四年级上册英语优质教案-Unit 6 At the snack bar 译林版(三起)

Unit 6 At the snack bar教学设计
一、教学目标
1. 能听懂、会说、会读单词snack bar, a cup of coffee, a glass of juice, a glass of milk, a hamburger, noodles, a sandwich.
2. 能听懂、会说、会读，会说日常用语What would you like? I’d like… A nything else?
3. 能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。

4. 学会合理安排饮食。

二、重点
1. 能听懂、会说、会读单词snack bar, a cup of coffee, a glass of jui ce, a glass of milk, a hamburger, noodl es, a sandwich.
2. 能听懂、会说、会读，会说日常用语What would you like? I’d like…Anything else?
3. 能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。

三、难点
1.能初步区分a glass of和a cup of 的区别
2.能灵活运用本课所学的词汇和日常用语进行点餐。

Step1Greeting＆Warming up
1. Greeting
T: Hello, boys and girls.
S: Hello, Miss Wang.
2. Sing a song 《What would you like?》
T: Well done! You sing beautifully! I have some questions for you.
Q1: What food can you hear in the song? 出示单词food
S:noodles, rice, hamburgers, hot dogs,pies.
T: Good! And where can we buy them?
S: At a snack bar…
T: Yes, maybe at a snack bar. (出示快餐店, 并通过出示相同发音的单词，教读snack 和bar )
Today we’ll learn Unit 6 At a snack bar揭题、
Step 2 Presentation
1.Play a game
T: We can buy many food and drinks at the snack bar. 出示单词drinks
Let’s see what they are!
T: When you see the pictures or the words, say the words loudly. But if you see the food presents, say “Yu mmy, Yummy” loudly.
T: (出示ppt，展示食物和饮料图片单词)
S: a cake/a hot dog/Yummy!/an ice-cream/a pie/Yummy!/noodles/juice/milk/Yummy/a sweet/a hamburger/Yummy/an egg/coffee/Yummy/a sandwich
【设计意图】通过游戏让学生熟悉食物和饮料的名称，并渗透新授单词其中，让学生预热生单词。

2、Guess and learn the new words
T: Good job! Now, we’ve got some presents. There’re some food and drinks in them. Guess! Look at Picture1.
S: It’s a cup of coffee. (生选择，师点击礼品盒)
T: Great! (板书，贴图，带读a cup of coffee) 并询问Would you like a cup of coffee?
S: It’s a glass of milk.(生选择，师点击礼品盒) w W w.x K b 1. c o m
T: Good！(板书a glass of milk，贴图，带读a glass of milk)
用实物区别a cup of &a glass of T: How to say this? 教授a glass of juice
S: It’s a hamburger!
T: Bingo! Can you spell it? (板书a hamburger，贴图，带读a hamburger并询问would you like a hamburger? What about you?)
S: It’s a sandwich.
T: Well done! (板书a sandwich，贴图，带读a sandwich)
T: How about Picture 3.Listen!
S: (引导)They’re noodles.
T: Clever! (板书noodles，贴图，带读noodles, Tips: 注意可数名词和不可数名词。

举例：a hamburg er, some rice, some noodles 询问新句型What would you like?) S: I’d like …(出示I’d like…)
【设计意图】通过猜单词，让学生熟悉单词，并在新旧句型使用中进一步掌握词汇和句型。

3. Work in pairs
T: What would you like?(看着黑板进行师生对话练习)
S: I’d like …
T: Anything else?
S: …
T: Now, we have some food and drinks here, talk about them in pairs.
S: …(生展示)
【设计意图】通过对话练习，巩固词汇和句型。

Step 3 Story time
1. Watch and answer.
T: You did a good job! And our friends are at the snack bar, too. Who are they?
Let’s watc h and answer!
S: Helen, Mike and their dad.
T: Yes! And we can also see a waitress here.
2. Listen and tick.
T: Look, there are many food and drinks here. They are…
What would they like? Let’s listen and tick.
T: What would Mike like? （引导）He would like …
What would Helen like? She would like…(听力验证)
What would Dad like? He would like…
3.Read and fill in the blanks.
Mike, Helen and their father_____ at the snack bar. They would ______ some food and drinks. Mike would like a glass of _______ and a _________. Helen would like some______.
Mr Brown would like a _______ and a cup of ________.
核对答案，齐说
4.Read the te xt
跟读（注意模仿语音语调）——分角色朗读
T: OK. Now we have read the story together. Now open your books, turn to Page 38, and read the story in roles, four students a group.
【设计意图】通过不同形式的朗读，让学生熟练掌握课文，为下一步表演奠定基础。

5.Act out the dialogues.
Step 4 Show time
1. Go to the snack bar.
a. T: You did a good jo
b. Now, let’s go to the snack bar, OK? Look! Here is the menu.
If you are a waitress or a waiter, how can you say? (带着学生看黑板复习问句)
Some of you can answe r like this: I’d like… A/Some…, please.
b. T: Who wants to work with me? (教师示范)
c. Work in 3
d. Show it. 请小组上台表演。

2. Advice
T: Look at these food and drinks. Milk is healthy, but hamburger is a kind of junk food. How about eggs…?(将食物分类)
Attention here: We should “Eat well, eat healthy.”合理饮食，健康饮食！
Step5Homework
1. Listen,read and imitate the story. 听读课文并模仿对话。

2. Write down the food you can name and make the cards.写下你学过的食物类单词并制作成单词卡片
【教学内容】
4a Project 2 My snack bar
【教学目标】
1.复习第五单元至第八单元已学的词汇：
2.复习第五单元至第八单元已学的句型：
3. 能正确熟练地运用五至八单元的交际用语进行交流。

【教学重点】
1.复习第五至第八单元的词汇，句型等语言知识。

2.能综合运用四个单元学到的单词和句型进行交流。

【教学难点】
1.复习第五至第八单元的词汇，句型等语言知识。

2.能综合运用四个单元学到的单词和句型进行交流。

【教学具准备】课件
【教学过程】
Step1: Free talk and warm-up
Activity1:Talking time.
T: Do you have any friends?
Ss: Yes.
T: Who’s your best friend? Can you des cribe him/her?
Ss:...
Activity2: Let’’s describe.
T: I have two friend s, too. Look! They’re coming. Who are they? Do you know them? Ss:..
T: Let’s descri be! Choose one of them them you like best. Describe him and discuss with your desk-mate.
Step 2: Presentation and revision
T: They look different. But they own the same thing. What do they have?
Ss: ...
T:That’s right! He owns the Macdonald’s, and he owns the KFC. They all belong snack bar. (Here, I bring in the subject: snack bar)
Activity1: Let’’s play (review the words)
T: As we all know, a snack bar has some food and some drinks. Do you know any different kinds of food or drinks? Let’s play a game! 30-second Non-Stop Talking. Rules:
Work in groups of 4. Each student says one word
about food or drinks one by one.
Tips: No r epeating
Time: 30 seconds
Ss:....
T: Well done. I’m glad that you know so many different kinds of food and drinks.
I like them. I like eating and drinking. So I made a snack bar by myself. Look!
Activity2: Let’s talk
T: This is my snack bar. Do you want to know my snack bar? What do you want to know? Try to discuss in pairs, and then try to ask questions. Here we go.
Ss: What do you have?
Where are they?
How much are they?
T: Good questions!
Activity3: Let’s guess (review the sentence patterns)
T: Look what I got! My snack bar has an ice cream, some apples, a hot dog, some hamburgers, some sandwiches and a glass of orange juice. Where are they? You can guess with the following sentence patterns.
Is it in/on...?
Are they in/on...?
Activity4: Let’s ask (review sentence patterns)
T: Good job, boys and girls. All the food and drinks are in the right place now. Then, how much are they? I have some cards with the price on it. Who wants to be the waiter/wai tress of my snack bar? Come here. And boys and girls, ask him/her!You can ask like this: How much is/are...?
(Here, I’ll invite a student to come to the front. When someone asks the price, he or she will tell them the exact price written on the cards. )
S1: How much is...?
S2: It’s ....
S3: How much are ...?
S2: They are ...
...
T: All right! Now we know the price of the food and drinks at my snack bar.
Step 3: Consolidation
Activity 1: Let’s design
T: Children, now do you know how to make a snack bar?
Step1:
Choose food and drinks.
Step2:
Put them in the right position.
Step3:
Give them the reasonable price.
Let’s design your own snack bar!
Activity 2:Let’s ask & answer
T: Have you finished your snack bar?
Ss: Yes!
T: Show me your snack bars!
T: Cool！Firstly, talk about your snack bars with your desk-mate like this.
...
A: What do you have?
B: I have...
A:Where is/are ...?
B: It's/They are in/on...
A: How much is/are...?
B: It's/They're...
Ss: ....
...
Activity 3: Let’s show
1.(T-S)
T: ×××, I love your
blackboard. Now, you are the owner of the snack bar. I’
Ss:....
T: Come here. We are the customers. Let’
(Here, two students and I perform a show as an example.) ......
2. (S-S)
Do a role-play with your friends.
TiP: 店主1，顾客3
Scene（场景）：
.......
你可以借用下面的句子：
Let’s ....
Can I help you?
What would you like?
I’d like....
...., please.
How much...?
....
Step 4: Homework
1.用英语向你的爸爸妈妈介绍你的小吃店,
2.课后继续表演，下节课进行表演大比拼！
Blackboard design：
ice cream
apples
sandwiches
h amburgers
hot dog
orange juice
译林版英语四年级上册Unit6 At the snack bar
一、教学内容：At Max’s snack bar( Fun time, Cartoon time & Sound time )
二、教学目标：
1.能听懂、会说、会读单词：snack bar, at, egg, fish, big，
a cup of coffee, a glass of juice, a glass of milk, a
hamburger, noodles, a sandwich.
2.能听懂、会说、会读句型：What would you like? Can I help
you? I’d like…please. Anything else?
3.能听懂、会说字母Xx在单词中的读音，发音准确。

4.能运用所学的单词和句型，学会点餐及征求别人的意见。

5.能初步了解中西方饮食文化。

三、教学重难点：
1.字母Xx在单词中的读音，发音准确。

2.能运用所学的单词和句型，学会点餐及征求别人的意见。

四、教具准备：PPT, 板书，菜单
五、教学过程：
课前播放歌曲：《Favourite food》和《Thirsty》
Step 1: Pre-task preparation
1.Greetings
T: Hello, boys and girls.
S: Hello, Miss Wang.
T: Nice to see you.
S: Nice to see you, too.
2.Free talk
T: I like cakes.Do you like cakes?
S: Yes,I do./No, I don’t.
T: What do you like?
S: I like...
T: Oh, we all like nice food and drinks.Let’s go to Max’s sanck bar.
板书: At Max’s snack bar.
3.Review
1) Game（贪吃豆）: Eating snacks at Max’s snack bar to review words and phrases learned before.
2) Pair work: Do pair work to review the structures: What would you like? I’d like….Anything else? …., please.
（通过围绕食物的歌曲和问答，创设情境，引出本课的主题At Max’s
snack bar, 围绕这个主题用游戏和对话的形式复习重点的单词和句型，也为从学生想要的食物引到老师想要的食物做埋笔,学习新知做铺垫。

）
Step 2: While-task procedures
1.Fun time
1)T: I’m hungry.
Ss: What would you like?
T do the action and Ss guess:fish, noodles and hot dog.
Teach: fish, food
2)T: I’m thirsty.
Ss: What would you like?
T: I’d like...They are drinks.
Teach: drinks
3)Game: Make a new menu.
T:Look at Max’s menu, there’re nice food and drinks.But it’s in a mess.Let’s help Max to make a new menu according to the food and drinks.
(通过老师想要的食物再次在实际中运用句型，学习food和drinks,为加深单词的理解，运用新的单词，分类food和drinks为Max制作一张新的menu，为后续的扩展做铺垫。

)
2. Sound time
1) Sum up: Xx /ks/ox, Max, six
T: Listen! Who’s coming? It’s Mr Ox. What would Mr Ox like? Ox,Ox,what would you like?
Max,Max,I’d like some rice.
Ox,Ox,anything else?
Six,six,six pies please.
2)More words: fox, box
T: Do you know more words with Xx? Let’s find in this picture:fox, box.Ss learn the rhyme of Sound time.
Mr Fox,can you see the box? Yes,yes, I can see the box behind Mrs Fox.
3)Make a new rhyme:
T: What’s in the box? Let’s open the box and find out. Open the box, Mr Fox
See a taxi in the box
Take the taxi at six
Have an egg at Max.
（由自编儿歌引出字母Xx,再深入学习书上的sound time,归纳所有包含字母Xx的单词。

由What’s in the box?的问题创编新的rhyme 引出cartoon的学习。

整个环节中节奏感强烈，能使学生激情洋溢。

）3. Cartoon time
1)Watch and answer:
T: Mr Fox would like an egg at Max.Who would like an egg, too? Let’s watch and answer.
2) Practice: What a big egg!
3) Guess: What would Sam like? What would Sam say? Oh,no!What
a big fish! Bobby,let’s go!
4) Read after the tape, pay attention to the stress.
5) Read in class/groups/roles.
6) Dub for the cartoon.
(发挥学生的想象为Sam想想看到鸡蛋后的台词，让故事更完整。

整个环节指导学生有感情的朗读，通过感叹号的增减，调动学生的积极性，提高他们的情感阅读,使得朗读表演时学生能表现得更丰富。

) Step 3: Post-task procedures
1.Help Max:
T：Imagine what will happen next.Oh! Sam and Bobby tell their friends don’t go to Max’s snack bar.So no one comes to Max’s snack bar. Max is sad.Can you help him?
A: Nice smile! (Practice sentences with smile.)
Can I help you? What would you like? Would you like ...? ... B: Know more!(Different countries like different food. Share fortune sweets.)
C: Beautiful menu!(hot/new food)
2.Homework
1)Make the menu more beautiful.
了解更多的文化，为Max的新店制作一张更完善精美的菜单。

2)Make a new dialogue.
Max改进后，Bobby和Sam再次光临，为他们编写一个新的故事。

（通过想象延续cartoon time,Max的小店无人光顾，让学生通过三个方法帮助他。

其中通过短片了解更多的饮食文化后，再用幸运糖果让学生分享，通过糖果中的纸条知道其他国家更多的美食，用这些拓展的新美食来把菜单做得更好。

学生在欣赏、讨论、交流和制作中，紧扣本课的主题，初步了解中西方饮食文化。

）
教学反思：
本节课整体环环相扣，围绕Max’s snack bar的主题和menu的主线，学生一步一步都完成的比较好。

在小组表演和讨论中加入了按菜铃的小细节，让整节课都沉浸在餐厅的氛围中，有效调动了学生的积极性、主动性和创造性。

当然本节课中还是有些小的细节方面有待改进，譬如：在本节课的开始用歌曲来热身，在歌曲的时候最好教师带动学生学学唱唱，这样会比单单的学生欣赏来得更有效。

在玩贪吃豆的游戏时，除了帮助学生回顾所学的食物单词和词组还有很大的“热场”作用，所以在一开始出现一杯果汁的图片教师强调“a glass of juice”后，当学生再次遇到一杯牛奶的图片说成milk时，为了游戏的趣味性和连贯性，教师不要做过多的纠正，只要有部分学生能讲出a glass of milk，接下来情况会转好的。

另外在分小组制作Menu 时要做好充分的打算，有点组做的不好看，有点组来不及等等，通过展示做的好的小组的menu达到目的。

在最后制作beautiful menu的环节，可以让学生自己把new\hot food贴在他们自己的menu上，这样参与度会更高。