四年级上册英语教案Unit 6 At a snack bar（storytime）译林版（三起）

1、.Unit 6 At a snack barstorytimeTeaching contents 教学内容Story time Teaching aims and learning objectives 教学目的1. 能听懂、会读、会说at, coffee, snack bar, hamburger, noodles, sandwich, anything else.2. 能听懂、会读、会说日常用语What would you like? Id like What about you? Anything else?3. 能正确地理解并朗读对话内容，在老师的引导和帮助下尝试复述课文内容。4. 能

2、初步运用本课所学的词汇和日常用语进展点餐。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读对话内容，在老师的引导和帮助下复述课文内容。教学难点：能初步运用本课所学的词汇和日常用语点餐。Teaching procedures 教学过程Step 1 Greeting &Warm up 1. GreetingT: Hello, boys and girls.S: Hello, Miss Liu.2. lead-in T: How are you? Ss: Fine,thank you.And

3、you?T:Im hungry.This morning, I get up late, in order to get the school bus ,I didnt have my breakfast.Now Im hungry.Are you hungry?would you like to go to the snack with me ?ok,lets go.Step 2 Presentation1、 learn the new words T: This is a snack bar. 出示图片，教读snack S: a snack bar. T: Now, Look! Were

4、at a snack bar.出示快餐店，并揭题。Unit 6 At a snack bar S: At a snack bar. T: Therere so many food and drinks in it. This is a menu of the snack bar.What would you like? S: Id like some sweets. T: What about you? S:Id like a hamburger.出示图片，教读 hamburgerThe same way to teach :sandwich 、noodlesT:Now ,can you di

5、scuss the menu with your partner?Three ss a group to practice.work in pairsSs:check outT:You have order sth. to eat.Would you like sth.to drink.S:Yes.T:Look,here are two kinds of k and coffee. Learn the words: a glass of milk ,a cup of coffee.T:What would you like ?S: Id like a hamburger.T

6、: Anything else?S:A sandwich,please.Teach: Anything else?Can you practice with your partner?Two ss a group to practice.work in pairsSs:check outStep 3 Story time1. watch and tickT:Now . We have sth. to eat and drink.Lets call the waitress.waitress,waitress.Oh the waitress is busy now,she is waiting

7、for Helen,Mike and their Dad.Look, They are ordering food. What would they like? Please listen carefully, and then tick the right answer. 播放课文录音 T: What would they like? S: They would like a hamburger、a glass of milk、some noodles、a cup of coffee and a sandwich.T: Good!You have a good memory.2. liste

8、n match and answer T: Now, I want to know what would Mike like ,what would Helen like,what would his dad like.Lets listen the cartoon and match what would they like, then answer Mike ,what would you like?Id like 出示课文中句子，学生听录音读Helen，what would you like?Id likeDad ,what would uou like?Id like3. Listen

9、 and order T: Now boys and girls, Dad has know what would they like .so ,he is going to order the food .Lets listen and put these sentences into the right order. 1、Thank you. 2、I'd like a hamburger, noodles and a glassof milk , please. 3、What would you like？ 4、A sanwich and a cup of coffee，pleas

10、e. 5、Anything else？ 6、Here you are!在排序的过程中再教Anything else？4. Listen and repeat a、 T: Now boys and girls, Lets read the story together, OK? First, listen carefully and repeat！ 出第一幅图 Picture1. 请学生跟读 继续每一幅图逐图跟读，注意食物单词的发音新授句型个别读，已学句 型 齐读b、Open the books,read together.5、Read in rolesT: OK. Now we have re

11、ad the story together. Now open your books, turn to Page 38, and read the story in roles, four students a group. S: show it.5. Act the story T: You did a good job. Now, its time for acting! Please act in groups! T give a model Dad : Mike,Helen,lets go to the snack bar . Waitress: welcome .sit down .

12、给菜单 What would you like ?S: 请小组上台表演，带上角色帽子Step 4 Go shopping 周末，你和家人逛街累了，想去个快餐店吃点东西休息下。开头： Welcome ! Sit down,please.与当今“老师一称最接近的“老师概念，最早也要追溯至宋元时期。金代元好问?示侄孙伯安?诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。于是看，宋元时期小学老师被称为“老师有案可稽。清代称主考官也为“老师，而一般学堂里的先生那么称为“老师或“教习。可见，“老师一说是比较晚的事了。如今体会，“老师的含义比之“老师一说，具有资历和学识程度上较低一些的差异。辛亥革命

13、后，老师与其他官员一样依法令任命，故又称“老师为“教员。 结尾： Great !S: Show them.Step 5 Homework 家庭作业 1、Read and act story time. 读一读，演一演story time. 2、Go and find more food or drinks. 去周边的小吃店，记录下更多小吃的英文名。 Unit 6 At the snack bar what would you like? Id like Mike hamburger 、a glass of milk Helen noodles Dad sandwich 、a cup of co

14、ffee评课及反思：1、 整节课条理明晰，节奏严密，但需合理安排课堂教学时间。2、 本课的 story time教学由简入深，符合小学生的身心开展，设计的练习能帮助他们很好的掌握和理解story time，但在对话表演的时候老师的示范不是很到位。3、 整节课的教学中学生读的比较多说的比较少，还需多创设情境让孩子多说，多参与。4、 宋以后，京师所设小学馆和武学堂中的老师称谓皆称之为“教谕。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习。到清末，学堂兴起，各科老师仍沿用“教习一称。其实“教谕在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者那么谓“教授和“学正。

15、“教授“学正和“教谕的副手一律称“训导。于民间，特别是汉代以后，对于在“校或“学中传授经学者也称为“经师。在一些特定的讲学场合，比方书院、皇室，也称老师为“院长、西席、讲席等。对于课文的阅读中学生还需多模拟录音跟读注意语音语调，老师本身在这方面还需多加强自身的发音练习，多学习，多储藏知识。整节课上下来没有自己设想的那么好，在孩子们的故事表演中没有到达我预期的设想，略显陌生，可见在平时的课堂教学中孩子的对话操练，语言的积累是多么重要的，只有多练多说多积累，才不会怯场。此外我本人在示范的时候也没有放的开，这一节课也给我自己好好的上了一课，在今后的教学中，争取在每节课中合理安排时间，多创设情境，情境也要更生活化更综合化。平时也要多储藏知识，多学习有关教学方面的书籍多向有经历的老师学习，在平时也要多注意自己语音语调的练习。要练说，得练听。听是说的前提，听得准确，才有条件正确模拟，才能不断地掌握高一级程度的语言。我在教学中，注意听说结合，训练幼儿听的才能，课堂上，我特别重视老师的语言，我对幼儿说话