Unit6 May l take your order？ Lesson19 表格式教案

教学基本信息
课题 Unit6 May I take your order Lesson19
是否属于地方课程或校本课程 否 是否属于跨学科主题教学 否
学科 英语 学段： 中段 年级 四年级
教材 书名：英语（四年级上册） 出版社：北京出版社 出版日期： 2017年 7 月
1. 教学内容：本课是北京版《英语》四年级（上册）Unit 6 May I take your order Lesson19。本单元的话题是“外出就餐”。其中第19课主要谈论“在中餐馆点餐”并引导学生进行合理膳食，第20课主要谈论“在西餐馆点餐”并引导学生关注中西餐的文化差异，第21课主要谈论“在快餐店点餐及付钱”并引导学生关注中西方不同的快餐文化以及合理消费。本课是第六单元的第一课时，在单元中有引领作用，主要语言情景是 “Mike一家人来到中餐馆就餐”，值得注意的是，在吃中餐时，人们团团围坐，共享一席，因此在正式点餐前，需要先商量一下吃些什么，这与西餐的分餐制是有差异的。此外，教材中的第二幅图，只提供了妈妈点餐的场景，因此，我将让学生通过小组讨论的方式，交流补充爸爸和Mike点菜语句，使得对话完整合理。2. 教学方式：教师利用任务型教学法，向学生布置“为外国友人介绍中餐美食并提供合理的点餐建议”的任务，学生通过试听学习，对话交流，小组讨论等方式，在教师的指导下完成任务，落实课堂时效性。3. 教学手段：通过教师与学生的会话交流，借助文本信息和技术手段，实现师生互动与生生互动，完成“为外国友人提出健康点餐建议”的学习任务。
教学目标(内容框架)
1.教学目标：（1） 学生能够理解并运用交际用语 “What would you like to eat / have / drink I’d like ( some / a glass of ) … .”讨论对食物的喜好，并在“中餐馆点餐”的情景中展开有意义的交流。（2） 学生能够通过小组合作学习，完成“为外国友人推荐中餐美食并提出健康合理点餐建议”的任务。（3） 学生能够通过本课的学习增强健康饮食意识。（4） 学生通过本课学习能够更加喜爱中华美食，了解北京的百年老字号餐厅和更多中国菜肴的英文表达，在今后的生活中可以向外国友人介绍中华美食，树立文化自信。（5） 学生能够在学习中关注中西方饮食文化的差异，如中国人共享一席，而西方人则为分餐制。2.教学重点：(1)学生能够运用交际用语“What would you like to eat / drink I’d like … . I’ll have … . Can I … ”等， 在“中餐馆点餐”的情景中展开有意义的交流。(2） 学生能够通过小组合作学习，完成“为外国友人推荐中餐美食并提出健康合理点餐建议”的任务。 3.教学难点：（1）形容词“healthy”和“salty”的理解。 （2）学生能够通过小组合作学习，完成“为外国友人推荐中餐美食并提出健康合理点餐建议”的任务。
教学流程示意(可选项)
教学过程(文字描述)
一、Warming up1.Pre-taskT: I have a friend, Grace. She is a teacher. This morning, she sent a message to me. (Grace: Hello, Miss Zhou. I’ll go to Beijing during Christmas vacation. What can I do in Beijing？ Can you give me some advice )S: You can visit some famous places. You can watch a performance. You can taste Chinese food.(Grace: I know that Beijing is a good place for food lovers. Can you introduce some special Chinese food for me And where can I taste these foods )2.Watch and say outT: Can you introduce some Chinese food to Grace S: Watch and say out some Chinese food.T: What do you think about our Chinese food S: Delicious.T: Today we’ll learn ordering at a Chinese restaurant. And then you’ll give Grace some advice about Chinese food. Which restaurant could she go and what dishes could she taste 教学指导策略及设计意图：1.教师在上课伊始向学生布置本节课的学习任务，外国友人Grace要在圣诞节假期来北京度假，请同学们为她介绍一下我们北京的美食并提出一些在中餐馆合理的点餐建议。该任务的设置能够促使学生在学习中主动获取、处理和使用信息，用英语与他人交流，发展学生用英语解决实际问题的能力。2.学生通过观看美食视频并说出已知的中餐美食来复习旧知，激发学生对本课的学习兴趣。二、 Presentation1. Lead in and students get the general idea of the dialogue.T: Mike and his parents are at a restaurant. What kind of restaurant is it S: It’s a Chinese restaurant.T: How do you know that S: I see some Chinese food from the menu.T: Which meal do they have Breakfast, lunch or dinner Why S: Maybe lunch or dinner.T: So what would they like to eat How many dishes do they want Let’s watch.S: (Watch the video) They want four dishes. Mike’s mum would like to eat Chinese cabbage and potatoes. Mike would like to eat sweat and sour fish. Mike’s dad would like to eat meatballs.(Students learn the new words “Chinese cabbage, sweet and sour fish,” with pictures.)教学指导策略及设计意图：教师首先引导学生观察课文情景主题图，学生通过读图，了解对话发生在中餐馆中，并推断出他们吃的可能是午餐或晚餐。学生在教师问题的引导下，观看课文视频，了解课文大意及每个人想吃的食物。培养学生在对话中获取信息的能力。学生借助图片理解并学习词汇Chinese cabbage and sweet and sour fish.2. Learn dialogue 1T: Look at these two pictures. What do they do S: They talk about what they would like to eat in picture 1. They order food in picture 2.T: Why do they talk about what they’d like to eat before they order (Students look at the picture and find the answer.)S: Because our Chinese sit around and share the food. So we need to talk about the food first.T: How do they talk about Who says first S: Dad says “what would you like to eat ”T: Mum would like some vegetables. So she says….S: I’d like some vegetables. They are healthy. (Teacher explains the meaning of healthy with pictures.)T: Mike would like sweat and sour fish. What does he say S: Can I have sweet and sour fish T: How about dad S: I’ll have some meet balls.T: Look here. Dad asks “What would you like to eat ” Who says first S: Mum.T: So Lady first. And then？S：Mike answers.T: So children second. At last S: Dad.T: So what do you think about dad S: He is a gentleman.(Students role play)教学指导策略及设计意图：教师再次引导学生观察课文情景主题图，学生通过对比课文上下两幅情景图，思考为什么在吃中餐时，点餐前要询问彼此想吃什么。学生通过观察中西方就餐对比图找到答案，因为我们中国人喜欢共享一席，西方人则实行分餐制。在此，教师引导学生关注中西方饮食文化的差异。学生在教师对课文细节的追问中，学习本课的重点功能语言 What would you like to … I’d like….并体会Mike 一家人就餐的和谐氛围，感受爸爸的绅士作风。3. Study dialogue 2 in groups.T: At this time, the waiter is coming. What will the waiter say S: (Listen and answer) May I take your order now T: Mum would like….S: Chinese cabbage and potatoes.T: Mike would like….S: sweet and sour fishT: And dad would like….S: meatballsT: So, what will they say Talk about it in groups.(Students work in groups of four and talk about the second part of the text. And then, show their dialogue.)T: Mum has a little request. What’s that Let’s listen.S: Please don’t make them too salty. (Students learn “too salty” with pictures.) 教学指导策略及设计意图：学生四人一组，在学习了课文第一幅图对话的基础上，根据图片和板书的提示，讨论课文第二幅图中几个人物的对话内容并表演出来。之后，教师借助图片帮学生理解 “too salty”。三、Practice1. Listen and repeat the text2. Practice the new sentencesT: Mike and his parents order a lot of food. But look, they are all fried dish. Do they need some staple S: Yes. / No.T: What would they like to have Talk in pairs.S: --What would you like to eat / have --I’d like…. / I’ll have…. / Can I have… Because it’s yummy / healthy / ….T: Now they have staple and fried dish. What else do they need S: Soup or drinks.T: What would they like to eat / drink Talk in pairs.S: --What would you like to eat / drink --I’d like…. / I’ll have…. / Can I have… Because …. 教学指导策略及设计意图：教师引导学生观察到Mike一家点的全是炒菜，根据学生的生活经验，引导学生帮助Mike一家点些主食,汤或者饮料，使这一餐的营养搭配更佳合理也更加接近一顿标准的中餐。学生两人一组，讨论Mike和家人可以点哪些主食, 汤或者饮料，并在这个过程中操练本课的重点功能语言，为之后的综合语言运用奠定基础。3.Talk about the healthy diet T：What a wonderful meal! Is it a healthy meal Let’s refer to this standard.S: (Look at the picture of food pyramid.) Talk in pairs.教学指导策略及设计意图：学生根据老师提供的食物金字塔标准，通过对比和讨论，总结Mike一家人的这一餐是否是健康营养的一餐。向学生渗透健康饮食的理念，为完成“给外国友人Grace介绍中餐并提出健康合理的点餐建议”这一任务做铺垫。四、Production1. Learn about time –honored restaurantT: Look at this dish. Which restaurant is famous for sweet and sour fish S: We don’t know.T: It’s Song He Long. It has a history of more than 250 years．So we call it time-honored restaurant. Do you want to know more about the time-honored restaurant S: (Watch a video about the time-honored restaurant)T: Which time-honored restaurant do you know What is famous for S: Quan Ju De is famous for Peking Duck. Kao Rou Ji is famous for Barbeque. Fang Shan is famous for Man-Han banquet. Dong Lai Shun is famous for hot pot.教学指导策略及设计意图：学生通过观看视频，了解北京几个有代表性的中华老字号餐厅，如全聚德，房膳，烤肉季，东来顺，并知道他们传承下来的特色菜是什么。为完成“给外国友人Grace介绍中餐并提出健康合理的点餐建议”这一任务做铺垫。2.Complete the taskStep1: Choose a restaurant. (If Grace comes to Beijing. Which restaurant will you take her to Talk in groups.)Step2: Discuss in groups. (What will you have in this restaurant )Step3: Reporting. (Show your ideas.)S: We will go to … restaurant. We’ll have…, because….We’d like some…, because….Step4: What do you think about their ideas Is it a healthy meal 教学指导策略及设计意图：学生以小组为单位完成“给外国友人Grace介绍中华美食并提出健康合理的点餐建议”这一任务。学生在任务驱动下，加深对所学内容在相关情境中用法的掌握，培养了在小组中合作交流的意识，锻炼进而逐步提高相关话题下综合运用所学的语言进行交流的能力。五、Ending1、SummaryGrace: Thank you, boys and girls. You are so kind and helpful.T: I’m very happy you can help Grace and introduce Chinese food to Grace. You are really helpful.
传统文化、积极传播
小组合作、完成任务
夯实基础、内化语言
结对练习、巩固语言
积极引导、健康饮食
情境导入、了解大意
问题引领、学习新知
小组讨论、自主学习
Production 9’
布置任务、明确目标
激发兴趣、复习旧知
Activity 1: Time –honored restaurant
Activity 2: Complete the task
Activity 1: Listen and repeat the text
Activity 2: Practice the new sentences
Activity 3: Talk about the healthy diet
Activity 1: Lead in and get the general idea
Activity 2: Learn dialogue 1
Activity 3: Study dialogue2 in groups
Practice 14’
Presentation 12’
Activity 1: pre-task
Activity 2: watch and say out
Warming up 3’
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