北京版四年级上册UNIT SIX MAY I TAKE YOUR ORDER -Lesson 20-ppt课件-(含教案)--(编号：d00cf).zip

北京版小学英语四年级上册北京版小学英语四年级上册 Unit6Lesson20Unit6Lesson20 MayMay I I taketake youryour order?order? a a glassglass ofof milkmilk a a glassglass ofof milkmilk teatea What does the waiter say? Who are they? MayMay I I taketake youryour orderorder now?now? WhatWhat wouldwould theythey likelike toto eat?eat? WhatWhat foodfood doesdoes SaraSara fatherfather order?order? Yes,IdYes,Id likelike a a salad,salad, fish,fish, andand mushroommushroom soup.soup. FrenchFrench fries=fries= chipschips WhatWhat otherother foodfood dodo theythey like?like? IllIll havehave iceice cream.cream. IllIll havehave anan appleapple pie.pie. Id like appleapple piepie AnAn appleapple piepie forfor meme ,too.,too. WhatWhat wouldwould youyou likelike forfor dessert?dessert? WhatWhat foodfood doesdoes SarasSaras familyfamily order?order? WhyWhy dodo theythey orderorder twice?twice? appetizer main course dessert 1. appetizer 2. soup 3. main course 5. drink4. dessert IdId like.like. IllIll havehave . MayMay I I taketake youryour orderorder now?now? a a cupcup ofof coffeecoffee a a cupcup ofof teatea a a glassglass ofof lemonlemon juicejuice Hello,Hello, welcome!welcome! MayMay I I taketake youryour orderorder now?now? 1 北京版北京版小学英语小学英语四年级上册四年级上册UnitUnit 6 6 MayMay I I taketake youryour orderorder？LessonLesson 2020 【教学背景分析教学背景分析】 学习内容分析学习内容分析 第 20 课是北京版教材四年级上册第六单元 May I take your order?第 2 课时：Sara 一家去西餐厅点菜的情景。文中主要教学内容是点餐用语的问答：“May I take your order now?” “What would you like for dessert?”和答语 “Id like./Ill have.” 在具体语 言环境中的应用。通过学习，学生知道在西餐厅如何点餐，初步了解西方饮食文化， 并扩充西餐的词汇。 本单元的三篇课文均与饮食有关：第 19 课话题围绕中餐展开，重点是掌握表达想 要吃什么的交际用语 What would you like to eat? Id like , 第 20 课主要内容是西餐， 初步体会中西餐饮食文化差别；第 21 课场景是在快餐厅，重点是学习付款的交际用语, 从单元整体安排看，第 20 课在本单元起着承上启下的作用，既要熟练应用第 19 课的 句型，还要学习有关西餐的内容, 并为第 21 课快餐的学习奠定基础。 学情分析学情分析 学习习惯方面：本班学生活泼好动，对英语学习有兴趣，具备一定的英语听说习 惯，部分学生善于开口表达，部分学生表达不够积极，需要教师以多种手段调动学生。 在学习能力方面：学生具备了一定的观察、预测、朗读、表演和小组合作能力。 知识经验方面：学生对食物类词汇有一定基础，如：中餐 rice，noodles，meatballs，pancake 等，西餐 hamburger，bread，chicken 等。教学中要 关注 mushroom soup，chips，dessert，salad, sandwich 等词汇的教学，丰富食品类词汇， 注重对 May I take your order now? What would you like for dessert? Ill have .Id like 重点句型在特定语境下的交流运用；其次，是中西饮食文化。由于农村学生英语课外 运用场合很少，所以孩子们表达方式较单一，不会灵活运用所学知识进行产出，由于 西餐厅学生也很少去，故在情景运用中会存在一定困难。在教学中要增强学生的角色 意识，让学生在较为真实的语境中理解、体会语言。 2 【教学方式与手段教学方式与手段】试听法 自主阅读法 情景教学法 【技术准备技术准备】多媒体课件 点读笔 幻灯片 食物图 单词卡 菜单 【教学目标教学目标】 1能理解课文对话内容，并会正确朗读对话。 2能听懂、会说点餐用语：May I take your order now? Yes, Id like Ill have并 在相应情境中应用。 3能正确认读本课所学食物类单词：mushroom, chips, hamburger, dessert, salad, sandwich, pizza 等，并在交流中运用。 4能结合课文内容，了解西餐点餐程序和西餐文化，懂得让长辈先点餐的礼仪。 【教学重点教学重点】 1能用：May I take your order now? Yes, Id like/Ill have 在语境下进行交流。 2能认读本课食品类词汇，并在实际情景中运用。 【教学难点教学难点】 1能在恰当情景下使用 May I take your order now? What would you like for dessert? Id like 进行交际。 2单词 dessert 的发音。 【教学过程教学过程】 Step1：热身导入：热身导入 激活已知（激活已知（3-5 分钟）分钟） 1 .1 Lets sing a song and do actions together：I like chicken.（视频） T: I like chicken, what do you like? 1.2 Watch and say: 3 Ss watch the video and say these words quickly. 【设计意图设计意图】通过演唱歌曲，观看视频，从听觉和视觉上为学生提供多感官体验，复 习食品类单词，激活已知，激发学生学习热情，为本课点餐做铺垫。 Step2. 呈现对话呈现对话 角色体验（角色体验（16-18 分钟）分钟） 2.1. 呈现图 1，提出问题。 (1) Talk about the picture: Who are they? Where are they? What are they doing？ Watch the video（first time）: What does the waiter say ? Learn the sentence: May I take your order now? T:Now I am the waiter. “May I take your order now?” Ss: Act out waiter. 【设计意图设计意图】通过观看视频，了解故事人物，体会服务员角色。 (2)预测故事，猜测语言 What would they like to eat? Can you guess? (先让学生猜测一下) 【设计意图设计意图】调动学生思维参与，尝试猜测他们喜爱的食物。 (3)学习语言，体验角色 Lets watch the video and check the Answer. Play the video:(second time) T: What does Saras father order? Ss : Watch it and try to say the food T puts the pictures on the blackboard and elicits Ss understand the sentence: Id like a salad, fish and mushroom soup. (板书句型) 4 Ss :Say the words, act out this sentence. 【设计意图设计意图】通过视听，培养学生听力；通过图片理解 mushroom soup，通过模仿朗 读，体会人物角色，理解点餐用语：Id like (4)聚焦新词，渗透策略 Play the video again (2nd) T: What does Sara order? Ss: hamburgers , chips, Learning “Chips”: Show a picture of French fries. T: This food we call it French fries. We can call it chips too. S read “chips” 【设计意图设计意图】通过已学过的 French fries 学习新的单词 chips。 （5）回顾故事 梳理语言 T:What does the waiter say? S:“May I take your order now?” T: Whats the answer ? S: “Id like/Ill have . .” (板书句型) T: Do they have hamburgers and chips? 5 -No, they dont. S:Sara likes hamburgers and chips, but the restaurant have no these food. Do you know why? What other food does she like? Who can guess? 【设计意图设计意图】开放性的问题有利于对学生英语思维能力的培养，引导学生猜测到这 些食物应该在快餐店，同时为学生在第二幅图中了解西餐饮食文化做铺垫。 2.2 呈现图 2， 自主学习 Have Ss read books and underline key works. Q:What would they like for dessert? Ss: Read and underline the answer. 【设计意图设计意图】通过自主阅读的方式，培养学生阅读并提取信息的能力。 T: Check the answer, Elicit S understand : Ill have. T: Teaching “dessert” Show some kinds of dessert and make Ss understand what dessert is . T: Ill have. means Id like. 【设计意图设计意图】通过多种甜点引导学生理解 dessert 的含义。同时理解 What would you like for dessert?这一表达方式。 6 2.3. 角色朗读 体验成功 （1）Read after the computer. （2）T:I am the waiter, Group one is Sara, G2 is Saras father, Others are Saras brother. （3）Act out the dialogue in groups. （4）Group show Loudly Loudly and clearly 【设计意图设计意图】学生分角色朗读故事，分层要求,使不同层次的学生都能在小组合作 中获得成功体验，关注全体学生。 2.4. Elicit Ss watch the pictures and think why they order twice? T :Introduce western food culture. 7 Western food culture: In China, people use chopsticks. In western restaurant, they use fork and knife. First people has appetizer, then they will have soup, next the main course is meat, such as steak, chicken. After that they can eat dessert. At last is coffee or drink. (ppt) 【设计意图设计意图】通过教师结合 PPT 介绍西方国家餐饮习惯,使学生了解西餐的饮食程 序，以及中西饮食差别，为后面的点餐做铺垫。同时让学生了解，要先让长辈和客 人点餐表示礼貌。 Step 3 操练语言操练语言 巩固内化（巩固内化（6-8 分钟）分钟） 3.1.Pick up the food that Saras family order. 【设计意图设计意图】通过此练习，结合板书快速回顾、梳理课文内容，加深对话内容的理 解。 3.2. Practice the main structure. （1） Make a situation: Show a restaurant, T :This is a restaurant. It has so many delicious food. T: What are these? Flash cards: salad, sandwich, pizza, a glass of （板书单词） S: Read these words quickly 8 （2）Practice in pairs Make a model: T:May I take your order now? S:Id like A, B and C. /Ill have Practice in pairs Show for class. 【设计意图设计意图】通过教师与学生，学生与学生之间的对话练习，进一步巩固重点句型， 同时丰富西餐单词种类。 Step4: 拓展语言拓展语言 真实运用（真实运用（6-8 分钟）分钟） This Sunday will be Christmas Day. We will have a party. Lets go to Shangdao Coffee Shop. You can ordering delicious food with your friends. Please work in groups to make a dialogue. Four Ss in a group 4.1. Watch the video 4.2. T and Group1 make a model: 9 Example:1 T:Hello, welcome. May I take your order now? S1:Yes, Id like A and B. /Ill have S2: Do you have? T:Yes, we do./Sorry we dont. S2: Ill have. T: OK. T:What would you like for ? S3:Id like 10 T:OK. Ss: Thank you. T:You are welcome. 4.3. Practice in groups. 4.4.Group show. 【设计意图设计意图】 教师结合周日是圣诞节要去上岛咖啡店的情景，让学生选择自己喜爱 的食物，尝试点餐，创编对话。学生在操练中学会点餐用语，体会到中西方饮食文化 的差异。 Step5. Homework（1 分钟）分钟） 1. Read the dialogue correctly. (one star) 2. Design a menu and make order with your friends. (two stars) 3. Surf the internet to know more culture about western food. (three stars) 板书设计：板书设计： 【评价量规评价量规】学生学习效果评价 评价内容：评价内容： 1. 学生齐唱歌曲。 11 2. 正确流利地朗读对话。 3. 能够认读单词 mushroom, chips, hamburger, dessert, salad, sandwich, pizza，结合主句 型运用。 4. 能够在情景中听懂、会说 May I take your order? Id like/Ill have. 5. 学生能够积极参与课堂，发言积极，小组中体现合作。 评价方式：评价方式： 教师的语言、体态语： Good! Good job. 等评价学生的表现。 同伴评价：Very good! Wonderful! 全班评价：全班分为男女生两个大组进行评价。 小组评价：合作表演的小组给出 sticker。 个人和小组均奖励 Sticker，所有评价纳入期末综合评价。 【本教学设计的特点与教学反思本教学设计的特点与教学反思】 教学设计的特点：教学设计的特点： 1通过多种手段，创设较为真实的情境，让学生在角色体验中理解对话内容，培 养学生语言能力。 2以试听、阅读等方式学习新课，引导学生在完整的对话情境中，理解语言。运 用视听帮助学生构建对话，放手自主阅读，培养学生学习能力。 3拓展应用环节，让学生在交际中体味中西方饮食文化的差别，在实际应用中培 养语用能力。 4分层布置作业，给学生更多拓展空间，同时培养学生自主解决问题能力。 教学反思：教学反思： 12 1. 由于学生对西餐了解较少，所以在表达时学生的词汇不够丰富。 2. 学生对点餐感兴趣，对西餐的文化还需在课外进一步学习。通过自主设计，丰 富菜单内容和点餐用语。