六年级英语下册Unit2WhatWouldYouLike教案2陕旅版.docx

1、六年级英语下册Unit2WhatWouldYouLike教案2陕旅版Unit2 What Would You Like【单元总目标】本单元的教学重点是就餐用语，其中难点是用餐时的基本会话。其主要的功能语句有：What would you like to eat? Wed like . What kind of .would you like, . or .? ., please.要求学生能在日常生活中准确运用这些就餐时的基本用语。本单元的词汇多为过去学过的食物、饮品类单词，新加入了量词词组相搭配的短语。如：a bowl of noodles, a plate of beef, a glass

2、of juice, a bottle of water, a cup of tea, a piece of bread要求学生在掌握如何表达这些食物、饮品的数量的同时，能把量词词组灵活运用于功能语言之中。教师应结合学生的生活经验，尽可能地创设生活化情景组织教学活动，并鼓励学生共同合作参与进行交际实践。从而，使学生比较顺利地掌握在外就餐时的用语。本单元的教学分为4个课时。第一课时以Part A中Lets learn部分的量词词组教学为主，并借助Part B Lets play部分进行巩固；第二课时学习Part A中Lets talk部分的对话，理解并会模仿使用点餐用语，同时完成课本Part B

3、Ask and answer部分的练习；第三课时以Part B中的Lets learn more部分为主，进一步学习拓展运用本单元功能语言；第四课时主要是Part B Read the words部分的语音教学及本单元Part C部分的其余练习。【单元具体目标】知识目标一、能听、说、读、写以下词汇：a bowl of noodles, a plate of beef, a glass of juice, a bottle of water, a cup of tea, a piece of bread。二、能听懂、会说、会读、会用下列句型：1. What would you like to e

4、at?Wed like .What kind of. would you like,. or .?. , please.2. Would you like something to drink?May I have .?Sure.3. Anything else?Yes, . / No, thanks.三、了解ow字母组合在单词中的发音，并能运用读音规则读出所给的生词。情感目标一、挖掘话题的趣味性，激发学生学习英语的兴趣，培养其学习英语的积极态度，使学生乐于参与、勇于交际实践的精神。二、引导学生注意合作学习，培养其合作意识。三、培养学生热爱生活的情操，以及多使用礼貌用语、礼貌待人的好习惯。Un

5、it2 What Would You Like第1课时教学设计【内容来源】陕旅教育出版社六年级下册Unit2【主 题】Warming-up: Look and match, Lets learn, Lets play【课 时】第1课时一、教学目标1. 能听、说、读、写词汇：a bowl of noodles, a plate of beef, a glass of juice, a bottle of water, a cup of tea, a piece of bread。2. 能灵活运用上述词汇。二、教学准备1. 教师准备Lets learn部分的词汇教学卡片。2. 教师准备PPT教学课

6、件（一张餐桌，餐桌上有各种食物、饮品、水果）。3. 教师准备Lets learn部分的教学音频。三、教学方法建议课程导入(Leading In)(1)课前问答T: Morning, everyone!Ss: Morning, Mr. / Miss .！T: Do you often have breakfast?Ss: Yes.T: What did you have for breakfast this morning?S1:.S2:.(2)新课导入1. Part A Warming-up: Look and match一段会话之后，教师顺势引入Warming-up的第一个活动。T: Loo

7、k at the pictures on P9. What are these?先让学生说一说这件图片分別是什么，然后让他们自己读一读本部分的词汇，并将图文连线匹配。2. 猜一猜教师向学生展示一副餐桌的PPT图画，先让学生判断出它是有张桌子(table)。接着让学生猜一猜桌面上都会摆放哪些吃的东西。采用头脑风暴的方式让学生说出曾经学过的有关食物、饮品、水果之类的词汇。随后，教师展示出餐桌上的食物、饮品的画面。然后，提出一个问题：What do you like on the table? 学个别回答后，教师再引导他们通过一个简单的歌谣的形式把各自喜欢的食物、饮品或水果代入进去，形成一个轻松的回

8、顾与复习活动。如：I like milk. I like juice. I like water.And I like tea.I like bananas. I like grapes. I like oranges. And I like apples.I like noodles. I like dumplings.I like hamburgers. And I like cookies.3. 导入新课重新回到PPT餐桌的画面，教师可以这样导人：Look at the table. How many apples can you see? (学生回答) And how many ham

9、burgers? (学生回答) 接着问How many noodles? 这时候，学生就会产生疑问。此时，教师再加以解释：We cannot say one or two or three noodles. Its hard to say the exact numbers of noodles, or water, or milk. So, how to express the numbers of these things? Lets have a look at the following pictures.课程展示活动和过程的设计建议（presentation)(1)新课展示Part

10、A Lets learn1. 教授词组a bowl of noodles在呈现画面的同时，向学生介绍：T: How many noodles are there on the table? Now look! This is a bowl. We can say “a bowl of noodles”.板书并领读a bowl of，注意强凋ow字母组合的读音。引导学生学习运用：a bowl of rice并加以拓展。图示两碗，让学生了解类似词汇的复数表达：two bowls of，如：two bowls of noodles, two bowls of rice, .2. 教授词组a plat

11、e of beef首先教授单词beef和plate，然后同上教授词组a plate of beef，及其复数的表达 two / three /. plates of beef。引导学生运用a plate of表示数量，如：a plate of meat / vegetables /.教学小贴士此处教授单词beef时，教师可以引导学生回顾字母组合ee在单同中的常见发音情况，如：see, meet, tree, street等。教授单词plate时，可引导学生回顾还有字母ae组合形式的单词，如：cake, take, make, lake, plane, late等，帮助学生记忆单词读音。3. 教

12、授词组a glass of juice在呈现画面的同时，向学生介绍：T: Look, this is juice, a glass of juice.板书并领读a glass of之后引导学生学习运用：a glass of water / milk / .随后拓展学习其复数表达two / three /. glasses of .此处，教师要注意提醒学生关注glass的复数为glasses。4. 教授词组a bottle of water, a cup of tea和a piece of bread这几个短语在教授时均可参考以上教学方式：先介绍容器或餐具，再构成短语引导学生学习运用，教师要鼓励

13、学生尽量多地把学过的东西与这些短语联系起来使用，如：a bottle of beer / water / juice /. 而a cup of则最常用于tea和coffee。在教授a piece of短语之后，一定要介绍一下a piece of paper, four pieces of paper。教学小贴士数量词的搭配是相对固定的，也很常用，尤其是用在对不可数物质名词的数量表达上。在此教师须引导学生特别注意的是：1. 在教授a bowl of, a plate of, a glass of, a bottle of, a cup of, a piece of时，教师可通过已学食物单词，帮助

14、学生归纳这些量词词组的搭配和用法。如：a bowl of noodles / soup / ricea plate of beef / dumplings / salad / chicken / meat / fisha glass of water / juice / milka bottle of water / juicea cup of tea / coffeea piece of bread / cake / cookie2. 量词短语中用来表达数量的bottle, glass, piece等名词都是可数名词，要表示“一”的数量时，这些名词须用单数形式：a bottle of, a

15、glass of, a piece of；但当要表达“两个以上”的数量时，这些名词要用复数，如：two bottles of, three glasses of, four pieces of。3. 需要表达数量的物质名词是可数名词时，数量为单个时用单数，如：a piece of cookie；两个以上的用复数，如：a bowl of grapes, I two plates of apples, three pieces of cookies等；而当需要表达数量的物质名词是不可数名词时，无论有多少，这个名词都用原形。如：two bottles of water, three bowls of

16、 soup。4. 类似的量词还有a box of（一盒），a bag of（包），a group of（一群）等。(2)巩固活动1. 教师播放录音，让学生听并跟读Lets learn部分的词汇。2. 教师出示Lets learn部分的词汇图片，让学生看图片快速说出相应的词汇，并要求学生能拼读出相应词组中表示数量的中心词。操练活动的设计与实施建议（Practice Activities)(1)看图速读在PPT中不断呈现不同的画面，让学生快速反应并读出相应的量词词组来。帮助学生巩固加深对新学内容的记忆。(2)Part B Lets play1. 教师可以这样创设情景，进行问答练习：Look! It

17、s dinner time. You are hungry. What food would you like?学生回答:I would like .也可以接着问：Its very hot. You are thirsty. What drink would you like? 学生回答：Id like .引导学生使用量词词组说出各自想要的食品或饮品。2. 把学生分成小组，组织学生进行“句子接龙”游戏。小组内每个人分别运用正确的量词词组说出各自想要的物品，而且数量要依次递增。如：S1: Id like a glass of water. S2.(叫出下个学生名字)S2: Id like two

18、 pieces of cakes. S3.S3: Id like three plates of beef. S4.S4: Id like four bowls of rice. S5.S5: Id like five bottles of milk. S6.S6: Id like six . S7.教师要注意学生对量词词组的单1数或复数形式的正确运用。3. 选出几位学生在班内进行展示。【板书设计】Unit2 What Would You Like第2课时教学设计【内容来源】陕旅教育出版社六年级下册Unit2【主 题】Lets talk, Ask and answer【课 时】第2课时一、教学

19、目标1. 能听懂并理解Lets talk部分的对话内容。2. 能流畅地朗读对话，并能在日常生活中灵活准确地运用以下功能结构：(1) What would you like to eat?Wed like .What kind of. would you like,. or .?., please.(2) Would you like something to drink?May I have .?Sure.(3) Anything else?No, thanks.二、教学准备1. 教师准备PPT教学课件（上一课时的餐桌课件，给食品图片加上杯、盘、碗等餐具图）。2. 教师准备Lets talk部

20、分的教学挂图。3. 教师准备Lets talk部分的教学音频。三、教学方法建议课程导入(Leading In)(1)课前问答T: Nice to see you, dear boys and girls!Ss: Nice to see you, too!T: I feel very well now because I had a good breakfast this morning. I had a glass of milk, an egg, two pieces of bread and an apple.Ss: How nice!T: What about your breakfas

21、t?Ss:.(2)新课导入1. 读一读，拼一拼教师展示所准备的PPT课件，让学生看图说出相应的量词词组，如：a plate of beef, a glass of juice, a bowl of noodles等等。然后，以空缺量词部分的形式呈现这些短语，如：a _ of tea, a _ of water, a _ of noodles等，让学生试着把这些量词拼读出来，以考查学生对量词的掌握情况。2. 导入新课教师承接上一环节，和学生就面条(noodles)进行交流：T: Do you like noodles? What kind of noodles do you like?引导学生作

22、答后，教师继续提出问题，导入新课：T: What kind of noodles does Su Nan like? Do you know? Lets have a look.课程展示活动和过程的设计建议(presentation)(1)新课展示Part A: Lets talk1. 出示本部分的教学挂图，让学生仔细观察并尝试回答以下问题：Where are they? Who are they? Why are they there?学生通过之前的观察及教师的引导，大概了解到对话的场所、人物和事件后，可通过简单的师生对话对挂图做简单分析：T: Where are they?Ss: They

23、 are in a noodle house.T: Who are they?Ss: They are Su Nan and his mom. They are sitting at the table.帮助学生说出另外两个服务员，对单词waitress稍作介绍：T: The other two girls arc waitresses. Waiters and waitresses serve people in the restaurant. Look, they are girls. They are waitresses. And boys are waiters. Why are S

24、u Nan and his mom there?Ss: They are hungry. They want to have / eat something there.2. 教师播放Lets talk部分的录音，让学生结合挂图情景，边听录音边理解对话内容。教学过程设计可参考如下：T: What do Su Nan and his mom want?Ss: Noodles.T: How does the waitress ask? Now listen carefully.教师播放对话的第一句，让学生听并重复。Ss: What would you like to eat?教师板书功能句：wha

25、t would ,you like to eat? 领读几遍并鼓励学生尽量多地加以运用。教师再次提问学生：T: what would they like to eat?并播放对话的下一句。Ss: Two bowls of noodles.T: What do they say?Ss: Wed like two bowls of noodles.教师板书并领读功能句：Wed like .T: What kind of noodles would they like, beef noodles or tomato noodles?教师板书并重复：What kind of .?教师可通过举例帮助学生

26、理解：There are many fruits. What kind of fruits would you like, apples, grapes or bananas?What kind of drinks do you like best, water, coffee or juice?教师再次提问学生：T: What kind of noodles would they like, beef noodles or tomato noodles?教师播放对话的下一句。Ss: A bowl of beef noodles and a bowl of tomato noodles.T:

27、Right. How do they tell the waitress?Ss: A bowl of beef noodles and a bowl of tomato noodles, please.T: All right. To be polite, we often say “., please.”T: Do they want anything to drink? Lets go on listening.教师接着播放下面的对话。T: How does the waitress ask?Ss: Would you like something to drink?教师板书、领读功能句：

28、Would you like something to eat / drink / read .? 并鼓励学生尽量多地运用。T: Would they like something to drink?Ss: A glass of juice and a cup of tea.T: Anything else?(还有什么吗?)Ss: No.T: Tobe polite, we should say, “No, thanks.3. 教师让学生打开课本，然后再次播放录音，让学生边看对话文本，边听对话录音。帮助学生理解功能句What kind of . would you like, . or .?并

29、把该句与Would you like something to.? 作对比讲解。教学小贴士教师可向学生适当介绍选择疑问句。选择疑问句是向对方提问两种或两种以上的情况，要求对方选择作答的问句。其构成为：先把一般疑问句或特殊疑问句的结构写出，然后在其后加“选择部分+ or +选择部分”即可。回答时，不能用Yes或No来引起，而是必须根据实际情况进行答复。选择疑问句的语调为前升后降，即除供选择的最后一个项目用降调外，其余的项目都要用升调。(2)巩固活动1. 教师播放录音，要求学生一边看课本，一边模仿语音语调大声跟读对话。2. 小组活动让学生在小组内进行角色朗读，并注意语音、语调和语气。3. 小组展示

30、教师给予指导和评价。操练活动的设计与实施建议(Practice Activities)(1)互动展示教师以PPT呈现食物和饮品画面。同时选择一名学生到讲台前提问：What would you like to .? Would you like something to .? Anything else? 并任意指明其他学生回答所提出的提问。(2)Part B Ask and answer采用合作的方式完成课本本部分内容，主要练习本节课所学的功能结构What would you like to eat / drink? I d like .可先在同桌之间进行，如：S1: What would y

31、ou like to eat, S2?S2: Id like a piece of / a plate of .What would you like to drink, S1?S1: Id like a bottle of /a glass of .然后再可以延伸为四人之间或更大范围内的互动交流练习。教学小贴士would like to do sth.是愿意做某事，表示愿意、乐意。而want to do sth.是表示想要做某事，表达的是一种想法。I would like要比I want更有礼貌。Would you like .?要比Do you want .? 更有礼貌，也更殷勤。Would you like .?含有愿意满足别人的愿望的意思。Do you want .?则不含有这种意思。因此，饭店或其他类似场所的服务人员在与顾客打交道时