外研中职英语基础模块上册第6单元

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外研版中职国规英语教材基础模块第一册第6单元
Unit 6 What’s for Dinner?
一、单元整体解读及分析
Unit 6 What’s 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Pronunciation Exercise: 先让学生讨论,共享一些常见食物的英语名称;再展示①Listen 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。

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②Listen 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, have…for 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 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。

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:What’s for breakfast/lunch/dinner? Have we got any
eggs? Would you like to have some bread? 能够进行简单英语交流。

教学难点1. have…for meals
2. What’s 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 / 回答老师提出的问
题。

为导入新课
作铺垫。

lunch? What did you have? Was / Were it / they delicious?
5’导入 1.“Today we’re 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 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’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’s
for 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,
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 have milk, bread
and an egg for breakfast,
and ask the Ss to pay
attention to “have…for
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 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have…for 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
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
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
果抽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 haven’t had
my breakfast. I’d like to
find what’s 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. 教师拿出事先准备好的面
包,再提问同学,“Yeah,
it’s bread. But what’s 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, it’s
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,“It’s
bread with jam.”
能为接下来
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 ④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: 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。

What’s for breakfast?
Have we got any eggs? Would you like to have some bread?
4. 补充Key Sentences: What’s 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, 学生一起与老师复习巩固。

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)What’s for breakfast/
lunch / dinner?
2)Have you got any
eggs?
3)Would you like 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 for breakfast/ lunch / dinner?
fruit, juice, noodle, vegetable, 2. Have we got any eggs?
milk, egg, jam,have…for meals, 3. Would you like to have some hungry, 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, take…off, cut…into,put…into, 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。

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, take…off, cut…into,put…into, 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
and salt during the
show.
Revise some words
which will appear in
today’s ne w 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, Read after the speaker.
2. Have a clear idea of some new words(such as, peel, boil, shell, Get the students to learn some new words through lively flash show.
Attract their interests
bowl, serve.mix, serve)during the
show. of learning new lessons.
2’导入 1.Show a picture of
a bowl of potato
salad.
2.Ask 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.”Look at the picture,
answer the questions
of the teacher.
And of course they
can ask questions
about the picture.
Show the subject of
the lecture to the
students.
The students will
yearn 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 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. 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
salad, then they won’t
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 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 students’
habits of co-operating
during work.
6’学生
演示1. Get 2 teams to
perform.
One member of the
team tell the others
Practice the students’
oral English.
呈现
2. Praise their good
team work.
3. Correct mistakes
after actions.the steps of their
making potato salad.
The other members
can add after his/her
introduction.
Correct the mistakes
which they made
during the actions.
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,
cut…into, boil,
take…off, shell,
add, mix, serve…
Answer the teacher’s
questions.
Take notes.
Help 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 do⑤,
⑥on Page 84.
3. Tell others how
you cook one of
your favorite
dishes according to
⑦ on Page 84.Listen carefully and
follow 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…into
3. 1/5 kilogram of sausage 7. put…into
4. peel, wash, boil, mix ,serve 8. 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, o rder, take one’s 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.
Would 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
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,
take 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, “Do 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 and
those who answer
correctly. “I t’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 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
and answer the
questions. Listen to the dialogue Get the Ss to have a whole view of
2. Let the Ss to Listen to the dialogue and repeat.
3. List the dishes which the customer orders, vegetable soup, roast
beef, salad and water.
4. Get the Ss read the questions in ③, 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 to 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? and repeat.
Read the questions in ③
carefully.
Listen again and answer
the questions.
Discuss the dialogue and
pay attention to the key sentences.
Underline and read the
key sentences.
ordering in
the restaurant.
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. 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
Help the
students to
use the key
sentences in
practice.
3. Encourage the Ss who are good at English to use more words, expressions and 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.sentences.
Actions.
Remember to form good
habits of having meals, to
treasure food, and not to
waste anything.
Let the Ss
have a clear
idea of
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 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.
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
passage. Encourage the students to listen by themselves.
1.Ask the Ss to read
them:
and so on, body, drink, food, make.
2. Listen and complete the passage.
3. Listen again.
4. Let several Ss who are the average level ones write down their answers on the Bb. The others to check the answers together. Praise their good job.
5.Decide true or false.
6. Ask four Ss to give their answers by themselves. Then the others check them and tell where is wrong and correct it when the answer is false.
7. Tell the students because of its lots of advantages, everybody should drink milk a lot. And avoid of skipping breakfast, for it’s so important to our body, to our health.Read the words and
expressions.
Listen and complete the
passage.
Several Ss write down
their answers on the Bb.
The others check the
answers.
Decide true or false.
Four Ss give answers, the
others check them and
tell the reasons.
To take the words what
the T says in mind and
take it into practice.
Get the Ss to
Believe
themselves
they can do
lots of things
well by
themselves,
but not with
the help of the
T or others.
Lead them to
form good
habits of
having milk
and breakfast
during the real
life
5’学生
活动Pair work: Tell your
partner what you usually
have for
breakfast/lunch/dinner.
1. Get the Ss to imitate
the example of ⑧
and tell what they
usually have for
Practice the dialogue.
Those who are good at
English try to use more
words, expressions, and
Practice the
key sentences
“What do
you usually
have for
breakfast/lunc
h/dinner? I
usually
breakfast/lunch/dinne
r.
2. Encourage them to add
more words,
expressions and even
sentences to practice,
especially those who
do well in English. 3. Go down to the Ss to
help those who need
help.
4. Get 3 pairs to act them
out.
5. Praise their nice job
and correct several
mistakes.even sentences.
Ask for help from the T
or other classmates if
necessary.
Actions.
have…for
meals.” .
Consolidate
all the words,
expressions
and even
sentences
have been
learnt
2’复习
巩固1. 就餐中常用的词汇:
take one’s order, take
one’s time, start with,
main course
2.常用的交际用语:
1) Can I take your order?
2) I’m not ready to 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?
3. Milk is the best drink
of all.
Go with the teacher.
Take notes if necessary.
Take them in mind.
Help the
students to
have a clearer
idea what they
have learnt
during the
class.
1’作业 1. Ask them to do ⑦ on
Page 82 after class.
2. 调查中西方就餐的一Listen carefully and
follow the teacher.
复习巩固课
堂所学,能应
用于生活,区
别中西方就
些不同习惯(小组合作),写出调查报告上交。

3. 预习Page 85餐差异,为下节课作好预习准备。

板书设计1. certainly 2.order 3.take one’s order1)Can I take your order?
4. start with
5. main course
6.roast beef 2)I’m not ready to order yet.
k the best drink of all 3)Take your time
very important to people’s health 4)Would you like to order now?
8. Cakes can be made from milk. 5) I’d like the vegetable soup to
start with.
6)Would you like anything to
drink?
第4课时
教学目标1.知识目标: 1)使学生掌握并熟悉运用表示地点,方位的介词:
in, on, at, from, in front of, behind, near, beside.
2)使学生掌握并能熟练运用情态动词:must, may, can的
基本用法。

3)使学生能注意人称代词及形容词性物主代词在句子中
的不同成分,不同形式,并能灵活运用。

2.语言技能目标:使学生能够用情态动词向别人介绍如何做菜。

3.情感目标:通过创设情境,口诀,让学生感受和体验英语语言,使语
言学以致用,激发学生的学习积极性。

体会中文与英文表
达的差异。

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“节约资源”的认识,使其更懂得节省,节约,
爱惜身边的事物,养成良好的生活,学习及工作习惯!并能
不断品尝到在小组同学帮助及自身不断努力下,所获得的成
就感!
教学重点1.掌握情态动词must, may, can的基本用法;
2.掌握人称代词与形容词性物主代词的基本用法;
3.掌握地点,方位介词的基本用法;
4.使学生能够用情态动词向别人介绍如何做菜。

教学使学生能够用情态动词向别人介绍如何做菜。

难点
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
方法
分组讨论法、分组合作法、联想记忆法、口诀法教学
媒体
多媒体设备
教学过程
预设时间教学
环节
教师活动学生活动
设计
意图
4’导入1. Greeting.
2. Get the students to enjoy a
piece of flash show. (展示
几个表示地点,方位时用的
介词)
3. Ask the Ss to have a view of
these prepositions, then to
read after the flash.
4. 提醒学生near表示两者间
的距离时,没有beside那样
接近,作,“在……附近”
之意,而beside比near较
“靠近,接近”。

5.教师用实物粉笔与粉笔盒
的位置关系提问,“Where’s
the chalk now?”Observe the flash
carefully.
Have clear ideas of
these prepositions,
in, on, at, from, in
front of, behind,
near, beside, then
read after the flash.
Make sure that they
can read each word
and expression
well.
Get the Ss to
have a clear
idea of the
meanings of
the
prepositions.
Attract the
interests of
the students
with the
interesting
flash.
8’语法 1. Team competition:
Each team must give an
example sentence of each
preposition. Then we’ll
judge which team is the best
according to their behavior
and sentences.
2.Add some useful Team work:
Discuss the example sentences, try to give
more better ones. Of
course, if they have
any problems, they
can ask help from
the T.
Get the
students to
learn the
prepositions
well by the
given
sentences.
Form their
expressions:
1)be made from由…做成的(看不见原材料)
e.g. The paper was made
from wood.(We should
value it.)
2) be made of 由…做成(看
得见原材料)
e.g. The table was made of
wood.
3)be made into 做成…
e.g. Milk can be made into
yogurt.
4)besides 除了…以外,还
有…
e.g. We all have seen the
film besides Miss Ouyang. (基础比较好的同学还可以多联想,多举例)
3. Judge the best team according to the sentences and their co-operation.
4. Give a gift to the best team. And ask the others to learn from them. Take notes and ask
questions if they
have any difficulties.
Make sure to
understand the expressions well.
Those who are good
at English can list
more expressions
about prepositions.
Take thrifty into
mind.
habits of
co-operation
and doing
better and
better .
Help the Ss to
have clear
ideas some
confused
expressions,
and this will
help them do
exercise more
easily.
4’练习 1.更对Page 84 ⑦的答案。

1)请两位同学上台来把他
们的答案共享,其他同学
也把自己看法抒发出来。

2)肯定同学的优点,点出其
不足。

2.抢做Page 86 ①。

1)各组只要有完成的,就到
黑板写下答案,全队的小
组加分。

2)点评(肯定优点,点出不Follow the teacher.
Make sure to write
carefully and
correctly.
Increase the
interests of
the students.
Check what
they have
learnt.
Make sure
they grasp the
prepositions
quite well.
足)
9’代词 1. 口诀:
I是主格,me是宾,
You是主格,也是宾
He是主格,him是宾
She是主格,her是宾
It是主格,也是宾
We是主格,us是宾
You是主格,也是宾
They是主格,them是宾
人称代词主宾格,作用不同
莫用错。

主格动词前做主,动词介词
后宾格。

You和it主宾同,其他主宾
须分清。

人称代词并列现,尊重他人
礼当先。

单数人称二三一,复数人称
一二三。

若把错误责任担,第一人称
我靠前。

2. Explain the formula and
give examples.
3.Let the Ss do ②on Page
85.Encourage them to ask
questions.
4. Go down to the Ss, give a
hand to those who needs
help.
5. Get 4 students to write down
their answers on the Bb. Let
the others check answers
and tell reasons.
6. Praise those who did well Try to follow the T.
Make sure to
understand the
formula well, if
have problems,
don’t hesitate to ask
the T or other
classmates.
Team work:
Discuss the formula
and do② on Page
85.
Ask for help from
the T or others
while meet
difficulties.
Those who are
good at English try
to retell the
formula.
Check answers and
tell reasons.
After grasping the
differences between
the Subjective Case
and the Objective
Case, have a view
of the Possessive
Adjective.
Team work:
Discuss and try to
give more examples
about the
Possessive
Adjective.
Help the
students to
know the
personal
pronouns
clearly and
well.
Let the Ss
have a clear
idea of the
usage of the
Subjective
Case and the
Objective
Case.
Tell the Ss
that it is not
so difficult to
distinguish
something
seemed
confused, if
we can be
patient to find
a good way.
and ask them to pay
attention to the differences between the Subjective Case and the Objective Case
7. 友情提醒:汉语中的我爸爸,你姐姐,他叔叔,她弟弟,它名字,全得用形容词性物主代词my, your, his, her, its修饰,表“……人的”,形容词性物主代词后得接名词。

e.g. Our house is in their town.
8. Ask the Ss to work in teams to give more examples. The more, the better. And demand them to express correctly.
9. Praise the teams who do well in discussing and giving examples. Point out some mistakes. Pay attention not to make mistakes. Have a clear idea of the Personal Pronouns and the Possessive Adjective.
10’情态
动词1. 向学生出示一些标识(贴
在黑板上):
禁止吸烟标识,禁止停车标
识,禁止拍照标识,停止标
识等。

然后让学生将下面的
语句与标识连接起来,
1)You must stop here.
2)You must be quiet here.
3)You can’t take photos
here.
4)You can park here from
7:00 pm to 7:00 am.
5)You can’t park here.
6)You mustn’t smoke
here.
2. 让3位同学分别解释对
must, may, can的了解,各
给个关于做菜或点菜的例
Follow the T, match
the cards with the
sentences.
Explain must, may,
can and make
sentence.
Add or correct what
the previous
classmates said.
Have a clear
thought of the
usage of the three
Help the
Students have
a clear
thought of
must, may,
and can.
Let the Ss
know that
there are full
of English
signs in our
real life, we
should know
well about
them.
句。

3. 让其他同学点评:(补充,
修正)
4. 总结三个情态动词的用法:
后面都直接跟动词原形。

1)must(必须,肯定):态度
上,语气上最坚决。

e.g. The sausage must
be in the fridge.(肯定
是)
2)may(可以,可能)
e.g. May I have a glass
of juice?
3)can(能,会):
e.g. Can I put the
potato and tomato into
the big bowl?
4)否定结构在情态动词
后加not, 疑问句结构
是将这些词提到句首。

e.g.
①You mustn’t drive
after drinking.
Must I add the
sugar right now?
②He may not order
the soup again.
May I take the shell
off?
③You can’t cook the
egg too long .
Can you cut the
potatoes into
pieces?
6. Do ① on Page 85.
1) Go down to the Ss to find
problems and help them Modal Verbs.
Know well about
their negative forms
and question forms.
Do ① on Page 85.
A few Ss report
their answers,
others check them.
Applaud for the
Let the Ss
experience
“the harder
you work, the
more you
gain”.
to solve immediately.
2) Get several Ss to report
their answers.
3) Check their answers.
Praise those who did well.
Ask the others applaud
for them.
good job.
2’复习
巩固1.复习表示地点,方位时用的
介词:
In, on, at, from, in front of,
behind, near, beside
2.复习人称代词口诀及形容
词性物主代词后加名词要
牢记
3.复习情态动词must, may,
can的用法
Listen to the T
carefully and
follow her.
1’作业 1. Ask them to find out more
English signs. And tell your
classmates what they mean in
English.
2. Let them do ②③on Page
86.
3. Make a survey to find out
how Englishmen /
Americans have meals.
(Some are good at English
can read For Better
Performance in advance,
and ask questions next
class.) Listen carefully and follow the teacher.
板书设计In, on, at, from, near must(必须,肯定)+V.原In front of, behind, beside, besides may(可以,可能) +V.原be made from由……做成的(看不见原材料)can(能,会) +V.原
Be made of由……做成的(看得见原材料)
be made into 做成……
第5课时
教学目标使学生了解外国餐饮习惯,拓宽学生的知识面,让学生们了解外国文化知识,引导他们了解、认识中西方文化差异,培养他们对跨文化交流的兴趣。

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