Unit6AtthesnackbarStorytimeTeachingaimsandlearningobjectives教学目标1.学生能够阅读理解故事内容；2.学生能够在理解的基础上表演故事；3.学生能够在表演的基础上，适当拓展改编故事为小短剧并进行表演。Focusofthelessonandpredictedareaofdifficulty教学重点和难点教学重点：1.从整体上阅读故事并理解；2.语音语调正确地朗读对话，表演故事。教学难点：学生能够阅读理解故事内容。Teachingprocedures教学过程Step1Greeting&Warmup1.GreetingT:Hello,boysandgirls.Sohappytobeyourteacher,andIwanttofindsomefriends.Ifyouarethesamewithme,pleasestandupandsay“metoo”!OK?S:OK!T:Ilikedogsverymuch!Icanswim.IhaveanEnglishbook.Coffeeismyfavourite.Ilikelisteningtomusic.(遇到与老师相同的答案，学生起立说“Me,too!”)2.Lead-in(Getintothecontext)T:Youlikelisteningtomusic.Nowlet’senjoy!T:DoyoulikethisTVshow?Today,Season3iscoming!AndI’llbethehostCici.Goodmorning,boysandgirls!(PPT出现戴牛仔帽的Cici)S:Goodmorning,Cici!T:TodayI’lltakeyoutosomeplacesandlet’sfindfood,OK?(PPT出现“找食物”)Andwhenyoufindyourfood,pleaseputitonyourplate.Step2Presentation1.GameVillage(Playagame)A.ShoutthenameT:Wearegoingtothegamevillage.Let’sfindfoodinthegame!(PPT呈现)Ifyouseewordsorpictures,sayitloudlyandquickly!Ifyouseetheboxes,sayYummy!Yummy!(教师可以板书sandwich和hamburger并贴上相应图片)B.GuessthefoodT:Inthegametherearesomeboxes.Let’sguesswhat’sinit?(学生根据提示猜测盒子里的食物)答案：acupofcoffeeaglassofmilksomenoodlesT:Congratulations!(在黑板上贴出对应的食物图片)Don’tforgettoputthefoodonyourplate!C.SayachantT:Now,Icanmakethefoodintoachant.Listen!
Coffee,coffee,I’dlikesomecoffee.Milk,milk,I’dlikesomemilk.Noodles,noodles,Theyareverynice!(用刚刚的食物名称编成一段chant)T:Canyouhaveatry?(板书关键句型I’dlike…)S:(saythechant)D.One-min-non-stoptalking(一分钟说不停)T:Let’shaveone-min-non-stoptalking.Youcanaskfreely.Let’stry!I’dlikeaglassofmilk.Whatwouldyoulike,S1?S1:I’dlike…Whatwouldyoulike,S2?S2:…T:Let’spracticeingroupsoffourfirst.T:OK,let’sdoit!Youshouldsayloudlyandquickly!(四人小组快速接龙提问回答)T:Youaresogreat!Don’tforgettoputthefoodpictureonyourplate.OK.Let’smove!2.Cartooncentre(Learnthestory)T:Wearegoingtohavearestandenjoyacartoon!Lookatourfriends,wherearethey?Atthesnackbar.(教师板书标题)T:Whataretheydoingatthesnackbar?Whatfoodcanyoufindatthesnackbar?Let’swatchandtick.A.Watchandtick.T:Allright.Timeisup.Let’schecktheanswer.Iftheanswerisright,let’ssay“Yes”;iftheansweriswrong,let’ssay“sorry”.Whocanhaveatry?S:Icanfindsomehamburgers,sandwiches,noodles,coffeeandmilk.(也许会由几位学生共同回答出以上答案。)T:OK,butwhatwouldtheylike?Let’swatchthecartoonagainandtrytomatch.B.WatchandmatchT:Mikewouldlike…Helenwouldlike…Dadwouldlike…Whocanfindtheanswer?Comeandmatch.C.ReadandanswerT:Boysandgirls,youknowthestorysowell.Now,pleaseopenyourbooks,readthestorybyyourselvesandfindhowtoaskasahost.S1:Whatwouldyoulike?T:Yes,wecanasklikethisasahost.(板书Whatwouldyoulike?)Anyone?S2:Whataboutyou?T:Yes,wecanasklikethisatthesecondtime.(板书Whataboutyou?)Anyone?S3:Anythingelse?T:(板书Anythingelse?)Congratulations!Youcanasksowellandyoucanbeagoodhostorashopkeeper!Great!Youcangetsomefoodnow!
D.ReadthestoryT:Allright,youcanunderstandthestoryandknowthesentencessogood.Now,it’stimeforreading.Let’sreadthestory!(1)ReadafterthetapeT:First,let’sreadafterthetape.Pleaselistencarefullyandtrytoimitate.Learningtip：跟读时请注意语气、语调、停顿哦。(2)Readaftertheteacher!T:Now,pleasereadafterme.(3)ReadtogetherT:Now,timeforustoreadtogether.(4)ReadinrolesT:Now,youcanworkingroupsoffour.Ifyoureadtogether,youcangetacard.Ifyoureadinroles,youcangettwo.Ifyoucanactwithoutbook,youcangetthree!E.Sumup(Playagame)1Bigballoon(大气球)如果回答正确，气球上升。当气球碰到白云则获胜。Mike想要一些面条和一杯牛奶，他可以说：I’dlikesomenoodlesandaglassofmilk.2.服务员想问顾客需要什么，可以说：Whatwouldyoulike?CanIhelpyou?Whataboutyou？Anythingelse?T:OK.Nowyoucangetmorefood.Let’shavealook!Wow,youalreadyhavesomanyfood!(所有小组举起他们的盘子，展示盘子里的食物图片。)Step4.Consolidation:HappysnackbarT:Inthecartoon,Helen’sfamilygotothesnackbar!Doyouwanttogo?S:Yes!T:Good!WearegoingtoHappysnackbar!Look,ourfriendsareheretoo.Let’streatthem!Youcanworkingroupsoffour,usethefoodcardyouhaveandgethelpfromtheexercisepaper!(教师可以先邀请学生一起做示范，进行角色扮演。)以下为exercisepaper的设计：主人明星朋友Whatwouldyoulike?I’dlike…CanIhelpyou?Yes,please.Whatabout…？No,thanks.Anythingelse？Thankyou.Wouldyoulike…?…T:Thankyou,everyone.Youknowthestoryinthislesson,andknowhowtoaskandanswerinorderingfood.Justhaveatry！OK,herecomesyourhomework.Havealook.Step5Homework1.Listen,readandactthestory.跟读故事5遍并和朋友一起表演。2.Findmorewordsaboutfood.查找更多关于食物的单词。3.Shareyourfoodwithfriends.试着用今天所学的句型邀请你的小伙伴一起分享食物。Teachingaids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：Unit6AtthesnackbarahamburgeraglassofmilkI’dlike…Whatwouldyoulike?Whataboutyou?Anythingelse?somenoodlesasandwichacupofcoffee说课一、整体情景创设一个整体的情景创设迅速吸引学生的眼球，并可以在授课的过程中不断刺激学生的注意力。本课时讲授第六单元第一课时Storytime,依托目前很火的一个电视节目，我创设了一个类似的情景，闯关赢食物，最后用赢得的食物提供点餐的活动。学生要想在最终环节中款待自己的朋友，必须完成一个个任务赢取食物。二、教学流程与设计意图下面，我们来简要回顾一下实际教学环节中的活动设计：Pre-reading阅读前在阅读前阶段，我首先利用学生对我了解有限的信息差，设计了Metoo!这个游戏，学生通过听我的讲述，判断自己是否与我的情况相同，这个游戏以Ilikelisteningtomusic结束，接着播放歌曲，将学生引入这一情景。在这一环节中，我借助节目中常用游戏“找食物”来告诉学生，要尽力闯关，赢取食物，放入小组的盘子里，最后可以用这些食物来款待自己的朋友。这样的设计意图着眼点在于：1创设整体情境，激发兴趣和积极性；2.导入相关话题—food&drinks.While-reading阅读中阅读前的热身后，我们的学习进入重要的主体部分—阅读中阶段。本阶段中，我设计了以下两个关联的关卡：1.Gamevillage(Playagame)&Guessthefood学生通过大声说出不断闪现的图片和单词，打开未知的盒子，猜测并了解本节课设计的食物；用两种方式来呈现本课时单词，尽量做到不重复、不枯燥。然后通过在Chant和One-min-non-stoptalking中反复操练出现的食物名称。2.Cartooncentre(Learnthestory)看第一遍卡通，了解大意，勾选食物。看第二遍卡通，注意细节，将人物与食物搭配。以上两个活动的设计，旨在帮助学生“阅读并理解故事”。理解故事之后，教师通过多种方式进行朗读训练。这两个关卡的设计主旨在于有效地进行语言输入。同时，每个关卡完成之后，学生往自己小组盘子里添加食物图片，为最后一个环节做准备。Post-reading阅读后
阅读后阶段，也就是语言输出阶段。有情景的表演可以帮助学生更好的输出语言、使用语言。1.Sumup(Playagame)在多次朗读文本的基础上进行总结、归纳。2.Happysnackbar学生在模仿课本的基础上适当发挥，重点考查学生对本课时知识的掌握程度与实际应用能力。这样的设计希望可以巩固对文本的学习，为学生使用目标语进行综合性语言输出创设平台。最后，跟大家分享一下本节课中的几个“关注”：•关注学生的兴趣点和关注点•对课文的整体感知和细节信息的获取•关注学生的过程性体验•关注对话的理解和表演，指导朗读
微信/支付宝扫码支付