Objectives

教学目标

1、Language knowledge

语言知识：New words: sandwich, drink, thirsty  

New sentence structures: What would you like to eat? I’d like some/a...

What would you like to drink? I’d like some...

2、Language skill

语言技能：

1）能够在语境中理解新单词sandwich, drink, thirsty的意思，并能够正确发音

2）能够在情境中运用句型What would you like to eat/drink?

I’d like...询问并回答自己 想要吃什么、喝什么

3）能够理解Let’s talk的对话大意并按照正确的意群及语音、语调朗读对话

3、Learning Strategies

学习策略：

1）通过联想和比较，归纳出结论

2）激活已学的相关词汇和句型，联系上下文，理解新单词和新句型的意思

4、Affect 情感态度：

1）培养小组合作，共同参与活动、完成任务的意识

2）渗透点餐礼仪

5、Culture awareness

文化意识：西餐餐牌中食物的分类

Difficulties Analysis

教学重难点

1、教学重点：

1）新单词和新句型

2) 激活学生已学的相关词汇和句型，完成学习任务

2、教学难点：引导学生在较为真实的情境中运用所学语言知识进行交流

Teaching Aids/Media

主要教学媒体

PPT、食物单词图片、头饰

2Teaching Procedures

教学过程

Warming up and Lead in

1. Greetings  

2. Guess the teacher’s favourite topic(topic of this lesson)  

3. Game: Look and read the flashing words on the screen.

The words are about the topic of this lesson.  

4. Let the students choose the correct topic

1. Say hello;  

2. Guess, give ideas:

A. Animals

B. Toys

C. Food and drink

D. Clothes

3. Play the game. Revise the learned words about food and drink

4. Choose the correct topic  

通过游戏，激活相关知识：

1.引出本课的主题

2.复习与本主题相关的已学词汇

3.引出本课的学习任务。

Presentation and Practice  

Show the words from the game about food and drink. Have the students to make a menu.

Let them know the four parts of a menu:

Starter, Main Course, Dessert and Drink.

1.Group discussion:

talk about the grouping of the words.  

2.Make a menu.

Put the words in the right category on a menu.

1. 通过小组讨论，完成单词分类，为后面的句型学习铺垫

2. 文化意识的渗透

Talk about the food and drink on the menu.

Present the new sentence structure:

What would you like to eat/drink?

I’d like some.

Have the students to ask and answer with each other.  

Learn the new sentence structure, use it to answer the teacher’s questions and also raise questions to classmates.  

呈现和操练本课重点句型

Show a learned story from Book

3. Let the students to revise and understand one of the

proper situations to use the sentence structure.

1.Watch and listen to a learned story about Zip in the restaurant.

They’ve learned the story in  Grade Four.  

2.Read the story in roles.

重温四年级上册

Unit 5的story time:  

1.重温重点句型的使用情景

2.引出课文内容

3.为拓展部分的情景做铺垫

1.Play E-book,

show the conversation in

Let’s talk. Raise a question: What are they talking about?  

2.Let the students to answer the question.

1.Watch and listen to the conversation, think about the answer to the question.

2.Answer the question.  

呈现对话，初步理解对话主要内容。

Play E-book again.

Let the students watch and listen to the conversation again and then

answer four questions:

1.Who is hungry?  

2.What would he like to eat?( teach a new word‘a sandwich’)  

3.What else would he like?

4.Why?  

1.Watch and listen to the  conversation again.

2.Answer the questions.  

3.Learn a new word‘a sandwich’ and put it into the right category

on the menu.  

通过问题，引发思考，帮助学生更好地理解对话。

Consolidation & Extention   

Have the students to read the conversation together and read in roles.

Emphasize the magic word‘please’ in the conversation.  

1.Read together.

2.Read in roles.

3.Act

1.通过朗读和角色扮演，进一步理解和熟悉对话内容

2.渗透礼貌点餐的意识

Set up a situation in a restaurant. The teacher and three of the students act as a waiter,  Sarah, Mum and Dad.

The waiter serves  Sarah’s family to order food and get them the food.（附1：Candy Cat’s Restaurant Order）

Three students act as Sarah, Mum and Dad.

Show the class how to make order in the restaurant.  

创设较为真实自然的情景，示范如何拓展和运用语言知识。

1.Let the students to work in groups. Act as a waiter and the customers, then order some food and drink in the restaurant in a

polite way.  

2.Have one group to show.  

1.Group work.

Act as a waiter and the customers, then order some food and drink in

the restaurant in a polite way.  

2.One of the groups shows their conversation.  

让学生在较为真实自然的情境中运用本课及以前学习的语言知识进行交流

Sum up & Homework

1.Sum up the lesson.

2.Assign homework.

Read P24 Let’s talk together.  

总结本课的学习内容，布置作业

Boarding design  

Unit 3 What would you like?  

A Let’s talk  

hungry

What would you like to eat?

I’d like some/a...

coupons

thirsty

What would you like to drink?  

I’d like some...

1 2 3 4 5 6

Please

教学反思

本会话课的教学过程可细分七大部分：一. 游戏导入、复习词汇；二. 小组活动、铺垫句型；三. 呈现对话、操练上口；四. 创设情景、走进文本；五. 操练对话、理解文本；六. 小组活动、拓展文本；七. 课堂小结、布置作业。整个过程步骤清晰、层次分明、环环相扣，既注重了学生对语言知识的感知和体验，也落实了学生技能的拓展和运用，达到了预期的教学目标，现反思如下：

Menu

Food:

Starter salad soup a sandwich bread

Main Course

beef fish chicken noodles rice vegetables

Dessert ice cream cake

Drink: water tea coffee milk apple juice orange juice cola

5  1.备课过程中的分析和思考本课

A Let’s talk的对话有两个很大的特点，

一是内容简洁，目标语言清晰，

重点突出；二是重点句型What would you like to eat/drink?

I’d like...以及所涉及的关于餐饮的词汇与四年级上册Unit 5的教学内容有非常紧密的联系。因此在备课时，我把这两点作为突破口，重点思考两个问题，第一个问题：会话课的重点在于“说”和“用”，那何对本文本进行拓展，创设较为真实的情景，让学生自然地运用所学语言进行交流呢？课文内容的场景设在Sarah的家中，对话是在Sarah和她的父母间展开的，而What would you like to eat/drink?句型除了可以在本情景中使用外，孩子们更为熟悉和实用的情景就是在餐厅点餐。在点餐时，服务员和顾客的对话就是围绕着What would you like to eat/drink? I’d like ...展开的。因此，我把小组活动、拓展文本的部分定位在从Sarah家里过渡到餐厅。第二个问题：如何通过激活已学的词汇和句型，引出和展开本课的学习任务？学生在四年级已经学习了What would you like? I’d

like...句型与食物和饮料的单词，而本课的重点句型可以说是旧句型的延伸，更细致地问到What would you like to eat？和What would you like to drink?

要回答这两个问题，那就要对食物和饮料的单词进行分类。因此，我设定以单词分类为切入点，引出本课重点句型的学习。另外餐厅点餐的情景也是在四年级上册Unit 4学习过的，story time中在餐厅里点餐的故事更是生动有趣、为学生们所喜爱，与其重新设想一个餐厅的情景，不如大胆在新课上重现这个故事，既能复习句型，也能引出Let’s talk的文本内容，还能作为拓展运用句型的情景使用，可谓一举三得！我更是把故事里那顽皮的小鸟设计为带动后部分课堂活动的关键。

2.教学过程中的问题和处理能做到“让全体学生都能参与到学习活动中，学生能在学习活动中获得良好的体验和感悟，懂得本节课会话内容的功能，能运用到相应的生活、情境当中”才是一节成功的会话课。为了实现这一目标，在教学过程中我努力实践“全员参与”和“真实体验”。

1）在“二.小组活动、铺垫句型”中为hungry, thirsty, What would you like to eat/drink? 句型和词汇做铺垫时，为了使学生能更真实地体验和了解在西餐厅吃饭时能看到的菜单上的目录，大胆地进行了知识的拓展和文化的渗透，把真实的菜单设计带入课堂，不只是单纯划分food and drink, 而是更深入地介绍了

Starter, Main Course, Dessert和Drink，并让学生通过小组讨论进行单词的分类。

2）自然过渡实现场景转换。本课的整个教学过程是由老师在上课之初抛出的“the teacher’s favourite topic”引发的，线索为“玩单词游戏引出

food and drink的主题——用食物单词制作菜单——回顾Candy Cat餐厅发生的故

事——故事中的小鸟把我们带到Sarah的家——发现小鸟并一起Candy Cat餐厅用餐”，学生在紧贴主题、环环相扣的活动和任务中自然地习得和运用语言。

3）在“6. 小组活动、拓展文本”中尽量创设较为真实的情景，并提供了必要的帮助，增强学生的感受和体验。在活动前，老师和其中的一组学生先做了清晰的示范，然后老师给全班同学提示了服务员可以用上的相关语句并对顾客提出了要求。在活动过程中，每一组每一个学生都有机会在模拟的情境中参与并自主地发挥、使用新学和已学的相关的语言知识进行交流。活动中使用的Candy Cat’s Restaurant Order见附1）的设计上也是颇具心思，Table he Person的选项使情景更具真实感。在活动后，老师也做了适时的归纳和小结，引领学生回归课堂。

3.日后努力的方向和措施

从备课到上课，我充分感受到会话课中情景的重要性。在情景中呈现对话，有利于帮助学生理解对话的内容。越是贴近学生的真实生活，贴近实际的情景，学生越是能够积极有效地开展对话的学习。在情景中操练对话，有利于帮助学生掌握对话的内容。在情景中拓展对话，把对话内容延伸至实际生活，有助于提高学生的综合语言运用能力。在日后的教学中，发挥情景的最大作用将是我努力的方向。另外，上课过程中出现的一些失误，如课件的操控，板书的设计等都需要避。