4上unit6at+a+snack+bar+教案.doc

　 四、教学过程： Step1 Warming up 　　 T: Hello，boys and girls. Nice to see you. Today，I’m your new English teacher. We are new friends. So I would like to know something about you. Ask the students some questions, such as “How are you?” “Do you like singing?” “What’s your name” “Can you swim? “What about you” and so on. T：I know that A likes…, B can… So do you want to know anything about me? You can ask me any questions. 【设计意图：，增进师生间的情感交流。】I like listening to some rhymes. Now let’s listen to a rhyme , OK?　 Please listen carefully and try to tell me what food do you know from the rhyme. 【设计意图：What would you like?节奏欢快，可以很快将学生的注意力吸引到课堂上来，并以此创设良好的学习氛围，既复习了旧知，又增进了师生间的情感交流。另外，歌曲内容与本课知识紧密联系，为之后教学活动的展开埋下了伏笔。】 以抢答的形式说出以下单词 Ss:some bread???,an ice-cream?? ,some milk, a cup of tea, some bananas, some apples… ????????【设计意图：通过此游戏帮助学生复习学过的单词，为新知的学习作好铺垫；同时，抢答的形式容易激发学生的兴趣，使其主动参与语言学习活动。】?Step2 ?Lead-in 1. T: Nice job! If we want to have so many food and drinks ,we can go to a snack bar.(带读)??????? ? ?Ss: a snack bar. T: Today, our friends Helen, Mike and their Dad are at a snack bar, too. Can you guess what food they are ordering? Ss: Some bread, some eggs, an ice-cream… ?? 【设计意图：通过此游戏帮助学生复习学过的单词】?Step3 Presentation Practice　 1.T：Excellent.! Now, let’s watch the cartoon and try to tell me what are they? 【设计意图：“At a snack bar”的语境，让学生在具体的情境中感悟语言的意义。通过一定的对话操练活动帮助学生将语言知识转化为语言技能，为进一步的运用作好准备。多层次的活动让学生“有兴趣说，有内容讲”，激发他们的学习兴趣，同时培养其团结合作的精神。】 【设计意图：通过】’s watch the cartoon again and try to tell me the answers. 【设计意图：以短片的形式呈现课文内容，使学生在整体感知语篇、初步理解语篇的同时强化对目标语言的印象。通过播放有字幕的动画，帮助学生获取细节信息。通过跟读课文，培养学生正确的语音语调，为进一步运用语言打好基础】… T: Well done! Let’s try to read. Pay attention to your tone and pronounciation. 6. Read after the teacher. 7. The students read together. 8. The students read in roles. 9. Try to dub. 【设计意图：通过，培养学生正确的语音语调，为进一步运用语言打好基础】…, Mike would like…, Helen would like…) (让学生根据板书内容，对课文进行复述) 11. Act the story in roles and check how many stars they can get. ?Step4. Production 1.