Unit 6 At the snack bar (第三课时) 教案表格式教案
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| 名称 | Unit 6 At the snack bar (第三课时) 教案表格式教案 |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2024-06-14 16:22:37 | ||
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Unit6 At the snack bar (第三课时)
教学内容分析
本单元的主题和食物饮料有关，同时涉及到如何在餐厅点餐就餐的问题。 孩子们在运用所学句型表达点餐的时候，要注意一些食物的可数或不可数属性。
教学目标
1. 能理解句型“What would you like I’d like …, please. Anything else Can I help you ”的含义。 2. 能理解Cartoon time 部分的意思，并能配合此部分内容进行表达。 3. 能流利有节奏感地朗读歌谣部分。
教学重点和难点
1. 能理解句型“What would you like I’d like …, please. Anything else Can I help you ”的含义。 2. 能理解Cartoon time 部分的意思，并能配合此部分内容进行表达。
教学策略
一、营造良好的教学氛围，激发学生主动参与课堂活动。 二、展示新颖的直观教具激发学生学习热情。 三、精心设计活动让课堂活起来,让学生动起来。
教学过程
Step1. Greetings and warming up T: Good morning, class. Ss: Good morning, teacher. T: How are you today Ss: I’m fine, thank you. And you T: I’m fine, too. Step2. Revision 1. review words and sentences Game: I love you, Mr fox! Rules: 看到单词、图片、句子，立刻站起来大声读一读。 看到狐狸先生的照片，给他一个飞吻并大声喊，“fox, fox, I love you！” T: Boys and girls, today I bring a new friend here. Look! His name is Mr Fox. Do you like him He is so happy to meet you and wants to play a game with you. Are you ready Let’s start. 2. review story time a. let’s read and dub: 跟读动画，小组分角色配音 b. let’s retell: 完成填空，并尝试复述课文。 Step3While-reading 1.Lead-in T: Boys and girls, you did a good job. Look, who are they S: They are Bobby and Sam. T: Yes. What’s wrong with them Let’s watch the cartoon. （播放动画） T: What’s wrong with Bobby and Sam S: They’re hungry. 2. Watch and answer. (再次播放卡通片) T: What would Sam like S: Some fish. T: What would Bobby like S: An egg. 3. Think and say T: How about the fish and the egg S: They are very big. 4. Read and act ( 注意模仿Bobby、大猩猩和Sam的语气) T: Now please open your books and read this story. It’s on your book, Page… When you are reading, try to remember what they say (阅读Cartoon time记一记每一幅图中的对话) （学生阅读Cartoon time） T: Now close your books. (PPT逐图显示) Who can be Sam / Bobby/大猩猩 S1: I’m hungry. ( 指导有气无力的语气) S2: Me, too. ( 指导有气无力的语气) S1: Here’s a snack bar. I’d like some fish. (指导惊喜、兴奋的语气) S2: I’d like an egg. (指导惊喜、兴奋的语气) S3: Can I help you (指导严肃的语气) S1: Yes. I’d like some fish, please. (指导渴望、期待的语气) S2: I’d like an egg, please. (指导渴望、期待的语气) S2: What a big egg! ( 指导意外、惊讶的语气) T: Now read the story in pairs. (注意语气哦！) 5. Do the dubbing T: Now can you dub for the whole story together 你们能为这个故事配音吗？ S: Yes. (动画角色扮演Sam/Bobby/大猩猩配音) Step4 Rhyme time 1.T: ( 出示书上42页Rhyme time中的图 ) What would they like S: They would like a pie and some rice. T: What about a pie and some rice S: They are all very nice. 2. T: Let’s say the rhyme ‘What would you like ’ (播放歌谣，学生诵读) 3. Read and recite the rhyme. 4. Change the lyrics T: We know the pie and the rice are very nice. Now can you change your words according to these pictures 你能根据图片改编歌谣读一读吗？Now listen to me. （教师示范诵读。） T: What would you like What would you like I’d like a sandwich. I’d like some noodles. Discuss in groups. 5. Say the rhyme in groups. Step5 After-reading 1.读Cartoon time对话5遍； 2.和同伴一起编一个如何点餐的对话并且表演出来。
结合研究主题进行评析
小学英语教学应提倡“学中用，用中学，学用结合，学以致用”。在教学过程中，学和用是一个整体。这节课中，为实现教学目标，我所设计的每一个教学游戏活动始终将学生置于一种自主、和谐、轻松的自然学习氛围中，从而使学生在不断地习得和使用语言中将语言知识内化，为学生自我求知、自我获取知识创造了有利条件，促进了学生思维的活跃和才能的发挥。以让每个学生都有机会在参与游戏中巩固这个句型，有利于为不同层次的学生提供有利的学习条件，同时学生的合作精神和协调能力也能得到培养和发展。
教学内容分析
本单元的主题和食物饮料有关，同时涉及到如何在餐厅点餐就餐的问题。 孩子们在运用所学句型表达点餐的时候，要注意一些食物的可数或不可数属性。
教学目标
1. 能理解句型“What would you like I’d like …, please. Anything else Can I help you ”的含义。 2. 能理解Cartoon time 部分的意思，并能配合此部分内容进行表达。 3. 能流利有节奏感地朗读歌谣部分。
教学重点和难点
1. 能理解句型“What would you like I’d like …, please. Anything else Can I help you ”的含义。 2. 能理解Cartoon time 部分的意思，并能配合此部分内容进行表达。
教学策略
一、营造良好的教学氛围，激发学生主动参与课堂活动。 二、展示新颖的直观教具激发学生学习热情。 三、精心设计活动让课堂活起来,让学生动起来。
教学过程
Step1. Greetings and warming up T: Good morning, class. Ss: Good morning, teacher. T: How are you today Ss: I’m fine, thank you. And you T: I’m fine, too. Step2. Revision 1. review words and sentences Game: I love you, Mr fox! Rules: 看到单词、图片、句子，立刻站起来大声读一读。 看到狐狸先生的照片，给他一个飞吻并大声喊，“fox, fox, I love you！” T: Boys and girls, today I bring a new friend here. Look! His name is Mr Fox. Do you like him He is so happy to meet you and wants to play a game with you. Are you ready Let’s start. 2. review story time a. let’s read and dub: 跟读动画，小组分角色配音 b. let’s retell: 完成填空，并尝试复述课文。 Step3While-reading 1.Lead-in T: Boys and girls, you did a good job. Look, who are they S: They are Bobby and Sam. T: Yes. What’s wrong with them Let’s watch the cartoon. （播放动画） T: What’s wrong with Bobby and Sam S: They’re hungry. 2. Watch and answer. (再次播放卡通片) T: What would Sam like S: Some fish. T: What would Bobby like S: An egg. 3. Think and say T: How about the fish and the egg S: They are very big. 4. Read and act ( 注意模仿Bobby、大猩猩和Sam的语气) T: Now please open your books and read this story. It’s on your book, Page… When you are reading, try to remember what they say (阅读Cartoon time记一记每一幅图中的对话) （学生阅读Cartoon time） T: Now close your books. (PPT逐图显示) Who can be Sam / Bobby/大猩猩 S1: I’m hungry. ( 指导有气无力的语气) S2: Me, too. ( 指导有气无力的语气) S1: Here’s a snack bar. I’d like some fish. (指导惊喜、兴奋的语气) S2: I’d like an egg. (指导惊喜、兴奋的语气) S3: Can I help you (指导严肃的语气) S1: Yes. I’d like some fish, please. (指导渴望、期待的语气) S2: I’d like an egg, please. (指导渴望、期待的语气) S2: What a big egg! ( 指导意外、惊讶的语气) T: Now read the story in pairs. (注意语气哦！) 5. Do the dubbing T: Now can you dub for the whole story together 你们能为这个故事配音吗？ S: Yes. (动画角色扮演Sam/Bobby/大猩猩配音) Step4 Rhyme time 1.T: ( 出示书上42页Rhyme time中的图 ) What would they like S: They would like a pie and some rice. T: What about a pie and some rice S: They are all very nice. 2. T: Let’s say the rhyme ‘What would you like ’ (播放歌谣，学生诵读) 3. Read and recite the rhyme. 4. Change the lyrics T: We know the pie and the rice are very nice. Now can you change your words according to these pictures 你能根据图片改编歌谣读一读吗？Now listen to me. （教师示范诵读。） T: What would you like What would you like I’d like a sandwich. I’d like some noodles. Discuss in groups. 5. Say the rhyme in groups. Step5 After-reading 1.读Cartoon time对话5遍； 2.和同伴一起编一个如何点餐的对话并且表演出来。
结合研究主题进行评析
小学英语教学应提倡“学中用，用中学，学用结合，学以致用”。在教学过程中，学和用是一个整体。这节课中，为实现教学目标，我所设计的每一个教学游戏活动始终将学生置于一种自主、和谐、轻松的自然学习氛围中，从而使学生在不断地习得和使用语言中将语言知识内化，为学生自我求知、自我获取知识创造了有利条件，促进了学生思维的活跃和才能的发挥。以让每个学生都有机会在参与游戏中巩固这个句型，有利于为不同层次的学生提供有利的学习条件，同时学生的合作精神和协调能力也能得到培养和发展。