unit6wouldyouliketoorder

1、 Unit 6 Would you like to order？ （第一課時）一、學情分析 由于班級大多數(shù)沒有養(yǎng)成良好的學習習慣，也缺乏綜合運用語言的能力。本單元的內(nèi)容與餐廳有關(guān)，與他們的生活聯(lián)系密切。這將有利于教師開展教學活動，培養(yǎng)學生的學習主動性，從聽、說、讀、寫等方面提高他們的語言運用能力。二、教材分析1教學內(nèi)容本課時系教材英語1（基礎(chǔ)模塊 高教版）第六單元的第一課時，包括Lead-in & Listening and speaking中的Dialogue A兩部分，具體內(nèi)容為：餐廳英語的部分詞匯和短語、有關(guān)描述餐廳的對話。通過詞匯學習讓學生熟悉與餐廳有關(guān)職業(yè)和食物的詞匯。在描述

2、餐廳的對話學習中讓學生初步接觸形容詞的比較級。這部分內(nèi)容為整個單元的學習活動做語言上的必要準備，為單元任務做好語言鋪墊。2 教學重點、難點（1）教學重點 通過部分餐廳英語的詞匯學習，學生能夠掌握相關(guān)詞匯。 通過有關(guān)描述餐廳的對話，學生能夠初步理解和運用形容詞比較級。（2）教學難點 學生根據(jù)提供的有關(guān)餐廳圖片，口頭上簡單用形容詞比較級介紹飯店的基本情況，如路程遠近，飯菜價格等三、教學目標1. 知識目標（1）學生能掌握部分與餐廳有關(guān)的詞匯和短語及菜單上的食品詞匯，如dish, burger, cheese, steak, chicken, coffee, salad等。（2）學生能掌握描述餐廳和點

3、餐所使用的句型和習慣用語，如：Do you want to eat out ?Do you like Chinese food or Western food ?I think .Restaurant is better. restaurant is father away thanrestaurant.The food is more delicious.2. 能力目標學生能聽懂有關(guān)描述餐廳的對話。學生能用簡單的比較級句式口頭描述餐廳。3. 情感目標學生能夠了解和掌握餐廳服務員及就餐者的基本禮儀。培養(yǎng)學生大膽開口、勇于實踐的良好學習習慣。四、教學步驟Step one Lead-in T: L

4、ook, what have I brought for you? Delicious.1. Present pictures of different kinds of food and ask students to read out one by one.2. Guess the meaning of the wordTeacher writes the topic on the board and let students guess the meaning of the sentences, focusing on the word “order”. Meanwhile, teach

5、er shows some pictures about ordering food in restaurants to help students guess the meaning. (設(shè)計意圖：利用猜詞義，解決了單元標題中的重要詞匯“order”的意思。并自然引入到本單元的關(guān)于飯店的主題學習及下一環(huán)節(jié)詞匯的學習。)Step two Vocabulary study 1. Read and tick ( Activity 1) Teacher lets one or two students read the words to see if how many words they can

6、read correctly. If they cant, teacher 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 choose the proper words from Activity 1 to complete the dialogues. (設(shè)計意圖：引導學生聯(lián)想餐廳的情景，選出

7、與餐廳有關(guān)的詞，并在讀圖中再讓學生在情景中運用單詞，鞏固單詞學習。通過這兩個活動，讓學生輕松學習單詞。)Step Three Listening1. Pre-listeningTeacher: introduce two girls, Sara and Tanghua, who are talking about the restaurant. First, let students look at the pictures and ask the following questions :（1）How many restaurants are there in the picture ?（2

8、）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 to describe the picture in simple sentences. 2. While-listening （1）Listen and choose ( Activity 3 )S

9、tudents listen to the tape and tick the answer. After that, teacher asks one or two students to check the answer. （2） Listen and tick ( Activity 4 )Teacher : ask students to read the sentences to get the meaning of them and play the tape.Students: Listen to the tape and find out whether the sentence

10、s are true or not. If they cant get the right answers, teacher can play the tape for several times. (3) Listen and complete the dialogue Tang Hua: Hi, Sara. Do you want to _ _? Sara: Yes. Do you like _ _ or _ _? Tang Hua: Id like some Western food. Sara: _ _ Yueguang Restaurant? Tang Hua: Well, I th

11、ink Meiwei Western Restaurant is _. Its _ _ than Yueguang, but the food is more _. Sara: OK, lets go.3. Post-listeningStudents read them together to understand better the listening material. If students cant understand some of words or phrases, teacher can explain again. (設(shè)計意圖：pre-listening部分旨在通過老師的

12、簡單提問和對圖片的描述，訓練學生根據(jù)圖片中提供的信息預測聽力內(nèi)容的能力。while-listening部分通過Activity 3培養(yǎng)學生在聽的過程中把握大意并捕捉主要信息的能力，通過Activity 4培養(yǎng)學生在聽過程中捕捉細節(jié)的能力。 post-listening部分讓學生在填詞完成對話的基礎(chǔ)上, 更深刻理解聽力內(nèi)容。并對描述餐廳的詞匯和句型有個基本的了解。)Step Four Speaking 1. Read and underlineStudents read the dialogue after the tape and underline the words and sentenc

13、es used to describe restaurant. The teacher writes the following words and sentences on the board. If necessary, teacher can explain the difficult 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. Its farther

14、away than , but the food is more delicious. (設(shè)計意圖：學生閱讀對話，并劃出描述餐廳的詞匯和句子。讓學生對描述餐廳的詞匯和句型有進一步的理解。)2. Listen and repeatRead the dialogue after the tape again and learn to say the underlined words and sentences.(設(shè)計意圖：通過跟讀對話，讓學生對描述餐廳的句型能以口頭形式進行表達。為下面的圖片描述和對話練習做好語言準備。)3. Practice and talk Teacher shows anot

15、her picture which is similar to the one of Activity 3. Students work in the group to describe the picture in simple several sentences, which is similar to those of Activity 5, then make a dialogue with the partner according to the picture. (設(shè)計意圖：提供與課文中相似的關(guān)于當?shù)夭蛷d的圖片，聯(lián)系到學生的具體的生活環(huán)境，在圖片描述和對話操練中運用所學句型。)五、

16、 板書設(shè)計 Unit 6 Would you like to order ? order eat out Do you want to eat out ? restaurant Chinese food What about ?menu Western food I think is better.juice Its farther away thanwaiter The food is more delicious.waitresseat out Unit 6 Would you like to order？ （第二課時）教材分析一教學內(nèi)容本課時系教材英語1（基礎(chǔ)模塊 高教版）第六單元的第二

17、課時，Dialogue B部分，具體內(nèi)容為：餐廳菜單上的部分詞匯和短語、有關(guān)點菜的對話。本部分內(nèi)容是上一課時內(nèi)容的深入，從去餐廳前的對餐廳的描述過渡到餐廳的點餐活動，帶領(lǐng)學生一步步進入貼近其生活的場景，讓學生在真實的情景中掌握餐廳點餐的習慣用語。二、教學重點、難點(1)教學重點 通過有關(guān)餐廳點菜的聽力活動，學生能聽懂關(guān)于餐廳點餐的對話。通過與餐廳點餐對話的學習，學生能熟練運用點餐的習慣用語。(2)教學難點學生能聽懂菜單并寫下菜名學生能在真實的情景中口頭表達餐廳點餐的習慣用語。三、教學目標1. 知識目標(1)學生掌握菜單上的食品詞匯，如dish, burger, cheese, steak, c

18、hicken, coffee, salad等。(2)學生能掌握餐廳點餐的習慣用語，如：Would you like to order now ?Id likeWell done or medium ?Would you like something to drink ?2. 能力目標學生能聽懂關(guān)于餐廳點餐中菜名極其習慣用語。學生就餐廳點餐能進行熟練的對話活動。3. 情感目標學生能夠了解和掌握餐廳服務員及就餐者的基本禮儀。四、教學步驟Step One Lead-in 1. Class make a word-guessing game. ( T presents the pictures of

19、food very quickly, and Ss try to catch and read them out.)（設(shè)計意圖: 快速呈現(xiàn)食物圖片的形式很好地幫學生鞏固復習了相關(guān)詞匯， 有趣生動， 同時也讓學生重視到表達可數(shù)與不可數(shù)名詞時的區(qū)別。）2. Enjoy a comic short act.T: Now boys, relax your mood. Well watch a comic short act. Its name is 不差錢. Do you think its funny？Its about？ “ordering food.” Teacher writes the to

20、pic on the board. T: Now，please answer my questions.（齊聲回答） Question 1: Where does this dialogue happen? Question 2: Who is waiter? Question 3: Who are customers? Question 4 : Do you often have dinner in a restaurant?T: Restaurants are more and more popular with people all over the world. People like

21、 to go to restaurants to taste all kinds of food. (設(shè)計意圖： 截取一小段跟點菜有關(guān)的小品不差錢 ，讓學生在歡笑聲中慢慢進入到主題，并回答幾個簡單的問題。)Step Two Vocabulary study Teacher asks students what their favorite food are when they eat out. Several of students are asked to compete with each other to list some favorite food when they eat out

22、 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 them get the meaning of the words. （設(shè)計意圖:讓學生以比賽形式在黑板上寫出自己在餐廳就餐時喜歡的食物，喚起舊詞匯的學習。）Step Three Listening 1. Pre-listening ( Activity 7 )(

23、1) Read the menu Teacher says: we have our favorite foods when we eat out . In the last lesson we have known that there are two restaurants. Now Sara want to go Meiwei Restaurant. Lets step into Meiwei restaurants with her together to order something to eat or drink today. Now lets look at the menu

24、of Meiwei Restaurant to find out if there are any foods you like. Teacher says: But do you know What a waiter/waitree might say?What might the customer say?Welcome to our restaurant.Are you ready to order? / Would you like to order now?What would you like to eat?Would you like something to drink?Wha

25、t about you?Pardon? / Can you say it again?.Yes, Id like. / No, thanks., please.Whats the specialty of the house?Lets go dutch.(2) Look and tick Teacher 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

26、8, 9 )(1) Listen and check Students listen to the tape and check the answers to Activity 7. (2) Listen and complete Students listen to the dialogue again and help the waiter finish the notes he makes about what Sara and Tang Hua order. If students cant get the answers, teacher should play the tape f

27、or several times to help them to get the right answers. 3. post-listeningFill the words of the blanks to complete the listening material. Later, Teacher divides the whole class into two groups to read out as waiter, Sara and Tang Hua . Waiter: Would you like to _ now? Sara: Yes. Id like _ _. Waiter:

28、 Well done or _? Sara: Well done, please. Waiter: Would you like something _ _? Sara: A glass of orange juice, please. Waiter: Beef steak well done and a glass of orange juice. Sara: Right. Waiter: _ _ you, Miss? Tang Hua: _ _, please. Waiter: All right. _ _ _, please.（設(shè)計意圖:Pre-listening部分通過讀菜單和猜測服務

29、員所說的話，訓練學生根據(jù)圖片中提供的信息對聽力內(nèi)容進行預測。While-listening讓學生幫助服務員寫出菜單，訓練學生在聽的過程中抓住細節(jié)信息的能力，并將聽到并理解的內(nèi)容以另一種直觀的方式呈現(xiàn)出來。post-listening部分通過讓學生在填詞完成對話的基礎(chǔ)上, 更深刻理解聽力內(nèi)容。學生扮演不同的角色朗讀詞匯和句子，鞏固聽力部分的重要內(nèi)容，并為口語表達奠定基礎(chǔ)。）Step Four Speaking 1. Read and underline (Activity 10)Students underline the words and sentences used to order in

30、 a restaurant. Teacher asks several students to give the answers and write the words or sentences on the board. If necessary, teacher should explain the key words and sentences. (1) Would you like to order now?(2) Yes, Id like (3) Well done or medium (4) Would you like something to drink? (5) What a

31、bout you?(6) The same, please.(7) All right, wait a minute, please. .（設(shè)計意圖:通過聽材料，獲取關(guān)鍵信息，掌握重要語句，為后面說的活動做好語言上的準備。）2. Listen and repeat (Activity 11)Students read the dialogue after the tape again and learn to say the underlined words and sentences. （設(shè)計意圖: 通過跟讀對話，學說關(guān)于餐廳點餐時所用的語句，進一步為熟練進行對話操練做準備。） 3. Act and practice Students make a dialogue with the partner about ordering food in a restaurant, usin