【正文】 (6)教師說：“Now 1et’s open our fastfood restaurant．”教師出示有關(guān)食物，引導(dǎo)所選的“服務(wù)員”與全班同學(xué)進行以下對話：W：Can I help you?Ss：Yes.W：What would you like?Ss：I’d like a hamburger.W：Would you like something to drink?Ss：Two glasses of orange juice.W：OK．Here you are．48 yuan, please．Ss：Here’s the money．W：Thanks．Step 5．Dialogue practice屏幕上出現(xiàn)課文對話?！孔鰩讉€動作，就請不合要求的“應(yīng)聘者”回去，最后剩下兩位“應(yīng)聘者”。(9)教師系上圍裙，拿起裝有食物(cake，hamburger，bread，juice，milk，water，icecream)的托盤，扮演服務(wù)員，并說：“Are you hungry? Would you like something to eat? What would you like?39?！寣W(xué)生繼續(xù)用“I’d like．．．”句型回答。教師說：“Suppose today was your birthday，what would you like?39。當學(xué)生選中一種食物時，教師點擊該圖，出現(xiàn)該食物的價格?！龑?dǎo)學(xué)生回答：“I’d like…”教師把該卡片送給說出正確答案的學(xué)生。(4)出示有關(guān)食物的卡片(hamburger，cake，icecream，iuice，milk，…)，讓學(xué)生認讀。)教師說：“Let’s eat!(做吃東西狀)，學(xué)生跟著做動作。道具：服務(wù)員工作帽、圍裙、托盤。評課人：王 薔(大賽評委、北京師范大學(xué)外語系主任)全國首屆小學(xué)英語優(yōu)質(zhì)課競賽一等獎教案 (四)In a Fastfood Restaurant（浙江寧波市戎徐小學(xué) 朱雪君）In a Fastfood RestaurantWaiter: 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 something 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. 38 yuan, please.Mum: Here the money.Waiter: Thanks.生詞：fastfood / resaurant / hamburger句型：What would you like?Would you like something to eat/ drink?II、教學(xué)目標：1. 能聽、讀、說fistfood／restaurant／hamburger，并了解其含義；2．能靈活運用重點句型，并清楚其運用的場合和語氣；(1) What would you like?(2)Would you like something to eat／drink?3．能模仿本文對話，并能在一定的語境中運用所學(xué)語言進行交際；4．培養(yǎng)學(xué)生的注意力和觀察力，激發(fā)學(xué)生積極思維，挖掘?qū)W生運用語言的創(chuàng)造能力。同時，他設(shè)置的三個情景：約同學(xué)踢足球，約同學(xué)看望老師，約同學(xué)參加生日晚會，也都反映了學(xué)生的實際生活。例如，教師運用多媒體創(chuàng)設(shè)了不同的生活情景，讓學(xué)生兩人一組選擇其中的一種，并運用所學(xué)語言進行模擬交際，促進了知識向能力的轉(zhuǎn)化。首先，他是一個示范者，他為學(xué)生展示語言結(jié)構(gòu)、意義和語言運用的情景；同時他又是一個啟發(fā)者，啟發(fā)學(xué)生思考，引導(dǎo)學(xué)生想象；其次，他還是一個情景的設(shè)計者和學(xué)習的指導(dǎo)者，他通過多媒體課件展現(xiàn)生動、逼真的交際情景，幫助和引導(dǎo)學(xué)生在語境中理解語言的結(jié)構(gòu)和意義；此外，他更是一名課堂活動的組織者、學(xué)生學(xué)習的激勵者和促進者，他通過玩具小電話、身體語言設(shè)計情景，組織學(xué)生開展游戲和兩人小組活動，給學(xué)生提供模仿、體驗、實踐和創(chuàng)造性運用語言的機會，并在活動中適時地鼓勵和表揚學(xué)生，保護學(xué)生的自信心和學(xué)習的積極性，使學(xué)生學(xué)有所獲。該課教學(xué)目的明確，教學(xué)過程有序，教學(xué)活動設(shè)計合理，教學(xué)各環(huán)節(jié)過渡自然，學(xué)生思維活躍。s back.10) Ask the students to read the new word and the sentences on the blackboard.11) Ask the students to retell the dialogue in their own words in pairs.12) Play the game Throwing Santa Claus to see if the students can say the sentences well.The teacher throws the toy Santa Claus to a student. When the student catches the Santa Claus, he or she must say one of the sentences on the blackboard, and then throws the Santa Claus to another student.13) Ask the students to act out the dialogue in roles.Step 3.1) Show the students three pictures on the screen. Ask them tomake telephone calls in groups based on the picture they have chosen.Picture One: You want to invite Tom to play footbaU with you, butTom hasn39。 interest to learn English.3) Encourage the students to have good cooperation with one another. contents1 ) Patterns:May I speak to ...?Would you please take a message?2) Vocabulary: message, party, take a message AidsFour toy telephones, a CDROM, a toy Santa Claus.V. Teaching proceduresStep 1. Warmingup Exercise