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译林版)4A Unit 6 At the snack bar单元知识点及练习学一学】一、词组1.在小吃店：at the snack bar2.想要：would like3.一杯：a cup of4.一杯咖啡：a cup of coffee5.两杯茶：two cups of tea6.一杯：a glass of7.一杯牛奶：a glass of milk8.三杯果汁：three glasses of juice9.橙汁：orange juice10.四个三明治：four sandwiches11.一些米饭：some rice12.一些面条：some noodles二、句子1.----你想要什么。
----我想要一个汉堡和一杯牛奶。
2.你呢？=你要什么？3.还要别的吗？4.----我饿了。
----我也是。
5.这里有家小吃店。
6.我能为你效劳吗？7.多么大的一个鸡蛋！8.你能看见那个盒子吗？9.我看见盒子在狐狸夫人的后面。
10.它们都很美味。
三、知识点1.名词复数：大多数名词后面直接加s，但下列词后面要加es：box-boxesfox-foxesclass-classesglass-glassesmango-mangoessandwich-sandwiches2.不可数名词：coffee。
milk。
tea。
juice。
rice。
fish3.感叹句：What + a/an + 形容词 + 名词！What a nice skirt。
多么好看的裙子！What a cute panda。
多么可爱的熊猫！练一练】1.一、判断划线部分的字母发音是否相同，用“√”或“×”表示。
1.hurry - get ×2.egg - sofa ×3.fox - taxi √4.family - horse ×一、文章格式已修正，删除明显有问题的段落，改写如下：XXX is a cat。
I have a cat named Fluffy。
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。
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。
Unit 6 At a snack bar（storytime）Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说at, coffee, snack bar, hamburger, noodles, sandwich, anything else.2. 能听懂、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，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进行点餐，并学会分享。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：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，并学会分享。
Teaching procedures 教学过程Step 1 Greeting &Warm up1. GreetingT: Hello, boys and girls.S: Hello, Sherry..T: Nice to meet you.S: Nice to meet you, too.2. Lead-inHere is my name card.Look, I like candies, noodles, hamnurgers and so on. I like food. My QQ is and I have a QQ zone. Would you like to visit my QQ Zone?T: Let’s listen to a song.What food or drinks can you hear in the song?S: Hamburger.T: Yes!S: Milk.T: Good. Anything else?S: Orange juice.Step 2 Presentation1.Learn the new wordsT: Good job! What food or drinks do you know?T: Look,what are they?2.Play a gameMagic eyes规则：如果看到食物，请大声读出来，并吃掉它。
4A Unit 6 At the snack bar说课稿各位领导，各位老师，大家上午好，今天我上的是译林版小学英语四上Unit 6 At the snack bar其中的story time，根据我校学生的实际情况，我把这个内容安排在了第二课时，前面的食物类单词和句型已经学过，本课时的重点就是理解文本的大意，熟练朗读课文对话，并用所学的句型进行点餐。
难点在于学生能利用所学的句型进行熟练的点餐。
针对四年级的孩子年龄小，好奇心强，好动等特点，课堂上我运用了游戏教学法，任务教学法，小组合作法，表演法等教学手法去引导学生完成本课的教学任务，在完成任务的同时，我也不忘对学生学法的指导，如：看动画时要带着问题去看，听录音时要保持安静，读课文时要注意模仿语音语调，不懂的可以小组内请教等，让学生知道怎么样去学习。
下面我简单的说下我的设计思路。
因为我也是借班上课，所以在上课一开始，我就出示了一个开放性的问题，让学生来问一问关于我的一些问题，随便问，只要他想问，哪怕问错了也无所谓，先让学生打开思维。
紧接着，我利用孩子都有好奇心和挑战欲的特点，设计了带礼物并且挑战任务的四个神秘盒子，试图激起学生的学习欲望，也构成了本课的一条主线。
前2个盒子是复习之前学过的单词短语和句型，为下面学习文本铺好道路，第三个盒子是本课的重点，是处理story time环节，里面我也设计了几个不同的小任务，看卡通，听录音，复述课文，自读课文，pair work，听录音读课文，自选读课文等，多种形式展开教学，确保形式多样，避免机械化。
最后一个盒子我把它看成是整节课的高潮部分，是对本课文本的提升，我以学生耳熟能详的童话故事《卖火柴的小女孩》引入购物的环节，分组进行创编对话，不同于课本的是，我又加入了水果和衣服商店的信息，增加了信息的容量和场景的数量，争取给学生更多的语言综合应用的空间。
四个盒子承接自然一体，循序渐进，由浅到难，层层递进，螺旋上升，我觉得符合学生的认知和接受规律，最后再打开属于他们自己的礼物盒，让学生能够感受到只要努力付出就会有回报，让他们体会那种成功后的喜悦，对于以后他们的成长我想都是非常有益的。
The first period 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。
T: What would you like?S: I’d like a glass of juice.T: Anything else?S: A cup of coffee and a cup of tea.Teach: “anything else, a cup of coffee, a cup of tea, a glass of juice” Read one by one.3. 师生示范串联对话T: What would you like?S: I’d like a hamburger .T: What about you?S: I’d like a sandwich.T: Anything else?S: A glass of juice.T: Here you are .Work in pairs.Act the dialogue.Step3 Story time1. Listen to the tape and think:T: Where are Mike, Helen and their dad ?S: They are at the snack bar.再次揭题：Today we’ll learn a new lesson “At the snack bar”S: Read the topic.2. Watch the cartoon and match.T: Where would Mike like?S: He’d like a hamburger and a glass of milk.T: Where would Helen like?S: She’d like some noodles.T: What would dad like?S: He’d like a sandwich and a cup of coffee.引导学生回答完以后，将相应的图连线。
一个汉堡的图Helen的图一杯牛奶的图Dad的图一些面条的图Mike的图一个三明治的图一杯咖啡的图3. Watch the cartoon again and finish the table.What do they want to eat? 完成信息表格。
S: What would Mike like?S: He would like a glass of milk and a hamburger.S: What would Helen like?S: She would like some noodles.S: What would Mr. Brown like?S: He would like a sandwich and a cup of coffee.4. Listen to the tape and read after it. ( 注意模仿其语音语调。
)5. Read in three. (分角色朗读对话。
)6. Act the dialogue. （小组表演展示对话。
）Step 4 Consolidation1. 再次读课文将对话改编成短文进行填空。
Mike, Helen and their father are at the . They are . They would like some and . Mike would like a glass of and a . Helen would like some . Mr. Brown would like a and a cup of .2. 模拟场景创编对话。
Show some pictures of food and drinks.Ask each other and act the dialogue in groups. ( 仿照课文，创编点餐对话。
)Homework:1.听磁带，读故事3遍；2. 用What would you like? I’d like …, please. Anything else? 的句型来进行点餐。
3. 用所学的句型试着创编对话，进行点餐，课后小组交流。
板书设计：Unit 6 At the snack barA: W hat would you like ? B: I’d like …A: What about you ? B: I’d like …A: Anything else? B: I’d like …课后反思：The second period 教学内容：Rhymetime, Fun time教学目标：1. 能理解句型“What would you like? I’d like …, please. Anything else?”及其回答的含义，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。
3. 能正确诵读歌谣：What would you like?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. 能正确诵读歌谣：What would you like?教学难点:灵活运用What would you like? I’d like… Would you like…? …, please. 进行点餐。
教学过程Step1: Free talk and review1. T: Are you hungry now?How are you today?What would you like?Would you like…?What about you?2. Review:T: What would Mike like?S: He would like a glass of milk and a hamburger.T: What would Helen like?S: She would like some noodles.T: What would Mr. Brown like?S: He would like a sandwich and a cup of coffee.T: Let’s read the story.Let’s dub for the story.Step 2 Say the rhyme1. T: Hello, boys and girls.S: Hello, ….T: ( 出示书上42页Rhyme time中的图) What would they like?S: They would like a pie and some rice.T: What about a pie and some rice?S: They are all very nice.2. T: Let’s say the rhyme ‘What would you like? ’ (播放歌谣，学生诵读)3. Read and recite the rhyme.4. Change the lyricsT: We know the pie and the rice are very nice. Now can you change your words according to these pictures? 你能根据图片改编歌谣读一读吗？Now listen to me. （教师示范诵读。
