四上Unit6 At the snack bar第一课时教学设计
《指向小学英语核心素养的课堂“深度学习”的实践研究》
课 题 研 究 教 案
学校：薛家实验小学 | 年级：四 | 班级：17 | 研讨人数：50 | ||||
学科：英语 | 课题：Unit6 At the snack bar | 教师：谢星赟 | 研讨日期：11.4 | ||||
教学目标 | 教学目标： 1. 用chant创设情境，询问老师想要的食物，引出话题，复习已知的食物类单词及句型Would you like ... ?，并通过头脑风暴，交流更多食物类词汇，学生能正确认识、朗读和理解本单元重点词汇hamburger,sandwich,noodles,rice等。 2. 通过观察文本插图、提出问题、学习菜单，归纳food和drinks，并预测文本内容。 3. 通过欣赏story time动画、听录音、连线匹配等环节，理清文本脉络，正确理解文本内容，掌握Mike一家各点的食物；通过进一步阅读，感知、正确朗读和理解点单常用句型：What would ... like ? What about you? Anything else? I’d like ...,please，学习如何礼貌点餐。 4. 通过创设情境，运用文本中所学的核心句型，小组交流，进行点餐，活用所学语言，提升语言能力。 5. 通过多种朗读方式，学生能注意语音语调，能正确、流利地用不同方式朗读课文。 6.在Tim和妈妈点餐的情境中，能灵活运用重点词句，创编对话和小组表演，提高综合语言能力；通过对比Mike一家用餐前后的图片，感受文本主题意义，增强学生适度点餐，拒绝浪费的意识。 | ||||||
研究目标 | 多样的教学活动，丰富的小组活动，多元的评价方式，激发学生通过课堂中的深度学习提升英语核心素养。 | ||||||
教材分析 | 本课是四年级上册Unit6 At the snack bar的第一课时story time板块。本板块的场景是snack bar。文本通过对话形式，呈现了Mike一家在小吃店讨论各自想要的食物及进行点餐的过程。旨在让学生在感知、正确理解单核心词句、正确理解和朗读课文的基础上，初步运用本课重点词句进行点餐，并树立礼貌点餐、适度点餐、拒绝浪费的饮食观念。 | ||||||
学生分析 | 本节课教学对象是四年级学生。学生在三年级已经学过pie, cake, hot dog等食物，也学习过Would you like...?的句型，并且学生对食品饮料类单词比较感兴趣，这为本节课的学习打下了一定基础。本课将帮助学生学习更多食物类词汇和常用的点单句型，在练习和交流中自主掌握，学习语篇内容。同时，本课也引导学生培养良好的生活习惯，树立礼貌点餐、适度点餐、拒绝浪费的意识。 | ||||||
教学过程（第1课时） | |||||||
活动板块 | 活动内容与呈现方式 | 学生活动方式 | 交流方式 | ||||
Step1 吸引注意，积累语言
| Task1 Greet and review How are you today ? I’m hungry. Can you give me some suggestions?
Task2 Talk and learn What other food do you know？ Where can we get the food? | Greet each other
Would you like a/an/some ...? (solo work)
Learn the words: sandwich，rice，noodles，hamburger, ... (pair work) At the snack bar KFC, MacDonald's, Wallace, Burger King ... (solo work) | 一人回答，教师评价，复习食物类词汇和句型。
同桌交流，教师评价，聚类呈现食物类词汇，引出本课主题at the snack bar。 达成目标1 | ||||
Step 2 导出目标，生成结构 | Task3 Look and ask What do you want to know? What can you see in the menu? Guess: what would they like?
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Where are they?/ What would they like?/... A hamburger, a pie, a sandwich, a hot dog, noodles, milk... Would they like...? (solo work) | 一人回答，教师评价。学习菜单，并猜一猜点餐食物。
达成目标2 | ||||
Step3 回忆相关知识，初步运用结构 | Task4 Watch and tick What would they like?
Task5 Listen and match What would Mike/Helen/Dad like?
Task6 Read and underline How does Dad/ Helen/the waitress ask? How do they answer? |
They would like ... (pair work)
Mike/Helen/Dad would like... (group work)
What would you like? What about you? Anything else? I’d like... Here you are. Thank you./..., please. (solo work) | 两人回答，教师评价，了解所点食物。 三人回答，找到Mike一家各自点的餐，教师评价。 一人回答，教师评价，找出点单常用语，归纳重点句型。 达成目标3 | ||||
Step4 呈现刺激材料，活用结构 | Task7 Do a role play Can you order the food like Mike, Helen and Dad? | A: What would you like? B：I’d like ... please. A:What about you? C:I’d like ... please. A: Anything else? D:..., please. (group work) | 四人展示，师生评价，操练重点句型。
达成目标4 | ||||
Step5 引发期待行为，强化结构 | Task8 Read and show 1.Read and imitate
2.Read together
3.Read in different ways | Read after the tape(class work) Read Story time together (class work) Read in different ways (group work) | 全班跟读后小组展示，教师和学生评价，关注语音语调。 达成目标5 | ||||
Step6 提供反馈评价，巩固结构 | Task9 Think and act Tim and mother come now. Can you help them to order ?
How do you feel? | Order food with new sentences (group work)
Order in moderation and refuse to waste | 四人展示，创编对话，学生评价，运用核心句型交流。 学生回答，教师总结，感受文本深层意义。 达成目标6 | ||||
Homework | 1. Listen and read Story time. 2. Make a menu with your partners. 3. Preview Fun time and Cartoon time.
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板书设计 | Unit6 At the snack bar Mike: a hamburger, a glass of milk Helen: some noodles Dad: a sandwich, a cup of coffee What would you like? I’d like ... What about you? ...., please Anything else? Here you are. | ||||||
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