中职英语教材(外研版基础模块)第一册教学设计Unit6What’sforDinner.pdf

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1、外研版中职国规英语教材基础模块第一册Unit 6 What s for Dinner? 一、单元整体解读及分析Unit 6Whats for Dinner?单 元内 容分 析本单元主要围绕饮食这一话题展开教学。内容涉及三餐常见食物的名称，如何点菜，如何介绍一道菜的简单制作过程，菜单的阅读，营养搭配及了解外国餐饮习惯等。学 生情 况分 析“民以食为天”，学生对该单元内容不陌生， 对中西方文化也有了初步的了解，对西餐也颇有兴趣，但词汇量有限、动手能力较强的他们需要老师的引导、指导及支持。这些都要求老师要根据学生现状及特点，细心备好每节课。课 时划 分第 1 课时：Warming up 与 Pron

2、unciation Exercise: 先让学生讨论， 共享一些常见食物的英语名称； 再展示 Listen and match等 Page80页内容；最后再与学生一起通过训练与对比，掌握/u/与/u:/两个音素及含有该两个音素的单词，这可以让学生先对该单元的词汇有个概括的了解。第 2 课时： Reading and Writing: 该课时是学生较感兴趣，也是能展示学生才艺的一节课， 这节课拉到 Listening and Speaking前教学，既可以让老师更加了解学生的厨艺，让学生之间交流更多的菜系，食物；又可以为接下来的第三课时Listening and Speaking打好更好的铺垫。

3、但要特别说明的是，该部分教师强调的是读，听，说，而非写。第 3 课时：Listening and Speaking: 教师可以在 Listen to the dialogue and repeat环节中，把舞台彻底交给学生。第 4 课时： Grammar. 第 5 课时： Page 87 Text Around the World及让基础较好的同学提问For Better Performance的问题，最后教师再概括。第 6 课时： Page 89 Exercise的讲评及学生的 My Progress Check 。二、分课时教学设计第 1 课时教学目标知 识 目 标 ： 使 学 生 掌 握

4、 并 熟 悉 运 用 以 下 词 汇 和 短 语bread,cake,chocolate,coffee,fruit,juice,noodle,vegetable,hungry,milk,fridge,egg,jam,havefor meals; 音标/u/ 与/u:/ 的发音，掌握相应字母和字母组合的读音规则。语言技能目标：让学生尽可能多地掌握一些常见食品名称，能够就饮食进 行 简 单 对 话 ， 掌 握 以 下 交 际 用 语 ， What s for breakfast/lunch/dinner? Have we got any eggs? Would you like to have s

5、ome bread? 能够进行简单英语交流。情感目标：通过创设情境，学生身临其境感受和体验，使语言学以致用，激发学生的学习积极性。体会在活动中学习英语的乐趣。学习策略目标：通过学习，使学生在一定程度上形成自主学习、探究学习、合作学习的习惯，有效交际、用英语思维的能力。德育目标：增强学生中华传统饮食文化意识，增进其对西方餐饮的了解，以吸取精华，并能应用于生活中。教学重点1.让学生尽可能多地掌握一些常见食品的名称。2.能够就饮食进行简单对话。3.掌握以下交际用语： Whats for breakfast/lunch/dinner? Have we got any eggs? Would you l

6、ike to have some bread? 能够进行简单英语交流。教学难点1.have for meals 2. Whats for breakfast?教学方法小组竞争法、游戏法、分组讨论法、演示法、分层次法学习方法联想记忆法、分组讨论法、分组合作法教学媒体多媒体设备、老师事先准备好的一样食物教学过程预设时间教学环节教师活动学生活动设计意图2问候Greetings: T:Have you had breakfast/lunch? What did 回答老师提出的问题。为导入新课作铺垫。you have? Was/Were it/they delicious? 5导入1. “Today w

7、ere going to learn some words about food,could you tell me some names of them? 2 minutes to talk about,then come to the blackboard to write them down.The best team will get a gift.”2.To get every team one representative to write the words they have talked abut down on the blackboard. 3.To praise the

8、 teams which work hard and have made progress,to give a gift to the best one,and encourage the others to work a little hard or pay more attention,then they will be better. 小组：讨论所学过的关于食物方面的单词，并写下来，越多越好，要注意正确率。每一组派一代表上来分享。把所有代表写的都过两遍，并试着把还不懂的联想记忆下来。增强同学间的合作交流及互助。通过学习，使学生在一定程度上形成 自 主 学习、探究学习、合作学习的习惯。15

9、新课1. Listen and match 学习新单词：学生课前预习本部分单词读音。学生朗读单词，教师纠音，重点介绍chocolate,vegetable 。1) Show the pictures of the food on the screen and get the Ss to read them together. 2) Listen and match. 3) 拓展 :给学生一些食物图片及名称，让学生将单词与图片对应起来，然后完成下列任务： What sfor breakfast for lunch for dinner 大声朗读单词。听力并连线。小组：谈论图片，完成任务。通过学习

10、，使学生在一定程度上形成 自 主 学习、探究学习、合作学习的习惯4) 教师下去巡视，并给予适当的帮助。5) 请中等层次同学上来完成，并给予点评。2. Answer the questions. 1) Do you like Chinese food or Western food? 2) What Chinese food do you like best? 3) What about Western food? 4) What do you usually have for meals?(The T can give an example at first,e.g.I usually hav

11、e milk, bread and an egg for breakfast,and ask the Ss to pay attention to “havefor meals”.5) Do you like tea or coffee? 6) Do you often help your parents cook at home? Three minutes later,to get several students to answer them. To praise their hard work!And to tell them not only Chinese food is very

12、 good looking and delicious, so is some Western food!We should learn both of their advantages,and try our best to use them in our life. 小组：谈论问题并合作解决。尽力又大声又流利回答问题。对 havefor meals短语多操练。增强学生中华传统饮食文化意识，增进其对西方餐饮的了解，以吸取精华，并能应用于生活中。5学习与导入Read the words and listen to thedialogue. 1. 学习本部分单词。活动：抽牌游戏：教师将本课单词以

13、中文、 英文和图画的形式制作成卡片。让学生轮流抽取卡片， 如果抽到的是写有英文的积极配合老师。多动脑筋，多用英语思维。吸引学生的注意力及兴趣。词汇是学生一薄弱项，该部分教学能为接下来卡片，则要英译汉；如果是中文，则要汉译英并拼读出来；如果是图片，则要看图说出英语。2. 教师假装很饿的样子，摸着 肚 子 说 ， “I am very hungry now,I havent had my breakfast.Id like to find whats in the fridge.”就把准备好的冰箱图片贴在黑板上，并做出开冰箱的动作，拿出一道包装的食品，让同学猜是什么食物，并给予提示： “We of

14、ten have it for breakfast.It is made of flour.We bake(烤) it in the oven（烤箱） . ”3. 教师拿出事先准备好的面包， 再提问同学，“Yeah,it s bread. But whats in it? Please look carefully.” 4. 尽量把机会给基础比较不好的同学，多鼓励赞许他们，并给予能完整回答出的同学大力的肯定和 表扬！5. 导引出听力信息。在老师的提示下，大部分同学肯定能猜出是面包 , “Oh, I know/see,its bread. ”部分学生在老师的提示下及眼前真实物品的出现，定能再回答

15、出， “It s bread with jam.”的听力作必要的准备。进一步提示同学接下来的听力会出现 bread 一词。再进一步为同学接下来的听力扫清障碍。让同学感受经过努力后的成就感。6听力While-listening: 1. 播放录音第一遍。让学生带着 Page80 的问题听。2. 播放录音第二遍。根据问题难易程度提问不同层次的同学，给予适度点评。3. Key Sentences: Whats for breakfast?注意听关键词。踊跃回答问题。敢于提出问题。掌握该交际用语，能够进行简单英语交流。既要照顾全体同学，又要让层次一般的同学消化得了，又要让层次较高的同学吃得饱。Have

16、we got any eggs? Would you like to have some bread? 4. 补充 Key Sentences: Whats for breakfast?I d like the vegetable soup to start with. Can I take your order now? Would you like anything to drink? 层次基础的同学只要掌握3，层次较高的同学得掌握4 5语音Pronunciation Exercise 1在 food,noodle 中 oo 字母组合下划线，让同学注意其发音， 即/u:/. 让同学发挥智慧

17、的力量，想想还有哪些单词也有 oo 字母组合，再仔细读读看，它们是否都发/u:/？2. 请两位基础较好的同学与大家分享，适当给予肯定和补充。3. 总结 oo字母组合一般有两种发音，即 /u:/和/u/，一般oo 后面是 k 时发/u/，此外，在 ould 字母组合中， oul 一般也发 /u/，引导同学翻到87 页，Listen and repeat. 并特别注意个别容易混淆的单词。4. 做两题相关语音练习。5. 请两个中等层次的同学分享答案，并请同学给予点评。认真想想，并总结带有 oo 字母组合的单词及其发音。其余把自己的答案与两位同学的答案进行对比总结，提出问题。配合老师，如果能给予补充就

18、更好了。做练习，并提出问题。通过学习，使学生在一定程度上形成 自 主 学习、探究学习的习惯，激发学生的学 习 积 极性。体会在活动中学习英 语 的 乐趣。1巩固1. 关于食物方面的名词， 即：bread,cake,chocolate,coffee,fruit,juice,noodle,vegetable,milk,egg,jam及 其 它有 关 词 汇 ： hungry,fridge学生一起与老师复习巩固。等。2. 就饮食方面的一些交际用语：1) Whats for breakfast/lunch/dinner? 2) Have you got any eggs? 3) Would you l

19、ike to have some bread? 1作业布置作业：1.把所学过的关于食物方面的名词，按可数和不可数来分类。2.小组合作完成 1个就饮食方面的简单对话。3.预习 Page83, 下节课请各组把制作土豆沙拉需要的材料及工具带来，其中由于时间问题，蛋及马铃薯得先煮好。复习巩固课堂所学，能应 用 于 生活，并为下节课做好预习准备。教 学反 思由于本人还未上过此课，还不能谈教学反思。只是把自己对这教材的思考与处理在这儿跟同仁们商榷，由于无实际该课程的上课经验，定问题多多，恳求给予批评指正，不胜感激！板 书设 计bread, cake, chocolate, coffee, 1.What s

20、 for breakfast/lunch/dinner?fruit,juice,noodle,vegetable, 2.Have we got any eggs? milk,egg,jam，havefor meals ,3. Would you like to have some hungry, fridgebread? 第 2 课时教学目标1. 知识目标：使学生掌握并熟悉运用以下词汇和短语：peel,wash,boil,mix,serve,takeoff, cut into,putinto,be ready to do. 2. 语言技能目标：能运用所学词汇描述土豆沙拉的制作过程，能在真实情景

21、中熟练运用。3. 情感目标：通过创设情境，学生身临其境感受和体验，使语言学以致用，激发学生的学习积极性。体会在活动中学习英语的乐趣。4. 学习策略目标：通过学习，使学生在一定程度上形成自主学习、探究学习、合作学习的习惯，有效交际、用英语思维的能力。5. 德育目标：提高学生动手能力, 生活自理能力 , 增强其合作意识。教学重点1. 能够用英语简单介绍一道菜的制作过程。2.掌握课文中的重点词汇和短语: peel,wash,boil,mix,serve,takeoff,cutinto,putinto,be ready to do. 教学难点学会制作土豆沙拉，描述其制作过程。教学方法分组合作法、直观演

22、示法、活动探究法学习方法分组讨论法、分组合作法、实践法教学媒体多媒体设备，各组同学及老师预先准备：小瓦斯炉，一次性手套，小锅，碟子，大碗，刀，刀板， 3 个马铃薯（由于课堂时间有限，已先煮好） ，2个鸡蛋（已先煮好），一颗洋葱，一个西红柿，半勺糖，1 勺盐， 200 克香肠教学过程预设时间教学环节教师活动学生活动设计意图3热身1. Greeting. 2. Get the students to enjoy a piece of flash show Greedy monkey.Go over these words: onion, sausage, tomato, potato, sugar

23、 and salt during the show. Revise some words which will appear in today s new lecture.Attract the interests of the students by the lovely monkey.3展现Get the students to enjoy another flash about showing the new words, wash, peel, piece, boil, shell, add, mix, bowl, serve.Read after the speaker. 2. Ha

24、ve a clear idea of some new words(such as, peel, boil, shell, mix, serve)during the show. Get the students to learn some new words through lively flash show. Attract their interests of learning new lessons.2导入1. Show a picture of Look at the picture, Show the subject of a bowl of potato salad. 2. As

25、k the students, “ What is it?”3. Help the students answer, “ It s potato salad. ” “ It seems very delicious. Do you want to know how to make potato salad. ”answer the questions of the teacher. And of course they can ask questions about the picture.the lecture to the students. The students will yearn

26、 for knowing about the steps of making potato salad. 3听与读Let the students look at the screen,listen to the introduction of the steps of making potato salad.Look at the screen. Read after the introduction.Help the students to have a whole view of making potato salad.5提醒Remind the students, 1. What ve

27、getables do you need? 2. How long do you need to boil the potato and the egg? 3. What do you cut into small pieces? 4. What s the last step to make potato salad?Read the text carefully. Find out the answer to the teacher s questions correctly.Help the Students have a clear thought of making potato s

28、alad,then they wont make big mistakes while they are really preparing and cooking potato salad.13小组活动1.Encourage the students to take out the ingredients they have prepared to make potato salad by co-operation. 2. Help those who need help during their preparing and cooking.Make potato salad by team

29、work. Tell each other the steps of making potato salad in English during the procedure. Ask for help while they meet difficulties.Encourage the students to do things by themselves Lead them to practice English during the real life. Form the studentshabits of co-operating during work.6学生演示呈现1. Get 2

30、teams to perform. 2. Praise their good team work. One member of the team tell the others the steps of their making potato salad. Practice the students oral English. Correct the mistakes which they made 3. Correct mistakes after actions.The other members can add after his/her introduction.during thea

31、ctions.3复习巩固1. Ask the students to make sure what ingredients are needed while making potato salad. And how many/much are they? 2. The steps of making potato salad. 3. The new words and phrases: peel, wash, cutinto, boil, takeoff, shell, add, mix, serve Answer the teacher s questions. Take notes.Hel

32、p the students to have a clearer idea what they have learnt during the class. 2作业1. Ask them to make the salad at home and tell the family how he/she made it in English. 2. Let them do, on Page 84. 3. Tell others how you cook one of your favorite dishes according to on Page 84.Listen carefully and f

33、ollow the teacher.Get the students to consolidate what have learnt in English class. Help the students to form the habits of helping parents at home. Lead them to form the habit of speaking English after class.板 书设 计1.1/2 spoon of sugar 5.take off 2.one spoon of salt 6.cut into3.1/5 kilogram of saus

34、age 7.put into 4.peel, wash, boil,mix ,serve8.be ready to do第 3 课时教学目标1. 知识目标：使学生掌握并熟悉运用以下词汇和短语：certainly, order, take ones order, take one s time, start with, main course, roast beef. 2. 语言技能目标： 1) 掌握就餐中常用的词汇和交际用语2）能够选用以下交际用语进行对话：Can I take your order?I m not ready to order yet. Take your time. Wou

35、ld you like to order now? I d like the vegetable soup to start with. Would you like anything to drink? 3. 情感目标：通过创设情境，学生身临其境感受和体验，使语言学以致用，激发学生的学习积极性。体会在活动中学习英语的乐趣。4. 学习策略目标：通过学习，使学生在一定程度上形成自主学习、探究学习、合作学习的习惯，有效交际、用英语思维的能力。5. 德育目标 : 提高学生对“浪费食物可耻” 的认识，使其更懂得珍惜粮食，珍惜所有的食物，多喝牛奶, 并养成良好的饮食习惯！教学重点1. 掌握就餐中常用的词

36、汇和交际用语；2. 能够选用以下交际用语进行对话：Can I take your order?I m not ready to order yet. Take your time. Would you like to order now? I d like the vegetable soup to start with. Would you like anything to drink?教学难点能够听懂就餐中的交际用语，并能应用简单的就餐交际用语，如：I d like the vegetable soup to start with. 教学方法分层次法、分组合作法、直观演示法、活动探究法学习

37、方法分组讨论法、分组合作法、实践法教学媒体多媒体设备、一碟烤牛肉、一瓶牛奶教学过程预设时间教学环节教师活动学生活动设计意图3热身1. Greeting. 2. Get the students to enjoy a piece of flash show. To order in the Western Restaurant 3. Ask the Ss to have a view of the new words and expressions, then to read after the video.Have ideas of these words and expressions, t

38、ake one s order, take one s time, start with, main course, and then read after the video. Get the Ss to guess the meanings of some new words and expressions while the show is on. Attract the interests of the students with the interesting show.3导入1. Take out a plate of roast beef, and ask the Ss, “ D

39、o you know what it is? ” Of course, the T can show the picture of a cow/bull, and tell a few Ss who are not good at English secretly, “ It is the meat of the cow/bull. And the meat had been roasted. ”2. Encourage the Ss to be brave enough and to answer loudly. 3. Praise those who are brave enough an

40、d those who answer correctly. “ It s roast beef.”Observe the dish and the picture carefully. Discuss in teams. 2. Consult a dictionary if necessary. Or ask for help from the T. Try to guess and answer the T s question. 3. Read after the T “ roast beef” . Get the students to learn the new expression

41、roast beef through the attracting dish and the lovely picture. Attract their interests of learning new lessons.7新课1. Listen to the dialogue andanswer the questions. 2. Let the Ss to Listen to the dialogue and Listen to the dialogue and repeat. Get the Ss to have a whole view of ordering in the resta

42、urant. repeat. 3. List the dishes which the customer orders, vegetable soup, roast beef, salad and water. 4. Get the Ss read the questions in ,then listen again and answer them.5. Ask several Ss to answer.Get the Ss to find out the key sentences together. 1) Can I take your order? 2) I m not ready t

43、o order yet. 3) Take your time. 4) Would you like to order now? 5) I d like the vegetable soup to start with. 6)Would you like anything to drink? Read the questions in carefully. Listen again and answer the questions. Discuss the dialogue and pay attention to the key sentences. Underline and read th

44、e key sentences. Get them to try to remember some words , expressions and key sentences. 8活动“Suppose now one of you are in the restaurant to order. Let s do pair work.”1. Get the Ss to work in pairs to order food in a restaurant. 2. Go down to the Ss to help those who are a little weak in English. 3

45、. Encourage the Ss who are good at English to use more words, expressions and Pair work: Work in pairs to order food in a restaurant. Ask for help from the T or other classmates while meet difficulties. Those who are good at English try to use more words, expressions and sentences. Actions. Remember

46、 to form good Help the students to use the key sentences in practice. Let the Ss have a clear idea of sentences. 4. Correct some mistakes. 5.Actions: ask the several pairs to act the dialogue out. 6. Praise those who did well and remind them to treasure food, not to waste food after actions.habits o

47、f having meals, to treasure food, and not to waste anything. ordering food in the restaurant.5展现1. Take out a bottle of milk. Ask the Ss, “ What s it?” and sure, the Ss will answer“ It s milk. ” Then ask them, “ Could you tell STH about it, its advantages(优 点 )?”Let them discuss in teams. 2. Get one

48、 representative of each team to write down the answers on the Bb. Let the Ss to judge correct or not. 3. The T adds some more if necessary after praising their hard work. Then ask them to go over them.Go with the teacher perfectly. Discuss and find out the answer to the teacher s questions in teams.

49、 One representative of each team goes to the Bb to write down the results they have discussed. Judge the answers correct or not. Write all the expressions down and go over them. Help the Ss to have a whole idea of advantages of milk. 6听力Learn the words and expressions. Then listen and complete the p

50、assage. 1.Ask the Ss to read them: and so on, body, drink, food, make. Read the words and expressions. Encourage the students to listen by themselves. Get the Ss to Believe 2. Listen and complete the passage. 3. Listen again. 4. Let several Ss who are the average level ones write down their answers