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視頻課題：四年級新譯林版上冊英語project 2 my snack bar江蘇省

教學設計、課堂實錄及教案：四年級新譯林版上冊英語project 2 my snack bar江蘇省

教學目標
1.認知目標
1)能熟練掌握食物類單詞hamburger, sandwich, noodles, rice等, 并補充一些常見的食物單詞dumplings, porridge, bread
2)熟練掌握飲料類單詞juice, milk, coffee, tea, 并補充一些常見的飲料單詞sprite, cola, fanta,同時掌握 … glass(es)/cup(s) of …的用法
3)能理解Peter’s snack bar的故事
2.能力目標
1)能運用所學句型This is my snack bar. I have…The …is/are in/on the…等介紹自己的小吃店
2)能熟練運用句型Where’s …? It’s…詢問回答地點
Can I help you? Yes. I’d like… 詢問對方需要
How much is/are…? It’s/They’re…yuan.詢問價格等購物用語
3)能會表演Peter’s snack bar的故事
4)能運用所學,以購物為場景,小組為單位,創(chuàng)編對話,進行表演
3.情感目標
通過本課學習,學生能認識到合理飲食,健康飲食的道理
2學情分析
四年級的小學生處在中高年級,學生注意力還較容易分散,很容易被新奇的事物所吸引,本課是四年級上學期的最后一個綜合版塊Project 2 My snack bar,設計了豐富了活動和有趣的游戲,能很好地激發(fā)學生的學情興趣。同時,四年級的學生已經(jīng)具備了一定了語言知識和交流能力,通過綜合版塊的復習,一方面能在課堂上培養(yǎng)學生的動手操作能力,另一方面,也能通過各種形式,如自我介紹,對話操練,小組表演等,更進一步地鍛煉學生綜合運用語言的能力,鼓勵學生養(yǎng)成多用英語交流,敢說英語的習慣。
3重點難點
1.教學重點:
1)熟練掌握食物類單詞hamburger等和飲料類單詞milk等
2)使學生能熟練運用句型Where’s …? It’s…Can I help you? Yes. I’d like…How much is/are…? It’s/They’re…yuan.等句型進行問答
2.教學難點
使學生能運用所學, 以購物為場景, 小組為單位, 創(chuàng)編對話, 進行表演
4教學過程
4.1第一學時
4.1.1教學活動
活動1【導入】Step　1　Free　talk
1. Greeting
 2. Free talk
T: I like dogs. What do you like?  S1: like …s.
  I like mangoes. What do you like? S2: I like …s.
  Where’s your book?         S3: It’s on the desk.
  Where are your pencils?      S4:They’re in the pencil case.
(設計意圖:課前的師生問答,既復習了一些學過的句型,同時也能培養(yǎng)學生的口語交際能力,鼓勵學生大膽說英語。)
活動2【導入】Step　2　Lead　in
T: Look! Here’s a puzzle for you. A we choose?
S5: Two.
T: Yes. B choose?
S6: Four.
… 
T: So, what’s this? Yes, it’s KFC. Another puzzle.
  What’s this? Oh, McDonald’s.
(設計意圖:以拼圖的形式,拼出學生熟悉的KFC和McDonald’s,引出今天的主題snack bar)
活動3【講授】Step　3　presentation　and　practice
1.Brain storm
T: Boys and girls, we know KFC and
 McDonald’s, they are two snack bars.
And there’re lots of food and drinks.
Now, can you say something about food?
S7: hamburger
S8/: sandwich
S9/10/11: …
T: Good! Now let’s see. What are these?
Ss: hot dog/ pie/ cake
T: Yes. How about this one?
S12: r-i-c-e, rice
(The same way to review the word: noodles, hamburger, sandwich)
T: And do you know, what are these? How to read this word?
Ss: jump
T: And this one?
Ss: dump
T: So, dumpling. Yes, these are some dumplings. Follow me: dumplings, dumplings (read the word group by group)
T: Look, what’s this? Read this word: hot-- pot fridge, so porridge.(read by boys and girls)
T: And what’s this? Yes, bread. Here “ea” pronounced / e /
  Now boys and girls, let’s read these words together. (Ss read)
(設計意圖:以頭腦風暴的形式,先讓學生回憶學過的食物類單詞,然后進行單詞拼讀復習鞏固,最后補充一些相關的同類單詞)
 2.Say a rhyme
T: Ok. Lots of nice food and drinks. I’m hungry. I’d like a hamburger. What would you like?
S13/14: I’d like...
T: Can you say this rhyme? Let’s say it together. Clap your hands. One, two:
  What would you like?
  What would you like?
  I’d like a hamburger.
  I’d like some noodles.
  They’re all very nice.
(Practice in pairs and in groups of four)
T: Now please choose one way to make a new rhyme with your deskmates.
(Invite two or three pairs to show)
(設計意圖:通過rhyme環(huán)節(jié),形式多樣,既操練了單詞,也復習操練了句型What would you like? I’d like...)
Let’s guess
T: Look! What’s this?
Ss: It’s a glass.
T: Yes, please listen and guess. What’s this now? (Ss try to guess)
  Let’s see. Oh! Can you spell this word?
S15: m-i-l-k, milk
T: So this is a glass of milk. We can also say?
S16: some milk
T: Great! Now how many glasses of milk?
S17: two glasses of milk
(Lead Ss to practice how to say: ... glass (es) of milk
T: Now, listen and guess. What’s this? Look! Can you spell?
S18: j-u-i-c-e, juice
T: So this is a glass of juice. And it’s a glass of orange juice. Can you say some other kinds of juice?
(Ss try to say: a glass of ... juice)
T: Let’s continue. Here’s a riddle for you. Listen to me: I live in a cup. I am black. I am bitter. What am I? Can you guess?
S19: a cup of coffee.
T: Yes, you’re right. Can you spell “coffee”?
S20: c-o-f-f-e-e, coffee
T: Excellent!And we can also say: ______ coffee
S21: some coffee
T: Good! Now how many?
S22: five cups of coffee
T: Yes! Another riddle: sometimes I live with some leaves in a cup. I’m not sweet. What am I?
S23:a cup of tea
T: And it’s green. So it’s a cup of green tea.
  How about this one?
S24: a cup of black tea
T: Now we know many kinds of drinks. Let’s read these phrases one by one.
(Ss read)
T: Good! Now let’s play a game: quick response. If you see a picture, a phrase or a sentence, please say it out quickly; if you see this, please stand up and say: Yummy! Ok?
Ss: Ok!
(Ss play the game)
(設計意圖:通過猜的形式來復習飲料類的單詞milk, juice, tea和coffee,同時讓學生熟練運用a glass of 和a cup of, 操練復數(shù)杯數(shù),并且補充同類的相關飲料也是學生所熟悉的sprite,cola和Fanta,拓展學生的知識面,最后以quick response的游戲復習鞏固這些單詞、詞組和句型。在此讓學生用Pad進行搶答,積極性較高,學習興趣濃厚。)
活動4【活動】Step　3　presentation　and　practice
4.Design a snack bar
1)T: Boys and girls, look!This is my snack bar. Today we learn: Project 2 My snack bar, let’s read.
Ss: Project 2 My snack bar
T: Here is the food and drinks. But where are they?
  Can you guess? Where are the hamburgers?
S25: It’s on/ in the...
(Invite Ss to guess using the structure: Where is/are the...? It’s/ They’re in/on...)
(設計意圖:以不同形式的問答,復習鞏固操練句型Where is/are the...? It’s/ They’re in/on...)
2) Play a game: shoot planes
T: And how much are they? Let’s play a game: shoot planes. When you see the plane, please the price loudly.
(Ss play the game)
T: You did a good job! Now I’ve got the prices.
Let me see. The cola is 3 yuan, I think.
These prices, who can help me to put them on the blackboard.
(Invite some students to put the prices on the blackboard)
T: Thank you very much, boys and girls. I think the prices are quite proper. Now please practice in pairs.
Ask and answer: How much is/are the....?
              It’s/ They’re...yuan.
(設計意圖:先以一個打飛機的游戲讓學生熟悉這些價格的讀法以及幾十幾的數(shù)字,然后讓學生幫老師定價的環(huán)節(jié)調(diào)動學生積極性,活躍課堂氣氛,并通過同桌問答討論價格,操練How much...?的句型)
Tick the food and drinks
T: Boys and girls, I have a nice snack bar.
Do you want to have a snack bar?
    Ss: Yes!
T: Ok! What are you going to sell? Look!
I’m going to sell some hamburgers, hot dogs,
sandwiches apples and orange juice. What about you? Please open your books, turn to P56, and tick the food and drinks.
    (Invite three or four students to say: I’m going to sell...)
4) Design your snack bar
T: Now we know what we are going to sell. Then let’s design our snack bar. Please take out your piece of paper and finish drawing it.
(設計意圖:讓學生動手制作畫一個snack bar, 培養(yǎng)其動手操作能力)
    5) Let’s introduce
    T: Ok! Well, can you say something about your snack bar like this, please listen: I have a snack bar. I have a hamburger, some apples and some cola. Look! The cola is in the fridge. It’s 3 yuan. It’s very cheap. Welcome to my snack bar! Can you? Now it’s your turn to introduce and I’ll give you a few seconds to prepare. Please practice!
(Invite three students to introduce their snack bars)
(設計意圖:讓學生照樣子介紹自己的snack bar,使學生慢慢學會組織語言,多說多練,培養(yǎng)提高他們的語言運用能力和口語交際能力)
   5) Sing a song: The wheels on the bus
   T: Now we’re talking about our snack bar. That is Peter’s snack bar. Shaw we go and have a look? How? Oh! The bus is coming. Let’s go by bus, ok?
   Ss: Ok!
   T: And let’s sing a song: The wheels on the bus  
   (Ss sing the song together)
(設計意圖:通過乘坐bus去Peter’s snack bar,引出這首歌曲,其目的在于讓學生進行一下調(diào)節(jié),從緊張的學習中得到緩解,歡快課堂氣氛,激發(fā)學生的學習興趣)
   6) Watch and answer
   T: Now we are at Peter’s snack bar.
 Who are at Peter’s snack bar, too? Lucy and Lily.
 I have two questions for you:
     a. What would Lucy and lily like?
     b. How much are they?
(Ss watch and answer the questions)
Let’s read
(Read after the tape and read together)
Let’s act
(設計意圖:通過看動畫回答問題、朗讀文本并表演三個環(huán)節(jié),讓學生理解這個小故事,并熟悉簡單的購物語言,如打招呼、詢問價格等)
活動5【講授】Step　4　Consolidation
Let’s summarize
T: Boys and girls, we know at the snack bar we can sell or buy snacks. But how to sell, maybe you can say?
(Invite several students to say something)
T: Yes! Let’s read.
(The same way to summarize: how to buy)
(設計意圖:總結歸納一些常用的購物用語:打招呼、詢問需求、詢問價格、討價還價等,為下面的對話表演做鋪墊)
活動6【活動】Step　4　Consolidation
Show time: At the snack bar
T: Now it’s our show time. You can use these sentences to make a dialogue. Now I’m the shop assistant, who wants to be my customer?
(T invites three students to make a dialogue as an example)
T: Good! Thank you. Now your snack bars are ready to open. Work in four and let’s go shopping.
(Invite three groups to show)
(設計意圖:創(chuàng)設購物情景,小組表演對話,進行語言的綜合運用,旨在提高學生的語言表達能力,達到語言真正的交流目的)
活動7【講授】Step　4　Consolidation
Emotional education
T: Well done, boys and girls. We’ve learnt
 lots of food and drinks. But some are healthy,
 and some are funk.
(Classify some healthy food and junk food)
T: So, boys and girls, try to remember:
  Eat well, eat healthy!
(設計意圖:復習了這么多食物和飲料類單詞,最后進行健康食品和垃圾食品的分類,告訴學生“合理飲食,健康飲食”的道理)
活動8【作業(yè)】Step　5　Homework
1. Review Unit 5-8
 2. Choose one scene, try to make a dialogue and write it down.
(設計意圖:課后作業(yè)的布置不僅要鞏固課內(nèi)知識,還要引導學生開闊視野,更要讓學生學以致用。本課主要以復習為主,另外,課上注重學生聽、說、讀的能力,在這我通過提供學生不同場景,讓學生進行創(chuàng)編對話,同時對于中高年級學生,慢慢開始培養(yǎng)其寫的能力。)
 

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