Module 1 Unit 2 What do you want to eat 教案

外研社 新标准 英语（三年级起点）六年级下册
Module 1 Unit 2 What do you want to eat?
教材章节及课题
M1U2 What do you want to eat?
课型
新授课
教材分析
本课为新标准英语(三年级起点)六年级下册 Module 1 Unit 2 What do you want to eat? 课文情境是Lingling和爸爸在快餐店点餐，Lingling点了汉堡包和牛奶，爸爸点了面条和可乐。
学情分析
六年级的学生有一定的思想，大部分学生有自尊心，知道学习是自己的主要任务，但部分学生欠缺学习主动性，存在依赖性，学习的动力来自于督促，学习的目的是因为老师和家长的检查，对学习是应付差事、敷衍了事，不愿意去背诵积累，不愿意深度思考问题，不愿意自己探究问题。两极分化的情况日趋严重。
教学目标
语言能力：
1. 能听懂、会认读：menu, vegetables, chicken, orange juice, tea。
2. 渗透tea文化，了解中西方文化差异。
3. 能在语境下，理解和使用句型：
What do you want to eat / drink? I want…, please.
4. 能朗读课文，理解课文。
5. 能综合运用重点句型完成点餐任务。
学习能力：
1. 通过小组合作，培养合作学习的能力。
2. 根据课文和相关语料，能够大胆改编和表演对话，提高综合运用语言的能力。
思维品质：
1. 通过师生互动、生生互动，培养学生的创新意识和发散思维。
2. 学生能够根据隐藏的线索，找到答案，训练学生的逻辑思维。
文化品格：
1. 通过black tea和dark tea的学习，感知中外文化差异。
2. 了解世界美食，增强爱国意识和民族自豪感。
3. 通过情境和视频，培养学生珍惜粮食的优良习惯和节约意识。
教学重难点
教学重点：
1. 能在语境下，理解和使用句型：
--What do you want to eat/drink?
-- I want…, please.
2. 能朗读课文，理解课文。
教学难点：
能综合运用重点句型完成点餐。
教学辅助
课件、单词卡片、实物。
教学过程
教学内容
教师活动
学生活动
设计意图
Step 1.Warmer
1) Greetings.
T: Are you ready for the class?
T: OK. Class begins.
T: Hello, children.
T: Sit down, please.
2) Task.
T: Look, Yoyo and Cici are in a restaurant. They are hungry and thirsty. Let’s help them. This group, you are Group A, if you are doing well, you can get some food for them. And this group, you are Group B, if you are doing well, you can get some drink for them.
Understand? OK.
3) Game.
T: First let’s play a game.
Quick response, ready?
1. Greet the teacher.
Ss: Yes.
Ss: Stand up, please.
Ss: Hello, Ms Peng.
Ss: Thank you.
2. Help Yoyo and Cici to get the food and drink.
Ss: Yes!
Ss: OK!
3. Play the game: “Quick Response”.
Ss: Go!
课堂的问候和任务的布置，不但可以激发学生的竞争欲望，在创设的情境里使用本课的词汇，同时为后面的“节约意识”的情感渗透做好铺垫。同时也是一个运用竞争合作助人为乐的情境创设，让全班的学生为动画人物获取食物和饮料。
通过“快速反应”的游戏，激发学生的兴趣，复习旧知，引出本课新授词 “menu”，再水到渠成过渡到课文中。
在说到 “beer” 一词时，引导学生不要喝啤酒，养成良好的生活习惯。
Step2. Presentation and drill.
1) Learn the new words and sentence patterns.
① New words
T: Boys and girls, you are excellent. There are lots of food and drink on the paper. What is it? Can you guess? Is it a book / shopping list /…?
T: Yes. It is a menu. 拼写menu ↗↘ 注意menu的发音。
T: This is a menu. And there is another menu on Page 7. Please open your book, turn to P7, and look at Activity 6. Read the menu quickly, and find the new words.
T: Tea is popular around the world. In England, people like drinking tea in the afternoon, so we call it “afternoon tea”. In China, people also like drinking tea very much. And there are many different kinds of tea. Such as…
T: Now please be a waiter or a waitress, hold your books (menu), and read the menu loudly. Hot dog, ￥4, hamburger, ￥5, … Ready go!
Ss: Hot dog, ￥4, hamburger, ￥5, …
② Sentence patterns
T: Hello, boys and girls. I am a waitress now. Welcomes to my restaurant. （指向板书Restaurant） Here are some free food and drink. What do you want? You can answer …
T: Hello, can I help you? What do you want?
Here you are.
T: You are welcome. Please enjoy.
T: Now it’s your turn. Please help me to ask others.
T: When we ask for food / drink, we can say “What do you want to eat / drink?” And we can answer “I want…, please.”
③ Game
T: Now let’s play a game.
2) Learn the text. ①Look and answer.
T: You see, there are lots of nice foods, do you like them? Good, Lingling and her father like the delicious food, too. Where are they now? Look.
T: Who are they talking to?
②Listen and circle.
③Listen and number.
④Listen and repeat.
⑤Role-play.
⑥Watch and answer.
⑦Guess the price of the meal.
Ss: It is a …
Ss: menu
↗ ↘
Ss: Read the words on P7 by themselves.
Ss: Afternoon tea.
Ss: Green tea, black tea, dark tea.
Ss: I want …, please.
S1: I want …, please.
S1: Thank you.
S1: What do you want?
Ss: …
SA: What do you want to eat / drink? SB: I want…, please.
Answer the questions.
Ss: They are at a fast food restaurant.
Ss: They are talking to the cashier.
Look at the pictures and listen carefully, then choose the right pictures. Finish the exercise.
Listen, point and read. Try to imitate. Role-play the text.
Ask the questions.
Guess the price.
通过看CAI提问，猜测这是一张菜单，引出本课新授词 “menu”。
在学习词汇 chicken, vegetables, orange juice, tea 时，先由学生自己解决，（Who can read it? Who know it?） 如果没有会读的学生，再由教师引导帮助，发挥学生学习的主观能动性。
由 “tea” 一词联系实际生活，让学生猜测英文表达法，对比中西方的茶文化以及语言表达的差异。
由新授词 “menu” 过渡到课文学习中，在学生朗读菜单时，做好情境创设准备。
在创设的情境里使用上节课的知识，进行问答操练，巩固复习旧知，为引出本课新授句型作铺垫。
在创设的情境里进行生生互动，调动学生学习的主动性和积极性。
通过游戏操练句型，进一步巩固新授句型。
进入课文学习，第一步初步感知课文情境，学 习理解新词汇cashier。
课文学习第二步，听课 文录音训练学生的听音抓关键信息能力。
听音标号，对课文的整体理解。
听音指读，常规训练，培养学生的语感。
扮演角色朗读，在情境中体会角色的语音、语调、语感。
播放视频，再次整体感知，加深对课文的理解。通过提问检测学生对课文的掌握情况，并为下一步价格猜测的活动做好铺垫。
根据隐藏的线索，算出价格，训练学生的逻辑思维。
Step 3. Extension
T: Boys and girls. It’s show time. Please make your own dialogue and act it out. Maybe the task bag will help you.
Discuss in groups and make a new dialogue.
小组讨论，根据提示和任务袋中提供的材料创编和表演对话。
小组合作创编表演对话，培养学生的合作学习和综合运用语言的能力。
Step 4. Sum up
T: Today all of you did a good job. Yoyo and Cici get lots of food and drink, thank you. But can they finish them? Let’s see.（撕开上层桌布） Oh, they left a lot. What shall we do?
T: Good idea. Let’s help them to pack the leftover. Because we shouldn’t waste. T: Homework. One…, two.
T: There are many delicious foods around the world. Italian food
Italian food is the mother of western food. The most famous Italian foods are pizza and pasta.
French Food
French Food is famous for its freshness and special.
Goose Liver and snail are traditional French dishes.
Chinese food
Chinese food has a long history. It is famous around the world. I think Chinese food is the most delicious food in the world. Do you agree?
T: That’s all for today. Thank you very much. Goodbye.
Ss: …
Ss: Yes.
Ss: Thank you teacher. Goodbye teacher.
总结比赛结果，引出情感渗透环节。
通过情境和视频，培养学生珍惜粮食的优良习惯和节约意识。
通过对世界代表性美食介绍，让学生了解更多的、地道的各国美食，开拓视野，培养学生热爱中国饮食文化，增强爱国意识和民族自豪感。
板书设计
教学后记：
在教学过程中，给学生营造一个良好的英语氛围。因为我们的母语不是英语，学生们学习英语大部分时间都是在汉语的氛围下进行，这样会使学生学习的英语是哑巴英语。因此，在本课中我努力给学生创造情境，有图片情境、故事情境、模拟情境等。