Some…, please.
T: Have you got it
2、T:Who wants to work with me (教师示范)
2. Show it. 请小组上台表演，带上角色帽子
T:Who will try come on!
【设计意图】小学生喜欢新鲜事物，乐于接受挑战，如果教师所设计的任务只是浅层次的交际活动，缺乏一定的创造性，则会影响学生自主学习能力的培养，甚至还会使学生丧失学习的动力。因此，任务的设计应由浅入深，由表及里，注重培养学生的思维能力和创造能力。
活动6【作业】Homework 评论
1. Listen and read after the tape.
2. Invite your friends to enjoy the food at the weekends.
Try to use the sentences we learn today.
Unit 6 At the snack bar
What would you like
I’d like…
Anything else
…,please.
(Story time)课时教学教案
一、教学内容
译林版四上Unit 6 At a snack bar (Story time)
二、教学目标
1. 能听懂、会说、会读单词snack bar, a cup of coffee, 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。
三、教学重点
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。
四、教学难点
1.能初步区分a glass of和a cup of 的区别
2.能灵活运用本课所学的词汇和日常用语进行点餐。
五、教学准备
教师课件《at the snack bar》、 人物图片、教师准备一个小纸袋，内装一些本课学习所需要的食品，板书图片等。
Step 1 Greeting &Warming up
1．T: Hello, boys and girls.
S: Hello, Miss Wang.
T: Nice to see you.
S: Nice to see you, too.
2．I have a wonderful song. Let’s enjoy. Follow me, please.
(Enjoy the song: Do you like )
【设计意图】听歌曲这个任务非常轻松，能使学生很快地进入到英语环境的学习中来。
3.T: The song is very nice. What food can you hear in the song
S: …
T:Now, let’s have a look. If you can’t name the food, you can say “Yummy, Yummy” loudly.
PPT: pizza coffee kimchi candy chicken chocolate
T: I like coffee. What about you
Chocolate is my favourite food. I like it very much.
4.T: What else do you know
S: …
T:So many food and drinks!
【设计意图】让学生说出自己知道的食物名称，这个任务任务非常贴近学生的生活和经历，能引起学生的共鸣，兴趣越浓求知欲越强，参与意识越高，越能发挥学生的主体性，学生越能主动进行任务的学习。
Step 2 Presentation
1. A guessing game
T: You know a lot. So let’s play a guessing game.
I’m thick(厚的). I’m a circle(圆形). What am I →hamburger
I’m thick(厚的). I’m a triangle(三角形). What am I →sandwich
We’re long (长的) and thin (细的). We’re white. What are we →noodles Why
I’m brown. I’m not sweet(甜的). What am I →coffee
I’m white. I’m not sweet(甜的). What am I →milk
2. Look and say
Ss read the words together.
T: Coffee and milk, they’re uncountable nouns.
We can’t say: a milk × a coffee ×
We should say: some milk some coffee
We also can use: a cup → a cup of coffee (PPT) Say: a cup of …
(PPT) a glass & milk →S: a glass of milk
【设计意图】喜欢游戏是孩子的天性。用猜谜的游戏形式让学生去学习新单词，当然会受到孩子的欢迎。学生在愉悦的环境中能更好地掌握单词。
3. You are clever. I have a word puzzle. Look!
T: s-n-a-c-k, snack. Snack is a new word. They are snacks.
Do you know the meaning Do you like snacks
S: …
T: They like snacks, too. Let’s go to the snack bar.
4. Now, we’re at the snack bar. (揭题、板书)
Look at the menu. Hmm, I’d like … What about you
S: I’d like …
The waitress is coming. What will she say
S: … → What would you like
T: Work in pairs, please!
Ss work in pairs.
【设计意图】通过布置同桌之间的合作对话练习句型，能比较快地巩固词汇和句型。
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 answer!
S: Helen, Mike and Mr Green.
T: Yes! And we can also see a waitress here.
2. Listen and tick.
T: What would they like Now, open your books. Page 38.Please listen carefully and try to find out the food they order.
T: Ok, let’s check. Who can tell me
【设计意图】为让学生从教学内容中获取新的信息，这里布置的学习任务，能让孩子“翘翘脚，拿到手”，不是太容易，倘若任务缺乏挑战性，学生就会失去兴趣，但如果太难，学生望而生畏，觉得无法完成，又会失去自信。
3. Now it’s time to listen and repeat. Pay attention to the intonation.
Ss: read the text.
4.Read in roles
T: OK. Now we have read the story together. Then we will read the story in roles, four students a group.
【设计意图】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。
a.(T-Dad. Boys-Mike Girls-Helen)
T:Now, I’m dad. Boys, Mike. Girls, Helen.
(在学生读的时候,老师做动作)
b.选三人读
T:This time, who wants to be dad Mike Helen Come to the blackboard 1
表演结束后让学生把书合上。
Step 4 Show time
1. Go to the snack bar.
T: You did a good job. Now, let’s go to the snack bar,OK Look! Here is the menu.
If you are the waitress, how can you say (带着学生看黑板复习问句)
Some of you can answer like this: I’d like… A/Some…, please.
T: Have you got it
2、T:Who wants to work with me (教师示范)
2. Show it. 请小组上台表演，带上角色帽子
T:Who will try come on!
【设计意图】小学生喜欢新鲜事物，乐于接受挑战，如果教师所设计的任务只是浅层次的交际活动，缺乏一定的创造性，则会影响学生自主学习能力的培养，甚至还会使学生丧失学习的动力。因此，任务的设计应由浅入深，由表及里，注重培养学生的思维能力和创造能力。
活动6【作业】Homework 评论
1. Listen and read after the tape.
2. Invite your friends to enjoy the food at the weekends.
Try to use the sentences we learn today.
Unit 6 At the snack bar
What would you like
I’d like…
Anything else
…,please.