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三、重点难点
1. 掌握的单词noodles, sandwich, a glass of, a cup of的发音。
2. 灵活运用句型“What would you like? Anything else?”向别人征询意见进行交流。
3. 掌握对话中部分句子连读、升降调的朗读技巧。
四、教学过程
【导入】Activity one
1.Enjoy a song (课前)
Listen to the song and say.
T: Do you like this song? What food or drinks can you hear from the song??
(教授新单词 hamburger sandwich juice milk)
T: What other food or drinks can you name??
(教授新单词rice? noodles? coffee? tea)
【设计意图:?歌曲能迅速吸引学生的注意力,激发他们的学习兴趣,通过提问检测学生听歌曲的效果,激活学生脑中已有的知识储备,又为他们阅读和理解故事做好准备。】
2. Game: Magic box
T: Boys and girls, look at this box. (引导学生赞美) This is a magic box. The magic box can show you a lot of food and drinks. If you like them, stand up and shout: I’d like…(呈现板书)? Clear?
【设计意图:教师通过游戏,让学生在脑中进行链接,为学生提供语言支架“I’d like…”来操练本课的目标词汇和语篇中的核心句型,为学生接下来的阅读扫除部分障碍,降低理解的难度,为下面语篇的学习做好准备。】
【活动】Activity two
1. Look and say.
T: This time the magic box will tell us a story. I like stories. What about you? So what do you want to know about this story? (板:who, where, what)
T: Look at the picture, who are they? Where are they? (板书课题并新授At the snack bar)
【设计意图:教师引导学生观察课本插图,让学生主动提出自己的疑问,不仅有利于激发学生学习故事的兴趣,更有利于激活学生的思维,使学生养成勤于动脑的好习惯,同时解决自己的疑问。】
2. Watch and match
?T:(指What)What would Mike like? What would Helen like? What would Dad like? Watch the cartoon and try to remember.
【设计意图:?看动画,整体感知文本,解决疑问,为语篇教学活动的有序开展做好准备。带着疑问走进故事,带着疑问看动画,探寻答案,有助于解放和活跃学生的思维。教师让学生通过观察句子的声调,归纳朗读的规律, 在朗读中感悟语调的变化和规律。】
Read and underline.
T: Now we know that they are at the snack bar. Mike would like … Helen would like …Mr Green would like … How do they order the food? Please read the story quickly, underline the questions. What sentences have you got? (呈现板书:两个问句并新授)
【设计意图:从泛读深入到精读,提取文本的细节信息,对故事的阅读进行细致的指导,简单的句子,让学生看标记自己读,稍微复杂的句子请学生示范读,再难的句子让学生课上听录音模仿读,逐层深入,将朗读贯穿课堂始终,朗读策略在读中渗透,扎扎实实。】
【活动】Activity three
1.跟读模仿
T:?Boys?and?girls,?let’s?follow?the?computer.?Try?to?imitate?the?pronunciation?and?intonation.?Pay?attention?to?the?marks.