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译林版英语四年级上册Project2教学要求教学内容及课时安排：通过对话操练，复习U5－8的词汇与句型。
U5:clock, fridge, sofa, table, bathroom, bedroom, kitchen, living roomWhere’s my …? Where are my…? Your… is/are….U6: a cup of coffee, a cup of tea, a glass of juice, a glass of milk, hamburger, sandwich, noodles, rice. What would you like? I'd like …,please. Anything else?U7: fan, umbrella, shoes, socks, twenty, thirty, forty, fifty, tail, long. Can I help you? How much is it/ are they? Well done.U8: big, small, fat, thin, long, short, tall, eyes, ears, hair, mouth, nose.He's/She's…. His / Her …is/are….两课时单元教学目标：通过对话操练，复习U5－8的词汇与句型。
U5:clock, fridge, sofa, table, bathroom, bedroom, kitchen, living roomWhere’s my …? Where are my…? Your… is/are….U6: a cup of coffee, a cup of tea, a glass of juice, a glass of milk, hamburger, sandwich, noodles, rice. What would you like? I'd like …,please. Anything else?U7: fan, umbrella, shoes, socks, twenty, thirty, forty, fifty, tail, long. Can I help you? How much is it/ are they? Well done.U8: big, small, fat, thin, long, short, tall, eyes, ears, hair, mouth, nose.He's/She's…. His / Her …is/are….单元教学重点、难点：通过对话操练，复习U5－8的词汇与句型。
Project 2 My snack bar一、单元简析：本课内容my snack bar,主要内容是通过思考、讨论、交流和合作开设快餐店的任务链活动，综合使用前几个单元所学的语言知识，形成熟练交际的语言技能。
基于单元板块设计特点、依据小学英语新课标提出的的总目标，将本课的教学目标确定为：1. 知识目标：复习5-7单元已学的词汇及句型，巩固部分四会内容2. 水平目标：能准确熟练地使用5-7单元的交际用语实行交流。
3. 情感目标：通过学习，在培养学生合作精神的同时，提升他们在饮食文化中学会倾听、懂得尊重别人的选择，而不强加于人的意识。
4. 发展目标：通过学习，让学生初步了解在英语国家里的饮食文化和实行相关语言交流的基本方法，提升跨文化英语交际的水平。
以学生为本，在课堂中使用多种方法促使学生多说，多用，形成自主，探究性的学习，致力于激发学生学习的兴趣和参与积极性及建立培养自信心上，使学生真正成为学习的主人，让学生在轻松，愉快的气氛中自然习得英语。
二、单元教学目标分析：知识目标：1. 家用物品及房间类、食品饮料类、日常用品及数字类、五官及形容词类单词。
2. 句型：Where’s\ Where a re…? It’s\ They’re… What would you like? I’d like…please. What about…? Anything else? Can I help you? How much is it\ are they? It’s\ They’re five yuan. He’s\ She’s tall. His\Her eyes are small.水平目标：1.能够根据自己选择的材料，画出自己的快餐店。
2.能够通过问答，讨论快餐店中食品饮料的位置。
3.根据所制作快餐店的具体场景，综合使用前四个单元所学的词汇、日常用语与句型等语言知识。
情感目标：使学生在使用所学词汇、句型设计制作快餐店菜单和价格的同时，感受到英语语言学习的乐趣，并增强学生自我展示的水平和信心。
四年级上册英语教学设计-Project2 My snack bar 第一课时-译林版一、教学目标1.学习使用英文表达食品的名称。
2.学习询问他人食品口味的方法。
二、教学重点1.食品的名称2.询问他人食品口味的方法三、教学内容1.食品的名称–snack bar–sandwich–cake–juice–milk2.询问他人食品口味的方法–What’s your favourite snack?–Do you like … ?–Yes, I do. / No, I don’t.四、教学过程1. Warming up1.Greetings.–T: Good morning, boys and girls. How are you today?–S: Good morning, teacher. We are fine, thank you. And you?–T: I’m fine, too. Thank you.2.Daily report.–T: Who wants to share your favourite food with us?–S: (Students raise their hands and share their favourite food.)3.Introduce the topic of today’s lesson.–T: Today we are going to learn some new English words about food. And we will also learn how to ask others about their favourite snack. Are you ready?2. Presentation1.Show the pictures of the food and ask students to repeat after the teacher.–T: (Show the pictures of the food and say the words.) Snack bar. / Sandwich. / Cake. / Juice. / Milk.–S: (Repeat after the teacher.)2.Play a game to review the food names.–T: Let’s play a game. I say a word and you repeat it. If you can’t repeat, you are out. OK?–S: OK.–T: (Say a food name.) Sandwich.–S: Sandwich.–T: (Say another food name.) …–S: (Repeat after the teacher.)–(Continue until only one student is left.)3. Practice1.Demonstrate how to use the questions。
Project2 My snack barPeriod 1教学目标：1. 通过对话操练，复习5－8单元的词汇与句型。
2. 熟唱、熟读5－8单元的歌曲或诗歌。
教学重难点：1. 通过对话操练，复习5－8单元的词汇与句型。
2. 熟唱、熟读5－8单元的歌曲或诗歌。
教学过程：Step1 Warm up and revision1. Greetings.2. Review Unit 5T: Let’s sing: I love my bedroom.Show some pictures about the homeT: This is my home. I have two bedrooms, a kitchen, a bathroom and a living room. How about you?S1: I have…S1(问S2): How about you? S2: I have…T: Where is the …?S1: It’s in/on/under the ….T: Where are the …s?S1: They’re in/on/under the ….T: Good. Then ask and answer in pairs.（同桌操练）T: Let’s read the words below.（回忆单词）T：Open your books and let’s read the story time.Now, recite by yourselves. (给3分钟时间背诵回忆)T: Now, let’s recite it.3. Review Unit6-Unit8 like this.Step2 PresentationsT: You did a good job. Open your books, and turn to page 561. Talk about Part A2. Talk about the snack barA: Where’s the…?B: It’s in/on/under the ….A: Where are the …?B: They’re in/on/under the ….Step3 Task1. Introduce the snack bare.g. This is my snack bar. The … is…. The …s are …. Say in groups.2. Write down the sentences.3. Check the answers in pairs.Step4 Homework1. 抄写没记牢的单词。
《英语》（四年级上册）Project 2 My snack bar第1课时一、Teaching contents 教学内容Revision二、Teaching aims and learning objectives 教学目标1. 能够熟练掌握五至八单元的单词、短语及句型。
2. 能够综合运用前四个单元所学的词汇、句型等语言知识，展开活动与交流。
3. 能够在综合运用语言知识和语言技能的过程中，体验英语购物的过程及乐趣。
三、Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 熟练掌握五至八单元的单词、短语及句型。
2. 综合运用五至八单元词汇、句型等语言知识进行交流，完成活动；教学难点：综合运用五至八单元词汇、句型等语言知识进行交流，完成活动。
Teaching procedures 教学过程Step 1. Warm-up and lead-in1. Show the goals of this lesson2. Sing a song “I love my bedroom”3. Free talkT: What’s in my bedroom?S: A sofa, a chair, a desk, a window, a door, a bed.T: I have a doll in my bedroom. She’s my friend.Step 2. Revision1. Guessing game: Who’s my friend?T: Do you have a friend in our class?S: Yes.T: Plea se say something about your friend and let’s guess.(PPT呈现句型：She/ He is… Her / His … is/ are … 指名学生描述，其他学生猜) 2. Guessing game: What’s this?T: (呈现bedroom图)This is my bedroom. What are these?(出示bathroom, kitchen, living room, clothes shop, snack bar局部图让学生猜) 3. Brain stormT: What’s in the clothes shop?(四人小组依次说出相关的单词，并在说出单词之后与下一位同学击掌说Yeah) T: What’s in the snack bar?(四人小组依次说出相关的单词，并在说出单词之后与下一位同学击掌说Yeah) 4. Let’s talkT: (呈现clothes shop, snack bar的物品)What would you like?S: I’d like …(学生两人一组进行问答)5. Say a rhyme “What would you like?”(教师带领学生一起读)6. Make a rhymeWork in groups: 四人小组选择自己想要的物品来编一首新的小诗。
课前预习（第一课时）1.自我整理unit 4和unit 5的词汇，并熟背。
2.背诵unit 4和unit 5课文，回顾语言要点。
3.准备好snack bar所需要的东西和家里布置的照片。
课堂练习（第一课时）1.同座位对话，练习本课所涉及到的句型。
2.完成练习册相关练习。
单元/章/课：4A Project2第 1 课时课前预习（第二课时）1.自我整理unit7和unit 8的词汇，并熟背。
2.背诵unit 7和unit 8课文，回顾语言要点。
课堂练习（第二课时）完成补充习题project2。
.倚窗远眺，目光目光尽处必有一座山，那影影绰绰的黛绿色的影，是春天的颜色。
周遭流岚升腾，没露出那真实的面孔。
面对那流转的薄雾，我会幻想，那里有一个世外桃源。
在天阶夜色凉如水的夏夜，我会静静地，静静地，等待一场流星雨的来临…许下一个愿望，不乞求去实现，至少，曾经，有那么一刻，我那还未枯萎的，青春的，诗意的心，在我最美的年华里，同星空做了一次灵魂的交流…秋日里，阳光并不刺眼，天空是一碧如洗的蓝，点缀着飘逸的流云。
偶尔，一片飞舞的落叶，会飘到我的窗前。
斑驳的印迹里，携刻着深秋的颜色。
在一个落雪的晨，这纷纷扬扬的雪，飘落着一如千年前的洁白。
窗外，是未被污染的银白色世界。
我会去迎接，这人间的圣洁。
在这流转的岁月里，有着流转的四季，还有一颗流转的心，亘古不变的心。
When you are old and grey and full of sleep,And nodding by the fire, take down this book,And slowly read, and dream of the soft lookYour eyes had once, and of their shadows deep;How many loved your moments of glad grace,And loved your beauty with love false or true,But one man loved the pilgrim soul in you, And loved the sorrows of your changing face; And bending down beside the glowing bars, Murmur, a little sadly, how love fledAnd paced upon the mountains overhead And hid his face amid a crowd of stars.。
四年级上册英语教案－Project 2 My snack bar | 译林版（三起）一、教学目标1. 让学生能够理解并运用表示食物和饮料的词汇，如：sandwich、hamburger、juice等。
2. 培养学生运用所学句型“Can I help you? Yes, please. I'd like”进行购物的能力。
3. 培养学生的听说能力和交际能力，能够在模拟的购物场景中进行简单的英语交流。
4. 培养学生的团队合作精神，通过小组合作完成snack bar的设计和表演。
二、教学内容1. 词汇：sandwich、hamburger、juice、milk、water、coffee、tea等。
2. 句型：Can I help you? Yes, please. I'd like How muchis it? It's yuan. Here you are. Thank you.3. 功能：购物。
三、教学重点与难点1. 教学重点：掌握表示食物和饮料的词汇，运用购物句型进行简单的英语交流。
2. 教学难点：正确运用所学词汇和句型进行真实的购物场景表演。
四、教具与学具准备1. 教具：PPT、图片、卡片、录音机、磁带等。
2. 学具：课本、练习册、笔、纸等。
五、教学过程1. 热身：播放一首关于食物和饮料的歌曲，让学生复习和巩固所学词汇。
2. 引入：展示一张snack bar的图片，引导学生谈论自己喜欢的食物和饮料。
3. 新课内容：学习表示食物和饮料的词汇，如：sandwich、hamburger、juice等。
学习购物句型“Can I help you? Yes, please. I'd like How much is it? It's yuan. Here you are. Th ank you.”并进行角色扮演。
4. 小组活动：学生分组，每组设计一个snack bar，用所学词汇和句型进行购物表演。
Project 2认知目标1)能熟练掌握食物类单词hamburger, sandwich, noodles, rice等, 并补充一些常见的食物单词dumplings, porridge, bread2)熟练掌握饮料类单词juice, milk, coffee, tea, 并补充一些常见的饮料单词sprite, cola, fanta,同时掌握…glass(es)/cup(s) of …的用法3)能理解Peter’s snack bar的故事能力目标1)能运用所学句型This is my snack bar. I have…The …is/are in/on the…等介绍自己的小吃店2)能熟练运用句型Where’s …? It’s…询问回答地点Can I help you? Yes. I’d like…询问对方需要How much is/are…? It’s/They’re…yuan.询问价格等购物用语3)能会表演Peter’s snack bar的故事4)能运用所学,以购物为场景,小组为单位,创编对话,进行表演情感目标通过本课学习,学生能认识到合理饮食,健康饮食的道理学情分析四年级的小学生处在中高年级,学生注意力还较容易分散,很容易被新奇的事物所吸引,本课是四年级上学期的最后一个综合版块Project 2 My snack bar,设计了丰富了活动和有趣的游戏,能很好地激发学生的学情兴趣。
同时,四年级的学生已经具备了一定了语言知识和交流能力,通过综合版块的复习,一方面能在课堂上培养学生的动手操作能力,另一方面,也能通过各种形式,如自我介绍,对话操练,小组表演等,更进一步地锻炼学生综合运用语言的能力,鼓励学生养成多用英语交流,敢说英语的习惯。
教学重点:1)熟练掌握食物类单词hamburger等和饮料类单词milk等2)使学生能熟练运用句型Where’s …? It’s…Can I help you? Yes. I’d like…How muchis/are…? It’s/They’re…yuan.等句型进行问答教学难点使学生能运用所学, 以购物为场景, 小组为单位, 创编对话, 进行表演教学过程Step 1 Free talk1. Greeting2. Free talkT: I like dogs. What do you like? S1: like …s.I like mangoes. What do you like? S2: I like …s.Where’s your book? S3: It’s on the desk.Where are your pencils? S4:They’re in the pencil case.(设计意图:课前的师生问答,既复习了一些学过的句型,同时也能培养学生的口语交际能力,鼓励学生大胆说英语。
)Step 2 Lead inT: Look! H ere’s a puzzle for you. A we choose?S5: Two.T: Yes. B choose?S6: Four.…T: So, what’s this? Yes, it’s KFC. Another puzzle.What’s this? Oh, McDonald’s.(设计意图:以拼图的形式,拼出学生熟悉的KFC和McDonald’s,引出今天的主题snack bar)Step 3 presentation and practice1.Brain stormT: Boys and girls, we know KFC andMcDonald’s, they are two snack bars.And there’re lots of food and drinks.Now, can you say something about food?S7: hamburgerS8/: sandwichS9/10/11: …T: Good! Now let’s see. What are these?Ss: hot dog/ pie/ cakeT: Yes. How about this one?S12: r-i-c-e, rice(The same way to review the word: noodles, hamburger, sandwich)T: And do you know, what are these? How to read this word?Ss: jumpT: And this one?Ss: dumpT: So, dumpling. Yes, these are some dumplings. Follow me: dumplings, dumplings (read the word group by group)T: Look, what’s this? Read this word: hot-- pot fridge, so porridge.(read by boys and girls)T: And what’s this? Yes, bread. Here “ea” pronounced / e /Now boys and girls, let’s read these wor ds together. (Ss read)(设计意图:以头脑风暴的形式,先让学生回忆学过的食物类单词,然后进行单词拼读复习巩固,最后补充一些相关的同类单词)2.Say a rhymeT: Ok. Lots of nice food and drinks. I’m hungry. I’d like a hamburger. What would you like?T: Can you say this rhyme? Let’s say it together. Clap your hands. One, two:What would you like?What would you like?I’d like a hamburger.I’d like some noodles.They’re all very nice.(Practice in pairs and in groups of four)T: Now please choose one way to make a new rhyme with your deskmates.(Invite two or three pairs to show)(设计意图:通过rhyme环节,形式多样,既操练了单词,也复习操练了句型What would you like? I’d like...)Let’s guessT: Look! What’s this?T: Yes, please listen and guess. What’s this now? (Ss try to guess)Let’s see. Oh! Can you spell this word?S15: m-i-l-k, milkT: So this is a glass of milk. We can also say?S16: some milkT: Great! Now how many glasses of milk?S17: two glasses of milk(Lead Ss to practice how to say: ... glass (es) of milkT: Now, listen and guess. What’s this? Look! Can you spell?S18: j-u-i-c-e, juiceT: So this is a glass of juice. And it’s a glass of orange juice. Can you say some other kinds of juice?(Ss try to say: a glass of ... juice)T: Let’s continue. Here’s a riddle for you. Listen to me: I live in a cup. I am black. I am bitter. What am I? Can you guess?S19: a cup of coffee.T: Yes, you’re right. Can you spell “coffee”?S20: c-o-f-f-e-e, coffeeT: Excellent!And we can also say: ______ coffeeS21: some coffeeT: Good! Now how many?S22: five cups of coffeeT: Yes! Another riddle: sometimes I live with some leaves in a cup. I’m not sweet. What am I?S23:a cup of teaT: And it’s green. So it’s a cup of green tea.How about this one?S24: a cup of black teaT: Now we know many kinds of drinks. Let’s read these phrases one by one.(Ss read)T: Good! Now let’s play a game: quick response. If you see a picture, a phrase or a sentence, please say it out quickly; if you see this, please stand up and say: Yummy! Ok?Ss: Ok!(Ss play the game)(设计意图:通过猜的形式来复习饮料类的单词milk, juice, tea和coffee,同时让学生熟练运用a glass of 和a cup of, 操练复数杯数,并且补充同类的相关饮料也是学生所熟悉的sprite,cola和Fanta,拓展学生的知识面,最后以quick response的游戏复习巩固这些单词、词组和句型。
在此让学生用Pad进行抢答,积极性较高,学习兴趣浓厚。
)Step 3 presentation and practice4.Design a snack bar1)T: Boys and girls, look!This is my snack bar. Today we learn: Project 2 My snack bar, let’s read.Ss: Project 2 My snack barT: Here is the food and drinks. But where are they?Can you guess? Where are the hamburgers?S25: It’s on/ in the...(Invite Ss to guess using the structure: Where is/are the...? It’s/ They’re in/on...)(设计意图:以不同形式的问答,复习巩固操练句型Where is/are the...? It’s/ They’re in/on...)2) Play a game: shoot planesT: And how much are they? Let’s play a game: shoot planes. When you see the plane, please the price loudly.(Ss play the game)T: You did a good job! Now I’ve got the prices.Let me see. The cola is 3 yuan, I think.These prices, who can help me to put them on the blackboard.(Invite some students to put the prices on the blackboard)T: Thank you very much, boys and girls. I think the prices are quite proper. Now please practice in pairs.Ask and answer: How much is/are the....?It’s/ They’re...yuan.(设计意图:先以一个打飞机的游戏让学生熟悉这些价格的读法以及几十几的数字,然后让学生帮老师定价的环节调动学生积极性,活跃课堂气氛,并通过同桌问答讨论价格,操练How much...?的句型)Tick the food and drinksT: Boys and girls, I have a nice snack bar.Do you want to have a snack bar?Ss: Yes!T: Ok! What are you going to sell? Look!I’m going to sell some hamburgers, hot dogs,sandwiches apples and orange juice. What about you? Please open your books, turn to P56, and tick the food and drinks.(Invite three or four students to say: I’m going to sell...)4) Design your snack barT: Now we know what we are going to sell. Then let’s design our snack bar. Please take out your piece of paper and finish drawing it.(设计意图:让学生动手制作画一个snack bar, 培养其动手操作能力)5) Let’s introduceT: Ok! Well, can you say something about your snack bar like this, please listen: I have a snack bar. I have a hamburger, some apples and some cola. Look! The cola is in the fridge. It’s 3 yuan. It’s very cheap. Welcome to my snack bar! Can you? Now it’s your turn to introduce and I’ll give you a few seconds to prepar e. Please practice!(Invite three students to introduce their snack bars)(设计意图:让学生照样子介绍自己的snack bar,使学生慢慢学会组织语言,多说多练,培养提高他们的语言运用能力和口语交际能力)5) Sing a song: The wheels on the busT: Now we’re talking about our snack bar. That is Peter’s snack bar. Sha w we go and have a look? How? Oh! The bus is coming. Let’s go by bus, ok?Ss: Ok!T: And let’s sing a song: The wheels on the bus(Ss sing the song together)(设计意图:通过乘坐bus去Peter’s snack bar,引出这首歌曲,其目的在于让学生进行一下调节,从紧张的学习中得到缓解,欢快课堂气氛,激发学生的学习兴趣)6) Watch and answerT: Now we are at Peter’s snack bar.Who are at Peter’s snack bar, too? Lucy and Lily.I have two questions for you:a. What would Lucy and lily like?b. How much are they?(Ss watch and answer the questions)Let’s read(Read after the tape and read together)Let’s act(设计意图:通过看动画回答问题、朗读文本并表演三个环节,让学生理解这个小故事,并熟悉简单的购物语言,如打招呼、询问价格等)Step 4 ConsolidationLet’s summarizeT: Boys and girls, we know at the snack bar we can sell or buy snacks. But how to sell, maybe you can say?(Invite several students to say something)T: Yes! Let’s read.(The same way to summarize: how to buy)(设计意图:总结归纳一些常用的购物用语:打招呼、询问需求、询问价格、讨价还价等,为下面的对话表演做铺垫)Step 4 ConsolidationShow time: At the snack barT: Now it’s our show time. You can use these sentences to make a dialogue. Now I’m the shop assistant, who wants to be my customer?(T invites three students to make a dialogue as an example)T: Good! Thank you. Now your snack bars are ready to open. Work in four and let’s go shopping.(Invite three groups to show)(设计意图:创设购物情景,小组表演对话,进行语言的综合运用,旨在提高学生的语言表达能力,达到语言真正的交流目的)Step 4 ConsolidationEmotional educationT: Well done, boys and girls. We’ve learntlots of food and drinks. But some are healthy,and some are funk.(Classify some healthy food and junk food)T: So, boys and girls, try to remember:Eat well, eat healthy!(设计意图:复习了这么多食物和饮料类单词,最后进行健康食品和垃圾食品的分类,告诉学生“合理饮食,健康饮食”的道理)Step 5 Homework1. Review Unit 5-82. Choose one scene, try to make a dialogue and write it down.(设计意图:课后作业的布置不仅要巩固课内知识,还要引导学生开阔视野,更要让学生学以致用。
