中小学教育资源及组卷应用平台
Unit 6单元整体教学设计
单元课题 四年级上册 教材页码 P42—49
单元主题 意义 本单元围绕点餐的话题而展开。主要学习用餐馆服务用语及有关答语描述询问点餐的事情:What would you like to eat 句型以及表示征求对方许可的一般疑问句May I take your order now 的问答方式和用餐费用以及找零的句型:It’s....yuan. Here is ....yuan. Here is your change. 学习点餐话题的交际用语，运用所学语言征求别人的意见。
教学内容分析 1.来源&内容： 本单元来自北京版英语四年级上册的第六个单元。本单元的话题是点餐，能初步运用 What would you like to eat 询问对方想吃什么；运用May I take your order now 征求对方许可；运用It’s....yuan. Here is ....yuan. Here is your change.表达用餐费用及找零，在所提供的情境中进行对话。 2.纵向知识关联： 功能：询问并回答，描述，表达。 话题：在实际情景中点餐的相关表达。 语言知识： 3（上）Unit 6 I have fifty markersMay I borrow your glue, please 4(上)Unit 2 May I speak to Mike May I speak to Mike This is Yangyang.4(上)Unit 6 May I take your order May I take your order now 5(上)Unit 7 What will you do in Chengdu — What would you like to drink — Orange juice, please.
3.横向知识关联： 第六单元L19初步运用What would you like to eat 及答语I’d like ….就点餐进行对话交流； L20综合运用“May I take your order now ”及答语“Yes, I’d like/ I’ll have ….”就点餐进行对话交流； L21运用How much is it That’s … yuan. Here is the money. Here is your change.询问食物价格并模拟付款找零的过程。 三课都需要重点学习和不断强化的是： 1. 问想要吃什么的问答:What would you like to eat /I’d like ... 2. 餐馆服务员询问点餐内容的问答:May I take your order now /I’d like... 3. 描述用餐所用费用和找零的句子:It’s twenty-one yuan./ Its thirty yuan./ Here is your change. 4.单元探究设计：
学情分析 1.年龄特征： 四年级的学生大概处在十岁左右,这个阶段的儿童注意不稳定、不持久，难于长时间地注意同一件事物,容易被一些新奇刺激的事物所吸引。所以他们对课件里的动画和能动、发声的教具感兴趣。另一方面他们感知事物的特点比较笼统,不精确,往往只注意到一些孤立的现象,看不出事物之间的联系和特点,对时间和空间的概念也比较模糊，如做作业时,由于孩子的感知觉发展不够充分，经常看错题、有学生会bd不分，抄错单词，而且在教师指出时，他们仍然意识不到错误出在哪里，这些现象在孩子身上或多或少都会有。 2.知识储备： 本单元话题内容是点餐，与前面的第五单元有一些联系，第五单元是 Which kind would you like 去商店购物，本单元是 May I take your order 去饭店就餐。第五单元已经出现过 Can I … /May I … 为本单元做了铺垫，学生理解、掌握起来较为容易。 3.能力水平： 四年级的学生已具备已经能够基本掌握了英语的基本语法规则，并且能够基本运用英语进行日常交流；能在实际情景中进行向他人寻求帮助，和为他人提供帮助的相关表达。
单元目标 在本单元教学结束之际，学生能： 1. 能听、说、读、写核心词汇eat, healthy, sour, cook, duck, soup, sorry, pie, chicken, hamburger, change, money。 2. 能在语境中学习句型— What would you like to eat —I'd like some vegetables. — Can I have the sweet and sour fish, please —Of course. —May I take your order now —Yes. —I'll have some jiaozi for lunch. —How much is it —It's sixty-nine yuan. It’s twenty-one yuan./It’s thirty yuan./ Here is your change. 3. 渗透西方饮食文化； 4. 培养健康饮食观念。
第一课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，获取和梳理对话信息，理解对话中询问对方想吃什么并回答所使用的核心语言： —What would you like to eat —I’d like ….;(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，学会询问对方想吃什么并回答；初步树立健康饮食的意识。（迁移创新）
完成本课时目标所需要的核心语言如下：
—What would you like to eat
—I’d like ….
二、教学重难点
1. 能够在情景中初步运用—What would you like to eat —I’d like …. 询问对方想吃什么并回答。
2. 理解并记忆本课单词“vegetables，Peking Duck， jiaozi，meatballs，soy milk， orange juice，a glass of，eat，drink，have”。
三、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，理解对话中询问对方想吃什么并回答所使用的核心语言： —What would you like to eat —I’d like …. 1.Lead in 今天，Miss Wang要给大家上一节写作课，主题为“饮食日记”。同学们写一篇关于你吃了什么的日记。写完的同学可以把日记分享给大家，同学们会有怎样的表现呢？我们一起来看看吧。以Miss Wang给大家上写作课为情景引入本节课学习询问对方想吃什么并回答的相关表达。通过完成老师写作课的任务。自然过度到本节课的主要内容，学习询问对方想吃什么并回答的相关表达。 2. Look and think 出示图片，组织学生看图，猜想图中人物之间的对话内容。 What are they talking about 3. Let’s watch 播放课视频，组织学生观看视频，跟读课文，并尝试理解课文大意；着重留意涉及前面提到的问题的语句，尝试组织语言，总结概括出答案。 通过视频，你知道怎样询问对方想吃什么和怎样回答了吗？接下来我们仔细听听他们自己是怎么说的？ 4. Listen and complete 今天Mike和爸爸妈妈去逛商场，中午在一家餐馆吃饭，爸爸是怎样询问妈妈和Mike想吃什么的？他们又是怎样回答的？我们一起听一听，填一填。 根据对话内容，把所给句子中缺失的部分补充完整。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的听力能力。 5. Let’s learn I’d like some vegetables. vegetables They are healthy. They live a healthy life. Can I have the sweet and sour fish, please sweet food Lemons are sour. Can I have the sweet and sour fish, please sweet and sour fish I’ll have some meatballs. meatball Chinese cabbage and potatoes for me. Chinese cabbage cabbage Please don’t make them too salty. Salt is salty I’ll tell the cook. cook 6. Listen and answer What would Mum like to eat She’d like some vegetables. What would Dad like to eat He’d like some meatballs. 出示问题，播放音频，组织学生根据录音内容，回答问题。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的听力、归纳总结、口语表达能力。 7. Listen and repeat 今天Mike和爸爸妈妈去逛商场，中午在一家餐馆吃饭，爸爸是怎样询问妈妈和Mike想吃什么的？他们又是怎样回答的？我们一起听一听，读一读吧。 加强学生对课文内容的理解，感受课文中单词的发音，以及句子的语音语调。 8. Let’s role-play 今天Mike和爸爸妈妈去逛商场，中午在一家餐馆吃饭，爸爸是怎样询问妈妈和Mike想吃什么的？他们又是怎样回答的？我们一起来表演一下吧。 组织学生角色扮演课文内容。找几名学生，分别扮演对话中的人物就课文内容进行对话练习。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的口语表达能力。 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 教师主动引导，观察学生的分步阅读任务的有效度、获取关键信息的能力。 教师观察学生对细节信息提取的速度和准确性。 教师设置任务为学生总结提取关键信息。 教师设置任务为学生总结提取关键信息。 教师设置任务为学生总结提取关键信息。 教师观察学生朗读时的语音语调，及时加以纠正并鼓励。 教师观察学生演绎对话时的表情、语言、肢体等情感表达体现地是否到位。
设计意图：本阶段活动旨在帮助学生在语篇中通过感知核心语言自然习得核心词汇，掌握本节课中询问对方想吃什么并回答所使用的核心语言： —What would you like to eat —I’d like …. 学生在教师的指导下从大意到细节逐步理解篇章内容，由义及形，由形及音逐步习得新词，同时分析、推理等语言思维也得到有效发展。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价 1. Listen and say 出示图片，组织学生根据录音和图片，跟读对话内容。帮助学生强化课文内容，询问他人想吃什么并回答，锻炼学生的口语表达能力。 2. Ask and answer 出示图片，组织学生根据所给图片，对话练习询问他人想吃什么并回答的相关表达： What would you like to eat I’d like some vegetables. What would you like to eat I’d like some meatballs. What would you like to eat I’d like Peking Duck. What would you like to drink I’d like a glass of soy milk. What would you like to drink I’d like a glass of orange juice. What would you like to eat I’d like some jiaozi. 教师观察学生能否对核心语言进行有效应用。 教师观察学生能否对核心语言进行有效应用。
设计意图：通过自主发表看法和意见，让学生在交际中巩固所学内容，从中体验、实践、交流和探究语言，达成逐步熟悉词汇的意义和功能。从学习理解过渡到应用实践，询问对方想吃什么并回答；初步树立健康饮食的意识，自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，学会询问对方想吃什么并回答。 1. Let’s learn more 播放询问他人想吃什么并回答的歌曲视频，组织学生观看视频，拓展学习句型“Would you like … ” 并学习更多食物的表达。 2. Pair work Let’s make dialogues 出示图片，组织学生根据图片，与同伴一起对话练习询问他人想吃什么并回答的相关表达： What would you like to eat I’d like some noodles. What would you like to eat I’d like some chicken. What would you like to drink I’d like a glass of juice. What would you like to drink I’d like a cup of coffee. Mike的日记记录了今天和爸爸妈妈在餐馆吃的东西。一起读一读他的日记吧。 3. Homework Must do: 1. Listen and read the dialogue. 2. Make new dialogues about ordering. Choose to do: 1.Talk about ordering with your friends. 教师观察学生参与课堂活动的积极性，鼓励学生自主发现、探究、解决问题。 教师提供自主学习的自我评价指引，学生能够在指引下对自己以及同伴的表现进行评价。 教师鼓励学生积极参与创意作业的完成并进行自评。
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地运用所学语言，交流，为学生提供自由运用语言的平台，让学生在乐趣中使用语言解决问题，培养学生的合作能力和表达能力，发展学生语言思维；同时在完成作业的过程中，学生从课本走向现实生活，在探索和动手解决问题的过程中发展语用能力，学会询问对方想吃什么并回答；初步树立健康饮食的意识。(共50张PPT)
Unit 6 May I take your order
北京版四年级上册
Lesson 19
A Writing Lesson
Today our writing topic is about meals. You can write a diary about what you eat. Let’s have a try. Share your diary with our classmates.
What are they talking about
Look and think
Let’s watch
Listen and complete
I’d like some vegetables.
They are _________.
What ________you
like to eat
would
healthy
Let’s learn
I’d like some vegetables.
vegetables
Let’s learn
They are healthy.
They live a healthy life.
Listen and complete
Can I have the ______________fish, please
Of course. I’ll have
some ___________.
meatballs
sweet and sour
Let’s learn
Can I have the sweet and sour fish, please
sweet food
Lemons are sour.
Let’s learn
Can I have the sweet and sour fish, please
sweet and sour fish
Let’s learn
I’ll have some meatballs.
meatball
Listen and complete
Yes. Chinese _________and potatoes for me. Please don’t make them too _________.
May I _______________now
take your order
cabbage
OK. I’ll tell the _____.
cook
salty
Let’s learn
Chinese cabbage and potatoes for me.
Chinese cabbage
cabbage
Let’s learn
Please don’t make them too salty.
Salt is salty
Let’s learn
I’ll tell the cook.
cook
What would Mum like to eat
She’d like some vegetables.
Listen and answer
What would Dad like to eat
He’d like some meatballs.
Listen and answer
Listen and repeat
What would you like to eat
Listen and repeat
I’d like some vegetables.
They are healthy.
Listen and repeat
Can I have the sweet
and sour fish, please
Listen and repeat
Of course. I’ll have
some meatballs.
Listen and repeat
May I take your
order now
Listen and repeat
Yes. Chinese cabbage and potatoes for me. Please don’t make them too salty.
Listen and repeat
OK. I’ll tell the cook.
Let’s role-play
Dad: What would you like to eat
Mum: I’d like some vegetables. They are healthy.
Mike: Can I have the sweet and sour fish, please
Dad: Of course. I’ll have some meatballs.
Let’s role-play
Waiter: May I take your order now
Mum: Yes. Chinese cabbage and potatoes for me. Please don’t make them too salty.
Waiter : OK. I’ll tell the cook.
Listen and say
Listen and say
What would you like to eat
Listen and say
I’d like some vegetables.
They are healthy.
Listen and say
Can I have the sweet
and sour fish, please
Listen and say
Of course. I’ll have
some meatballs.
Listen and say
Listen and say
May I take your
order now
Listen and say
Yes. Chinese cabbage and
potatoes for me. Please
don’t make them too salty.
Listen and say
OK. I’ll tell the cook.
Ask and answer
What would you like to eat
I’d like some vegetables.
Ask and answer
What would you like to eat
I’d like some meatballs.
Ask and answer
What would you like to eat
I’d like Peking Duck.
Ask and answer
What would you like to drink
I’d like a glass of soy milk.
Ask and answer
What would you like to drink
I’d like a glass of orange juice.
Ask and answer
What would you like to eat
I’d like some jiaozi.
Let’s learn more
Pair work
What would you like to eat
I’d like some noodles.
Pair work
What would you like to eat
I’d like some chicken.
Pair work
What would you like to drink
I’d like a glass of juice.
Pair work
What would you like to drink
I’d like a cup of coffee.
November 25th, 2023, Saturday, sunny
Today is Saturday, my parents and I go to the shopping mall. We eat lunch at a restaurant. I eat some sweet and sour fish. My Dad eats some meatballs. My Mum eats some Chinese cabbage and potatoes. She tells the waiter not to make them too salty. She wants to be healthy.
Homework
Must do:
1. Listen and read the dialogue.
2. Make new dialogues about ordering.
Choose to do:
1.Talk about ordering with your friends.
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