外研中职英语基础模块上册第6单元Word格式文档下载.docx

1、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，Whats for breakfast /lunc

2、h/dinner? Have we got any eggs? Would you like to have some 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。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

3、breakfast/lunch/dinner?难点1. havefor meals 2. Whats for breakfast?方法小组竞争法、游戏法、分组讨论法、演示法、分层次法 学习联想记忆法、分组讨论法、分组合作法 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 you have? Was / Were it / they delicious?回答老师提出的问题。为导入新课作铺垫。5导入1. “Today were going to le

4、arn 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 teams which

5、 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新课1. Listen a

6、nd 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：Whatsfor breakfast for lunch for dinner4） 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

7、 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 have milk, bread and an egg for breakfast, and ask the Ss to pay attention to “havefo

8、r 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 good looking and delicious, so is some Western food! We should learn both of thei

9、r advantages, and try our best to use them in our life.大声朗读单词。听力并连线。谈论图片，完成任务。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。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。学习与导入Read the words and listen to the dialogue.1. 学习本部分单词。活动：抽牌游戏：教师将本课单词以中文、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

10、到的是写有英文的卡片，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 often have it for breakfast. It is made of flour. We bake（烤） it in the oven（烤箱）.”3. 教师拿出事

11、先准备好的面包，再提问同学，“Yeah, its 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。积极配合老师。多动脑筋，多用英语思维。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，定能再回答出，“Its bread with jam.”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的听力作必要的准备。进一步提示同

12、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? Would you like to have some bread?4. 补充Key Sentences:Whats for breakfast?Id like the vegetable soup to start with.Can I take y

13、our order now?Would you like anything to drink?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。层次基础的同学只要掌握3，层次较高的同学得掌握4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。语音Pronunciation Exercise1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

14、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。1巩固1. 关于食物方面的名词，即：bread, cake, chocolat

15、e, coffee, fruit, juice, noodle, vegetable, milk, egg, jam及其它有关词汇：hungry, fridge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 like to have some bread?学生一起与老师复习巩固。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

16、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. Whats for breakfast / lunch / dinner?fruit, juice, noodle, vegetable, 2. Have we got any eggs?milk, egg, jam，havefor meals,

17、 3. Would you like to have somehungry, fridge bread?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, cutinto, 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。4.学习策略目标：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。1.能够用英语简单介绍一道菜的制作

18、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.学会制作土豆沙拉，描述其制作过程。分组合作法、直观演示法、活动探究法分组讨论法、分组合作法 、实践法 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3热身1. Greeting.2. Get the students toenjoy a piece of flas

19、h show Greedy monkey.Go over these words: onion, sausage, tomato, potato, sugar and salt during the show.Revise some words which will appear in todays new lecture.Attract the interests of the students by the lovely monkey.展现Get the students to enjoy another flash about showing the new words, wash, p

20、eel, piece, boil, shell, add, mix, bowl, serve.Read after the speaker.2. Have 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.1. Show a picture of

21、 a bowl of potato salad.2. Ask the students, “What is it?”3. Help the students answer, “Its potato salad.” “It seems very delicious. Do you want to know how to make potato salad.”Look at the picture, answer the questions of the teacher.And of course they can ask questions about the picture.Show the

22、subject of the lecture to the students.The students will yearn for knowing about the steps of making potato salad.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 vi

23、ew of making potato salad.提醒Remind the students,1. What vegetables 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. Whats the last step to make potato salad?Read the text carefully.Find out the answer to the teachers questions correctly.Help

24、the Students have a clear thought of making potato salad, 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 whoneed help during th

25、eir preparing and cooking.Make potato salad by team 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 real life.Form the studentshabits of co-operatin

26、g during work.6学生演示呈现1. Get 2 teams to perform. 2. Praise their good 3. Correct mistakes after actions.One member of the team tell the others the steps of their making potato salad.The other members can add after his/her Practice the students oral English.Correct the mistakes which they made during the actions.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,