1、Unit 6 At the snack barCheckout time & Ticking timeTeaching contents 教学内容Checkout time &Ticking timeTeaching aims and learning objectives 教学目标1. 学生能够将句型 What would you like? Id like , please. Anything else？在实际生活中正确运用；2. 学生能够知道点餐时服务员和顾客的语言使用；3. 学生能够在生活中熟练使用英语购物点餐。Focus of the lesson and predicted are
2、a of difficulty 教学重点和难点教学重点：1. 学生能够将句型“What would you like? Id like , please. Anything else？在实际生活中正确运用；2. 学生能够知道点餐时服务员和顾客的语言使用。教学难点：1. 学生能够在生活中熟练使用英语购物点餐。Teaching procedures 教学过程Step 1 Greeting & Warm up（ Song time）T: Hey boys and girls, today we are going to go on learning Unit 6. In this lesson, i
3、f you can say the words of food and drinks, order and offer food in English, you can get the English star!1. 通过歌曲，唤醒本单元部分新授单词。T: First, lets enjoy the song Im hungry！【设计意图：以歌曲来开始第四课时，既是对前三课时中食品饮料词汇和点餐句型的简单回顾，也是课堂的一种热身运动。 】Step 2 Game time: Magic eyesT: Now lets play a game. When you see the food, re
4、ad the sentences and when you see the boy and the girl, say “We are hungry”.【设计意图：上个环节通过唱的方式来回顾关键词句有一定的局限性，这里通过游戏进一步巩固，同时也是对上一环节歌曲的延伸。 】Step 3 Ticking time-1T: So, can you say the words of food & drinks? Tick for yourself.【设计意图：将 Ticking time 以学习目标的方式分别在课的开始、环节之间和课的结尾进行分步呈现，让学生在上课过程中不断总结、不断进行自我评价。】S
5、tep4 Guessing time1. Guess and sayT: (点击出现菜单) So many yummy food and drinks, Yang Ling and her friends come and choose. What would Yang Ling like? Guess!S1: She would likeS2: She would likeS3: She would likeS4: She would likeT: What about her friends?S5: Wang Bing would likeS6: Wang Bing would likeS
6、7: Su Hai would likeS8: Su Hai would likeS9: Liu Tao would likeS10: Liu Tao would likeT: OK, you can guess in groups.T: All right. Lets listen and find the answer. (点击播放录音)(点击在人物下方出现食物图片，核对答案)2. Fill in the blanksT: Now we know the answers. Lets fill in the blanks.(an, some, noodles, juice, pie, Liu
7、 Tao)Yang Ling and her friends are at the snack bar. She would like _ noodles and a glass of _. What about Wang Bing? He would like a cake and _ ice cream. Anything else? Su Hai would like a sandwich and a _. Who would like a hamburger and a glass of milk? _.学生填空并朗读Step5 Ticking time-2T: So, can you
8、 order food in English? Tick for yourself.【设计意图：在 Checkout time 中，利用原材料，首先进行预测，培养学生看图说话的能力；根据录音找到答案之后，进行简单的填空，培养学生总结的能力，填空中，有食物词汇，还有与之搭配的冠词、代词，提醒学生注意这些虚词的重要性。 】Step6 SummaryT: (点击出现 Waitress(服务员)在快餐店应该说：)At the snack bar, what should the waitress say?学生充分回答，教师总结：Can I help you?What would you like?Wo
9、uld you like?Anything else?Here you are.T: Thats how we offer food.T: (点击出现 Customer 在快餐店可能会说： At the snack bar, what should the customer say?学生充分回答，教师总结：Id like, please., please.Yes, please.No, thank you.Thank you. T：Thats how we order food.Step 7 Ticking time-3T: So, can you order food in English
10、now? Tick for yourself.【设计意图：通过前面几个环节的复习，这里通过头脑风暴的方式集思广益，师生共同总结点餐时顾客和服务员的点餐用语。 】Step 8 Go shoppingT: Look, you know how to order and offer the food and drinks, you can also be polite waiters, waitresses and customers. Now, lets go shopping. We can go to the supermarket, stationary shop, fruit shop a
11、nd also the snack bar. You can buy or sell things according to the sentences on the blackboard.(教师请一名学生配合，完成示范场景：去苏果超市购物，注：超市没有营业员，导购员代替)T: Now, you can choose a place, work in pairs.(学生选择场景，利用板书中服务员和顾客的使用词句进行对话的创编)【Suguo Supermarket, Macdonalds, KFC, stationary shop, fruit shop】【设计意图：本环节为拓展环节，在进行了一
12、节课的点餐练习后，师生一起将思维拓展开来，不再局限于点餐，让学生小组合作，去超市、水果店、文具店尝试购物。 】Step9 Ticking time- 4T: So, can you order and offer food in English now? Yes! You can get the English star now!Step5 Homework1. Find more words about food and drinks.查找更多关于食物的单词。2. Try to order food in a snack bar with friends. 试着用今天所学的知识和小伙伴一起去
13、快餐店点餐吧。Teaching aids 教学准备（含板书设计）教学准备：人物卡片、头饰、食物图片、多媒体课件。板书设计： Unit 6 At the snack bar说课一、整体情景创设本单元以点餐为主要内容，本课时在餐厅点餐的基础上，通过丰富的活动，对点餐用语进行多样的巩固。同时将思维扩散开去，让学生大胆去超市、文具店、水果店购物。二、教学流程与设计意图我们来简要回顾一下实际教学环节中的活动设计：本课时为第四课时，我们用一些活动来复习、巩固前三课时所学内容。简单介绍过本课时的主要任务之后，由一首歌Im hungry！来开始，既是对前三课时中食品饮料词汇和点餐句型的简单回顾，也是课堂的热身
14、环节。一首歌很难把所有词汇和句型容纳进去，关注关键词句、核心句型即可。接下来的Magic eyes 游戏进一步巩固重要句子，同时也是对上一环节歌曲的延伸。本节课把 Ticking time 安排在课的开始、环节之间和课的结尾进行分步呈现，让学生在上课过程中不断总结，不断进行自我评价。前两个环节结束之后，我们对 Can you say the words of food & drinks?进行了三层评价。在 checkout time 中，利用原材料，首先进行预测，培养学生看图说话的能力。根据录音找到答案之后，通过简单的填空培养学生的总结能力。填空中，有食物词汇，还有与之搭配的冠词、代词，提醒学
15、生注意这些虚词的重要性。之后继续进行评价。通过前面几个环节的复习，这里通过头脑风暴的方式集思广益，师生共同总结点餐时顾客和服务员的点餐用语。拓展环节中，在进行了一节课的点餐练习后，师生一起将思维拓展开来，不再局限于点餐，让学生小组合作，去超市、水果店、文具店尝试购物。offer order最后，对整节课进行评价，学生完成所有的任务，获得“英语之星” ，整节课以及本单元完整落幕。最后，跟大家分享一下本节课中的几个“关注”： 关注学生在实际生活中的语言使用。 关注学生在过程性体验中产生的种种语用问题并及时修正。 关注学生思维的延展和思维的开阔，让本单元的语言主题自然形成知识迁移，同时，也让英语这一门第二语言能逐步成为中我们学生的思维和交际工具。
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