Unit 6 At the snack bar-Fun time&Cartoon time-教案、教学设计-部级公开课-新牛津译林版四年级上册(配套课件编号：a01b9).doc

1、Unit 6At the snack barPeriod3 一、一、教学内容：教学内容： Cartoon time、Fun time、Rhyme time 二、二、教学目标：教学目标： 1. 能综合运用本单元学到的单词和句型进行点餐活动并会征求别人的意见。 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. 能听懂、会读、会说句型：Can I help you? Id likeWhat a big.! 4.能在学习中体会合作的乐趣，并在自己的学习中学会同伴合作。 三、三、教学重、难点：教学重、难点： 1. 能综合运用本单元学到的单词和句型进行点餐活动并会征求

2、别人的意见。 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. 能听懂、会读、会说句型：Can I help you? Id likeWhat a big.! 4. 能在学习中体会合作的乐趣，并在自己的学习中学会同伴合作。 四、四、教学准备：视频，课件，教学准备：视频，课件， 五、五、教学过程：教学过程： Before class：different food in different countries 【设计意图：学生在课前观看不同国家的不同食物，在欣赏图片的同时，吸引学 生的学习兴趣，同时又与本课的主题相契合。 】 Step 1 Warming up

3、. 1. Say what you see T: What can you see ? Ss:I can see a sandwich. 复习食物和饮料 sandwich,noodles,tea,coffee,milk,hamburger,cake,rice.同时贴 食物图片于黑板上。 2.We can see them at the snack bar. What else do you know? 3.There are much food and drinks at the snack bar. Teach: fooddrinks 4.Can you put them into righ

4、t places? 【设计意图：复习学生从三年级以来学过的食物与饮料，唤起学生旧知。同时 引导学生将这些食物与饮料进行分类， 自然教学 food,drinks 这两个单词。 让学生 贴图片，不仅锻炼了学生的动手能力，更吸引了他们的注意力。 】 Step 2 Rhyme time 1. Review T: We have so much food and drinks here. What would you like？ S：Id like. T:Anything else? S:.,please./No,thanks. T-SS-S 【设计意图：利用食物与饮料复习询问时所需要的句型，无形中为下

5、文的教学做 了铺垫。 】 2. Rhyme time T:Great. Who can ask me? S1:What would you like？ T:Id like a pie.Who can ask me again? S2:What would you like？ T:Id like some rice. They are all very nice. Teach:They are all very nice. 出示 rhyme,师示范，分男女生读。Can you make a new chant like this？ 【设计意图：由上面句型的复习自然引出 chant 的教学，贴上学

6、生春游时野餐的 图片，更能唤起他们的兴趣。 】 Step 3 Cartoon time 1.T: How happy! What about Sam and Bobby? Are they happy? Look at the picture. How are they?Listen. S:Sam is hungry. 出示：Im hungry. T:What about Bobby? S:Bobby is hungry,too. 出示：Me too. 【设计意图：学生通过观察图片，并听声音，从而判断 Sam 和 Bobby 发生了什 么事。这样显得更加直观。 】 3.They walk an

7、d walk.Look, heres a snack bar.What would they like? S:Sam would like . Bobby would like . 4.Lets watch the cartoon and answer.教学 fish 5.So,Sam would like some fish. Bobby would like an egg.How do you know? 6.Read and answer.Follow the tape. 7.T：So they look so happy.But at last ,are they happy? May

8、be theyre scared and surprised.Why?What do they see? Read and answer. 【设计意图：学生通过图片判断 Sam 和 Bobby 的心情，从而指导朗读句型。 】 8. Bobby sees a big egg.Listen.出示:What a big egg!提示语气越强烈鸡蛋变得越 大。 【设计意图：通过图片的不断变大，操练学生对这个感叹句的感知与理解。 】 9.What about Sam？What will Sam say？(Wow，what a big fish!) Tip：Fish 用作可数名词指“鱼的条数”时，单数和复

9、数形式相同。 There are many big things at the snack bar.(Wow，what a big .!)But where is the waiter?Lets say:Waiter,Waiter ,where are you? 10.Look, the waiter Xingxing is coming.Guess,what will Xingxing say?出示：Can I help you？Teach：help 模仿严肃、礼貌语气朗读。 【设计意图：学生模仿各种各样的猩猩进行朗读，对 Can I help you?这个句型进 行反复的操练，突破重点。

10、】 11. Xingxing is big and strong. So,Sam and Bobby say weakly. 12.Read and imitate. 13.Now lets read the cartoon time after the computer,then read together. 14.Act it out. 15.Sam wants to share his experience with us.Lets help him. My friend Bobby and I go to the s_ b_ together. We are h_ . He would

11、 like an _ and Id like s_ f_ . Theyre all very n_ . 16.Think about：Do you want to go to Xingxings snack bar? Maybe yes,the fish and the egg are big. Maybe no,Why? We can make nice and yummy food.And the waiter should be kind and polite. 【设计意图：通过学生对猩猩的小吃店的喜好判断，学生在理解 cartoon 的基础 上，能对这个 snack bar 进行自主的

12、思考。 】 17. After 3 days ,Look,Xingxing is very kind now.Lets go to the snack bar,OK? 引导学生分组对话训练。 【设计意图：对本课的主要句型进行梳理，学生会运用本课词汇与句型进行自主 对话，提高了学生的语言运用能力。 】 18.End：When we are ordering food,we should be polite and be a good customer! Step 5 Homework 1. Read Cartoon time after the tape 3 times. 2. Share your story with your parents. 六、六、板书设计：板书设计： Can I help you? What would you like? Anything else? Yes. Id like No,thanks. FoodDrinks Unit 6At the snack bar