基于培养语用能力优化英语故事教学的研究
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研究课——4A Unit6 教案

学设计方案

学校

亚博体育

教时

第一课时

班级

(2)

课题

4A Unit6

At the snack bar

时间

20181122

执教

任嫣然

※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a glass ofa 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》(4AUnit 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…”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 timeFun timeCartoon timeSound timeRhyme timeCheckout timeTicking time七部分组成。本课是第一教时内容,主要学习Story timeStory 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:piecakeice 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. sing a song

 

 

 

2.Free talk:

T: Its eleven oclock. Im hungry and thirsty. Can you guess? What would I like?

1. listen and try to sing

 

 

 

S: I think, you would like...

Eat          drink

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:Where are they?

 

Q3: What are they doing?

1. Answer questions.

S:Theyre Mike, Helen and their father.

 

S:At the snack bar. (read)

S:Theyre ordering.

 

2. Watch and circle.

 

 

3.1)Read and tick.

What would Mike like?

What would Helen like?

What would Dad like?

2) Listen and tick

3) 

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?重点读

S: Can I help you?

  Would you like a...?

 S: I’d like a/some...

  A/some...,please.

体会先人后己  

 

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?

2. 1) Ask questions

 

 

 

  2)Listen and tick

3) Talk and check.

T: Check the answers in pairs. You can talk like this.

 

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 does Dad order??

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

 

4AU6 At the snack bar

 

food          A: What would you like?                  drinks

hamburger         B: Id like…….                       a glass of milk

sandwich          A: What about..?/ Anything else?         a cup of coffee

pie               B: ……., please.

hot dog

 

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