4B Unit7 At a snack bar(Part A)教案_atthesnackbar教案

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4B Unit7 At a snack bar（Part A）教案

砖墙中心小学（北小村小）吴高花

教材分析：

本课时的核心教学内容是“征求别人意见”及“询问价格”。要求学生围绕食物饮料类的英语单词，在一定的情景下正确使用What would you like? How much is it are they?进行交谈。学生对食品饮料类单词往往会很感兴趣，在教学过程中教师可利用教学图片、实物等配上形象化的动作和语言，组织学生开展学习活动和游戏，把每个语言点的训练尽量与生活实际相联系。通过活动培养学生的英语交流能力，让学生体验语言、体验生活、体验学习的过程与快乐。活动把语言训练与实际生活相结合，让学生在“学中用，用中学”。

教学目标：

1、能听懂、会说、会读句子：What would you like? I’d like a/some… Anything else? How much is it/are they?

2、通过将词句编入对话中，培养学生综合运用语言的能力。让学生在创设的情境中大胆的说英语，大胆的表演，从而激发学生学习英语的兴趣。

教学重难点：

1、听得懂、会说、会读句子What would you like？I’d like … Anything else? How much is it/are they？ It’s/They’re…yuan.2、能用I’d like „表达自己的意愿，并结合以前学过的一些句型进行购物。教学准备：

图片、服务员工作帽、背包、水果和文具实物、多媒体课件一套。

教学过程：

Step 1 Warming—up 1.Greetings

T: Hello, boys and girls.This is Mi Wu.Nice to meet you！2.Free talk

T: How are you ？

S1: Fine，thank you.And you?

T: I’m fine, too.Today I’m very happy.Because this weekend we will go hiking.(结合PPT让他们明白go hiking的意思)

T: I need to buy something.Look, I have bought a bottle of orange juice and a bag.So if you go hiking, what would you like?(卡纸1)S1: I’d like…

T: Read after me.(展示卡纸1，然后叫2-3组同学两两对话此句型)T:(最后一组同学由老师来问)What would you lkike? S1: I’d like…

T: How about you?(边问另一个同学，边展示卡纸2)S2：I’d like…

T: Read after me.(展示卡纸2，然后叫2-3组同学3人一组对话此句型)T: If you go hiking, you will take many things: oranges, apples, hamburgers…But look, my bag is empty.(展示空空的书包)Except the orange juice, anything else?(卡纸3，同法教此句型)

Step 2 Presentation 1.T: Look, Su Yang, Su Hai and there are go hiking, too.They don’t

take a bag.So what’s the matter?

S: They are hungry.T: Anything else? S: They are thirsty.T: Now they are at a snack bar.Today we will learn “Unit 7 At a snack bar”.(展示课题)Read after me: at a snack bar.T: They are very hungry and thirsty.So they need something to eat and something to drink.(卡纸4，同法交此句型)T: Now let’s watch the video: what would they like.Pay attention: you should listen with questions.Q1: where are they? Q2: how much are they?(卡纸5，利用2张标有价格的实物卡片讲解下此句型)

What would you like? S: I’d like…

T: OK.Here you are.(在生伸手去接时，师把手抽回来)Oh, no.You don’t give me the money.So you should ask me…(引导学生自己说出：How much is it/are they?)(听完录音后，回答问题)T: Now listen again.This time you have to listen and judge(T)or(F).(师读第一个问题时，新授单词：noodles.然后判断句子对错)2.T: Let’s read it after the tape.T: Now you can open your books.Please read it after me.T: Can you read it now? Let’s read it together.T: Well done.Now four students are in a group.Please read it by yourselves.I’ll give you five mins.T: Time is up.OK.Who wants to act the dialogue?(叫2-3组同学上讲台前表演对话)

Play a game: sing a song”水果歌”

T: First, just listen please.T: It’s so easy, right?

T: So I change the words.Group1, you say the first sentence: I

love apples.„ Group4, you say the last sentence: I love elephant.(让我们来听听哪一组唱得丝毫不差。)

Step 3 Practice

T: Now let’s do some practice.Group1, you love apples.Please go

to the fruit market and buy some fruits.„ Group4, you love

elephant.Please go to the toy shop and buy some toys.T: Three or four students in a group.You can use the sentences.Are you ready? Go, please.(以实物水果和文具为例，让学生去这两个店用学会的句子去买东西)

Step 4 Homework 1.听录音跟读课文，并背诵课文

2.和家人、朋友去购物，用学过的句型编写对话

3.预习Part B 内容

教学反思：

这节课我在设计教学过程的时候，以清明踏青为情景。通过询问踏青得准备什么东西，来呈现3重点句型：What would you like? How about you? Anything else? 这也是本课的教学难点。然后在课文的听和读的过程中，讲解Something to eat/drink? 和How much is it/are they?以及单词noodles。在本节课的最后，设计了一个让学生自由发挥的空间，让学生利用本节课所学的句型，去买东西。而这不仅仅包括在小吃店，还包括在水果店、文具店等等，让学生学以致用。但是在实际教学中，还存在着如下这样或那样的问题。第一，本课导入部分我一个情景接着几个情景，操练了三个句型。但是花费了10分钟左右，导入课文的过程太长。第二，在讲解课文句型的时候，形式太单一了。在听其他老师讲课的时候，学到了很多。有用高低音读单词的，很有趣；有用rhyme读句型的，很利于学生记忆„„第三，在Part A的学习中，沿用了比较传统的方法：听、说、读、演。第四，同事在我上完课后跟我提意见“应该充分发挥学生的主导地位”，之后认真想想在课堂的前半部分老师领读的太多，而且由于老师的紧张，读得有点乱。第五，最后的拓展训练老师只是呈现了四幅画，应该给学生更多的较具体的安排，因为这一训练难度较大。总之，一堂成功的课，需要一个清晰良好的导入；需要老师精致、合理地安排教学内容，与学生密切地配合；需要老师点到为止，让学生充分利用课文所学的知识点，自由地发挥，举一反三。