备课组别 | 英 语 | 课程名称 | 高教版 基础模块1 | 所在 年级 | 一年级 | 主备 教师 | 强静静 | |
授课教师 | 强静静 | 授课类型 | 听说课 | 授课班级 | 23作物 | 授课 日期 | ||
课题 | Unit 6 Food and Drinks Listening and Speaking | |||||||
教学
目标 | 1.To master the important words &phrases. | |||||||
2.Be able to skillfully use common vocabulary and sentence | ||||||||
patterns for catering. | ||||||||
重点 | To master the important words &phrases. Read the words correctly. | |||||||
难点 | How to improve the Ss’ abilities of listening and Speaking. | |||||||
教法 | Task—based Teaching Method. Situational learning. | |||||||
教学设备 | Multi-media .CD | |||||||
教学 环节 | 教学活动内容及组织过程 | 个案补充 | ||||||
教 学 内 容 | Step 1:Revision Review some words and useful expressions Step 2:Listen, read and underline. (1) Handling textbook activity 6. The teacher introduces the background of the dialogue, and the students listen to the recording, follow the tape, and mark the sentences related to ordering with the underline. Then ask two students to have a dialogue. (2) The teacher briefly explains the following key phrases and sentence patterns. On this basis, students carry out mechanical exercises. Step3:Imitate and practice. (1)The teacher gives the pictures of the corresponding food and drink in activity 7, and the students say the corresponding English. (bedding activities) (2) In groups of two, students can use the words and phrases provided in the activity to imitate the dialogue by replacing the key words according to the communication framework of the given reference sentence pattern. Teachers' comments. |
² recommend, specialty, take one’s order ² Can I take your order now? ² What would you like to have? ² How would you like … ? ² What about … ? ² What do you recommend? | ||||||
教 学 内 容
| The teacher then invited two students to have a dialogue and comment. Step4.Role play. Handling textbook activity 8 can be divided into two steps: (1) The teacher guides the students to list the sentences that may be used in the dining room scene. (2) The teacher explains the vocabulary related to Chinese and Western food menus. Appropriate expansion can be made, such as: Food:sandwich, dumpling, noodle、pizza（chewy and smooth, delicious, mouth-watering, spicy, salty, sour） Drinks：yogurt, beer, milk, juice, soda, tea, mineral water（sweet, cold） （3）Two or three students carry out the activity and choose the scene and role to have a dialogue.
| Answers: Waiter / Waitress: Excuse me. Can I take your order now? Customer: Yes, I’d like the potato soup. Waiter / Waitress: OK. What would you like to eat? Customer: What do you recommend? Waiter / Waitress: Would you like to try the fish? It’s our specialty. Customer: Yes. I’ll have the potato soup, fruit salad and the fish then
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教 学 内 容
教 学 内 容 | (4) The teacher selects some students to show, guide students to evaluate each other and give feedback. The evaluation criteria can be referred to s follows:
Step 5. Conclusion Guide students to summarize what they have learned in this lesson based on the following three questions and the supporting micro lessons in the listening and speaking part of Unit 6: How do we talk about food we like or dislike? How do we order food in a Chinese or Western restaurant? How do we appropriately serve customers in a restaurant?
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Students work in pairs, choose roles and commodities, arrange dialogues and practice.
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Step 6: Homework: 1. According to the content learned, design a Chinese and Western English menu with meat and vegetables and balanced nutrition. 2. Suppose you take friends of foreign students to a local restaurant for dinner, please write a dialogue between you and the waiter, and practice with your peers. | |||||||
板 书 设 计 | Unit6 Food and drinks Listening and Speaking Useful expressions: Can I take your order now? What would you like to have/eat/drink? Would you like…?
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教学反思 | |||||||
