(完整word版)Lanshan中职基础模块一教案精Unit6

1、Unit 6 Would you like to order?(6课时)课题：Lead-in蓝山县 职业中专2015年下期高一年级主备 人李永忠执教人课时总课时执教时间集体 备课 成员梁小兰陈焕李永忠李爱)见王娜邹腾芳教材 简析餐厅英语的部分词汇和短语、有关描述餐厅的对话。通过词汇学习让学生熟悉与餐厅 有关职业和食物的词汇。在描述餐厅的对话学习中让学生初步接触形容词的比较级。这 部分内容为整个单兀的学习活动做语言上的必要准备，为单兀任务做好语言铺垫。预设 目标1 .知识目标(1)掌握部分与餐厅后美的词汇和短语，如order, restaurant , menu, juice, waiter,w

2、aitress, delicious, eat out, be far away 等。(2)掌握描述餐厅所使用的句型，如： Do you want to eat out ? Do you like Chinese food or Western food ?I think .Restaurant is better. restaurant is father away than restaurant. The food is more delicious.1 .能力目标学生能听菌有关描述餐厅的对话。学生能用简单的比较级句式口头描述餐厅。2 .情感目标学生通过对餐厅的初步了解能喜欢上自己的专业。

3、培养学生大胆开口、勇于实践的良好学习习惯。教学 重难 点1 .重点：通过部分餐厅英语的词汇学习，学生能够掌握相关词汇。通过有关描述餐厅的对话，能够初步理解和运用形容词比较级。2 .难点：学生根据提供的有关餐厅图片，口头上简单用形容词比较级介绍饭店的基本情况，如路程远近，饭菜价格等教具 准备Multi-media知识有美餐厅的一般知识链接教法 学法启发式，互动式教 学 过 程Step one Lead-in (2min)1. Guess the meaning of the wordTeacher writes the topic on the board and let students gu

4、ess the meaning of the sentences, focusing on the word “ order M eanwhile, teacher shows some pictures about ordering foot in restaurants to help students guess the meaning.(设计意图：利用猜词义，解决了单元标题中的重要词汇“order”的意思。并自然引入到本单元的关于饭店的主题学习及下一环节词汇的学习。)Step two Vocabulary study (8min)1. Read and tick ( Activity

5、1)Teacher lets one or two students read the words to see if how many words they can read correctly. If they can ' tteacher helps them read the words. Then students read the words and tick out the words related to the restaurant.2. Look and complete ( Activity 2 )Students look at the pictures and

6、 choose the proper words from Activity 1 to complete the dialogues.(设计意图：引导学生联想餐厅的情景，选出与餐厅有关的词，并在读图中再 让学生在情景中运用单词，巩固单词学习。通过这两个活动，让学生轻松学习 单词。)Step Three Listening ( 15min)1. Pre-listeningTeacher: introduce two girls, Sara and Tanghua, who are talking about the restaurant. First, let students look at

7、the pictures and ask the following questions :(1) How many restaurants are there in the picture ?(2) Which restaurant is father from the school ?(3) Do you think the food in Yueguang Restaurant is delicious or more delicious ?Students: look at the picture and answer the questions, then work in pairs

8、 to describe the picture in simple sentences.2. While-listening11) Listen and choose ( Activity 3 )Students listen to the tape and tick the answer. After that, teacher asks one or two增删students to check the answer.2) ) Listen and tick (Activity 4 )Teacher : ask students to read the sentences to get

9、the meaning of them and play the tape.Students: Listen to the tape and find out whether the sentences are true or not. If they can 't get the right answers, teacher can play the tape for several times.3) Post-listeningStudents correct the sentences of Activity 4 and read them together to underst

10、and better the listening material. If students can 't understand some of words or phrases, teacher can explain again.(设计意图：pre-listening部分旨在通过老师的简单提问和对图片的描述，训I练 学生根据图片中提供的信息预测听力内容的能力。while-listening部分通过Activity 3培养学生在听的过程中把握大意并捕捉主要信息的能力，通过Activity4培养学生在听过程中捕捉细节的能力。post-listening部分让学生在改正陈述句子和朗读句子

11、中更深刻理解听力内容。并对描述餐厅的词汇和句型有个基本的了解。)Step Four Speaking (18min)1.Read and underlineStudents read the dialogue after the tape and underline the words and sentences used to describe restaurant. The teacher writes the following words and sentences on the board. If necessary, teacher can explain the difficul

12、t words and sentences .(1) Do you want to eat out ?(2) Chinese food and Western food(3) What about restaurant ?(4) I think Restaurant is better. It's farther away than ，but the food is more delicious.(设计意图：学生阅读对话，并划出描述餐厅的词汇和句子。让学生对描述餐 厅的词汇和句型有进一步的理解。)2.Listen and repeatRead the dialogue after th

13、e tape again and learn to say the underlined words and sentences.(设计意图：通过跟读对话，让学生对描述餐厅的句型能以口头形式进行表达。 为下面的图片描述和对话练习做好语言准备。)3. Practice and talkTeacher shows another picture which is similar to the one of Activity 3.Students work in the group to describe the picture in simple several sentences, which

14、is similar to those of Activity 5, then make a dialogue with the partner according to the picture.（设计意图：提供与课文中相似的关于当地餐厅的图片，联系到学生的具体的 生活环境，在图片描述和对话操练中运用所学句型。）板 书 设 计Unit 6 Would you like to order ?ordereat outDo you want to eat out ?restaurantChinese foodWhat about?menuWestern foodI thinkis better.ju

15、iceIt s farther away thanwaiterThe food is more delicious.waitresseat out作业Talk with the partner about the restaurants near your home, using the sentences patterns learned in the class.教学 反思第二课时课题： Dialogue: Would you like to order?蓝山县职业中专2015_年下期高一年级主备人李永忠 执教人课时总课时执教时间成员:梁小兰陈焕 李永忠 李爱凤 王娜 邹腾芳教材简析本课时

16、系教材第六单元的第二课时，即 Dialogue B部分。本部分内 容是课时内容的深入，从去餐厅前的对餐厅的描述过渡到餐厅的点 餐活动，带领学生T步进入贴近其生活的场景，让学生在真实的情景 中掌握餐厅点餐的习惯用语。预设目标3.知识目标(1)学生掌握菜单上的食品词汇，如dish, burger, cheese steak, chicken, coffee, sala那。(2)学生能掌握餐厅点餐的习惯用语，如： Would you like to order now ?I'd like Well done or medium ? Would you like something to dr

17、ink ?4 .能力目标学生能听懂关于餐厅点餐中菜名极其习惯用语。学生就餐厅点餐能进行熟练的对话活动。5 .情感目标学生能够了解和掌握餐厅服务员及就餐者的基本礼仪。增删,教学重难 点重点1 .通过有关餐厅点菜的听力活动，能听懂关于餐厅点餐的对 话。2 .通过与餐厅点餐对话的学习，学生能熟练运用点餐的习惯 用语。难点1 .学生能听懂菜单并写卜菜名2 .学生能在真实的情景中口头表达餐厅点餐的习惯用语。教具准备Multi-media知识链接有美餐厅问候的句型教法学法1. Oral expression 2. Group or team discussion3. Listening and speak

18、ing教 学Step One Lead-in ( 4min)Teacher says: in the last lesson we have known that there are tw(增删)restaurants. Now Sara want to go Meiwei Restaurant. Le ts step intoMeiwei restaurants with her together to order something to eat or drink today. But do you knowHow should have behavior as a customer?Ho

19、w should a waiter/waitree should behavior?Students work in the groups to discuss to get the right answers to the above two questions.（设计意图：教师从上一节课内容直接过渡到本节课，开门见山。跟随课文的主人公想象与其一起到餐厅就餐，自然引入到本节课内容。并通过讨论让学生了解和掌握餐厅服务员及就餐者的 基本礼仪，实现情感目标。）Step Two Vocabulary study (6min)Teacher asks students what they are fa

20、vorite food when they eatout. Several of students areasked to compete with each other to list some favorite food when they eat out on the board. Then teacher shows some other words about food people usually order in restaurants. Teacher should give explanation by showing relative pictures to help th

21、em get the meaning of the words.（设计意图：让学生以比赛形式在黑板上写出自己在餐厅就餐时 喜欢的食物，唤起旧词汇的学习。教师通过图片补充相关词汇， 扩充本单元的关于食物的词汇。）Step Three Listening （15min）1. Pre-listening (Activity 7 )(1) Read the menuteacher says we have our favorite foods when we eat out . Now let's look at the menu of Meiwei Restaurant to find ou

22、t if there are any foods you like. Students read the menu individually to get main idea of the menu.(2) Look and tickTeacher leads students to look at the two pictures and let them guess what the waiter might say, then tick the right answers.2. While-listening ( Activity 8, 9 )(1) Listen and checkSt

23、udents listen to the tape and check the answers to Activity 7.(2) Listen and completeStudents listen to the dialogue again and help the waiter finish the notes he makes about what Sara and Tang Hua order. If students can't get the answers, teacher should play the tape for several times to help t

24、hem to get the right answers.3. post-listeningTeacher divides the whole class into three groups to act as waiter Sara and Tang Hua . The students acting as the waiter read the sentences of Activity 7. The students acting as Sara read the food s ordered. The students acting as Tang Hua read the food

25、she ordere Then all students take turns to act as different characters to.(设计意图：Pre-listening部分通过读菜单和猜测服务员所说的 话，训练学生根据图片中提供的信息对听力内容进行预测。While-listening让学生帮助服务员写出菜单，训练学生在听的过 程中抓住细节信息的能力，并将听到并理解的内容以另一种直观 的方式呈现出来。post-listening部分通过学生扮演不1司的角色朗 读词汇和句子，巩固听力部分的重要内容，并为口语表达奠定基 础。)Step Four Speaking (18min)1.

26、 Read and underline (Activity 10)Students read the dialogue after the tape and underline the words and sentencesused to order in a restaurant. Teacher asks several students to give the answers and write the words or sentences on th board. If necessary, teacher should explain the key words and senten

27、ces.(1) Would you like to order now?(2) Yes, I'd like (3) Well done or medium(4) Would you like something to drink?(5) What about you?(6) The same, please.(7) All right, wait a minute, please.,he d.e（设计意图：通过听材料，获取关键信息，掌握重要语句，为后 面说的活动做好语言上的准备。）2. Listen and repeat （Activity 11）Students read the d

28、ialogue after the tape again and learn to say t underlined words and sentences.（设计意图：通过跟读对话，学说关于餐厅点餐时所用的语句， 进一步为熟练进行对话操练做准备。）3. Act and practice （Activity 12）Students make a dialogue with the partner about ordering food in a restaurant, using the sentencespatterns and words of Activity 12. One stude

29、nt acts as a waiter, the other acts as a customer. Firstly, they work together in their groups. Secondly, teacher lets some of them to act out in the front of the class.（设计意图：根据提供的句式和词汇与同伴练习在餐厅点餐，让 学生进一步熟悉餐厅点餐的习惯用语。把掌握的语句应用到实际的语境中，训1练学生在相对真实的W景下用合适的方式和语句 用英语点餐。）Step Five HomeworkImagine you will ope

30、n a restaurant. Now you make a menu for the restaurant. And you act as a waiter in your own restaurant make a dialogue with your partner who acts as a customer.（设计意图：让学生设想自己在将来成立一个餐厅并制定菜单， 并扮演/、同的角色进行餐厅点餐的对话，充分发挥学生的想象 力，将课堂知识灵活运用于实际的情景中。）he板书设计Unit 6 Would you like to order ?1) Would you like to ord

31、er now ?2) Yes, I d like3) Well done or medium 4) Would you like something to drink ?5) What about you ? 6) The same , please.7 All right, wait a minute, please作业1. Practice dialogue B with your classmate after class.2. Make a similar dialogue, talking about personal information.3. Make an introduct

32、ion of your classmate.教学 反思第三课时课题： Reading and Writing蓝山县职业中专 2015年下期高一年级主备人李永忠 执教人课时总课时执教时间集体备课 成员梁小兰 陈焕季永出李爱凤 王娜邹腾芳教材简析本课时系教材第六单元的第三课时，即 reading and writing部分。主 要活动是读懂菜单，在前两课时的基础上，学生已经了解了一些菜名， 本部分内容要求学生通过就菜品的价格用英语进行比较，从而让学生学 会在口头和书面表达中正确运用形容词比较级和最高级比较事物，进一 步增加学生的学习词汇以及增强学生实际运用语言的能力。预设目标6 .知识目标理解并运

33、用形容餐厅的词汇 如，delicious, cheap, expensive等 学生能够正确运用形容词比较级和最高级比较各餐厅情况7 .能力目标(1)学生能够读懂菜单，并通过文中给出的线索，猜出词义，归纳 形容词比较级和最高级规律。(2)学生能够运用形容词的比较级和最高级以书向形式简单介绍 餐厅的基本情况，如路程远近，饭菜价格及质量。8 .情感目标通过对餐厅的比较，学生外出就餐时能做出理智选择。增删教学重难 点重点阅读菜单和表格，能总结并掌握形容词比较级和最高级的变化 规律。在口头及书面表达中止确运用形容词比较级和最高级比较不 同餐厅根据阅读材料，纠正错误信息的表达。难点通过文中给出的线索，猜

34、出词义能够运用阅读表格的策略对餐厅进行比较教具准备Multi-media知识链接有关菜品的句型教法学法1. Oral expression2. Group or team discussion增删教 学Step One Lead-in (1min)增删过 程Teacher shows the situation: If you invite your friend to Meiwei Restaurant to eat out, What would you like to order for your friend ?(设计意图：教师设定情境，让学生想象邀请朋友用餐。自然进 入到卜向菜单的阅

35、读阶段。)Step Two Reading (22min)1. Read and circle ( Activity 13 )Students read the menu and circle what you may order for your friend. Then teacher asks several students , using the sentence pattern What would you like to order ? ” as an example. At last, students ask each other, using the sentence pa

36、ttern What would you like to order ?1(设计意图：让学生选择自己喜爱的食品，在点菜中熟悉菜单。 老师运用本单元的重点句型进行提问，以巩固本句型的运用。)2. Read and guessStudents work in pairs and read the price of the food on the menu of Activity 13 again , guessing the meanings of the underlined words of Activity 14.Teacher asks some pairs to tell the cla

37、ss what are the meaning of the underlined words. If the students can't get the correct meanings, teacher should explain them.(设计意图：阅读菜单，在合作中比较价格，通过文中的线 索猜出词意，了解形容词比较级和最高级的运用，并培养学生 阅读策略。)3. Read and chooseTeacher tells the students situation: Zhang Qing is helping San Wang Yang and Li Xiaonian to

38、 choose the right restaurants.Students: (1) read the table individually and the statements of three people. Ask the following question.“ Whakind of restaurant does Sara/ Wang Yang/ Li Xiaonian wan to choose ?”(2) discuss in the groups to choose the restaurant according to the following questions.s3,

39、a. Which restaurant's food is the most delicious ?b. Which restaurant's price is the cheapest ?c. Which restaurant is the nearest ?(3 ) Every group gives the suggestion to Zhang Qing to choose the most suitable restaurant for the three people and fill in the blanks.If students can't unde

40、rstand some difficult words or sentences, teacher writes down them onthe board and explains them to the students.(设计意图：通过阅读表格和相应的信息选择合适的餐厅， 培养学生单独阅读文字材料并对文字信息进行筛选判断的能 力。)Step Three Writing (18min)1. Read and correct (Activity 16)Students read the table again and correct Zhang Qing' statements. T

41、hen teacher asks several students to check the answers.(设计意图：通过对阅读材料的内容的检测，自然过渡到写 作。在改正句子陈述的过程中，学会形容词比较级的运用，同 时考查学生识别错误的能力。)2. Read and writeTeacher writes the sentence according to the table of Activity 15 using Superlative degree. For example:The food in Meiwei Restaurant is the most delicious amo

42、ng the three restaurants.Students read the table again and write the similar sentenceson paper, using Superlative degree.(设计意图：充分利用表格信息，仿照教师例句用最高级 写出句子。在写作中再次理解最高级的用法。)3. Introduce a restaurantAccording to the form in Acitivity 15, let students write several sentences to introduce the three restaura

43、nts by using Positive degree, Comparative degree and Superlative degree. Teachers,should give an example as follows:Li Yuan Restaurants is the nearest in the three restaurants The food in the restaurant is delicious but more expensive than Haoyun Restaurant.(设计意图：再利用活动15中的表格信息，运用形容词的比 较级和最高级对三个餐厅分别进

44、行介绍，让学生学会综合运用 该语法项目。)>.o增删作业Read the following table and write 3 sentences, using Comparative degree and Superlative degree.增删Name of the storePlace (far or near home )pricequalityHongmingclothes storenearexpensiv ebeautifulXiaocao clothes storenearermost expensiv emore beautifulZhaoyang clothes

45、storeNearestmore expensiv emost beautiful教学 反思第四课时课题：Language in Use and Unit Task蓝山县职业中专2015年下期高一年级主备人李永忠 执教人课时总课时执教时间集体备课 成员梁小兰 陈焕李永忠李爰凤 王娜邹腾芳教材简析包括Language in use和Unit task两部分，具体内容为：形容词比较级 和最高级的用法、与餐厅有关词汇的巩固以及单元任务，即对学校周边 的餐厅做比较调查，以便外国朋友来访时加以选择。这些内容总结了本 单元的重要词汇和语法，并在完成真实的任务中达到综合运用本单元所 学语言的能力。预设目标9

46、 .知识目标(1)熟练掌握与餐厅有关的词汇，如 manager, fork, menu, customer, chopsticks, juice, coffee, bee印。熟练掌握形容词比较级和最高级的用法。10 .能力目标(1)学生能够在口头和书面上正确运用形容词比较级和最高级比较 事物(2)学生能够将与餐厅有关的词汇进行分类并写出菜单(3)在完成单元任务的过程中，提高听、说、读、写能力11 .情感目标(1)学生能积极和他人合作，完成任务。(2)学生敢于开口，勇于实践(3)学生能客观评价周围事物，并做出合理的选择。增 删教学重难 点重点总结形容词比较级和最高级的用法，能够理解其变化形式和规

47、 律，并能够在口头和书面上止确使用比较事物。通过在具体语境中使用和练习词汇，能够巩固本单元重点词汇。通过完成单元任务即请一个美国朋友到一家合适的餐厅吃饭，提高学生综合运用语言的能力。难点根据图片情景，学生能正确并熟练使用形容词比较级和最高级学生能够运用本单元的所学谛言完成一个真实的任务，即请一个美国朋友到一家合适的餐厅吃饭。教具准备Multi-media知识链接有关比较级和最高级的句型教法学法1. Oral expression2. Group or team discussion3. Listening and speaking增删教 学 过 程Step One Grammar focus1

48、. Read the tableLet students look at the table on page 95 and try to generalize the rules of the different degrees of adjectives: Positive degree, Comparative degree and Superlative degree. Then teacher summarizes the usage of adjective degrees.(设计意图：通过表格呈现形容词比较级和最高级的变化形式 和规律，总结规则和不规则变化，为接下来的活动做好谛言的

49、 铺垫。)2. Look and write ( Activity 17)Teacher explains the example to students. And students look a the pictures and complete the sentences they may say in that situation, following the example. Finally, Teacher ask 3 students t( write the sentences on the board to see if they are right.(设计意图：结合对图片的理

50、解，在实际的语言情景中应用 性容词比较级和最高级。)3. Discuss and write (Activity 18)Students discuss in the groups to find out “whds the .in our class' and recorder on the book, following the example .Another 3 students are asked to write the sentences on the board make every student can check whether the sentencesare

51、right or not.(设计意图：让学生讨论“班级之最”并记录下来，充分结 合学生的实际生活灵活运用形容词最高级。Step Two Vocabulary consolidation1. Read and group (Activity 19 )Students read the words related to restaurants and put them int different groups individually, and then check with each other in the group.(设计意图：通过对词汇的归类，巩固与餐厅相关词汇，更 便于学生记忆。)2.

52、 Discuss and write ( Activity 20 )增删)tooSuppose you run a restaurant. You need English menus for foreign guests. Work in groups and make a menu. Then compare your menus and choose the most attractive restaurant for foreign guests.(设计意图：通过为外国客人制定菜单并通过比较选出最好的 菜单，让学生在写菜单过程中再次巩固词汇的学习和形容词比 较级和最高级的用法。)Ste

53、p Three Unit taskTeacher shows a map of 5 different restaurants around the school. The information about their location, menu will be shown on each photo.Teacher introduces a situation to the class: An American friend comes to our school. You want to invite him /her to eat out. You want to find a re

54、staurant with reasonableprices and good food. Now you need make a survey to decide on a restaurant.Students work in the groups and the steps are as follow:1. Choose three restaurants near the school.2. Choose three kinds of food and drinks that are related in all the three restaurants.3. Ask classma

55、tes about the food quality in the three restaurants, using the following sentence patterns:Do you like ？How about/ What about ？Is - far from/near our school?Is it delicious?Is the food good?How much is it?4. Complete the following table1e PneName of theRestaurantKind offoodQuality of Food(delicious

56、or not)Average Pric5. Report the result of the surveyOne of the students in every group presents the result of the survey, following the example on page 98.（设计意图：结合本单元任务，教师提供自己学校附近的餐厅 的地图和餐厅图片，并附上相应的各餐厅的菜单，更贴近学生 的生活。在活动过程中，学生对熟悉的生活场景较为感兴趣， 能积极调动他们的积极性。最重要的是，在任务的过程中，学 生能综合运用本单元的谛言知识，提高他们运用谛言的综合能 力。）板书设 计Unit 6 What would you like to order ?增删作业Set up own restaur