Unit 6 At a snack bar Story time教案
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| 名称 | Unit 6 At a snack bar Story time教案 |  | |
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| 更新时间 | 2021-10-14 10:59:11 | ||
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Unit 6 At the snack bar (story time)课时教学设计
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：
能区分a glass of和a cup of 的区别。
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
当有顾客上门，你该怎么说？
询问顾客还要点什么东西，你该怎么说？
拿东西给顾客，你该怎么说？
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
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：
能区分a glass of和a cup of 的区别。
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
当有顾客上门，你该怎么说？
询问顾客还要点什么东西，你该怎么说？
拿东西给顾客，你该怎么说？
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