UNIT SIX MAY I TAKE YOUR ORDER Lesson 21 教学设计.doc

UNIT SIX MAY I TAKE YOUR ORDERLesson 21 教学设计一、教学目标1.能听懂、会说在快餐店有关快餐饮食、结账、找零的交际用语。2.能听、说、认读单词:fried, wing,并能在实际情景中运用。3.能听、说、读、写单词:chicken, change, money,并能在实际情景中运用。4.能够分角色朗读对话,表演对话。5.进一步巩同基数词的用法,能熟练说出基数词1100。二、教学重难点1.教学重点:(1)能听懂、会说描述用餐费用以及找零的句型:“Thatsyuan.” “Here is the money.” “Here is your change.”(2)能听、说、读、写单词:fried, chicken, wing, change, money,并能在实际情景中运用?2.教学难点:(1)关注主要功能句型“How much is it?” “Here is the money.” “Here is your change.”的熟练使用。(2)关注fried, wing两个单词的发音。三、教具准备有关食品的词卡、快餐馆的菜单、西餐的食物图片、基数词的相关卡片、假货币等。四、教学过程(一)Listen and say分析与提示本课介绍了某些快餐食品以及点餐、付款、找零的交际用语。学生学会在快餐厅点餐的同时,操练付款和找零的句型。复习数词的表达法。教学过程中应充分利用实际情景,加强感性认识,达到熟练运用的目的。1.导入(1)头脑风暴。复现学过的有关食物的词汇,为下一步教学做铺垫。教师给出食品的图片,学生如果知道其词汇,就站起来大声地说出来。T: Lets play a game. Whats this?Ss: Hamburger, sandwich.T: Can you tell me more words? If you know, please stand upand say them loudly.学生说到什么词汇,PPT或板书上可呈现出来。(2)看图猜词。 教师可直接指着上一环节使用的PPT中的食物图片问:“Guess, how much is it? Its between twenty yuan and thirty yuan.”让学生在问答中复习基数词。2.学习对话1(1)认识图中人物。PPT中出示主题图,教师提问:“How many people are there in the picture? Who are they? Where are they?” 学生可能回答:“There are two. A waitress and Lingling. They are in a restaurant (fast food restaurant/fast food store).”(2)初听理解对话。 “This is a picture of a fast food restaurant. Lingling is going to have much there. Lets listen.”播放对话录音,整体了解对话内容。再次播放对话录音.听前教师出示问题:“What are Lingling going to order?”S: Two fried chicken wings, a hamburger, and orange juice.教师在黑板上写下Lingling点的食品。第三次播放对话录音,听前教师出示问题:“How much are they?”学生回答:“Its twenty-six yuan.”第四次播放对话录音,听前教师出示问题:“Whats the meaning of change?”引导学生注意Lingling点餐的总额以及Lingling付了多少钱。(3)请学生打开书默读对话。(4)教师指导学生对重点句型和词汇进行学习。教师指导学生多种形式地操练主要功能问答句:“Here is your change.”教师指导学生学习单词:flied, chicken, wing, change的学习。对于本课的重难点词汇,教师可以请学生先试着读单词,然后教师一定要做发音示范,给学生示范准确的发音,然后再开始机械的训练,训练形式多种多样,不要单一地重复跟读。发音准确后,要回到对话句子中进行练习。(5)听录音模仿跟读。(6)学生两人一组分角色练习朗读对话。(7)学生分角色展示朗读对话。3.学习对话2(1)认识图中人物。(2)初听理解对话。播放对话录音,完整听一遍对话。再次播放对话录音,听前教师出示问题:“What did the waitress ask?”听后,教师板书“Is that all for you today?”第三次播放对话录音,听前教师出示问题:“What did Mike ask? How much is the cake?”听后,教师板书“How much is it?” “Its sixty-nine yuan.”(3)请学生打开书默读对话。(4)教师指导学生对重点句型和词汇进行学习。教师指导学生多种形式的在语境下操练主要功能句:“How much is it?” “Here is the money.” “Here is your change.”进行操练。教师指导学生学习单词money。(5)听录音模仿跟读。(6)学生两人一组分角色练习朗读对话。(7)学生分角色展示朗读对话。(二)Listen, look, and learn分析与提示练习中的图片只用于询问价格,不需要说出物品的名称。主要练习的是单数形式的问法“How much is it?”教师如果在此环节想提示一下学生复数形式的问法,可参考第五单元的内容。(1)复习基数词的用法。(2)教师在此环节把重点放在练习提供的重点句型上。以两人一组的形式进行操练和展示。可选择用些玩具中的假的纸币做道具。(三)Lets do分析与提示在进行语言训练时,教师要给出一个对话的范例,明确要求学生要将本单元的主要功能句型都用于对话练习中。“What would you like to have?”“Id like/Ill have.”“May I take your order now?” “How much is it?”“Here is the money.” “Here is your change.”(1)教师介绍练习任务,教师可准备三种菜单,中餐、西餐、快餐。(2)学生三人一组,任选菜单,进行情景对话练习。(3)教师在PPT上,同时呈现必要的语言支持。五、可供选择的教学活动1.给钱,找零目的:熟练运用询价、报价、及结账的用语。(1)两人一组,看着教师出示的PPT进行操练。包括相关内容如下:How much is it?Here is the money.Here is the change.?50 yuan?(2)学生先问“How much is it?”获取物品的价格。再用PPT呈现的价格算出找零。游戏中关注语言的准确性和找零的准确性。2.点餐目的:模拟餐馆和商店,练习餐馆、商店服务员和收银员