Unit 3 Lesson 2 What would you like?教案

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Unit 3 Lesson 2 What would you like?教案

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鲁科版四年级下册Unit3 Restaurant Lesson2 What would you like 教学设计
一. 教学目标
1. 借助看视频回答问题或者听录音填空的方式,运用食物和饮品等相关的单词(如:noodle,tomato,potato,tomato soup)询问或者表达 Tom 一家的点餐需求,进行简单交流 ( 如 :
What would you like ? I’d like... Would you like some... Yes,...,please.)。
并通过看视频的方式了解中国的传统食物 noodles 和 jiaozi 的起源,制作方法和象征意义,学会欣赏并发扬中华传统美食及文化。了解中西方饮食文化差异。(学习理解)
2. 在教师的帮助下,分角色表演对话(程度较好的学生可以尝试转述 Tom 一家的点餐需求)(应用实践)
3. 通过创设真实的点餐情境,运用 What would you like I’d like... Would you like some ... Yes, ...please./No, thanks.等相关句型表达自己和他人的需求。(迁移创新)
4. 通过小组调查,根据调查数据,书面完成小组成员的点餐需求并口头表达,传达健康饮食,平衡饮食的理念。(迁移创新)
二.教学重点
1.听说读写重点词汇:potato,tomato,soup,wait, minute 并能在真实情境中熟练运用。
2.听说认读重点句型:What would you like I’d like... Would you like some...Yes,...please。并能在真实情境中熟练运用。
三、教学难点
熟练运用点餐用语询问对方想要什么及作出相应回答。理解中西饮食文化差异,认同并发扬中国传统饮食文化。
四.教学过程
Step 1.Warm up.
T: Good morning, Boys and girls. Ss: Good morning, Miss Li.
T: Let's chant together.
【设计意图】运用三年级学过的句型 I'd like some... ,以及之前学过的食物,水果和饮料类的单词创编的朗朗上口的 chant 来激活旧知,为新课做铺垫。
T: All of you did a good job. Look, They are some fruit. They are some drinks. And they are some food. This class we will learn some restaurant food. We will learn Unit 3 Lesson 2.
T: My restaurant is looking for some excellent waiters or waitresses. You are divided into two groups, Chinese food group and Western food group. The winners will be my employees. You need to finish 4 tasks to be winners. Are you ready
(我的饭店正在招聘一些优秀的服务员。你们被分成了中国食物组和西餐组。获胜者将成为我的员工,如果你想成为获胜者,你需要完成四个任务。你准备好了吗?)
【设计意图】创设为饭店招聘优秀服务员的情境,把所有学生分成中餐组和西餐组,完成四个任务并且获得较多小奖励的小组将会被雇佣。这样不仅能激发学生的学习热情,还能了解常见的中西餐都有什么。)
Step 2.Presentation.
1.创设火锅点餐,学习句型
What would you like
T:Look, there are so many food. I'd like some fish. What would you like
S1: I'd like some...(s1 上台选并回答)
T: What would you like
S2: I'd like some vegetables.
T: Talk in pairs please.
S3: What would you like (两生上台展示)
S4: I'd like some....
T: You are good learners. Maybe you can get
【设计意图】
Task1(岗前培训)创设的是吃火锅的情景,通过吃火锅点餐引入本课重点句型 What would you like 初步感知并运用重点句型。
【评价】教师观察学生能否有积极的参与点餐的情绪,在上台点餐时对于句型和词汇不熟练时,能给予指导,并进行追问或给予奖励。
2. Guess , watch and answer
T:As we know, Tom's family wants to eat out. so what would Tom's family like Where are they now Can you guess
S1: Chinese restaurant.
T: Let's watch and check your answer.
T: Yeah! You are right.
【设计意图】通过引导学生观察中国饭店的图片,学生能够感知与注意到中国饭店的特点,猜测是中国饭店,然后通过看视频验证答案
Who can tell me the difference between Chinese restaurant and Western restaurant
S1: 中餐用筷子勺子
S2: 西餐用叉子和刀子。
S3:西餐讲究很多礼仪。
S4:西餐是左叉右刀。
【设计意图】学生观察图片尝试说中西餐饮食餐具的差距,然后老师出示图片对比展示差别。目的是了解中西餐饮食文化差异。
3. Watch and answer
T: So to be a waiter, how to ask politely watch and answer.
S1: What would you like
T: 出示句子卡片,教读,排火车读。男女生读,T 贴板书。
T: What would dad like
S2: He would like some noodles.
T: What would Tom like
S3: He'd like some jiaozi. As we know,noodles and jiaozi are Chinese traditional food. Here are some information for you, Let's enjoy. So that’s why we eat noodles and jiaozi, are you clear
Ss: Yes.
【设计意图】通过看视频,学生回答 Tom 和 Tom's father 想要点的食物,引出中国的传统美食面条和饺子,通过看视频了解中国的饺子和面条的起源,制作方法和象征意义,饺子象征着团圆,和财富。过生日吃面条象征着长寿。
【评价】教师观察学生回答的情况,是否有遗漏,根据具体情况进行指导与反馈。利用自然拼读拼读刚学的新词,发现问题及时提供帮助。
4. Listen and fill.
T: What about mum What would mum like Listen and answer.
S4: rice , potatoes and tomato soup.
T 先贴 rice 到黑板上,然后出示 potato 以及 potatoes,自然拼读这个词,教读,排火车读,小组读,强调 potato 的复数是加 es,学习这两个单词,贴 potatoes 到黑板上。同样的 方式学习 tomato 以及tomatoes。出示图片引出 tomato soup ,自然拼读读 soup。排火车读短语 tomato soup,分列读。
【设计意图】
运用图片学习土豆和西红柿的单复数,同时练习重点句型 What would you like 【评价】教师根据学生在模拟点餐的情景,根据不同能力水平的学生给予指导与鼓励。I’d like some...)
5. Think and say
T: Tomatoes are very good for our health. But what should we eat to keep healthy
S1:eat vegetables。
S2: eat chicken。
S3: Drink water.
T: We should eat grains, protein food , vegetables and drink dairy and 8 cups of water.
【设计意图】出示健康饮食金字塔,传达健康饮食和平衡饮食的理念。跟读这两句。T 贴板书 I'd like rice and potatoes。
T: now work in pairs.
T: read pic 3 and fill in the blank.
S5: Would you like some soup
T 贴板书listen and repeat. Yes, tomato soup, please 这句板书。
Tips: would like 比 want 更礼貌。
T: Here are many drinks,(出示饮料) Would you like some orange juice?T 拿着饮料询问学生。
S1: Yes, please。
T 示范一组,同桌练习,然后上台展示。Would you like some coffee
S2: No, thanks.
T: what would you like
S3: I'd like some milk. (准备牛奶和咖啡)
T:work in pairs ,
T:What Would they like?
T 指着板书。【设计意图】学习重点句型 Would you like some... Yes,...please.
【评价】教师根据学生的朗读情况,对学生的语音,语调,重读、连读进行指导与鼓励。
6.学习并练习 Wait a minute. Ss 一起回答。播放 waiter 的话,引出 wait a minute。自然拼读学习这两个单词,并排火车读,分列读。然后出示 1 个情境练习 wait a minute.
【设计意图】学习 wait a minute.出示一些图片介绍该短语的运用场景,并情感教育学生要多帮妈妈干家务。
T:What do you think of the menu?(用表格的形式呈现在黑板上,上边写上 menu。)
What's your advice
S1 : eat some meat
S2: eat some vegetables.
S3 : eat some fruit.
Step 3. Practice.
1.listen point and imitate.
2.Role-play
【设计意图】对课文进行了大量的朗读,跟录音,分小组读,分角色读,向全班展示读,这既符合学习者的学,又加深学生的学习印象。
【评价】教师根据学生的朗读情况,对学生的语音,语调,重读、连读进行指导与鼓励。Step 4 Production.
1. T: There is a new restaurant in Fu Sheng Park. Let's go and have a taste. wow, so many delicious food. My friends wants to have a taste, too. Let's watch. T 出示杨贵妃的视频,并对话,引出为她点餐的情境,同桌练习,然后上台展示 2 组。创设在宁阳复圣公园时,从古代穿越到现代的杨贵妃也想吃现代人的食物,帮她点餐的情境。
【设计意图】本活动是语言的拓展生成环节,既培养学生的小组合作意识,又有利于培养学生的思维品质。
2. 组长提问,组员回答,填好鱼骨图,然后小组展示对话情况(组长戴帽子),最后组长汇报。four Ss in a group, the leader ask and write, then act out, then report it.
【设计意图】本环节是在之前的理解和内化阶段后,进行创新的环节。组长提问,让每个同学都有开口练习的机会。
【评价】教师观察学圣能否借助语言支架完成角色扮演,并增加点餐项目。根据学生的表现给予必要的提示和指导。
3. 读绘本,回答问题。
【设计意图】本环节是课文知识的课外补充,拓展阅读量,练习听力。
Step 5 Summary.总结句型,及答句。合理饮食。【设计意图】归纳总结,梳理知识系统。Step 6 Homework.
Need to do.
1.画画。
2.调查爸爸妈妈想吃什么喝什么。
Choose to do。帮家人制作合理的家庭菜单。
【设计意图】对学生的作业进行分层设计,有利于激发学生的学习兴趣,增强学习效果。这样可以使学生在会读的基础上学以致用。
板书设计:
--What would you like
--I'd like rice and potatoes.
--Would you like some soup
--Yes, tomato soup, please.
--Wait a minute

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