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小学特岗教师招聘

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请依据主题“In a Fast-food Restaurant”,为一个中等城市普通小学5年级学生设计一个课堂。

正确答案:Ⅰ.教学内容
In a Fast-food Restaurant
Waiter:Hello,can I help you?
Mum:Yes.What would you like,Dick?
Dick:I’d like a hamburger.
Mum:Me,too.
Waiter:Would you like some thing to drink?
Mum:Oh,yes.Two glasses of orange juice,please.
Dick:Mum,can I have an icecream?
Mum:Sure.Two hamburgers,two glasses of orange juice and an icecream.
Waiter:OK.Here you are.38yuan,please.
Mum:Here the money.
Waiter:Thanks.
生词:fast-food restaurant hamburger
句型:What would you like?
Would you like some thing to eat/drink?
Ⅱ.教学目标
1.能听、读、说fast-food,restaurant,hamburger,并了解其含义。
2.能灵活运用重点句型,并清楚其运用的场合和语气。
(1)What would you like?
(2)Would you like some thing to eat/drink?
3.能模仿本文对话,并能在一定的语境中运用所学语言进行交际。
4.培养学生的注意力和观察力,激发学生积极思维,挖掘学生运用语言的创造能力。
Ⅲ.教学重难点
1.重难点句型:
(1)What would you like?
(2)I’d like.
(3)Would you like some thing to eat/drink?
(4)...,please.
2.掌握有关食物名称的词汇。
Ⅳ.教具准备
食物图片:icecream,hamburger,cake,bread,juice,milk,water,hotdog,Frenchfries等。
食物和饮料:hamburger,cake,bread,milk,orangejuice,cockcola等。
道具:服务员工作帽、围裙、托盘,多媒体课件一套。
Ⅴ.教学过程
Step1.Warm-up
(1)Do it!(学生按教师的指令做动作)
T:Stand up!/Sit down!/Sit down!/Stand up!(教师辅以手势)
T:Walk!/Stop!/Jump 5 times!/Stop!/Push!/Stop!/Run!/Stop!
(教师和学生一起做,每个动作持续一段时间后,教师突然说:“Stop!”要求学生立刻停下来。)
(2)DoasIdo!(教师做动作并表达,引导学生边做边说:“Me,too.”)
教师做睡觉状,并用低缓语调说:“I’m tired.”引导学生说:“Me,too.”
教师做笑脸状,并用欢快语调说:“I’m happy.”引导学生说:“Me,too.”
教师做干渴状,并说:“I’m thirsty.”引导学生说:“Me,too.”
教师手摸肚子,并说:“I’m hungry.”引导学生说:“Me,too.”
(3)Listen and act!(学生按教师的指令做动作。)
教师说:“Let’seat!”(做吃东西状)学生跟着做动作。
指令依次为:Eat slowly!/Eat fast!/Let’s drink!/Drink slowly!/Drink fast!(通过此活动,操练对话中的有关单词,例如:eat,drink,fast。)
Step2.Revision and presentation
(1)教师问:“What would you like to eat?”让学生根据自己的喜好,用已学句型“I’d like…”回答。
(2)教师出示卡片hamburger,并问:“Would you like a hamburger?”
(3)学生学说hamburger一词,教师板书单词,并抽查一组学生,学生快速读词。
(4)出示有关食物的卡片(hamburger,cake,icecream,juice,milk...),让学生认读。
(5)做游戏:“What’s missing?”(教师从卡片中任意抽掉一张,再让学生看卡片读单词,然后让学生说出拿掉的是哪一张卡片。)
Step3.Patter drills and dialogue teaching
(1)选取单词卡片4—5张,同时出示给学生,并提问:“What would you like?”引导学生回答:“I’d like.”教师把该卡片送给说出正确答案的学生。
(2)教师把手中卡片送完后摊开双手说:“No food left!But don’t worry,let’s go to the restaurant.You can choose whatever you like.”
(3)屏幕上出现单词RESTAURANT及三幅食物图片:noodles,fish,rice(noodles—20yuan,fish—free,rice—10yuan)。教师提问:“What would you like?”让学生用“I’d like.”回答。当学生选中一种食物时,教师点击该图,出现该食物的价格。教师对该生做手势并说:“20/10yuan,please.”引导学生说:“Here’s the money.”当屏幕上显示的是免费食物时,教师则带领全班学生对该学生说:“Congratulations!”
(4)屏幕上出现单词BAR和三幅图片:cola,coffee,juice(cola—20yuan,coffee—30yuan,juice—freE.,教师请一学生提问并操作(练习方式同上)。
(5)教师指着juice说:“I’d like juice very much.I even drink juice on my birthday.”屏幕上出现“Happy Birthday to you!”和一只蛋糕。教师说:“Suppose today was your birthday,what would you like?”引导学生用“I’d like…”句型表达自己的愿望。
(6)屏幕上出现一叠钱的画面。教师问:“If you had lots of money,what would you like?”让学生继续用“I’d like.”句型回答。教师引导学生说:“A car?A computer?”等,拓展学生的思维。
(7)教师说:“If I had lots of money,I’d like to open a big fast-food restaurant.”自然引出对话主题。教师出示快餐店图片,并介绍说:“Look,this is afast-food restaurant.A big nice fast-food restaurant!We have hot dogs,hamburger,salad,Frenchfries…”(出示食物图片)
(8)让学生模仿跟读单词:fast-food,restaurant,并选两组学生朗读,教师板书该词。
(9)教师系上围裙,拿起装有食物(cake,hamburger,bread,juice,milk,water,ice-cream)的托盘,扮演服务员,并说:“Are you hungry?Would you like some thing to eat?What would you like?”让学生回答,回答正确的学生可以得到该食物。
(10)当食物分完后,教师解下围裙,做出疲倦状,并说:“Oh,I’m tired and hungry.”引导学生说:“Would you like something to eat?What would you like?”教师收回学生所选的食物后说:“I’m full.I’m not hungry.But I’m thirsty now.”教师继续引导学生说:“Would you like something to drink?What would you like?”
(11)教师说:“I’m not hungry and thirsty now.Thank you,boys and girls.You’ve done a very good job today.”
Step4.Communicative practice
(1)屏幕上出现招聘服务员的海报,教师扮成快餐店经理,并说:“Our fast-food restaurant needs a waiter or a waitress.Who’d like to have a try?”
(2)邀请几位学生上来,给他们戴上服务员的帽子,并让他们站成一排。然后,教师(扮演经理)对“应聘者”发指令:“Line up!Turn left!Turn right!Smile and say:Welcome!Can I help you?What would you like?Would you like something to eat?”每做几个动作,就请不合要求的“应聘者”回去,最后剩下两位“应聘者”。
(3)教师对全班学生说:“Who’s the best one?Please discuss in pairs.”引导学生两人一组讨论,以确定最后的“被录用者”。
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