1、1 教学基本信息 课题Unit 6Lesson 19May I take your order? 学科英语学段:中年级年级四年级 相关 领域 多媒体在英语课堂教学中的应用 教材 书名:义务教育教科书出版社:北京出版社 出版日期:2014 年 7月 教学设计参与人员 姓名单位联系方式 设计者 实施者 指导者 课件制作者 其他参与者 指导思想与理论依据 英语课程标准中指出小学英语教学应“采取活动途径,倡导体验参与”的基本理念。本节课通 过 PPT 辅助教学,学生在教师的指导下,在活动中反复、大量接触语言,通过感知、体验、实践、参 与、合作等方式,在语言学习过程中提高、发展学生的综合语言运用能力。
2、教学背景分析 教学内容: 本课教学内容为就餐日常用语, 贴近学生生活。 四年级的学生经常去饭店、 麦当劳、 肯德基等场所就餐,对食品的名称非常熟悉,对食物及环境很感兴趣。 学生情况: 学生已经学习了一些食物、饮料的英语表达法,能够正确认读这些单词,并且学习 了如何表达最喜爱的食物及饮料,有了一些单词及句子的积累。他们喜欢引起别人的注 意,重视老师的表扬,不怕犯错,很少有羞怯感,喜欢参与集体活动。 教学方式: 讲授、讨论、练习 教学手段: 讲解、讨论 技术准备: PPT 课件操作平台 2 教学目标(内容框架) 1 1知识与技能目标知识与技能目标: (1)能听懂、会说点餐用语“What would
3、 you like to eat?”及答语“Id like.” 并依据所提供的情景,进行对话交流。 (2)能够听、说、认读单词meatballs 、order、salty、 vegetable、sweet、cabbage; eat、healthy、sour、cook、duck,并能在实际生活中应用。 (3)树立健康饮食的意识。 2.2.过程与方法目标:过程与方法目标: 通过歌曲引入本课内容,为学生创设语言环境,以小组合作方式操练就餐句型,从 而树立健康饮食的意识。 2 2情感态度与价值观目标情感态度与价值观目标: : 通过学习,让学生学会如何礼貌的招待客人,初步树立健康的饮食意识。 教学重点:
4、运用所学句型进行简单的点餐和表达自己的要求。 教学难点:运用所学的三种点餐用语进行交际。 问题框架(可选项) 教学流程示意(可选项) 教学过程(文字描述) 一、一、 Warm-up 1. Greetings: Good morning boys and girls, look at this picture, where is it? Ss: Its a restaurant. T: Lets sing a song about the restaurant/food. T:Look at the menu,if you has a good job, you can get some foo
5、d or drink.(Introduce the menu evaluation on the blackboard). 二、二、 Presentation (一)(一)、The overall perception 3 1.Show the picture,ask: What do you want to know? Ss: Try to say.(根据学生的提问观看动画,让学生带着自己提的问题去听根据学生的提问观看动画,让学生带着自己提的问题去听) 2.T: Lets look the dialogues, find the answers. Just look, no speaking
6、. Ss: Try to say the answers.(如果问题解决了,可就听一遍,如果还有问题,可以再看(如果问题解决了,可就听一遍,如果还有问题,可以再看 一遍)一遍) (二二)、Learn dialogue1 1.T: I have a question,can you help me find the answer? Play the dialogue1 T: Just listen , and then try to find what would Mum/Mike/Dad like to eat? Ss: Try to answer: vegetables, sweet and
7、 sour fish, meatballs.(listen and tick) T:Show the key sentence: What would you like to eat? T: Now, Im Mikes dad, who can answer my question? Ss: Try to answer. Listen and repeat. T: Show the key sentence: Id like. 2.What would Mum like to eat? T: Show the sentence: Id like vegetables. Its healthy.
8、 Learn new word: vegetables. 3.T:Why does mun like vegetables?Ss: Try to answer. T: Vegetables are good for us, so ,its healthy. Learn new word:healthy. T: Too much hamburgers are bad for us, so, its unhealthy. 4.T: Who can remember, what would Mike like to eat?Ss: Try to answer. Show the sentence:
9、Can I have the sweet and sour fish, please? Learn new word: sweet , sour. T: Watermelon is sweet, apricot is sour, mango is sweet, lemon is sour, sugar is sweet, vinegar is sour, the fish is sweet and sour fish. 5.T:What would Mikes dad like to eat?Ss: Try to answer. Learn new word: meatballs. (三三)、
10、Learn dialogue2 1.PPT: Whos he? Ss: He is a waiter. T: What will the waiter say?(先让学生试着猜一猜再放课件先让学生试着猜一猜再放课件) Now, lets listen. T: Show the key sentence: May I take your order? 2.When the waiter ask: May I take your order? Mikes mum how to say? 4 Lets listen and repeat. Learn new word: Chinese cabbag
11、e. 3.T: Read the sentence again: Yes. Chinese cabbage and potatoes for me. Please dont make them too salty. T:Chinese cabbage and potatoes are healthy food, but mun said: Please dont make them too salty. Learn new word: salty. T:PPT show, this is salt, salt is salty, when salt is more, it will be sa
12、lty. We eat too salty, it unhealthy. 4.T:This time, the waiter will say: OK, Ill tell the cook.Learn new word: cook 5.Read the dialogue in your group.(1.Role play. 2. Together.) T: Teacher demonstration.Role play (四四)、Look at this dialogue, who hasnt ordered? T: Look at this picture, who can help Mi
13、ke and his father?(带人物图片,构建对话带人物图片,构建对话) T:May I take your order now? Dad: OK, meatballs. Please dont make them too(salty). T: May I take your order now? Mike: Sure, sweet and sour fish.Please dont them too(sweet/sour). T:OK, Ill remember them. 三、三、Practice 1.T: Look at the picture, there are some f
14、ood and drink in your menu, lets read them. Learn new words: a glass of soy milk, Peking Duck, a glass of orange juice. 2.Now, the group leader is the waiter, others, your are the guest, make a dialogue.(边说边说 边示范边示范) 3.Show the dialogue.(1-2 组组) 4.T:Look at sentence(指黑板指黑板, 回顾板书回顾板书), when you go to
15、 the restaurant, dad asks : What would you like to eat? You can say: Id like., at last, the waiter will say: Youd like fish, vegetables and meatballs. 四四 Product 1. T:Now, can you order in you life? Lets try to order. PPT show the pictures,at home or at KFC , You can try to order. Show the words: Ex
16、ternal purchase, We chant order table system, Self-help order. 5 2.T: Lets replace the song. 五、五、Homework: 1.Read the dialogues 3 times. 2.Make a healthy menu. 3.Try to order by yourself. 6 学习效果评价设计 评价方式 本节课中,教师采用以形成性评价为主的评价方式。以学生读、说、合作,作为平时成 绩;教师通过体态语言、口头激励、板书评价、活动展示汇报等方式激励和评价学生; 生生之间自然、随时地相互评价,促进教
17、学。 评价量规 姓名:姓名:自己评价自己评价 我会读(Lookandread) 我会说(Talkaboutsentencepatterns) 我会创编(Talkaboutmyorder.) 我会写(Finish the menu.) 本教学设计与以往或其他教学设计相比的特点(300-500 字数) 1.充分利用网络信息资源,动画歌曲、图片等帮助学生学习、理解对话,增加孩子 们的学习兴趣,让学习更加直观、更加轻松。 2. 语言的习得只有在一定的语言环境中才能得到全面完成。 本次教学设计充分运用 生已有的知识和生活经验,为学生设置学生熟悉的环境,让学生身临其境,在情境中学 习语言,得到了事半功倍的效果。 3. 本节课不是为了学习语言而学,而是为了运用语言而学。句型操练过程中,不是 单纯的造句, 而是激发学生已有的知识积累, 让学生充分应用自己所学的相关句子, 如: Im hungry. is my favorite food. How about you?.所学旧知识与新知识贯穿在一起, 既复习巩固了旧知识,又让学生获得初步运用英语的能力,为真实交际打下基础,体现 了语言学习的实践性,从而使学生在实践中学习掌握了本课交际用语。