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1、注重语言体验完善评价机制译林四上 Unit6 At the snack bar （Period 3）Warm up1. Self-introduction2. Free talk3. Say a rhyme 设计意图:通过对话、歌曲,舒缓学生学习情绪,调整学习状态,同时通过对 话复习旧知。Presentationl.T: Today we41 learn Unit 6 Cartoon time、Checkout time and Ticking time , We should work hard ,because today well try to learn these设计意图:弓!出话题
2、food and drinks,出示教学目标,使学生明确本节课的学习目标以及学习策略。Name the food and drinksT: First Jets name the food and drinks （边复习边交流）S: A hamburger.T: Do you like hamburgers?S: Yes, I do.T: Me too. Most of students like hamburgers.（D Say more food and drinksT ： Do you know any other food ?S: Cake/Pie/SweetsT: So many
3、food and drinks, I start to feel hungry , Im hungry, how about you ? If youre hungry, too, you can say Me too”But we cant eat anything now ,we just can look ,name and tick, so sad. Take out your ticking card, show me your fingers. You can count and tick now.（教师出示 Ticking time）T: How many stars did y
4、ou get?（学生完成 Ticking time 第一版块）S: Two/Three.设计意图:通过复习第一、二课时所学饮料及食物类单词为引入本课新知做铺 垫,并通过Ticking time检查学生所学,引导学生完成自我评价。2 . Play a game设计意图:用游戏激发学生学习兴趣,调动其参与活动的积极性,巧妙地进行 过渡,教学新单词snack bar,同时将学生带入故事中。3 .Cartoon timeLook and answer （PPT 出示图片）T: Bobby and Sam are at the snack bar now .Because they are hungry
5、. Suppose youre Sam or Bobby ,what will you say? What would you like?Guess! You can sayu Maybe”S: Maybe Sam would like a pie./ Maybe Bobby would like a hamburger设计意图:培养学生仔细看图习惯,了解图片信息,并能根据提示用英语进行思维。Watch and answerT： Now lets watch the cartoon, then tell me what they would like.设计意图:观看动画整体感知故事,边读边导,
6、使学生初步理解故事大意。T 解Sam和Bobby各自想要什么食物。Read and underline （通过阅读故事，揭示Bobby和Sam想要什么）T: Underline what Bobby and Sam would like.设计意图:培养学生学会用圈关键词的方法进行阅读,养成良好的阅读习惯。 Look and learnT: So they think ,there will be something to eat ,they will not be hungry. They are happy. But look at them, they are scared. What h
7、appened? Why are they so scared ?（师出示图片，引导学生比较两幅图中Sam和Bobby的表情，尝试用不同语气 说出课文中的句子。）T: I think they9re so scared because of the waiter. Look at the waiter ,a gorilla. As we know ,if we come to the snack bar, a waiter or a waitress will say something . What do they usually say? ”Can I help you? They say
8、 this sentence politely with a smile. But how about the gorilla? Listen! Try to imitate.S: Can I help you?（学生尝试用不同语气说出）T: They are so scared. So how do they say the sentence?S: Sam :Yes. Td like some fish, please. Bobby: Id like an egg, please. （学生尝试 用害怕的口气说出）T: The waiter gave them the food . What
9、are they? An egg （出示板书图片对 比）How will he say the sentence “ What a big egg!”S: What a big egg!（学生用夸张的语气说出）T: Look at the fish. So ugly. What will Sam say?S: Oh, my god./ Oh, dear-*设计意图:逐图学习故事,感受人物表情、语气、语调等变化,体验故事人物 语句,了解故事脉络,感受Cartoon time的幽默所在,让学生学会在不同情境中如何使用语言。Read the story and tick （学生朗读课文：跟读一齐读，
10、给自己评价） 设计意图:培养学生朗读课文的良好学习习惯,感受不同情境下的语音语调。同时,学生通过自评的方式激发学生完成学习目标。Dub设计意图:通过为课文配音,分角色朗读,为课文表演作铺垫,降低学习难度。Act （学生组内表演相互评价再上台展示）设计意图:通过表演课文,让学生体验故事的趣味性,并能运用目标语言,达 成教学目标。Consolidation1. Listen and match2.Order the food（教师出示小练习）3.Count the stars （学生通过所得星星数，检查学习情况）T: So how many stars did you get today? Let
11、s count. If you got 1-4 stars, you should come on. If you got 5-8 stars, you are good. If you got more than 8 stars, you are great!设计意图:通过听力练习,检查巩固本课所学目标语言及单词,完成学生评价。 Homework1 .Act the story of Cartoon time in groups.2 .Choose one scene to make a dialogue and write it down. (At the toy shop / fruit shop / stationery shop.)