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視頻課題：小學英語譯林版四年級上冊Unit 6 At the snack bar (Story time) 江蘇省 - 常州
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小學英語譯林版四年級上冊Unit 6 At the snack bar (Story time) 江蘇省 - 常州
教學設計方案
學科 英語 班級 四(1) 課題
四上 Unit6 At the snack bar
教時
第一課時
執教
劉娜
※教學目標：
一、知識目標：
1. 能聽懂、會說、會讀單詞snack bar, a hamburger, a sandwich, noodles, a glass of milk ,a cup of coffee； 2. 能聽懂、會說、會讀日常用語What would you like? I’d like… What about you? Anything else? ...,please. 二、能力目標：
1.能正確地理解并朗讀對話內容；
2.能初步運用本課所學的詞匯和日常用語進行點餐。 三、情感目標： 學會合理安排飲食。
※教學重點、難點
教學重點：
1. 能聽懂、會說、會讀單詞snack bar, a hamburger, a sandwich, noodles, a glass of milk ,a cup of coffee；2. 能聽懂、會說、會讀日常用語What would you like? I’d like… What about you? Anything else? ...,please. 教學難點：
1.能初步區分a glass of和a cup of 的區別;
2.能靈活運用本課所學的詞匯和日常用語進行點餐。
※制定依據
1.教材分析
《譯林版牛津小學英語》（4A）Unit 6 At the snack bar的主要教學內容是“征求別人意見”，圍繞“點餐”展開，要求學生從聽、說、讀、寫四個方面掌握句型“What would you like?”及其回答“I’d like…”和What 引導的感嘆句的用法，以及相關食物飲料的單詞，要求學生能準確識記單詞，并且學會運用。本單元由Story time，Fun time，Cartoon time， Sound time， Rhyme time，Checkout time和Ticking time七部分組成。本課是第一教時內容，主要學習Story time。Story time呈現的是Mike, Helen和爸爸在快餐店點餐的場景。他們相互問答各自想要的食物和飲料，然后向服務員點餐，滲透了句型“What would you like?”及其回答“I’d like…”以及相關食物飲料的單詞。點餐是一個跟學生生活緊密聯系的話題，內容十分具有交際性。要充分利用這一有趣的教學材料，鼓勵他們用英語進行交際。
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2.學生學情分析
本節課的教學對象是本校四（1）班的學生。在學習本課之前，學生在三年級上學期第七單元中已經學習了一些小吃類單詞，如：pie，cake，ice cream等，以及詢問別人是否想要某種食物的句型“Would you like…?/What about…?” 另外，在上一個單元的cartoon time中學生們已經初步感知了句型What would you like?及其回答“I’d like a/some…”。學生已經掌握了一定量有關的詞匯和句型，并能運用這些詞匯進行日常交際對話。本課的重點是語篇教學，需幫助他們感知詢問對方需要某種食物以及回答的表達方式，并在練習與交流中自主掌握、接受語篇內容，并能運用一定的方法進行自主閱讀、解題。本單元所談論的話題是學生們日常生活中經常接觸的，為學生學習本單元提供了寶貴的情感基礎。各種各樣的食物和飲料，使學生能夠積極的參與課堂，參與學習，有助于學生學習效率的提高。
※教學準備
圖字卡，實物道具（茶杯和玻璃杯），實物圖片，練習紙，PPT
教 學 過 程
教學環節
教師活動
學生活動
設計意圖
Step 1 Pre-reading
1.Greeting:
T: Good morning, boys and girls. Nice to see you.
How are you today?
T: I’m not fine. I didn’t have breakfast, so I’m hungry.
2. Enjoy a song: I’m hungry.
Q1: What can you hear or see in this song?
Q2: Where can we buy them? Teach: at the snack bar
Q3: What else can we buy at a snack bar?
Teach: noodles, a glass of milk, a cup of coffee.
3.Play a game: Quick response
4. T: There are so many delicious food and drinks. I’d like a hamburger. What would you like?
1. Greeting.
S: Nice to see you, too. S: Fine, thank you. And you?
2. Enjoy the song. Answer questions. Learn: a
hamburger,
a
sandwich
Learn: at the snack bar
Learn: noodles, a glass of milk, a cup of coffee.
3. Play the game. 4. S: I’d like a/some... Work in pairs.
A: What would you like? B: I’d like a/some...
通過打招呼引出 “I’m hungry.”的話題，從而引出歌曲《I’m hungry》。欣賞歌曲作為熱身活動，活躍課堂氛圍，同時通過回答三個開放性問題，激發學生思維，既復習了已經學過的小吃及水果類單詞，又引出新單詞和本課主題。
通過游戲教學法，在輕松的氛圍中鞏固新學單詞。
在對話中鞏固單詞，同時又為課文中點餐的學習做鋪墊。
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Step2 While-reading 1. Look at the picture and answer questions. Q1: Who are they? Q2: Guess: Where are they? 2.Listen and circle
T: What food and drinks would they
like?
3. Tick and talk.
1)Read and tick
T: What would Mike/Helen/Dad like? Please read and tick.
2) Check and talk.
T: Check the answers in pairs. You can talk like this. What would Mike/Helen/Dad like? He/She would like a/some... 4. Read and underline.
1)T: Read the story silently and
underline the questions when we want to
know which food or drinks others like. T: What else can we say?
2)T: How to order food?
5.Listen and imitate
T: Read after the tape. Pay attention to the pronunciation and intonation. 6. Happy story time.
T: Make groups of four. Choose the way
you like to show story time.
a. Read story time.(Read together or read
in roles or read one by one.).
1. Answer questions.
2. Listen and circle.
3.1)Read and tick.
2)Check and talk.
S1: What would
Mike/Helen/Dad like? S2: He/She
would
like
a/some...
4.Read and underline. What would you like?
What about you?
Anything else? S: Can I help you? Would you like a...? ... ...
S: I’d like a/some... A/some...,please. 5. Listen and imitate
6. Read in groups.
通過看圖回答兩個問題，將學生引入課文的情境中去。
“listen and circle”的練習，讓學生整體了解課文。
學生自己發現信息，完成表格，培養了他們尋找信息的能力，并對課文有進一步的理解。
以同桌談論的方式校對答案，讓學生以句子的形式輸出信息。
在對課文有一定理解的基礎上，采用默讀的形式，讓學生劃出信息，有助于集中學生注意力，培養學生的自學能力；同時將如何詢問別人想要什么及如何點餐的句子進行總結，并將學生生成的其他資源呈現在黑板上。 在單詞和句型基本掌握的基礎上，再次回到語篇，讓學生模仿錄音跟讀，注意語音語調，為培養學生的語感打下基礎；并整班朗讀，全體參與。
放手讓學生小組內自
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b. Act story time. c. Retell story time.
由選擇讀或演或 課文，既考慮到不同層次學生的自主性，又培養了學生小組合作學習的意識。
Step 3 Post-reading 1.Let’s go a. snack bar b. fruit shop
T: Make a group of 4 members. Choose a place to buy things. One student is the waiter or waitress. The other three are customers. You can use the sentences on the blackboard.
2. Introduce healthy food and junk food. T: Eat well, eat healthy. 1. Make dialogues.
2. Have knowledge of healthy food and junk food. 話題表達，
培養學生的綜合語言運用能力。
情感提升，給學生傳達合理飲食，健康飲食的理念。
Step4 Homework
Give homework.
1.Read and imitate the story after the tape;
2. Find more food and drinks.
兩個層次的作業，分別訓練學生聽、讀、說的能力。并為第二課時Fun time的學習搜集資源。
板書設計
Unit6 At the snack bar
What would you like? What about you? Anything else? … ….
I’d like… ….,please. …. ….
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