译林版三年级起点小学英语《Story time》教案下载

Unit6At the snack bar教学内容译林版四上Unit6At a snack barStory time教学目标能听懂、会说、会读词汇

1.a cupof coffee,a cupof tea,a glass of juice,a并会点餐glass of milk,a hamburger,a sandwich,noodles,rice能听懂、会说、会读句型

2.What wouldyou likeId like....Anything else并熟练运用日常交际用语能充分理解课文中的对话内容，并能应用于实际介绍

3.教学重难点能听懂、会说、会读句型

1.What wouldyou likeId like....Anything else并熟练运用日常交际用语能充分理解课文中的对话内容，并能应用于实际介绍

2.教学准备人物头像卡片、多媒体课件教学过程Step1:Warming up

1.Greetings.T:Its anew day.Boys andgirls,how areyou todaySs:Fm fine.T:Great!You5re allfine.And Ihope yourehappy,too.Lets enjoya rhyme,ok

2.Enjoy arhyme:What wouldyou like设计意图本课以一首轻松活泼的韵律诗What wouldyou like作为本节课的导入环节，由歌曲中出现的有关食物的单词延伸既复习了旧知，又引出新知内容Step2:Pre-reading

1.T:What canyou seein therhyme51:I cansee apie andsome rice..T:Good,the pieand therice arefood.What otherfood canyou name

2.T:And Ihave aquestion:Where canwe buy or eat them Youcan speakinChinese.

3.Lead inT:Yes,maybe you can buyor eatthem atasnack bar.Today wewill learnUnit6At asnack bar.

4.Learn somenew words.T:At the snack bar,we canbuyoreat manykinds offood,let meintroducesome foryou.Ss readand learn.（是指有把手的瓷杯,是指玻璃杯和等饮Tips:

1.cup glass2,milk coffee料类单词是不可数名词我们可以说千万不能a glassofmilk,some milk,说成）a milk,some milks

5.Play agame andcheck.见到图片就大声地读出单词，见到单词就说（我想要…）I dlike…设计意图由韵律诗延展与学生交流，培养学生思考、倾听和口头表达能力，顺势揭示本节课的课题At the snack bar在词汇巩固环节我运用了“Magic eyes的游戏，并渗透练习句型Id like-,既能激起学生的学习兴趣又能帮助学生有效操练理解所学内容Step3:While-readingl.T:I like to go to thesnackbar,do youlike togo tothesnackbarT:Some ofour friendsliketogotothesnackbar.

2.Watch thecartoon andtry toanswer:Who arethey（）Helen,Mike,Mr Green

3.Listen andanswer:What would they likeTickattheright place.选出和的所选食物a.Helen Mike如果你是或你会怎么问呢？b.Mike Helen,Dad（思考并回答，做出选择）Check theanswers.

4.Say thecontent together.Helen would like Mike would like...,Mr Greenwould like....设计意图文本部分的处理，从谁在小吃店他们在干什么？让学生了解本课的中心人物，走进文本情境，让学生猜一猜他们会点什么餐，使学生有话可说通过听录音选食物，解决本课的重点词汇，做到词汇处理不离句子，不离情境

5.T:Now weknow whatwouldtheylike,next theywill orderthe food,whatwill theysay Turnto page39,and underlinethe keywords.T:What willthe waitresssayTeach:Anything else

6.T:Now canyou orderthe foodLets workin pairs.设计意图将本文重点句子的朗读单独处理，小组合作，发现问题，降低文本阅读的难度最后，自读文本，解决点餐时的问句，将句子再次放入情境中

7.T:Just nowmany ofyou ordera hamburger,right Butthe hamburgersarejunk food.Look atthese foodegg,bean,ice cream,salad,instant noodles,cola,some arehealthy food,some arejunk food.Can youdivide themT:Lets eatwell andeat health.设计意图小组活动练习点单环节，可能部分学生会选择一些不健康的食品，此时加入一个让学生自行判断哪些属于健康食品，哪些属于垃圾食品的活动环节，并进行情感教育，提醒大家要合理饮食、健康饮食，也便于学生理解接受

8.a.Read thecontent afterthe tape.b.Choose oneway toread.Read inroles,read afterone,read together...c.Show time.设计意图文本巩固环节，分角色朗读能使所学的语言材料更加真实，对话更接近生活实际，使学生有身临其境的感觉，语音、语调、表情、手势和身势会更加自然，是组织学生进行听说练习、操练巩固的好方法，将学生引向一个妙趣横生的英语世界Step4:Post-reading

1.T:I knowyou canread thetext now.Can youremember itLet5a haveacheck,try tocomplete thewords together.Mike,Helen andtheir fatherare atthesnackbar.They arehungry.Theywould like some foodand drinks.Mikewouldlike aglassofmilk andahambuiger.Helen wouldlikesomenoodles.Mr Greenwouldlikeasandwich anda cupof coffee.

2.T:Can youbuy thingsin othershops Letsgo shopping.运用所学句型，人一小组，练习并表演去不同的商店购物4（fruit shop,clothes shop,文具店）设计意图拓展环节，将所学句型再次利用，突出重点，以四人为一组编对话进行表演，既可以锻炼学生的交际能力，又可以很好地学习巩固本单元的内容学生还可加入了自己的语言，适当表现购物时的表情和动作，颇具真实意境，更可使学生的口语表达能力得到很大提高Step5:Homework

1.Retell thestory.

2.Write downthe foodyoucansay,try todivide themin differentways.

3.Read thestory andtry toact withyour partners.设计意图将课后作业与课堂所学紧密结合，让学生将英语课堂所学内容在生活中展现出更多的活力，在听、说、读、写以及情感教育、对生活的指导意义上都体现出英语这门学科的功能性。