新思維4B第6單元教案課題4BChapter6Orderingfood課時(shí)1備課人教學(xué)目標(biāo)Studentsareabletointroducethevocabularyandkeystructuresbymakinguseofcontextvocabulary:foodanddrink:lemontea,hotchocolate,cola,applejuice,friednoodles,friedrice,congee,dumplingskeystructures:Usingthemodalsverbwouldtomakeoffersandexpresspreferences:Whatwouldyoulike?I’dlikeabowlofdumplingsandacupoflemontea.Usingnounphrases…of…totalkaboutquantitiesoffood:I’dlikeabowlofdumplingsandacupoflemontea.教學(xué)重點(diǎn)Studentsareabletointroducethekeystructuresbymakinguseofcontext.教學(xué)難點(diǎn)Studentsareabletousemodelstoexpressobligationsandprohibitions.課前準(zhǔn)備學(xué)具準(zhǔn)備PPT教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinDisplaythebigpicture,includingtheVocabularysection,inPartA.TellpupilswhereBeenoandthechildrenareinthebigpictureandwhatthearedoingthere.IntroducingthecontextPrelearningDividetheboardintofourparts.Giveeachpartaheadingacup/aglass/aplate/abowl.Teach/revisethefoodanddrinkitemsbyaskingpupilsquestions,e.g.Whatdrinkdowegetinacup?Stickthephotosorpicturescardsofthefoodanddrinkitemsunderthecorrectheadingsontheboard.Addtheprepositionoftoeachnounphraseontheboardandteachpupilshowtouseacupof/aglassof/aplateof/abowloftoexpresseachfoodanddrinkitemontheboard,e.g.acupoflemontea,aglassofcola.Elicittherestofthefoodanddrinkitemsfrompupils.TeachingthevocabularyWhilelearningPointatBeenoandPeter.PointatBeeno’sspeechbubble.WriteWhatwouldyoulike?ontheboard.Pointatthequestionontheboard.PointatPeter’sspeechbubble.WriteI’dlike_____.ontheboard.Teachingthekeyvocabularymodalverb:wouldPostlearningReviewthevocabulary.Summary堂測題ReadpartA板書設(shè)計(jì)4BChapter6OrderingfoodWhatwouldyoulike?I’dlike_____.cupof/aglassof/aplateof/abowlof...課題Consolidation課時(shí)2備課人教學(xué)目標(biāo)Consolidationofthekeystructures.StudentsareabletointroducethekeystructuresbymakinguseofcontextKeystructures:Shallwetrysome…?Goodidea.Wheredo/does…efrom?It/Theye(s)from…教學(xué)重點(diǎn)Studentsareabletointroducethekeystructuresbymakinguseofcontext.教學(xué)難點(diǎn)Studentsareabletousemodelstoexpressobligationsandprohibitions.課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinBeginthissectionbyreviewingthevocabularyandkeystructures(e.g.byusingpicturecardsorcutouts)withpupils.WarmingupPrelearningPointatTom’sspeechbubble.Writeabowlofdumplings/acupoflemonteaontheboard.Pointatthephraseabowlsofdumplingsontheboard.Writeabowlsofdumplingsontheboard.Pointatthewordbowlsandthedumplings.Pointatthephraseacupoflemonteaontheboard.Writetwocupsoflemonteaontheboard.Pointatthewordscupsandthenlemonteaontheboard.Teachingthekeystructurenounphrases:…of…WhilelearningDividetheclassintotwogroups.Stickthepicturecardsofthefourcontainersontheboardacup/aglass/aplate/abowl.AskpupilsWhatwouldyoulike?Showpupilsawordcardnamingafoodordrinkitem,e.g.applejuice.PostlearningContinuetoelicit…of…phrasesfordescribingtherestofthefoodanddrinkitemsfrompupilsusingtheaboveteachingsteps,e.g.twoplatesoffriednoodles/threeglassesofapplejuice/fourbowlsofcongee.Pairinguppupilsforthespeakingpractice堂測題Readandact板書設(shè)計(jì)4BChapter6Orderingfoodacup/aglass/aplate/abowl.twoplatesoffriednoodles/threeglassesofapplejuice/fourbowlsofcongee.課題Activity課時(shí)3備課人教學(xué)目標(biāo)Wrapupthissectionbyreviewingthevocabularyandkeystructures(e.g.byusingpicturecardsorcutouts)withpupils.教學(xué)重點(diǎn)Toreinforcethevocabularyandkeystructures.教學(xué)難點(diǎn)Todeveloppupils’speakingability.課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinBeginthissectionbyreviewingthevocabularyandkeystructures(e.g.byusingpicturecardsorcutouts)withpupils.WarmingupPrereadingDisplaythebigpictureinPartA.PretendtobeBeeno,Tomandpeterandreadaloudwhattheyasy.ReinforcingthevocabularyandkeystructuresusingthecontextWhilereadingDisplaythebigpictureinpartA.TellpupilsthatyouaregoingtopretendtobeBeenoandinviteonepupiltopretendtobeMary.DemonstratehowtomakeanofferusingWhatwouldyoulike?AndhowtoorderfoodaccordingtotheitemsinMary’sthoughtbubble.DemonstratinghowtousethevocabularyandkeystructuresPostreadingPairuppupils.AskpupilstotaketurnstoactouttherolesofBeenoandBetty,andthewaiterandBeeno.TomakeactingouttheroleofBeenoeasier,youcansuggestthatpupilswritethelistoffoodanddrinkitemsthatBeenoandthechildrenaregoingtoorder.AskpupilstotaketurnstoactouttherolesofthewaiterandBeeno.Fortheroleofthewaiter,pupilscansayWhatwouldyoulike?Invitesomepairstoetothefrontoftheclassandactouttheroles.Wrapupthissectionbyreviewingtheanswerswithpupils.Pairuppupilsforthespeakingpractice堂測題Readandpairwork板書設(shè)計(jì)4BChapter6OrderingfoodWhatwouldyoulike?I’dlike__________.教學(xué)反思課題Learntoread課時(shí)4備課人教學(xué)目標(biāo)ToreinforcethevocabularyandkeystructureswithastoryandamenuTodeveloppupils’readingskills,e.g.recognizetheformatandlanguagefeaturesofastoryandamenumakeobservations/guessesaboutthetext/pictureslocatespecificinformationinresponsetoquestionsinfermeaningfromthetextgivepersonalresponsestothetext教學(xué)重點(diǎn)Toreinforcethevocabularyandkeystructureswithastoryandamenu教學(xué)難點(diǎn)Todeveloppupils’readingskills課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinDisplaySlide57Introducethesettingbytellingpupilsorguidingthemtofindoutthenamesofthecharactersandwhatfoodtheylikedanddidnotlike.Arousepupils’interestinthedevelopmentofthestorybyhavingthemguesswhyIntroducingthesettingPrereadingDisplayslide912Readthestoryaloudorplaytheaudiorecording.Pauseatcertainpointstoaskquestionsassuggestedbelow.Slide9:WhatdidMrsGreenwanttoeatforlunchtoday?(Fastfood.)Dideveryoneelsewanttoeatfastfoodforlunchtoo?(EveryoneexceptMrGreen.)DidMrGreenlookhappy?(No.)Why?(e.g.Hiswifedidn’twanttohavelunchwithhim./Hehadtohavelunchalone.)Slide10:WhatdidMrGreenwanttoeatforlunch?(Chinsefood.)WhydidMrGreenliketoeatChinesefood?(It’slightandhealthy.Thepricesarereasonable.)DidMrsGreen?(No.Shedidn’tlikethetaste.)DidshewanttoeatwithMrGreen?(No.)Slide11:WhodidMrGreeneatwitheveryday?(Noone.)Why?(Hiswifedidn’tlikeChinesefood.)WhatwasMrWong’sidea?Canyouguess?(e.g.HewantedtoprepareotherkindsoffoodforMrsGreen)Slide12:ThenextdayMrandMrsGreenwenttotheChineserestaurant.WhydidMrsGreensmilewhenshelookedatthemenu?(e.g.Shesawotherkindsoffood.)WhatwasMrWong’sidea?(Tocookotherkindsoffood.)WhereMrandMrsGreenhappywiththemenunow?(Yes.)CouldMrandMrsGreenhavelunchtogethermoreofteninfuture?(Yes.)WhilereadingExpandpupils’prehensionofthestorybydrawingtheirattentiontothefollowingpicture:Picture4:Canyouorderdimsumandmangoprawnstogether?MrsGreenorderedSetB.WhichlunchsetdoyouthinkMrGreenordered?Why?Whataboutyou?Whichsetwouldyouorder?ReadingaloudPostreadingToenhancepupils’readingfluency,playtheaudiorecordingandinvitetheclasstoreadalong.Pausetodrillpronunciationifneeded.ReadingPractice堂測題板書設(shè)計(jì)4BChapter6OrderingfoodWhatwouldyoulike?課題Task課時(shí)5備課人教學(xué)目標(biāo)TointroducetheintegratedskillsandstructuressoastopreparepupilsfordoingtheTask.integratedstructures”Askingandansweringdifferentwhquestions:What’sthat?It’spizza.Wheredoesitefrom?ItesfromItaly.Usingthepronounsometorefertofoodinageneralandindefiniteway:I’dlikesometoo.教學(xué)重點(diǎn)Toenablepupilstoaskandanswerdifferentwhquestions.教學(xué)難點(diǎn)Usingthepronounsometorefertofoodinageneralandindefiniteway.課前準(zhǔn)備學(xué)具準(zhǔn)備表揚(yáng)名單教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinDisplayPartEandintroducethecontextbytellingpupilsorguidingthefindoutWhat’shappening?What’s/Whatarethecharactersdoing?Reviewthepreviouslylearntvocabularyifneeded,e.g.food.Teachanynewvocabularyifneeded,e.g.apieceofpizza,aplateofsushi,aplateofsnails.IntroducingthecontextPrelearningPointatBoobandBeenointhepicture.PretendtobeBobo.PretendtobeBeeno.Drawpupils’attentiontoWhereandefrominBobo’squestion.PointatBeeno’spizzainthepicture.Demonstratinghowtousetheintegratedstructuresp.45WhilelearningPointatBeenointhepicture.Pretendtobethechef.PointatBeeno.Pointatthepizza.Demonstratinghowtousetheintegratedstructuresp.46PostlearningPutpupilsintogroupsoffourtoactouttherolesofBeeno’sfamily(KikiandGrandpa–snails/TingTingandMumsushi)basedonthedialoguesandpicturesonp.45.Tellpupilsthatyouaregoingtoactouttherolesofthedifferentchefsonp.46.Invitesomepupilstoeuptothefrontoftheclassandorderdifferentfoodfromyou.LetthemactouttherolesofKiki/TingTing/Grandma.Puttingpupilsintogroupsoffourforthespeakingpractice.堂測題Readanddothetask板書設(shè)計(jì)4BChapter6Orderingfoodapieceofpizzaaplateofsushiaplateofsnailsefrom課題Learnwithfun課時(shí)6備課人教學(xué)目標(biāo)Todeveloppupils’cognitiveabilitythroughanextendedactivityToenablepupilstodosomeresearchonafooditemfromaforeigncountryand,ingroups,makeamenuandroleplayorderingthefoodontheirgroup’smenubyusingthevocabularyandkeyandintegratedstructureslearntinthechapter.Toenhancelearningwithfuntonguetwisters.教學(xué)重點(diǎn)Askandanswerquestions.教學(xué)難點(diǎn)Askandanswerquestionsaboutthesignsthattheyfoundinlives.課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinDisplayPartF.Introducethecontextandgothrougheachitemonthemenuwithpupils.Instructpupilstodothispartindividuallyorinpair.Goaroundt