Unit6 At the snack bar（story time）（教案）-2024-2025学年译林版（三起）英语四年级上册

Unit6 At the snack bar（story time） ※教学目标： 一、知识目标： 1. 能听懂、会说、会读单词snack bar, a hamburger, a sandwich, noodles, a glass of milk ,a cup of coffee； 2. 能听懂、会说、会读日常用语What would you like? I’d like… What about you? Anything else? ...,please. 二、能力目标： 1.能正确地理解并朗读对话内容； 2.能初步运用本课所学的词汇和日常用语进行点餐。 三、情感目标： 体会先人后己、照顾他人。 ※教学重点、难点 教学重点： 1. 能听懂、会说、会读单词snack bar, a hamburger, a sandwich, noodles, a glass of milk ,a cup of coffee； 2. 能听懂、会说、会读日常用语What would you like? I’d like… What about you? Anything else? ...,please. 教学难点： 1.能初步区分a glass of和a cup of 的区别; 2.能灵活运用本课所学的词汇和日常用语进行点餐。 ※制定依据 1.教材分析 《译林版牛津小学英语》（4A）Unit 6 At the snack bar的主要教学内容是“征求别人意见”，围绕“点餐”展开，要求学生从听、说、读、写四个方面掌握句型“What would you like?”及其回答“I’d like…”和What 引导的感叹句的用法，以及相关食物饮料的单词，要求学生能准确识记单词，并且学会运用。本单元由Story time，Fun time，Cartoon time， Sound time， Rhyme time，Checkout time和Ticking time七部分组成。本课是第一教时内容，主要学习Story time。Story time呈现的是Mike, Helen和爸爸在快餐店点餐的场景。他们相互问答各自想要的食物和饮料，然后向服务员点餐，渗透了句型“What would you like?”及其回答“I’d like…”以及相关食物饮料的单词。点餐是一个跟学生生活紧密联系的话题，内容十分具有交际性。要充分利用这一有趣的教学材料，鼓励他们用英语进行交际。 2.学生学情分析 本节课的教学对象是本校四（4）班的学生，本班共有学生54人。在学习本课之前，学生在三年级上学期第七单元中已经学习了一些小吃类单词，如：pie，cake，ice cream等，以及询问别人是否想要某种食物的句型“Would you like…?/What about…?” 另外，在上一个单元的cartoon time中学生们已经初步感知了句型What would you like?及其回答“I’d like a/some…”。学生已经掌握了一定量有关的词汇和句型，并能运用这些词汇进行日常交际对话。本课的重点是语篇教学，需帮助他们感知询问对方需要某种食物以及回答的表达方式，并在练习与交流中自主掌握、接受语篇内容，并能运用一定的方法进行自主阅读、解题。本单元所谈论的话题是学生们日常生活中经常接触的，为学生学习本单元提供了宝贵的情感基础。各种各样的食物和饮料，使学生能够积极的参与课堂，参与学习，有助于学生学习效率的提高。 ※教学准备 图字卡，实物道具（茶杯和玻璃杯），实物图片，练习纸，PPT 教   学   过   程 教学环节 教师活动 学生活动 设计意图 Step1 Pre-reading                       1.Lead-in T: Good morning, class. How are you today?   a. I didn’t have breakfast this morning. I’m hungry and thirsty. I’d like some noodles. I like noodles. Teach: noodles   b. T: What do you like? T: Yes, they’re something to eat and they’re something to drink. Teach: “something to eat” and “something to drink”.   T: Where can we buy them? 揭示本课主题“snack bar” 1. S: Fine, thank you. And you?       S: I like…           S: snack bar. 通过打招呼引出 “I’m hungry.”的话题，从而引出歌曲《I’m hungry》。欣赏歌曲作为热身活动，活跃课堂氛围，同时通过回答三个开放性问题，激发学生思维，既复习了已经学过的小吃及水果类单词，又引出新单词和本课主题。 Step2 While-reading 1. Look at the pictures. Q1: Who are they? Q2: What are they doing? 1. Answer questions.         2. Watch and circle.     3.1)Read and tick. 2) Listen and tick       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 freely. 7.Tell the story time. 通过看图回答两个问题，将学生引入课文的情境中去。       “watch and circle”的练习，让学生整体了解课文。     学生自己发现信息，完成表格，培养了他们寻找信息的能力，并对课文有进一步的理解。 以同桌谈论的方式校对答案，让学生以句子的形式输出信息。   在单词和句型基本掌握的基础上，再次回到语篇，让学生模仿录音跟读，注意语音语调，为培养学生的语感打下基础；并整班朗读，全体参与。     放手让学生小组内自由选择读，既考虑到不同层次学生的自主性，又培养了学生小组合作学习的意识。   2.Watch and circle T: What food and drinks would they like? 3. 1) Ask questions   2)Listen and tick T: What would Mike/Helen/Dad like? 3) Talk and check. 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 reading 7. Tell a story Step 3 Post-reading   Show time Choose one to do.     Step4 Homework     1. Act out the story time. 2. Make a new ordering dialogue. 3. Create a new story about ordering. 三个层次和角度的作业，基于文本，基于不同学情的学生，又高于文本，供学生自由选择。 板书设计 At the snack bar  food          A: What would you like?                  drinks hamburger         B: I’d like…….                       a glass of milk sandwich          A: What about..?/ Anything else?         a cup of coffee pie               B: ……., please. hot dog 学科网（北京）股份有限公司 $$