牛津译林版-四上-Unit6 At the snack bar-第三课时教学设计

Unit 6 At a snack bar(Story time)课时教案一、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 of milk, a hamburger,a sandwich, noodles.2. 能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? I’d like… Anything else?...,please.3. 能运用本课所学的词汇和日常用语进行点餐。

三、教学重点1. 能听懂、会说、会读单词snack bar, a cup of coffee, a glass of milk, a hamburger,a sandwich, noodles.2. 能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? I’d like… Anything else?...,please.3. 能运用本课所学的词汇和日常用语进行点餐。

四、教学难点1.能运用a glass of和a cup of ，了解可数名词与不可数名词的用法。

2.能灵活运用本课所学的词汇和日常用语进行点餐。

五、教学准备教材、PPT六、教学过程Step 1 Greeting &Warm up1. Free talkT: Good afternoon, boys and girls.Ss: Good afternoon, Miss Shen.T: How are you?Ss: I’m fine, thank you.2. Enjoy a song. <I’m hungry>Talk: What would they like?Ss: hamburgers, sandwiches, orange juice, milkT: I like sweets. I like ice creams. I like cakes. Do you like them?Ask and answer: T: What would you like?S: I’d like….T: Here you are.S: Thank you.T: What about you?S: I’d like….Step2 Presentation1. They’re sweet food. Ha Ha we all like sweet food.But sweet food is bad for our teeth. We can’t eat too much sweet food. We can eat some other food.2. Look and say.PPT出示We can eat a hamburger .Read : hamburgerLearn: hamburger, noodle, sandwichWe’d like some hamburgers / noodles / sandwiches.They’re countable nouns.Let’ talk: What would you like?I’d like….Work in two.3. Say a rhyme.A hamburger, a sandwich I can see.A hamburger, a sandwich For you and me.Hamburgers, sandwiches I can see.Hamburgers, sandwiches For you and me.T: I can say. Can you say the rhyme? Say together.4. Let’s make a new thyme.________,_________ I can see.________,_________ For you and me.Read milk and juice5. T: Where’s the milk?S: In the glass.Learn : A glass of milk（带读A glass of milk）T指着果汁：A glass of juiceRead : A glass of juiceLearn : a cup of tea / coffeeThey are Uncountable nouns .6. Tips: Note countable nouns and uncountable nouns注意可数名词和不可数名词在英语中，有些名词是可数的，如hamburger，sandwich 可数名词有单数和复数之分，如a hamburger和two hamburgers, Noodles常用复数有些名词是不可数的，如juice，milk不可数名词前一般不加 a 或an，也没有复数形式Read7. T: Let’s play a game.If you see a countable noun, read it once.如果你看到了一个可数名词，请把它读一遍.If you see an uncountable noun,read it twice.如果你看到了一个不可数名词，请把它读两遍。

四年级上册英语教案－Unit6 At the snack bar Sound time ｜译林版（三起）一、教学目标1. 知识与技能目标：学生能够理解并准确发音单词 "snack bar"、"hamburger"、"noodles" 等；学生能够正确运用句型 "Can I help you?"、"What would you like?" 在小吃店的情境中进行交流。

2. 过程与方法目标：通过听、说、读、写等多种形式，提高学生的英语口语表达能力和听力理解能力；通过角色扮演，培养学生的合作意识和交际能力。

二、教学内容1. 单词：snack bar、hamburger、noodles、drinks、ice cream 等。

2. 句型：Can I help you?、What would you like?、I'd likea hamburger, please.、Can I have some noodles, please? 等。

3. 情境：在小吃店点餐。

三、教学重点与难点1. 教学重点：单词和句型的正确发音和运用。

2. 教学难点：句型的实际运用和情境交际。

四、教具与学具准备1. 教具：PPT、图片、录音机、磁带等。

2. 学具：单词卡片、句型卡片、角色扮演道具等。

五、教学过程1. 热身：播放英语歌曲，营造轻松愉快的学习氛围。

2. 引入：展示小吃店的图片，引导学生说出相关的单词和句型。

3. 新课内容展示：通过PPT展示单词和句型，引导学生跟读并模仿。

4. 操练：通过小组合作、角色扮演等形式，让学生练习单词和句型的运用。

5. 巩固：通过听力和阅读练习，巩固学生对单词和句型的理解和运用。

六、板书设计1. Unit6 At the snack bar Sound time2. 单词：snack bar、hamburger、noodles、drinks、ice cream 等。

译林版（三起）四年级上册英语教案：Unit 6 At the snack bar一、教学目标1. 知识与技能：通过本课的学习，学生能够理解并在实际情境中运用句型“Can I help you?”, “What would you like?”,“I’d like…”, “Some…please” 等进行点餐对话。

学生能够听懂、会说、会读本单元的单词如“hamburger”, “sandwich”, “soup”, “noodles” 等。

2. 过程与方法：通过情境模拟、角色扮演、小组合作等方式，学生能够在实际操作中提高英语口语表达能力，培养合作精神。

二、教学内容本节课的主要内容是学习如何在小吃店进行点餐交流。

学生将通过学习本节课的内容，掌握点餐的基本句型和常用词汇。

三、教学重点与难点1. 教学重点：掌握点餐的基本句型和常用词汇，能够在实际情境中进行简单的点餐交流。

2. 教学难点：正确运用“Can I help you?”, “What would you like?”, “I’d like…”, “Some…please” 等句型进行点餐对话，正确发音和使用本单元的单词。

四、教具与学具准备1. 教具：PPT、教学视频、录音机、磁带、点餐场景图。

2. 学具：英语课本、练习册、彩色笔、剪刀、胶水。

五、教学过程1. 导入：通过播放一首关于食物的英语歌曲，引起学生的兴趣，然后展示一些关于小吃的图片，让学生猜测今天的学习内容。

2. 新课展示：通过PPT展示本节课的主要句型和词汇，让学生跟读并模仿。

3. 情境模拟：将学生分成小组，每组模拟一个小吃店的点餐场景，让学生在实际操作中运用所学知识。

4. 角色扮演：让学生扮演顾客和服务员的角色，进行点餐对话，提高口语表达能力。

5. 小组竞赛：设计一些关于本节课内容的游戏，让学生在游戏中巩固所学知识。

六、板书设计1. 在黑板上画出一个小吃店的场景，标出各种食物和饮料的名称。

Unit6 At the snack bar全单元教案一、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… 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。

二、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 sandwich2. 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 up1. GreetingT: 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foodS: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 Presentation1.Play a gameT: We can buy many food and drinks at the snack bar. 出示单词drinksLet’s s ee 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” loudlyT: (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。

四年级上册英语教案－Unit6 At the snack bar Sound time ｜译林版（三起）一、教学目标1.通过学习本单元的语音、朗读等知识，培养学生的语感和语调，提高学生口语表达的能力。

2.掌握 snack bar, donut, cookie, juice 等生词，了解西方文化饮食的差异。

3.能够正确理解并运用本单元的词汇和句型，进行日常生活交流。

4.培养学生的听、说、读、写四个方面的英语运用能力，提高综合语言表达能力。

二、教学重难点1.重点：本单元生词和句型。

2.难点：正确运用所学知识进行实际对话交流。

三、教学过程1. Warming-up老师放一段关于美国人进餐的视频，引出今天的话题。

同时为后期学习会话提供背景知识。

2. Presentation2.1 Sound time老师播放所学单词的发音，让学生听后跟读。

注意音调和语感。

2.2 Vocabulary•snack bar:快餐店•donut:甜甜圈•cookie:饼干•juice:果汁老师给学生介绍不同西方文化中的小吃与饮品。

让学生尝试说出中文，从而加深对单词的记忆。

并带领学生发音、模仿发音。

3. Practice3.1 Pair work让学生两两进行对话练习。

A: What do you want to eat? B: I want a donut. A: What do you wantto drink? B: I want apple juice.3.2 Group work把同桌分成三人一组，其中一人充当快餐店的店员，问另外两位学生点想要的食物和饮料，另外两位学生进行点餐。

3.3 Role playA: What do you want to eat? B: I want a donut. A: Here you are. B: Thank you.A: What do you want to drink? B: I want apple juice. A: Here you are. B: Thank you.让学生分别进行角色扮演，熟练运用所学句型。

四年级上册英语教案-Unit 6 At the snack bar 译林版（三起）一. 教学目标通过本单元的教学，使学生学会：1.学生能够听、说、读、写字母Ll。

2.能够掌握名词：sandwich, cake, juice。

3.学生能够熟练使用句型What would you like? I would like asandwich/juice/cake.。

4.培养学生的语言听、说、读、写的能力，提高学生的语言应用能力和综合语言能力。

二. 教学重难点重点1.学习字母Ll的音、形、写法。

2.正确使用 What would you like？和I would like asandwich/juice/cake.句型。

难点1.区分字母L和字母I/1等形似字母的音和形。

三. 教学准备1.PPT。

2.听力素材。

3.教材《译林牛津版英语四年级上册》。

四. 教学步骤步骤一： Warm-up1.教师拿出三个盒子，盒子里分别装有面包、蛋糕和果汁。

2.教师问学生 What are they?（这些是什么？）3.教师引导学生回答They are_______。

4.教师指向盒子，让学生一起说出相应的单词。

步骤二： Presentation1.展示字母L，并发音和写法。

2.引导学生跟读，并根据字母L找出相关单词。

3.展示相关单词的图片，让学生说出单词。

步骤三： Practice1.教师为学生展示句型What would you like?（你想要什么？）2.教师引导学生说出常见的食品，如：sandwich, cake, juice。

3.教师引导学生回答I would like a sandwich/juice/cake.（我想要一个三明治/果汁/蛋糕。

）4.教师播放音频，让学生模仿并回答。

步骤四： Production1.学生分组，模拟在餐厅点餐的场景。

其中一人扮演服务员，其他人点餐。

2.学生使用What would you like?和I would like a sandwich/juice/cake.句型完成点餐。

At the snack bar-------(sound/rhyme/checkout time)【教学分析】At the snack bar是牛津小学英语四年级上册Unit6的内容，本课时为综合版块（sound/rhyme/checkout time）的教授。

综合版块的教授中，应注重学生语言技能的培养及对基础知识的拓展，让学生在前面版块学习的基础上更加灵活地运用所学语言知识来进行交流和解决问题。

综合版块看似是一个个零散的个体，但它们均围绕着本单元的主题，故我们在设计该类型课时，应关注到将各版块进行巧妙结合，创设相应的情境，与What would you like? I’d like…进行有效结合。

在教授时，以前面板块知识点的巩固进行导入拓展，设计Mr Fox为中心人物，串联各版块进行教授，实行变序教学，提升教学实效，让学生了解，巩固前面版块所学的食物及饮料并加以拓展，了解并会用字母x的语音及会读、改编儿歌，在教师的引导下对自己的学习进行自我评价，从而结合班级中学生在学校的就餐情况，向学生透露“光盘行动，从我做起”的理念，引导学生在生活中珍惜、节约粮食，旨在体现小学英语教学工具性与社会性的统一。

【教学目标】1.学生能有节奏诵读儿歌What would you like?了解英文诗歌的押韵、找出诗歌押韵词并能改编儿歌。

2.学生能了解字母X在单词中的发音，能找到更多含有该字母的单词。

3.能在生活中学会点餐并养成良好习惯。

【教学重难点】重点：1.学生能会说、会用食物、饮料类词汇，并能结合句型What would you like? I’d like…进行多种形式的运用。

2.学生能有节奏诵读儿歌What would you like?及了解字母X在单词中的发音。

难点：1.能找出诗歌的押韵词并能改编诗歌；能寻找更多含有X字母的单词并能连词成句2.能在不同情境中正确使用本单元所学的重点词汇及新增的拓展词汇，运用重点句型【教学准备】PPT、制作的单词图片及句条等【教学过程】Step1 Warm up1.Brain storm①Fruit②Food③Drinks(此处进行结合水果及词汇juice进行拓展，从而学习各类水果汁的英文)2.Little trainA: What, what, what would you like,…?B: I’d, I’d, I’d like a/an/some…(此处利用PPT出示上一环节brain storm中出现的食物、饮料及水果，利用小火车形式，采用随机问答形式完成对话)3.Show learning targetMr Fox:(此处引入中心人物，教读fox，采用PPT制作Mr Fox声音)Well done, boys and girls. Let’s see today’s learning target.设计意图：在导入环节，采用brain storm，little train唤醒学生对前面板块的记忆，词句结合加以巩固。

Unit 6 At the Snack Bar 教学设计（第三课时）一、教学目标1.能够理解并熟练运用对话中的四种购物方式。

2.能够听懂对话并准确表达购买意愿。

3.能够用英语句型“Can I have…？”来表达购买意愿，并用“That’s all.”结束购买。

4.能够掌握新单词chips, candies, popcorn, ice cream, coke。

二、教学重点和难点教学重点：四种购物方式的理解和应用；Can I have…？句型的掌握；新单词的学习。

教学难点：听懂对话并准确表达购买意愿。

三、教学准备黑板、彩色粉笔、图片、录音机。

四、教学步骤Step 1：引入新课1.Greet the students and have a quick review of the previous lesson.2.Show the pictures of snacks and ask students to guess what they are.3.Introduce the new words: chips, candies, popcorn, ice cream, coke.4.Explain the meaning and usage of the new words.Step 2：教学重点1.Play the audio and ask students to listen carefully.2.Ask some students to repeat the audio.3.Explain the four ways of shopping:–Can I have…？–I want…–Give me…–May I have…4.Ask students to repeat these four shopping ways.Step 3：购物游戏1.Divide the class into groups of four students.2.Give each group a picture of a snack bar.3.Ask students to choose what they want to buy from the picture and use the four shopping ways they have learned to make purchases.4.Monitor and help students during the game.Step 4：合作表演1.Divide the class into pairs.2.Ask students to prepare a dialogue using the four shopping ways they have learned.3.Allow time for students to practice and memorize their dialogues.4.Ask some pairs to come to the front and perform their dialogues.Step 5：复习和评价1.Review the new words and the four shopping ways with the students.2.Ask students to evaluate themselves and their classmates on their performances in the game and the role-play.3.Give feedback to students and encourage them.五、教学后记本课通过教授购物时的四种表达方式，并运用游戏和合作表演来激发学生的学习兴趣，帮助他们更好地掌握新单词和句型，使学生产生浓厚的英语学习兴趣。

Unit 6 At the snack bar Period 3 (说课稿)一、教材分析1. 教材内容本单元主要是关于在小吃店点餐，询问和回答相关问题的用语和语句。

本节课主要内容为沟通与交流，培养学生的口语表达能力，使其能够更自如地与人交流。

2. 教学目标•知识目标：学生能够正确使用单词和短语进行点餐和询问。

•技能目标：学生能够流利地进行口语表达，并通过这种方式展示自己的思维。

•情感目标：培养学生的自我表达能力、社交意识和与他人交流的能力。

3. 重点难点本节课的重点和难点在于学生掌握用正确的语言进行点餐和询问，并能够流利地进行口语表达。

二、教学方法本节课采取听说结合的教学方法。

课堂上将采用对话模式进行小组交流讨论，通过学生的口语训练来提高他们的口语表达能力。

三、教学过程1. 导入环节出示一张有关饮食的图片或实物，引出本节课的主题，并让学生发表一些与该主题相关的看法和意见。

2. 讲授新知教师向学生介绍本节课的重点和难点内容，并让学生重点掌握单词和句子。

3. 情境实践教师从“餐馆点餐”出发，设计一些实践任务，让学生在互相交流和实践中掌握新知，提高口语表达能力，如模拟点餐、询问价格和建议等。

4. 练习巩固采取听说结合、口语对话、口语演练等方法练习新知，强化学生的记忆和口语能力。

5. 归纳总结让学生回顾全课所学知识，归纳总结关键句型和常用表达方式，提高他们的综合运用能力。

四、教学资源准备1.饮食图片或实物2.教学视频或电子教材3.学生练习用的练习册五、课堂效果评估1.通过小组交流和对话表现来评估学生掌握度。

2.通过口语演习和模拟对话，来评估学生的口语表达能力和情感态度。

3.通过课后作业，来评估学生理解和记忆所学内容的程度。

六、教学反思在教学时我们应注重学生动手实践和口语表达能力的培养，让学生通过练习和交流，以提高他们的综合能力，同时我们也应做好每堂课的备课工作，让每节课的教学效果更加显著。

Unit 6At the snack bar第3课时教案Sound time&Cartoon time&Rhyme time教学目标：1. Enable students to master the new rhyme and the sound of the letter “X”.2. Enable students to read and understand the sentences:What would you like?/ Can I help you? I’d like…,please./…,please.What a big egg! Here ‘s a snack bar.3.. To help the students develop their listening, speaking, reading and writing skills.4. Moral education:When we are ordering food,we should be polite and be a good customer!教学重点：1.Students can master the new rhyme and the sound of the letter “X”.2.Students can read, understand the sentences:What would you like?/ Can I help you? I’d like…,please./…,please.What a big egg! Here ‘s a snack bar.3.Students can read and retell the text.教学难点：Students can read and understand and make a new dialogue in their life.教学准备：Pictures, PPT, exercises.教学过程：Step1:Warming up1.Try to sing the song.2.Free talkT: Hello,How are you? S1: I’m fine, thank you. And you?T: I’m fine, too. Do you like toys? S2: Yes, I do.T: What toys do you like? S3: I like robots.T: Do you want to know What I like? Ss: Yes.T: I like beautiful clothes. I like shopping on Tao Bao. Do you know Tao Bao?Let’s open the mobile phone and have a look.T: Wow, tomorrow is “double 11”. I’m so happy. I can buy many beautiful clothes. Look, here’ re some free tickets for you. Let’s go shopping with me. Ss: OK.Step2:PresentationA：Learn Rhyme time1.Show three shops on Tao Bao: A toy shop/ A clothes shop/ A snack barT: What would you like? Ss: I’d like....T: Look. Here’s a snack bar. What would you like? Ss: I’d like....T: Can you ask me with this question “ What would you like?”Ss: What would you like?T: I’d like a pie. It’s very nice.Ss: What would you like?T: I’d like some rice. They’re all very nice. (出示Rhyme time所有句子)2.Follow the Music and say the rhyme.3.Make a new chant.What would you like?What would you like?I’d like a/ an ______.I’d like some______.They’re all very nice.B：Learn Sound time1.Help Bobby and Sam to get the gift on Tao Bao.T: I think you’re all foodies. Look, Bobby and Sam are foodies too. They ‘relooking for the nice food on Tao Bao. What would they like? Let’s listen.T: Bobby and Sam want to the gift. Let’s help them.T: Look. The gift is from “ Fox snack bar”.Task1：Whac-A-MoleT: If you see the bomb, you’ll say “Bomb”. If you see the words, you’ll say it quickly.X : box/ fox/ ox/ six/ fix/ taxiTask2：Say the chantMr Fox,can you see the box?Yes,yes.I can see the boxBehind Mrs Fox.T: We did it, we did it. We are all very great.Bobby&Sam: Thank you. Let’s go to the Fox Snack Bar together.C：Learn Cartoon time1.Listen and learnT: What happen? Listen.Sam: I’m hungry. (learn “hungry”)T: What about Bobby?Bobby: Me too. (I’m hungry too.)T: Here ‘s a snack bar. So It’s “ Fox snack bar”.2.Guess and sayT: Let’s guess. What would they like?(Maybe) Sam would like________.Bobby would like_______.3.Watch the cartoon and find the answerT: How do you know that? Let’s watch the cartoon and find the answer.Sam would like a fish. Bobby would like an egg. They are so happy. But Let’s have a look. Are they happy now? Ss: No.T: No, they are scared and surprised. Why? What do they see?4.Read and chooseT: Let’s open the book and read the story. What do they see?T: Choose the answer.5.Learn and practice the sentence: What a big egg!T: If you read better, the egg will get bigger.6.Try to imitateT: Listen. Who is coming? The waiter Gorilla is coming. He’s not kind. Can you be more kind?Ss: Can I hep you? (Boys and Girls, group by group)T: Sam and Bobby are scared and surprised. What do they say? Listen.Ss: Yes. I’d like some fish, please./ I’d like an egg, please. (imitate one by one)7.Listen and repeat.Sam and Bobby: Let’s share our experience with our friends.Ss listen and repeat together.8.Act the story.Step3Consolidation1.Have a summary2.Think and do itThink about: Do you want to go to this snack bar? Why?S1: Yes. The food is big.S2: No. The waiter is not kind.T: If you're a waiter or waitress, what can you do?Ss make a new dialogue by themselves.3.Ticking timeYou can name some food and drinks.You can order food.You know the sound of the letter "x".4.Moral education:When we are ordering food,we should be polite and be a good customer!Step4Homework1.Listen and imitate about CT 4 times.2.Share your story with your parents.。

四年级上册英语教案-Unit 6 At the Snack Bar-第三课时译林版（三起）1. 教学目标•能听懂、会说并正确运用以下句型：–What would you like?–I’d like …–Here you are.•能听懂、会说并正确运用以下单词：–snack–juice–sandwich–milk–apple•能够在与同伴的交流中，自信地询问和回答关于点餐的问题。

2. 教学重点和难点2.1 教学重点•询问和回答关于点餐的问题。

•运用已学单词和句型进行实际口语交流。

2.2 教学难点•正确使用句型进行口语交流。

3. 教学准备•教学录音•课件和投影仪•讲义、练习册•相关道具和菜品图片4. 教学过程4.1 情境导入•教师出示食物图片，学生使用已学单词进行命名和描述。

•教师通过图片，引导学生回忆、用简单的英文介绍上一课的食品。

4.2 新课内容展示1.教师播放录音，播放学生玩游戏的录音，带领学生了解今天新学的句型以及单词。

2.展示贩卖店的图片，并引导学生感觉一下点餐时的场景。

教师：Let’s pretend we’re at a snack bar. Do you feel like you’re hungry or thirsty? What would you like at the snack bar?3.教师通过调用几位学生表演如何在点餐时使用句型，让学生在对话的场景中练习口语技能。

学生 A: What would you like?学生 B: I would like a sandwich and a juice.学生 A: Here you are.学生 B: Thank you.4.3 练习与巩固1.师生互动教师口头描述一些食物，学生尽可能快速地用句型回答，教师再根据这些回答进一步引导学生扩展更多表达。

教师：What would you like at the snack bar?（教师将同伴身前多种食品的图片展示给学生）学生A: I’d like a juice.学生B: I’d like a sandwich and an apple.教师：Good job! Do you want anything else?学生 C: I want a milk.2.小组活动学生分成小组练习表演点餐的对话，教师辅导每组学生协作，并整理出一份好的对话表演。

小学英语译林牛津版四年级上册《Unit6 At the snack bar》教案3教学目标一、知识与技能1．能理解Cartoon time 部分的意思，并能配合此部分内容进行表达；2．能体会字母k在单词中的发音。

二、过程与方法1.能初步把自己表达的内容在老师的帮助下写下来。

2.比较熟练地运用句型“What would you like? I’d like ….”能理解句子的意思，并会适当地运用于相应的情境中。

三、情感态度和价值观1．能综合运用本单元学到的单词和句型进行点餐活动并会征求别人的意见。

2．能对照Ticking time的三个目标进行客观的自我评价。

教学重点能理解Cartoon time 部分的意思，并能配合此部分内容进行表达。

教学难点能综合运用本单元学到的单词和句型进行点餐活动并会征求别人的意见。

教学方法1. 预习Cartoon time,尝试朗读故事并理解意思。

2. 通过本单元学习：What can you name?What can you order? What do you know?课前准备图片、课件。

课时安排1课时。

教学过程一、导入新课Free talk and revision1. T: Hello, boys and girls.S: Hello.T: How are you today?S: Fine, thanks.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…T: What would like?S: I’d like …3. Practice in pairs. Ask and answer each other.二、新课学习Cartoon time1. Show the pictures on Page41 and think :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: Yes. What’s wrong with them? Let’s watch the cartoon. （播放动画）T: What’s wrong with Bobby and Sam?S: They’re hungry.3. Watch the cartoon again and answer. (再次播放卡通片)T: What would Sam like?S: Some fish.T: What would Bobby like?S: An egg.4. Read and answerT: How about the fish and the egg?S: They are very big.5. Read and say ( 注意模仿Bobby、大猩猩和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/大猩猩?S1: I’m hungry. ( 指导有气无力的语气)S2: Me, too. ( 指导有气无力的语气)S1: Here’s a snack bar. I’d like some fish. (指导惊喜、兴奋的语气)S2: I’d like an egg. (指导惊喜、兴奋的语气)S3: Can I help you? (指导严肃的语气)S1: Yes. I’d like some fish, please. (指导渴望、期待的语气)S2: I’d like an egg, please. (指导渴望、期待的语气)S2: What a big egg! ( 指导意外、惊讶的语气)5. T: Now read the story in pairs. (注意语气哦！)6. 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/大猩猩配音)7. Act the dialogueTicking time & Checkout time1. Ticking time (Self assessment)T: Boys and girls, I think you did a good job just now. But d id 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 ticki ng 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)2. Checkout timeA. 出示书上43页的图片。

Unit 6 At the snack bar(Period 3 Sound time & Rhyme time)Ⅰ. Teaching content4上Unit 6 At the snack bar (Period 3Sound time &Rhyme time)Ⅱ. Teaching objectives1.能听懂、会说字母“x”在单词中的发音，并且发音准确。

2.能诵读歌谣What would you like?并能尝试改编歌谣。

Ⅲ. The main and difficult points能正确读出字母“x”在单词中的发音。

IV. Teaching proceduresActivity One Warming up1.Let’s readT: Boys and girls, I have a menu for you, can you read the words on it?【设计意图】在本环节通过看图读单词的方唤起学生的已学知识，同时烘托出英语课堂的气氛，为下面的学习活动做好铺垫。

2.Let’s playT: Look, here are three men, but they are hungry, can you help them? Some letters are missing, please find them and the three men will get the food! Are you ready? Let’s go!【设计意图】以游戏形式加深学生对已学知识的印象达到巩固效果，同时复习名词前a, an,some的用法.Activity Two Presentation1.Listen and answerT: You did a good job. Look! The two boys are ordering. But what would they like? Let’s listen to the tape and get the answer.T: What would they like? Who can be the little boys? You can say I’d like...Ss: I’d like...2. Look and findT:Now, Let’s see. Can you find something special?S: ...T: Wow, you did a good job! Each sentence ends with the sound “ai”.T: Now, let’s listen and repeat after the tape.（学生听完录音逐句模仿，提醒学生做朗读标记）3.Make a new rhymeT: This time, let’s make a new one. You can choose your favourite food and make your own rhyme.【设计意图】本环节以餐厅场景询问点餐的形式，融入已学知识，从找规律，到诵读，最后进行创编新的歌谣，既激发学生的学习兴趣又能巩固所学知识。