Unit 6 Can I take your order(第2课时)教学设计-2024-2025学年中职《英语1 基础模块》（高教版）

本课时系教材《英语1(基础模块)》第六单元的第二课时，即DialogueB部分。本部分内容是上一课时内容的深入，从去餐厅前的对餐厅的描述过渡到餐厅的点餐活动，带领学生通过对餐厅点餐对话的学习，学生能熟练运用点1)学生：Wouldyouliketoordernow?Well-doneormedium?Wouldyoulikesomethingtodrink?StepOneLead-in.(4m)Teachersays:inthelastlessonwehaveknownthattherearetworestaurants.NowSarawantstogotoMeiweiRestaurant.Let’sstepintoMeiweirestaurantwithhertogethertoordersomethingtoeatanddrinktoday.Butdoyouknow:Howtoorderinarestaurant?Howtoserveacustomer?Studentsworkingroupstodiscusstherightanswerstotheabovequestions.(设计意图：教师从上一节课内容直接引入到本节课，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。通过讨论让学生了解和掌握餐厅服务StepTwoVocabularystudy.(6m)Teacherasksstudentswhataretheirfavoritefoodwhentheyeatout.Severalstudentsareaskedtocompetewitheachothertolistsomefavoritefoodwhentheyeatoutontheblackboard.Thenteachershowssomeotherwordsaboutfoodpeopleusuallyorderinrestaurants.Teachershouldgiveexplanationbyshowingrelativepicturestohelpthemgetthemeaningofthewords.(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，扩充本单元关于StepThreeListening.(15m)1.Pre-listening.(Activity7)1)Readthemenu.TeacherasksthestudentstolookatthemenuofMeiweiRestauranttofindoutifthereisanyfoodyoulike.Studentsreadthemenuindividuallytogetthemainideaofthemenu.2)Lookandtick.Teacherleadsstudentstolookatthetwopicturesandletthemguesswhatthewaitermightsay,thenticktherightanswers.2.While-listening.(Activity8,9)1)Listenandcheck.StudentslistentothetapeandchecktheanswerstoActivity7.2)Listenandcomplete.StudentslistentothedialogueagainandhelpthewaiterfinishthenoteshemakesaboutwhatSaraandTangHuaorder.Ifstudentscan’tgettheanswers,teachershouldplaythetapeforseveraltimestohelpthemgettherightanswers.3.Post-listening.Teacherdividesthewholeclassintothreegroupstoactaswaiter,SaraandTangHua.ThestudentsactingasthewaiterreadthesentencesofActivity7.ThestudentsactingasSarareadthefoodsheordered.ThestudentsactingasTangHuareadthefoodsheordered.Thenallstudentstaketurnstoactasdifferentcharacters.(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同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。)StepFourSpeaking.(18m)1.Readandunderline.(Activity10)Studentsreadthedialogueafterthetapeandunderlinethewordsandsentencesusedtoorderinarestaurant.Teacherasksseveralstudentstogivetheanswersandwritethewordsorsentencesontheboard.Ifnecessary,teachershouldexplainthekeywordsandsentences.1)Wouldyouliketoordernow?3)Well-doneormedium?4)Wouldyoulikesomethingtodrink?5)Whataboutyou?6)Thesame,please.7)Allright,waitaminute,please.(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2.Listenandrepeat.(Activity11)Studentsreadthedialogueafterthetapeagainandlearntosaytheunderlinedwordsandsentences.(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3.Actandpractice.(Activity12)Studentsmakeadialoguewiththeirpartnersaboutorderingfoodinarestaurant,usingthesentencespatternsandwordsofActivity12.Onestudentactsasawaiter,theotheractsasacustomer.Firstly,theyworktogetherintheirgroups.Secondly,teacherletssomeofthemactoutinfrontoftheclass.(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，训练学生在相对真实的情境下用合适的方式和语句用英语点餐。)StepFiveHomework.Imagineyouwillopenarestaurant.Nowyoumakeamenufortherestaurant.Makeadialoguewithyourpartnerascustomerandwaiter.(设计意图：充分发挥学生的想象力，将课堂知Unit6Wouldyouliketoorder?Studentswritetheirfavoritefoodwhene