Unit6 At a snack bar

执教：于秋芬

教学目标：

1、通过游戏活动，能初步感知、体验单词“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。

教学重点:

1、通过游戏活动，能初步感知、体验单词“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。教学难点: 能初步把自己表达的内容在老师的帮助下写下来。

 教学难点：

1、          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课文内容。 2、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

教学过程

Step1 Greeting

1、学生表演对话，要求用已经学过的语言编演。教师可以采取评五角星的办法。 T: Hello, class. Today I have some food. Look, here they are.（出示小纸袋） T: Hello, xx. Would you like a pie?  S: No, thank you. T: What about a hot dog? S: Yes, please. Thank you. T: You are welcome. 

2. 用同样的方法问几个学生, 以旧带新，教学单词“a hamburger, a sandwich, some noodles” 3. Read the words: ” a hamburger, a sandwich, some noodles”   Practice in pairs. Act the dialogue. Step2 Presentation

1. T: Oh dear. I?m very hungry. Are you hungry? S: Yes.

T: Well, let?s go to a snack bar. 导入课题: ”At the snack bar”. S: Read the topic together. T: Would you like some noodles? S: No, thanks.

T: What would you like? S: I?d like some rice. T: What about you, xx? S: I?d like a glass of milk.

询问两、三个学生后，教师板书：What would you like? What about you? Teach: ”rice, a glass of milk”  Read one by one.

Teach: “What would you like? What about you?” Read one by one. 2. 出示图片引导学生问答。 T: What would you like? S: I?d like a glass of juice. T: Anything else?

S: A cup of coffee and a cup of tea.

Teach: “anything else, a cup of coffee, a cup of tea, a glass of juice” Read one by one.  3. 师生示范串联对话 T: What would you like? S: I?d like a hamburger . T: What about you? S: I?d like a sandwich. T: Anything else? S: A glass of juice. T: Here you are . Work in pairs. Act the dialogue. 

Step3 Story time

1. Listen to the tape and think:

T: Where are Mike, Helen and their dad ?  S: They are at the snack bar.

再次揭题：Today we?ll learn a new lesson “At the snack bar”  S: Read the topic.

2. Watch the cartoon and match. T: Where would Mike like? 

S: He?d like a hamburger and a glass of milk. T: Where would Helen like?  S: She?d like some noodles. T: What would dad like? 

S: He?d like a sandwich and a cup of coffee.  引导学生回答完以后，将相应的图连线。

                                              一个汉堡的图 Helen的图                                    一杯牛奶的图 Dad的图                                      一些面条的图 Mike的图                                     一个三明治的图                                                一杯咖啡的图 

3. Watch the cartoon again and finish the table. What do they want to eat? 

S: What would Mike like?

S: He would like a glass of milk and a hamburger. S: What would Helen like? S: She would like some noodles. S: What would Mr. Brown like?

S: He would like a sandwich and a cup of coffee.

4. Listen to the tape and read after it.  ( 注意模仿其语音语调。)

5. Read in three.   (分角色朗读对话。) 6. Act the dialogue.  （小组表演展示对话。） 

Step 4 Consolidation

1. 再次读课文将对话改编成短文进行填空。

   Mike, Helen and their father are at the                  . They are           . They would like some             and         . Mike would like a glass of         and a           . Helen would like some             . Mr. Brown would like a          and a cup of           .

2. 模拟场景创编对话。

Show some pictures of food and drinks.

教学反思

今天我所执教的内容是译林版小学英语4B第六单元At the snack bar第一课时（story time），下面是我就这节课的教学反思：  

（一）优点  

1．为学生创设完整的语言情景，在真实的情境中学习语言，运用语言，从中体现语言形式和语言功能的有机结合。  

开始上课，我就为学生创设了一个大场景，这个语言情境贯彻整节课始终，所有的任务都是围绕这个情境展开。通过I’m hungry来展示所有食物，进行单词的复习和新授；因为Jack 太忙了，需要招聘服务员，有意招聘的人员要知道哪些服务用语，以及培训服务员基本的记忆力和速算能力，引出句型教学；到最后的面试的实践服务，将所学语言综合运用，都是在这个大场景中得以实现。  

2.．扩大语言信息输入，介绍中西方饮食文化差异的相关知识。  

语言与文化有密切的联系，语言是文化的重要载体。因此，本节课我适当渗透并扩展了一定的课外知识

（二）不足  

1.自己的英语口语急待提高。  

 平时的课堂，感觉还能应付基本的教学。可是今天明显感觉自己捉襟见肘，毫无底气，紧张中容易结巴，出错，难为情。甚至一些口语需要我在以后好好磨练磨练。

2.驾驭课堂的能力有待加强。  

设计的教学活动多时，容易忘记，牵引学生回到老师的思路时缺乏灵活，显得有些生硬。 

3.教学设计的层次性不清晰。   像有些老师提到的，教学伊时设计的对话要求，到最后综合操练的环节，目标的提升不明确，老师给出的话语限制了学生的思维，以后要尽量大胆放手，给他们无限创意的空间。今天我没能训练学生发散思维，不敢讲，是一个很大的败笔，以后我会切忌。