北京版四年级上册UNIT SIX MAY I TAKE YOUR ORDER -Lesson 20-ppt课件-(含教案+微课+素材)--(编号：6275b).zip

UNIT SIX MAY I TAKE YOUR ORDER? Lesson 20Lesson 20 Where is it? Listen and answerListen and answer 1. What are they talking about? A. Asking for help. B. Ordering food. C. Making a phone call. 2. What would they like to eat? Listen and answerListen and answer Listen and repeatListen and repeat Listen and repeatListen and repeat Information GapInformation Gap Game!Game! 1. Read manners 2. Act it out Table Manners 1.Always place your napkin（餐巾） on your lap before beginning the meal. 2. Wait to begin eating until everyone sits down and has been served their food. 3. Dont talk when you are eating food. 1.Please chew（咀嚼） with your mouth closed and keep lips（嘴唇） together. 2. Help lady pull the chair before she sits down. 3. Use the knife with right hand and the fork with left hand. Table Manners 1.Knives and forks shouldnt be waved (挥动 ) around the table. Its dangerous and impolite（不 礼貌的）. 2. While cutting your food, keeping your elbows（ 肘部） close to your side. Try not to put your elbows on the table. Table Manners HomeworkHomeworkHomework Choose the one you like:Choose the one you like:Choose the one you like:Choose the one you like: 1. Go to a western restaurant with your 1. Go to a western restaurant with your 1. Go to a western restaurant with your 1. Go to a western restaurant with your parents this weekend.parents this weekend.parents this weekend.parents this weekend. 2. Set the table in western way at home. 2. Set the table in western way at home. 2. Set the table in western way at home. 2. Set the table in western way at home. 教案 第 1 页 共 6 页 小学小学. .英语学科英语学科 MayMay I I taketake youryour order?order? 四年级四年级 教案 第 2 页 共 6 页 授课学科英语授课教师 授课时间 2017.11.21 任教年级四年级 课 题 UNIT SIX MAY I TAKE YOUR ORDER? LESSON 20 课 型新授课 学 情 分 析 1. 本课的主要人物是学生很熟悉的。两位外国小朋友的国籍，国家的国旗等 都是学生们了解的。 2. What would you like? 这个句型是三年级时接触过的句型。 3. 很多学生有西餐厅就餐的经历，对就餐礼仪有所了解。 4. 本班学生思维活跃，大部分爱说爱表演。个别同学英语基础弱，不能自主 表达。 教学目标 1. 学生能够理解感知对话，能够运用“May I take your order?”和 “What would you like for.?”及其答语“Id like / Ill have .”在就餐情境中进行交际与表达。 2. 模拟西餐厅就餐情景，进行表演，运用所学知识并结合餐厅礼仪，将所学 外化。 3. 增强学生的文化意识，树立争取的中西文化价值观。 教学重点 1. 在西餐就餐的情境中，学生能运用主题句型“What would you like for ?”询问他人的就餐意愿，理解服务员“May I take your order?”表达的 询问，并会使用“Id like / Ill have .”表达自身的点餐需求。 2. 感知、体会西餐的就餐文化。 教学难点 1. 运用功能句型“What would you like for ?” 询问他人的就餐意愿， 并会使用“Id like / Ill have .”表达自身的点餐需求。 2. 感知、体会西餐的就餐文化和礼仪。 教学资源多媒体，ppt 课件,阅读材料 教学方法小组合作学习 板书设计 U NIT SIX MAY I TAKE YOUR ORDER? Lesson 20 May I take your order now? Yes. Id like . / Ill have . 教案 第 3 页 共 6 页 Starter Soup Main dish Dessert 教 学 过 程 教学环节教师活动学生活动设计意图 Step One: Warming up 进入情境，进入情境， 引出主题引出主题 【活动目标】通过上位知识的回顾，进入西 餐厅情境，引出课文主题。 【实施方式】 Teacher plays a piece of sound in restaurant. T: Good morning boys and girls. Today we are going to learn a new lesson. First, I have a piece of sound for you. Now lets listen together and guess where is it, OK? T show the Chinese restaurant picture and ask what would you like to eat in a Chinese restaurant. Ss need to guess where is it. S: Its a restaurant. Ss give examples of Chinese dishes. 通过师生自主交 流，自然进入本 节课的语言情境。 利用音频刺激学 生听觉，激发学 习兴趣。 Step Two: Presentati on & Practice 活动一：初看主图，整体感知活动一：初看主图，整体感知 【活动目标】观察主题图，了解对话背景； 初听课文，整体感知对话内容。 【实施方式】 1.show the main picture & set a situation Teacher ask what are they talking about. Give three options to Ss to choose. 活动二：听读结合，获取信息活动二：听读结合，获取信息 【活动目标】通过听读相结合的方式，理解 对话主旨，捕捉有关点餐的细节内容。 【实施方式】 1. 出示听读任务，学生根据任务，获取有关 对话的内容。 Questions for listening: What would they like to eat? Do they have hamburgers and chips ? Why? （Explain dessert with pictures） S: They are ordering food. S: Its Sara, Saras dad and her brother. S: He is a waiter. Drilling: Salad for starter. Mushroom soup for soup. Fish for main dish. Ice cream and 通过观察主图， 体会主题语境, 初步预测对话内 容。 1. 通过听读课文， 帮助学生理解主 旨，获取有关对 话的细节信息， 进而提高学生听 读能力。 教案 第 4 页 共 6 页 Give the concept of starter, soup, main dish and dessert. Dessert is something sweet, such as a fruit or a pudding that you eat at the end of a meal. 活动三：跟读原声，细致模仿活动三：跟读原声，细致模仿 【活动目标】再听原文，细致模仿，力求语 音语调与录音一致。 【实施方式】 1.Listen and imitate the native speaker. 2.Role play to understand the dialogue. T：Now lets read after the dialogue. Try to read like a native speaker. 活动四：对话回顾活动四：对话回顾 【活动目标】初步运用目标语言。 【实施方式】 T：Do you have any questions? T: If you dont, I will have some questions for you. Use questions to retelling the details of this dialogue. apple pie for dessert. S: They are ordering food。 S: They will have salad, fish, mushroom soup, ice cream and apple pie. S: Hamburgers and chips are fast food. Ss read after the recording and try to retell the dialogue by answering questions. 2. 通过师生交流、 突破难点，进而 丰富板书， 。 通过静听划批、 跟读模仿，明确 意群、声调，培 养学生优美地道 的语音语调。 通过回答、复述 对话达到初步运 用语言的能力。 Step Three：Pr oduction 活动一：了解西餐点餐礼仪活动一：了解西餐点餐礼仪 【活动目标】承接课文情境，拓展学生知识， 了解西餐餐桌礼仪。 【实施方式】 1. Game Information gap Step 1 : Read the table manners Step 2: Act it out S: Yes. Ss read the material by 拓展学生知识， 了解西餐餐桌礼 仪。 通过小组合作的 方式，让组内每 个成员都能够相 互帮助理解阅读 材料。 通过小组间的信 息差，促使学生 教案 第 5 页 共 6 页 T: Now look at the screen, the picture means your seats. The same color means you are in one group. You will have 3 minutes to fast reading the manners and then act in your group. 活动二：内化所学，创编对话活动二：内化所学，创编对话 【活动目标】承接课文情境，内化学生知识， 创编点餐对话并进行表演。 【实施方式】 (optional activity) Ss work in groups and make their own conversation. T: Can you remember these manners when you have a meal in western restaurant? T：Now that we have known the table manners, we can start order food. Look! The waiter is coming. There is a menu on your desk. You will have 3 minutes to talk what would you like to eat. There is some room on the menu, you can put something youd like to eat if you want to. Later on, well invite some groups to show in the front. themselves and then discuss in group. Ss listen to all the table manners and act their own manners. 学生分组练习创编对 话，进行表演。 S: Yes. Ss discuss and make conversation in groups. Then show in the front. 表达自己所阅读 的内容并倾听其 他人的内容。 让学生将所学知 识融会贯通，体 验真实的点餐过 程。 Step Four：Hom ework Choose the one you like: 1. Go to a western restaurant with your parents this weekend. 2. Set the table in western way at home. 学生根据自己的 实际情况选择一 项更适合自己的 作业完成，保证 了作业的多样性， 扩大了适用范围。 教案 第 6 页 共 6 页 课后反思课后反思