四上 unit6 At the snack bar 第一课时教学设计

储蒙

教学目标  

1. 知识和能力目标

( 1 ) 能听懂、会说、会读noodles, hamburger, sandwich, a cup of coffee等词汇。

( 2 )能初步掌握日常交际用语:What would you like? I’d like … What about you? Anything else?

( 3)  能整体理解故事内容,有感情地朗读并尝试表演故事。

2.情感态度目标

通过故事的学习,树立健康饮食的习惯。

3.重点难点  

1. 掌握的单词noodles, sandwich,a glass of, a cup of的发音。

2. 灵活运用句型“What would you like? Anything else?”向别人征询意见进行交流。

3. 掌握对话中部分句子连读、升降调的朗读技巧。

4教学过程

导入

1.Free talk:  T: What would you like? A hot dog or an ice cream ? 设计意图: 三年级学过的食物的单词，旧知引出旧知。同时，激发学生对食物单词的兴趣，为下面做铺垫。

2.2. Game: Magic box

3.T: Boys and girls, look at this box. This is a magic box. The magic box can show you a lot of food and drinks. If you like them, stand up and shout: I’d like…(呈现板书)  Clear?

设计意图:教师通过游戏,让学生在脑中进行链接,为学生提供语言支架“I’d like…”来操练本课的目标词汇和语篇中的核心句型,为学生接下来的阅读扫除部分障碍,降低理解的难度,为下面语篇的学习做好准备。

Pre-reading:

T: This time the magic box will tell us a story. I like stories. What about you? So can you ask any questions about the story?

T: Look at the picture, who are they? Where are they? (板书课题并新授At the snack bar)

设计意图:引导学生学会提问，并观察课本插图。

While-reading：

2. Watch and match

 T:(指What)What would Mike like? What would Helen like? What would Dad like? Watch the cartoon and try to match..

设计意图:带着疑问看动画,探寻答案,有助于解放和活跃学生的思维。

Read and underline.

T: Now we know that they are at the snack bar. Mike would like … Helen would like …Mr Green would like … How do they order the food? Please read the story quickly, underline the questions. What sentences have you got? (呈现板书:两个问句并新授)

设计意图:从泛读深入到精读,提取文本的细节信息,对故事的阅读进行细致的指导,自己找出如何点餐的问句？

Post-reading:

1.跟读模仿

T: Boys and girls, let’s follow the computer. Try to imitate the pronunciation and intonation. Pay attention to the marks.

2.角色扮演

教学反思：

1.导入部分的单词新授环节太长，最好随文教授

2.语言不够精练，中文提示过多

3.文本细节处理不太细腻。解读文本过快，两部分就解决完了，没有深入分析。

4.没有好好利用课本的插图，通过插图让学生学习，而一味地通过看动画来得出答案。

5.不够了解文本和教材，重难点没有把握到位。