发布时间 : 星期日 文章六年级英语下册Unit2WhatWouldYouLike教学设计2陕旅版〔精品篇〕更新完毕开始阅读
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: 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? Let’s 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：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: To be 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。 9
(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 you like to eat, S2? S2: I’d like a piece of …/ a plate of ... What would you like to drink, S1? S1: I’d 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，通常用Would you like ...? 【板书设计】
Unit2 What Would You Like 第3课时教学设计
【内容来源】陕旅教育出版社六年级下册 Unit2
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【主 题】Warming-up: Think and circle, Let’s learn more, Let’s act, Look and talk
【课 时】第3课时 一、教学目标
1. 能听懂并理解Let’s learn more部分的对话内容。能认读课文对话，并较为流利地模仿演读对话内容。
2. 能在相应的情景中灵活运用本单元What would you like to ...? I’d like ... 等功能结构迸行会话练习。
3. 能灵活准确地运用礼貌用语。 二、教学准备
1. 教师准备Let’s learn more部分的教学视频。
2. 能在相应的情景中灵活运用本单元What would you like to ...? I’d like ...等功能结构迸行会话练习。
3. 教师准备Let’s learn more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: Hello, everyone! Welcome to our restaurant. This is the menu.(教师用PPT课件展示一个中餐的菜单)
What would you like, please? S1: I’d like ... S2: I’d like ... ...
(2)新课导入part A Warming-up: Think and circle
1. 教师展示食物和饮料（含中式和西式）的PPT教学课件，引导学生观察并回顾已经了解的中西方饮食文化之间的差异，可用下面的问题启发学生思考：
What do Chinese people like to eat and drink? How do we eat noodles and vegetables?
What do people in the USA and the UK like to eat and drink? How do they eat?
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2. 完成选择之后，教师随机选出几位学生完整地读一读句子，核对答案。 参考答案：l. b 2. a 3. a 4. a
课程展示活动和过程的设计建议(presentation)
(1)新课展示Part B Let’s learn more
教师可承接上一活动，设计并描述与接下来的课文有关的背景内容，引入新课。如教师可以边看表边说：
It’s six o’clock in the evening. It’s dinner time. But Miss White didn’t cook meals. She is very hungry now. What would she like to eat today? Now, please listen and watch the video.
1. 播放所准备的Part B Let’s learn more部分的视频
让学生观看对话视频，先了解对话的人物、所发生的背景、大概描述的是一个什么情形等。学生观看完后，教师吋以这样引导：
T: Dinner time! Miss White didn’t cook meals. What does she do? T/Ss: She takes up the phone and calls for food.
这里，可以向学生略讲一下call for的意思是“打电话要/叫……”。引导学生运用。如：
T: We can call for food or drinks. We can also call for a doctor or the police. 接下来继续就课文发问，并引导学生作答： T: Who answers her call? T/Ss: A waiter.
2. 教师可以根据对话内容设计几个问题。请学生自主阅读对话之后，教师可采用个别回答或集体回答问题的方式了解学生们的阅读效果。问题设计参考如下：
(1) Who does Miss White call to? (A restaurant called Happy Fast Food.) (2) What would Miss White like to eat? (Chicken hamburgers.)
(3) What would Miss White like to drink? (A bottle of juice and a bottle of milk.) (4) Where does Miss White live? (No.11 Garden Road.) (5) How much are the food and drinks? (Thirty-four yuan.) 3. 让学生集体朗读对话之后，教师帮助学生完整理解对话内容。 (1) 注解单词address是“地址”的意思。
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