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四年级英语Unit6复习教案教学目标：重点单词：coffee; tea; milk. Hamburger;sandwich重点短语：a glass of milk重点句型：what would you like?教学重难点：a glass of milk/what would you like?教学过程：【同步知识梳理】1. coffee [名词] 咖啡【解析】coffee是不可数名词，所以不可以加s，也不可以用a coffee，表示“许多咖啡”用much coffee, 不能用many coffee,但可以用some coffee表示“一些咖啡”。
可以用量词几杯咖啡，可数，比如：a cup of coffee 一杯咖啡；two cups of coffee 两杯咖啡【例题】（）--- I’d like .A. a coffeeB. some coffeesC. a cup of coffee答案为C，咖啡不可数2.tea(名词) 茶【解析】tea也是不可数名词，和coffee的用法一样【拓展】红茶black tea绿茶green teaThe tea pot(壶) is very beautiful. 茶壶很漂亮。
【例题】（）-- Would you like . --Yes, please.A. some teaB. a teaC.a cup of teas答案：A3. juice (名词) 果汁【解析】juice为不可数名词，和coffee, tea的用法一样【例题】（）-- Would you like . --Yes, please.A. some juicesB. a juiceC.a glass of juice答案：C4. hamburger （名词）汉堡[复数] hamburgers【例句】She would like a hamburger. 她想要一个汉堡。
【例题】（）-- What would you like? --I’d like two.(汉堡)答案hamburgers5.sandwich (名词) 三明治[复数] sandwiches【解析】可数名词，复数直接后面加es,注意ch的读音。
四年级上册英语教案unit6whose gloves牛津
译林
语文课本中的文章差不多上精选的比较优秀的文章,还有许多名家名篇。
假如有选择循序渐进地让学生背诵一些优秀篇目、杰出段落,对提高学生的水平会大有裨益。
现在,许多语文教师在分析课文时,把文章解体的支离破裂,总在文章的技巧方面下功夫。
结果教师费劲,学生头疼。
分析完之后,学生收效甚微,没过几天便忘的干洁净净。
造成这种事倍功半的尴尬局面的关键确实是对文章读的不熟。
常言道“书读百遍,其义自见”,假如有目的、有打算地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便能够在读中自然领会文章的思想内容和写作技巧,能够
在读中自然加强语感,增强语言的感受力。
久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、制造和进展。
Unit6 At a snack bar一、教学内容译林版四上Unit 6 At a snack bar (Story time)二、教学目标1. 能听懂、会说、会读单词snack bar, a cup of coffee, a glass ofjuice, 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… What about you? 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。
4. 学会合理安排饮食。
三、教学重点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… What about you? 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。
四、教学难点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。
五、教学准备图字卡，实物道具（茶杯和玻璃杯），实物图片，练习纸六、教学过程Step 1 Greeting&Warming up1. GreetingT: Hello, boys and girls.S: Hello, Miss Gu.T: Nice to see you.S: Nice to see you, too.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foodS: Dumplings, noodles, rice, hamburgers, hot dogs, French Fries, bread, pies.T: Good! And where can we buy them?S: At a supermarket/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 Presentation1、Play a gameT: We can buy many food and drinks at the snack bar. 出示单词drinksLet’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 “Yummy, 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。
备课笔记备课时间：总备课第课时备课人：单元、章、节Unit 6 课题At the snack bar课时第 6 课时课型review教学目的和要求1. To finish Checkout Time and Ticking Time.2. To finish the exercises.3. To revise the words: at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of.4. To revise the sentences: “What would you like? I’d like …, please. Anything else?教学重点、难点 1. To finish Checkout Time and Ticking Time.2. To finish the exercises.教学过程和内容Step 1 Greeting and free talkSay the rhyme —What would you like?在课前先复习上节课所学的童谣，创造良好的学习氛围。
T: Good morning/afternoon, boys and girls.S: Good morning/afternoon, Miss Huang. T: Hello, ... How are yo u? S: I’m....T: How old are you? S: I’m.../I’m...years old.T: Are you hungry now?T: How are you today?T: What would you like?T: Would you like…?T: What about you?T: How is Bobby?T: What would Bobby like?T: How is Sam?T: What would Sam like?Step2 Ticking time & Checkout time1. Ticking time (Self assessment)T: Boys and girls, I think you did a good job just now.But did you do a good job for the whole unit 6? Let’s check it out.T: What can you name? S: I can name some food and drinks.T: What can you order? S: I can order food.T: What do you know? S: I know the sound of the letter “x”.T: You can see the Chinese meaning here. So now it’s your ticking time.Please open your books and turn to Page 37 and tick it.T: Have you finished it? Who gets three stars? (部分学生举手)T: OK. Now can you name some food and drinks? (问几个学生，学生问问题)T: Can you order food? Well, let me check. What would you like? (检验几个学生）T: And the third one, who gets three stars?Well, can you remember any words with the sound /ks/? (检验几个学生)教学过程和内容2. Checkout timeA. 出示书上43页的图片。
四年级上册英语教案－Unit 6 At the snack bar Period1 Storytime&Fun time-译林版一、课程目标1.能够听懂并理解 At the snack bar 的基本用餐场景相关的英语词汇，并能较好地关联。
2.能够在正确的场景下使用 At the snack bar 的基本用餐场景相关的英语单词和句子。
3.能够初步了解英语文化中用餐的习惯和流程，并能在教师引导下进行简单的讨论和思考。
二、课程内容1. Story time本节课将通过讲故事的方式来帮助学生初步了解 At the snack bar 中用餐场景的相关词汇和句子。
1.教师将为学生讲述故事 At the snack bar，帮助学生回顾和了解 At the snack bar 中常用的英语词汇和句子。
学生可以在故事中了解到 At the snack bar 中的基础配菜、饮品、简单交流的英语话语等。
2.教师可以引导学生在听讲的过程中，重点关注和记录故事中的用餐场景相关词汇和句子，并在故事讲完后，帮助学生将这些词汇和句子进行复述和回顾。
2. Fun time本节课将通过有趣的游戏方式来强化学生对 At the snack bar 中用餐场景相关词汇和句子的记忆，帮助学生更好地应用这些词汇和句子。
1.教师将为学生准备有趣的 At the snack bar 游戏，例如用餐比赛、用餐角色扮演、饮品接力等。
2.学生可以在这些游戏中加强对 At the snack bar 中用餐场景相关词汇和句子的记忆，同时也可以更好地了解英语文化中用餐的流程和习惯。
教师可以在游戏过程中，引导学生进行思考和探讨，帮助学生进一步加深对 At the snack bar 中用餐场景的理解。
三、教学流程1. Story time1.教师讲述 At the snack bar 的故事。
2.学生认真听讲，记录故事中的用餐场景相关词汇和句子。
Unit 6 At the snack bar.教学设计教学内容：4A Unit6 At the snack bar (story time)教材分析：本课时的主要教学内容是“征求别人意见”，围绕着“点餐”展开，要求学生围绕食品、饮料类的单词进行点餐活动。
重点掌握：noodles、sandwich、hamburger、a cup of coffee、a glass of milk、Anything else?等的发音，以及What would you like? I’d like….，please.的运用。
在教法、学法方面，根据四年级学生的年龄、特点及认知规律，以情境教学法为主，充分利用实物、图片、多媒体课件等辅助手段，进行语言链接、画面渲染、场景设置和游戏活动，把每个语言点的训练尽量与生活实际相联系，尽量体现“环境英语”的教学主张，体现“英语环境优化”的新课堂。
教学目标：1.能听懂、会读、会说：at the snack bar、noodles、sandwich、hamburger、a cup of coffee、a glass of milk、anything else?2.能听懂、会读、会说日常用语：What would you like? I’d like… Whatabout you? Anything else?3.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4.能初步运用本课所学的词汇和常用语进行点餐，并学会合理安排饮食。
5.能树立健康饮食的观念。
教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。
教学难点：能初步运用本课所学的词汇和日常用语点餐并树立健康饮食的观念。
教学方法：情境教学法、任务型教学法、小组合作法。
教学准备：多媒体课件，学生四人一组，食品实物和图片（一杯咖啡、一杯牛奶、汉堡、三明治、面条、蛋糕、糖果、派等）习题和菜单（课前发给学生）人物头像和服务员围裙。
小学英语译林牛津版四年级上册《Unit6 At the snack bar》教案2教学目标一、知识与技能1．能理解句型“What would you like? I’d like …,please. Anything else?”的含义，能正确运用到实际中进行描述。
2．能体会字母k在单词中的发音。
二、过程与方法在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
三、情感态度和价值观能体会字母k在单词中的发音。
教学重点1. 能理解句型“What would you like? I’d like …,please. Anything else?”的含义，能正确运用到实际中进行描述。
2. 在第一课时基础上，能通过游戏比较熟练地正确说出物品的摆设。
教学难点能体会字母x在单词中的发音。
教学方法1. 画好书上40页的图, 准备交流。
2. 找一些含有/ks/发音的单词，并试着编一句话。
3. 再读一读书上42页的这首歌谣。
课前准备人物图片、课件、教师准备一个小纸袋，内装一些本课学习所需要的食品。
课时安排1课时。
教学过程一、导入新课Free talk and revision1. GreetingT: Hello, boys and girls.S: Hello, ….T: Nice to meet you.S: Nice to meet you, too.2. T: Do you like your home?S: Yes, I do.T: Do you have a nice bed?S: Yes, I do.T: How many rooms do you have?S: I have …T: What room do you like?S: I like …T: Where is your cap?S: It’s …T: Where are your dolls? How many?S: They are…I have six.T: Can your dolls dance?S: No, they can’t.T: Where is/Where are…?S: It‟s/They‟re…3. Practice in pairs. Ask and answer each other.4. Review the text.A. 引导学生复述课文。
译林版四年级英语上册unit6教案译林版四年级英语上册unit6教案1一、指导思想坚持四项根本原则，仔细贯彻党的训练方针政策，以加强素养训练和老邓的“三个面对”为准则，依照《教学大纲》和《英语课标》仔细组织教学，激发学生学习英语的兴趣，培育他们学习英语的乐观态度，使他们初步建立学习英语的自信念;培育学生具有肯定的语感和良好的语音、语调、书写根底，以及良好的学习习惯;使他们初步具备用英语进展简洁日常沟通的力量。
同时，适当介绍中西文化，培育学生的爱国主义精神。
二、学情分析本学期我接任四年级的英语教学工作，四年级共四个班，各班有各班的特点，大局部学生对英语学习有着深厚的兴趣，但仍有少局部学生对英语产生了厌烦心情。
四(1)班学生课堂纪律好但举手发言不乐观，成绩相对较稳定，两极分化不明显;四(2)班学生思维活泼，但两极分化较严峻;四(3)班学生乖巧思想单纯，课堂纪律较好，缺乏的是学生学习的主动性不强，而且家长不太重视英语学习。
所以整个班的后进面较大;四(4)班是一个由寄宿班转为再走读班的特别班级，在这个过渡时间要重新养成学习习惯也并非易事。
固然全部这些我认为都不是最重要的，重要的是大家喜爱英语，认为学习英语是一种乐趣而不是一种负担。
家长也已经意识到了小学英语的重要性，在家长的支持和学生的协作下，我想他们的学习确定会上一个新的台阶。
三、全期教学总目标1、营造深厚的学习气氛，提高英语学习兴趣。
课前课后可实行歌曲表演、歌谣朗读、听写单词、故事表演等活动。
2、培育学生的阅读兴趣及表达力量，提高学生口语表达力量。
3、增加词汇量的输入，促进英语在实际生活中的运用。
4、帮忙学生树立学习英语的自信念，尽量避开两极分化。
5、养成良好的学习习惯，为今后学习打下根底。
6、尽量让学生到达以下目标：(1)能听懂、会说12组对话并能进展简洁的沟通。
(2)能听说认读66个单词和听说读写26个字母和36个四会单词。
(3)能听说吟唱8首歌谣。
苏教译林四年级英语上册教案Unit6 At the snack bar教学内容： Story time教学目标：1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。
教学重点:1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
教学难点: 能初步把自己表达的内容在老师的帮助下写下来。
教学难点：1、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
2、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见教学过程Step1 Greeting & Warm up1、学生表演对话，要求用已经学过的语言编演。
教师可以采取评五角星的办法。
T: Hello, class. Today I have some food. Look, here they are.（出示小纸袋）T: Hello, xx. Would you like a pie?S: No, thank you.T: What about a hot dog?S: Yes, please. Thank you.T: You are welcome.2. 用同样的方法问几个学生, 以旧带新，教学单词“a hamburger, a sandwich, some noodles”3. Read the words: ” a hamburger, a sandwich, some noodles” Practice in pairs. Act the dialogue.Step2 Presentation1. T: Oh dear. I’m very hungry. Are you hungry?S: Yes.T: Well, let’s go to a snack bar. 导入课题: ”At the snack bar”.S: Read the topic together.T: Would you like some noodles?S: No, thanks.T: What would you like?S: I’d like some rice.T: What about you, xx?S: I’d like a glass of milk.询问两、三个学生后，教师板书：What would you like? What about you?Teach: ”rice, a glass of milk” Read one by one.Teach: “What would you like? What about you?” Read one by one.2. 出示图片引导学生问答。
(译林版)四年级英语上册教案Unit6 At the snack bar第3课时参考教案教学内容：Cartoon time，Checkout time and Ticking time教学目标Teaching Aims1. 能理解Cartoon time 部分的意思，并能配合此部分内容进行表达；2. 能对照Ticking time的三个目标进行客观的自我评价；3. 能综合运用本单元学到的单词和句型谈论饮食和点餐。
4. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点Teaching Key Points能理解Cartoon time 部分的意思，并能配合此部分内容进行表达。
教学难点Teaching Difficult Points能综合运用本单元学到的单词和句型谈论饮食和点餐。
教学准备图片、课件学情分析Students Analysis比较熟练地运用句型“Can I help you？”“Yes，I’d like some/a/an…”能理解句子的意思，并会适当地运用于相应的情境中。
课前自主预习Independent Preview Before Class1. 预习Cartoon time,尝试朗读故事并理解意思。
2. 通过本单元的学习，掌握重点句型。
教学过程Teaching ProceduresStep1 Free talk and revision1. Free talk2. Revision教师PPT呈现本单元的食物词汇，问学生“What would you like？”学生用“I’d like…”回答。
3. Sing a song《What would you like？》Step2 Cartoon time1. Show the pictures and ask :What are they saying? Discuss in groups.小组讨论，自主提问，猜猜他们在说什么？2. 看看你猜的和他们说得一样吗？Watch the cartoon.T: Boys and girls, you did a good job. Look, who are they?S: They are Bobby and Sam.T: What happened？S: …3. Read and say ( 注意模仿Bobby和Sam的语气)T: Now please open your books and read this story. It’s on your book, Page… When you are reading, try to remember what they say (阅读Cartoon time部分，记一记每一幅图中的对话)（学生阅读Cartoon time）T: Now close your books. (PPT逐图显示) Who can be Sam / Bobby/the waiter（服务员）？学生分角色表演课文对话4. T: Now read the story in pairs. (注意语气哦！)5. Do the dubbingT: Now can you dub for the whole story together? 你们能为这个故事配音吗？S: Yes. (动画角色扮演Sam/Bobby/the waiter配音)6. Act the dialogueStep3 Ticking time and Checkout time1. Ticking time (Self assessment)T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit 6? Let’s check it out.T: What can you say?S: I can name some food and drinks.T: What can you do?S: I can order food.T: What do you know?S: I know the sound of the letter “x”.T: You can see the Chinese meaning here. So now it’s your ticking time.Please open your books and turn to Page 43and tick it.T: Have you finished it? Who gets three stars? (部分学生举手)T: OK. Now can you talk about some food and drinks? (问几个学生，学生问问题) T: And the next one, who gets three stars?Well, let me check.（模拟点餐场景，检验几个学生）T: And the third one, who gets three stars?Well, can you remember any words with the sound /k/? (检验几个学生)2. Checkout timeA. 先说说自己喜欢的食物和饮料T: What would you like ?S1: I’d like some…T: What would you like ?S: I’d like a…T: What would you like ?S: I’d like an…Ask each other and act the dialogue.B. Show the picture on Page43.Listen and match.教师给学生放本部分的听力，或者PPT展示动画，学生听听力，完成连线，最后由教师检查学生练习情况Step5 Homework1. 读Cartoon time对话5遍；2. 如Ticking time没有达到3颗星的，有针对性地进行练习。
Unit 6 教案1一、教学内容Story time二、教学目标1. 通过游戏活动，能初步感知. 体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2. 通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
3. 能正确理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4. 能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。
三、教学重点1. 通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2. 通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
教学难点: 能初步把自己表达的内容在老师的帮助下写下来。
四. 教学难点1. 能正确理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
2. 能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。
五、教学过程Step1 Greeting & Warm up1. 学生表演对话，要求用已经学过的语言编演。
教师可以采取评五角星的办法。
T: Hello, class. Today I have some food. Look, here they are.（出示小纸袋）T: Hello, ... Would you like a pie?S: No, thank you.T: What about a hot dog?S: Yes, please. Thank you.T: You are welcome.2. 用同样的方法问几个学生, 以旧带新，教学单词“a hamburger，a sandwich，some noodles”。
Unit 6 At the snack bar(Period 1)一、Warming upT: Ready? Class begins. Good morning, boys and girlsSs: Good morning. Miss Shen.T: Sit down, please.T: Boys and girls, Do you want to sing a song? Now, let’s go.T: You all did a good job. Now let us enjoy some pictures,these are nice food.(欣赏图片)Oh,I’m hungry, what about you?Ss: Yes.T:Here is a Q:Where can we eat them?T: We can eat them at a snack bar.PPT：snack barLook, snack bar, read after me. (新授单词) So, today, we will learn Unit6 At the snack bar.T: Now, let’s go to the muffin man’s snack bar. OK?Ss: OK.二、Presentation and practice1.T: Now, we are at a snack bar. First, let’s buy something to eat. Here are some food. Let’s have a look.(教授词组：some noodles a sandwich a hamburger)T：Look, what’s this?(教授上述单词)T：Would you like …?(教授单词时渗透句型，4个单词讲完，一起操练。
) Please work in pairs like this.S: No.T: What would you like?S: I’d like …, please.2.T：Anything else? Do you want something to drink?Here are some drinks. Let’s go to have a look.What are they?(同样方式将饮料的单词，注意a glass of、a cup of)3. T: Let’s play a game.4. Story timeA:Watch and circleB: Read and underlineT: Task3. Read the story, try to find the questions about ordering food and underline them. Let do it together. The first one is…D: Read after the tapeT：We know the main idea of the story. Let’s listen and repeat. Pay attention to the pronourance and try to imminate. Go.(Ss read after the tape)Now next time, it’ s time to read the whole text. But I also want you read and repeat together. (Ss read the dialogue again)T: You’re great. OK. Now it’s time for you to read in roles. Please read in three. Open your books. You have four roles: Dad, Mike ,Helen and thewaiteress. OK. Go. (Ss read in roles)T：Great .Can you read the story?Ss: Yeah.T: OK. Your group, please. OK. Open your books. OK. Go, (Ss in a group read in roles.)T: Big hands. Thank you. Any more. Your group, please…(The same way read in roles.)T: Cool/Nice/Thank you. Let’s read together. Hold your books.三、ConsolidationShow timeT: Boys and girls, you really did a good job in the story time. So I think last is show time for you. What is show? Take a look. Can you act out? Here is a fruit shop.四、Homework1. Listen to the tape and repeat Part A.2. Please invite your friends to a snack bar.。
Unit6 At a snack bar一、教学内容译林版四上Unit 6 At a snack bar (Story time)二、教学目标1. 能听懂、会说、会读单词snack bar, a cup of coffee, a glass ofjuice, 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… What about you? 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。
4. 学会合理安排饮食。
三、教学重点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… What about you? 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。
四、教学难点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。
五、教学准备图字卡，实物道具（茶杯和玻璃杯），实物图片，练习纸六、教学过程Step 1 Greeting&Warming up1. GreetingT: Hello, boys and girls.S: Hello, Miss Gu.T: Nice to see you.S: Nice to see you, too.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foodS: Dumplings, noodles, rice, hamburgers, hot dogs, French Fries, bread, pies.T: Good! And where can we buy them?S: At a supermarket/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 Presentation1、Play a gameT: We can buy many food and drinks at the snack bar. 出示单词drinksLet’s see what they are!T: When y ou see the pictures or the words, say the words loudly. But if you see the food presents, say “Yummy, 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 (遮图片，剪影，首字母，听声音)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)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 juiceS: 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 likea 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!（录吃面条声音）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 hamburger, 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 pairsT: What would you like?(看着黑板进行师生对话练习)S: I’d like …T: What about you ?S:…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 time1. Watch and answer.T: You did a good job! And our friends are at the snack bar, too. Who are they?Let’s watch and answer!S: Helen, Mike and Mr Green.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. Listen and readT: Read the three sentences:I’d like a hamburger and a glass of milk.I’d like a sandwich and a cup of c offee.A hamburger, noodles and a glass of milk, please.Tips:几个相同种类的词语并列出现时，除最后一项外，其余都读成升调。
4. Read the text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 readthe 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. Try to fillMike, Helen and their father_____ at the snack bar. They would ______ some food anddrinks.Mike would like a glass of _______ and a _________. Helen would like some______. Mr Brownwould like a _______ and a cup of ________.核对答案，齐说Step 4 Show time1. Go to the snack bar.a. T: You did a good job. 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 answer like this: I’d like… A/Some…, please.b. T: Who wants to work with me? (教师示范)c. Work in 3d. Show it. 请小组上台表演，带上角色帽子2. AdviceT: 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！Step5: Homework1. Read and imitate the story. 听录音，朗读并模仿对话。
2. Invite your friends to enjoy the food at the weekends. Try to use the sentences we learnttoday. 周末邀请你的小伙伴一起分享食物，试着用今天所学的句型交流哦。
