Unit 6 At the snack bar( Cartoon time)2014.10.29- 活动展示- 常州市武进区潘家小学

在小学英语教学中培养学生语感的策略研究

课堂教学案例　　

教者	杨唯洁		执教时间	2014.10.29
教学内容	Unit 6 At the snack bar(Sound time,Rhyme time, Cartoon time )
教学对象	六年级学生
教学目标	知识目标：1. 能理解运用句型“Can I help you? I’d like …, please.”进行对话。2. 能体会字母x在单词中的发音能力目标：1能熟练表演cartoom time。2.能熟练运用英语进行招呼顾客和点餐。情感目标：在招呼客人和点餐中培养学生表达自己的需求，大胆讲英语，及对美好生活的热爱。
教学策略	1.让学生通过回忆、观察、比较、总结等建构知识网络。 2. 以话题为主线，组织循序渐进、行之有效的教学活动，使每一个学生在主动探究、合作学习的过程中，内化知识，提升能力。
教学过程（可续页）
教学步骤	用时	教师活动		学生活动	设计说明
Step1． Free talk	5	1. Greeting T: Hello, boys and girls. T: Nice to meet you. S: Nice to meet you, too. 2. T：Do you want to more about me? Introduce myself.		S: Hello, …. Guess
Step2． Presen tation	25	1. a.T: I’m 26.I come to your school by taix.I like foxes. T:These words have the same letter. b.Find more words include “X” c.Make a new sentence. d.出示课文sound time：Mr Fox，can you see the box？Yes ，yes.I can see the box behind Mrs Fox. 2.a.T:What’s in the box?Guess. T;Let’s go to the snack bar. T:What would you like? T:Who can ask me? S:…. b.Let’s learn the rhyme. c.Make a new rhyme. 3.a.T:Sam and Bobby are in the snack bar.Let’s watch the cartoon and answer my questions Q1:Why? Q2；What would they like？ b.Open your books,read it. Q1:How does the waiter serve food? Q2: How do Sam and Bobby order food? c.T:They are afraid.Why?What does Sam say?Talk to your partner. d.Read follow the computer. e.Read together.		S:x/ks/ Find Make Read S:It’s a menu. S:OK! S:I’d like a/an/some…,please. Open your books,read it. Read follow the computer. Read together
Step3. Consolidation	10	1. ticking time 2. show me how to serve and order food.		ticking time show me how to serve and order food
Step4． Homework		1.Act the cartoon time. 2.Try to order food in English.
板书设计	Unit 6 At the snack bar A: Can I help you?/What would you like ? B: I’d like … A:Here you are. B：How much？ A:…yuan,please.
教学反思	At a snack bar 是以食品为主,并且围绕食品展开购物学习的一单元,最主要是掌握食品类单词以及服务员与顾客的对话。本课是本单元的第二教时，涉及单词学习及基础对话，容量大，实践性强，需要师生的密切配合。本课结合多媒体课件，用猜猜把学生带进购物问答的最初模式:What would you like? I’d like…,学生激情高涨。接着导入到对话问答中；将声音与图片结合，配合snack bar的情境，形象地呈现单词；然后自然地延续到顾客和服务员的对话,并且通过模拟购物游戏,学会询问价钱,到最后汇成一段完整的对话。但是在课堂上仍存在着缺陷。比如说课堂呈现缺少板书，板书可以帮助学生增强视觉效果，增强记忆，另外教师课堂板书是给学生的一个很好的示范，对学生的书写也是一个很好的帮助；特别是最后的summary,如果结合板书，学生会一目了然。