Unit 6 At the snack bar 第一课时 教案（含反思）
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| 名称 | Unit 6 At the snack bar 第一课时 教案（含反思） |  | |
| 格式 | docx | ||
| 文件大小 | 18.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-07-19 16:47:51 | ||
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四上Unit6 At the snack bar 第一课时教学设计
教学目标
1. 知识和能力目标
( 1 ) 能听懂、会说、会读noodles, hamburger, sandwich, a cup of coffee等词汇。
( 2 )能初步掌握日常交际用语:What would you like I’d like … What about you Anything else
( 3) 能整体理解故事内容,有感情地朗读并尝试表演故事。
2.情感态度目标
通过故事的学习,树立健康饮食的习惯。
重点难点
1. 掌握的单词noodles, sandwich ,a glass of, a cup of的发音。
2. 灵活运用句型“What would you like Anything else ”向别人征询意见进行交流。
3. 掌握对话中部分句子连读、升降调的朗读技巧。
教学过程
导入
1.Free talk: T: What would you like A hot dog or an ice cream 设计意图: 三年级学过的食物的单词，旧知引出旧知。同时，激发学生对食物单词的兴趣，为下面做铺垫。
2. Game: Magic box
3.T: Boys and girls, look at this box. This is a magic box. The magic box can show you a lot of food and drinks. If you like them, stand up and shout: I’d like…(呈现板书) Clear
设计意图:教师通过游戏,让学生在脑中进行链接,为学生提供语言支架“I’d like…”来操练本课的目标词汇和语篇中的核心句型,为学生接下来的阅读扫除部分障碍,降低理解的难度,为下面语篇的学习做好准备。
Pre-reading:
T: This time the magic box will tell us a story. I like stories. What about you So can you ask any questions about the story
T: Look at the picture, who are they Where are they (板书课题并新授At the snack bar)
设计意图:引导学生学会提问，并观察课本插图。
While-reading：
1. Watch and match
T:(指What)What would Mike like What would Helen like What would Dad like Watch the cartoon and try to match..
设计意图:带着疑问看动画,探寻答案,有助于解放和活跃学生的思维。
2.Read and underline.
T: Now we know that they are at the snack bar. Mike would like … Helen would like …Mr Green would like … How do they order the food Please read the story quickly, underline the questions. What sentences have you got (呈现板书:两个问句并新授)
设计意图:从泛读深入到精读,提取文本的细节信息,对故事的阅读进行细致的指导,自己找出如何点餐的问句？
Post-reading:
1.跟读模仿
T: Boys and girls, let’s follow the computer. Try to imitate the pronunciation and intonation. Pay attention to the marks.
2.角色扮演
教学反思：
1.导入部分的单词新授环节太长，最好随文教授
2.语言不够精练，中文提示过多
3.文本细节处理不太细腻。解读文本过快，两部分就解决完了，没有深入分析。
4.没有好好利用课本的插图，通过插图让学生学习，而一味地通过看动画来得出答案。
5.不够了解文本和教材，重难点没有把握到位。
教学目标
1. 知识和能力目标
( 1 ) 能听懂、会说、会读noodles, hamburger, sandwich, a cup of coffee等词汇。
( 2 )能初步掌握日常交际用语:What would you like I’d like … What about you Anything else
( 3) 能整体理解故事内容,有感情地朗读并尝试表演故事。
2.情感态度目标
通过故事的学习,树立健康饮食的习惯。
重点难点
1. 掌握的单词noodles, sandwich ,a glass of, a cup of的发音。
2. 灵活运用句型“What would you like Anything else ”向别人征询意见进行交流。
3. 掌握对话中部分句子连读、升降调的朗读技巧。
教学过程
导入
1.Free talk: T: What would you like A hot dog or an ice cream 设计意图: 三年级学过的食物的单词，旧知引出旧知。同时，激发学生对食物单词的兴趣，为下面做铺垫。
2. Game: Magic box
3.T: Boys and girls, look at this box. This is a magic box. The magic box can show you a lot of food and drinks. If you like them, stand up and shout: I’d like…(呈现板书) Clear
设计意图:教师通过游戏,让学生在脑中进行链接,为学生提供语言支架“I’d like…”来操练本课的目标词汇和语篇中的核心句型,为学生接下来的阅读扫除部分障碍,降低理解的难度,为下面语篇的学习做好准备。
Pre-reading:
T: This time the magic box will tell us a story. I like stories. What about you So can you ask any questions about the story
T: Look at the picture, who are they Where are they (板书课题并新授At the snack bar)
设计意图:引导学生学会提问，并观察课本插图。
While-reading：
1. Watch and match
T:(指What)What would Mike like What would Helen like What would Dad like Watch the cartoon and try to match..
设计意图:带着疑问看动画,探寻答案,有助于解放和活跃学生的思维。
2.Read and underline.
T: Now we know that they are at the snack bar. Mike would like … Helen would like …Mr Green would like … How do they order the food Please read the story quickly, underline the questions. What sentences have you got (呈现板书:两个问句并新授)
设计意图:从泛读深入到精读,提取文本的细节信息,对故事的阅读进行细致的指导,自己找出如何点餐的问句？
Post-reading:
1.跟读模仿
T: Boys and girls, let’s follow the computer. Try to imitate the pronunciation and intonation. Pay attention to the marks.
2.角色扮演
教学反思：
1.导入部分的单词新授环节太长，最好随文教授
2.语言不够精练，中文提示过多
3.文本细节处理不太细腻。解读文本过快，两部分就解决完了，没有深入分析。
4.没有好好利用课本的插图，通过插图让学生学习，而一味地通过看动画来得出答案。
5.不够了解文本和教材，重难点没有把握到位。