Content

Unit6 At the sanck bar

Students

52

Teacher

Gao Mengyu

一、教学目标：

1.通过视频，能初步感知食物和饮料类单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a   glass of, noodles, dad, sandwich, a cup of”，并理解单词的意思。

2.通过在情境中交流，能听说读: “What would   you like? I’d like …, please. Anything else?”并会运用所学句型。

3.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述、表演课文内容。

4.能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。

二、制定依据：

1、教材分析：

   本单元教材以“询问别人想要什么”为主题，围绕“点餐”这一话题展开。要求学生能听懂、会说、会读食物类和饮料类单词，并能掌握与运用句型”   What would you like?” “ I’d like...” 及”Anything   else? ”等进行点餐。

   本单元食物和饮料类单词涉及可数与不可数名词，在课前导入部分，教师应有意识地加以区分，通过复习一些已学过的食物或饮料类单词，帮助学生初步形成该语法概念的意识。

   本课时的重点在于能在一定的情境中运用适合的句型进行交流，培养学生用英语思维，用英语做事的能力。

   在本单元的主情境中，食物饮料涉及到国外的餐饮文化，因此，教师在二、三课时的教学时还应注重中西方文化差异的拓展，培养学生的跨文化意识。

2、学情分析：

本节课的教学对象是六年级的学生。在本课之前，学生已经掌握了一定量有关一般现在时态的知识和与can相关的句型。本课的重点是对话语篇教学，需帮助引导他们发现城市环境问题，找出解决方法，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。激发他们热爱家乡，珍惜、保护环境的意识与情感。

教  学    过    程

Step 1

Greeting

&

Warm up

1. Enjoy a song: I’m hungry

T: What   food or drinks can you hear?

   What other food or drinks do you know?

T:   Hello, class,today I have some food for you. Look, here they are.（课件出示图片）

2. Try to say.

T:   Hello, xx. Would you like a pie?

T: What   about a hot dog?

Watch   and listen.

Enjoy   the song.

Hamburger,   sandwich, orange juice,  milk, pie,   cake, hot dog, …

S: No,   thank you.

S: Yes,   please.

/No, thank you.

歌曲导入,让学生初步感知、理解食物和饮料类的单词。

通过师生、生生的活动，让学生尽快进入英语的学习氛围。

核心过程

Step2

Pre–reading

1.      Learning new words：

   Read new words one by one.

   Read new words together.

2.Make   a short dialogue.

Practice   in pairs.

Act the   dialogue.

T: Oh   dear. I’m very hungry. Are you hungry?

T:   Well, let’s go to somewhere to have some   food and drinks.

“a hamburger, a sandwich, a glass of   milk, a glass of juice, some noodles, some rice, a cup of coffee, a cup of   tea.”

Ask and answer in pairs.

A:Hello, would you like…?

B: No, thank you.

A:What about …?

B:Yes,please./No,thank you.

S: Yes.

通过出示食物卡片，让学生更直观地理解新授单词含义，与此同时，通过读词接龙，能够使老师及时纠音，从而更好地学习新单词地发音。

通过教师范例，让学生模仿创编简短对话，回顾上一单元Cartoon time 里涉及到的本课重点句型Would you like...?

通过询问学生是否也饿了，进入今天的title，从而导入本课话题.

Step3

While-reading

1. Look and say:

T: Look   at this picture, do you know who are they?

   You’re right. But do you know who is she?（相机教授waitress）

   Look at the red circle, do you know what’s   this?（相机教授menu）

T：So, let’s guess:

 Where are they? What are they doing? What   would they like?

2. Watch and match.

T: Now,   let’s watch the video together, then try to answer the questions:

What   would you like, Mike/Helen/Dad?

Please   open your books and read the story by yourself.

You can   discuss with your partner.

3. Let’s check.

T:   Okay, so what would they like?

Which   group wants to have a try?

4. Read and underline.

T：Now, please carefully read the story again,   then try to find:

1）what can the waitress say?

T:   Here, excepting “What about you?”, what else can you ask?

T: Well   done, class. So, when we want to know others what would they like, we can ask   them these questions. So, these sentences are about HOW TO SERVE.

2）So, how about ordering food? Can you find   their answers?

T：Good job, boys and girls. So, these   sentences are about HOW TO ORDER. And when you order food, you’d better be   polite.

5. Listen and imitate.

1. Look and   say:

S:Mike,  Helen, and their dad.

S:服务员

S:菜单

S：Maybe they’re at...

   Maybe they’re in...

S: 点菜。

S:   Maybe Mike/Helen/Dad would like...

2. Watch and match.

1) Watch the video and think about the   question.

2) Read the story by yourself.

3) Discuss the questions in pairs.

3. Let’s   check.

S:   Mike/Helen/Dad would like...

4. Read and underline.

1） underline the questions in the story.

S1:   What would you like?

S2:   What about you?

 ( = How about you? )

S3:   Anything else?

2）underline the answers in the story.

S1: I’d   like...

S2:   ..., ... and ..., please.

S3:   Thank you.

5. Listen and imitate.

1) Read after the tape.

2) Read in groups.

通过图片，导入语境，学生观察并理解信息，基本所有学生都能获取直接信息who; what 和where 需要学生看图猜测，教师相机教授拓展词汇“服务员”和“菜单”的英文，从而引入标题At the snack bar.

通过图片语境的呈现以及开放式问题的探讨，引发学生思考，激发学生思维，使其再度感知would like的用法及意义。

播放视频，整体感知文本内容。

自读课文，找出文中人物想要点的食物分别是什么，从而培养学生快速阅读找取信息的能力。

同桌之间小声交流，互助、互学中解决问题。

在全班面前核对答案，反馈信息。

通过精读文本内容，划出服务员及父亲询问他人想要点的物品时的问句，激活学生旧知，为综合语言输出铺垫。

举一反三，温顾旧知。

培养学生英语思维，养成英语的表达习惯如“Anything else?”等，使学生总结归纳出HOW TO SERVE.

全班交流，一起总结归纳出HOW TO ORDER.

同时注意引导学生在点餐时应保持礼貌，使用礼貌用语。

跟着图片句子，听语音一句一句朗读，通过模仿升降调，培养学生英语阅读的口语能力。

通读全文，进一步加深对文本内容的理解，为下一环节的复述做铺垫。

Step4

Post–reading

Let’s   summary.

T: What   can you learn from this lesson?

Let’s   summary.

Ss:   Snacks...

   How to serve.

   How to order.

通过回忆本课所学，加深对文本的理解，归纳总结本课新知，为后面学生综合输出做铺垫。

Step5

Production

Let’s   act.

Let’s act.

Time:   ...

Place:   ...

Roles:   ...

学生运用本课所学,通过开放式的语言综合输出，模拟表演点餐场景，发挥语言的交际功能，为综合输出环节。

Assignment

1. Read and imitate the story.

2. Invite your friends to enjoy the food at   the weekends.

3. Please communicate with the sentences we   learnt today.