中职英语1基础模块Unit6公开课教案新部编本设计

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最新中职英语基础模块教案：Unit6英语

Unit 6 Would you like to order？（第二课时教学设计）一、教材分析1．教学内容本课时系教材《英语1》（基础模块高教版）第六单元的第二课时，即Dialogue B部分。

本部分内容是上一课时内容的深入，从去餐厅前的对餐厅的描述过渡到餐厅的点餐活动，带领学生一步步进入贴近其生活的场景，让学生在真实的情景中掌握餐厅点餐的习惯用语。

2．教学重点、难点(1)教学重点①通过有关餐厅点菜的听力活动，学生能听懂关于餐厅点餐的对话。

②通过与餐厅点餐对话的学习，学生能熟练运用点餐的习惯用语。

(2)教学难点①学生能听懂菜单并写下菜名②学生能在真实的情景中口头表达餐厅点餐的习惯用语。

二、教学目标1.知识目标(1)学生掌握菜单上的食品词汇，如dish, burger, cheese, steak, chicken, coffee, salad等。

(2)学生能掌握餐厅点餐的习惯用语，如：①Would you like to order now ?②I’d like……③Well done or medium ?④Would you like something to drink ?2.能力目标⑴学生能听懂关于餐厅点餐中菜名极其习惯用语。

⑵学生就餐厅点餐能进行熟练的对话活动。

3.情感目标学生能够了解和掌握餐厅服务员及就餐者的基本礼仪。

三、教学步骤Step One Lead-in ( 4min)Teacher says: in the last lesson we have known that there are two restaurants. Now Sara want togo Meiwei Restaurant. Let’s step into Meiwei restaurants with her together to order something to eat or drink today. But do you knowHow should have behavior as a customer?How should a waiter/waitree should behavior?Students work in the groups to discuss to get the right answers to the above two questions.（设计意图: 教师从上一节课内容直接过渡到本节课，开门见山。

中职英语高教版基础模块第一册Unit-6-Can-I-take-your-order-说课课件PPT

Purposes 1. Understand the theme and know how to order food. 2. train students to find answers quickly.
1. Look and say (看图读一读食物的名称） 2.The teacher show a video which the waiter in the video asks questions, and the students answer question.) 3.look and read (请你大声朗读对话）
Purposes
1. Consolidate what they learned and let students export more 2. Encourage students to explore independently.
What would you like ？
key: ✓ Can I help you? ✓ What would you like (to eat/ drink)? ✓ I’d like......
03
Transfer and Create
01
02
Apply and Practice
Learn and Understand
Objectives:
1. know about the sentence expressions of ordering in English.
2. apply these sentences to different food ordering topics and can speak out freely.
3. think broadly, deeply and differently about Chinese and Western food culture.

最新中职英语基础模块教案：Unit6(第四课时)

Unit 6 what’s your job?（第四课时教学设计）一、教材分析1．教学内容本课时系教材《英语1》（基础模块高教版）第一单元的第四课时，包括Unit task和self-check，具体内容为：复习巩固本单元所学内容和单元任务。

2．教学重点、难点⑴教学重点词汇、语法、单元任务总复习。

⑵教学难点单元任务。

二、教学目标1.知识目标⑴职业相关词汇⑵熟练掌握询问他人职业的句型。

(3)运用所学知识完成所要求的调查任务。

2.能力目标a)学生能用准确的句型询问他人的职业或谈论职业。

b)熟练拼写重点词汇。

3.情感目标让学生了解不同职业的特点。

了解自己的职业愿望，引导学生为自己的未来职业作出准备。

三、教学步骤Step 1 Lead-in1.Greeting.2.Revision.The teacher act out different jobs and have the students guess what they are. Ask the students to spell the words out.（设计意图:通过这一活动能帮助学生对于本单元重点词汇进行一个全面的复习并能检查的掌握情概况。

）3.RevisionShow them pictures of different jobs. Have a student come to the front facing the students. Have the student guess what is showed on the picture. He or she are supposed to use the sentence pattern: “Is he/shea …?” See who can find out the answers using the fewest questions. （设计意图:复习巩固“Is he/she a …?”。

英语1基础模块第六单元教学设计方案

阿克苏职业技术学院单元教学设计方案教学过程设计（III）（按照两课时的教学内容任务编写）adjective degrees.2.Lead-in the new class知识讲解⑴本单元关于请外国朋友到餐厅吃饭所涉及的关键句型及其运用情景。

⑵能掌握音标//, / e/, //, //, //，/k/，/g/以及相关的字母、字母组合。

⑶具备总结分析本单元关于请外国朋友到餐厅吃饭所涉及的句型功能及其运用情景的能力。

⑷学生能在日常交流中正确使用形容词比较级。

⑸学生掌握正确的音标学习策略。

25’操作训练Activity14. Look and complete.Activity 15. Talk and guess.Acticity 16. Look and complete.30’知识深化Pronunciation practice Students murmur thechant after the tape in the first time. In thesecond time students read after the tape loudlyand pay special attention to the words with the pronunciation of//, / e /, //, //, //，/k/，/g/.Unit task: Make a survey to compare three restaurants near your school.15’归纳总结通过本单元的学习，学生能够掌握形容词比较级和最高级的用法、及餐厅有关词汇的巩固以及单元任务，即对学校周边的餐厅做比较调查，以便外国朋友来访3’。

最新中职英语基础模块教案：Unit6(第一课时)

Unit 6 what’s your job?一、学情分析本单元的教学重点是掌握关于职业的词汇，正确及熟练运用英语来了解他人或者介绍自己的职业信息。

从学生的学习内容而言，本单元和同学们的日常话题及生活联系较紧密，比较能吸引他们的兴趣。

因此，教师在教学时应充分利用这一特点开展小组记忆大PK，做动作猜职业等活动，让学生开动起自己的脑筋并积极大胆的开口说英语，纠正学生在运用使得一些小错误，如do和does的运用等。

让学生说出来的英语更加的纯正，准确以提高他们对英语的自信。

由于本单元和同学们的日常话题及生活联系较紧密在教学的过程中教师可充分利用自己的一些图片，表演，手势语及准确的引导，使自己的教学在一种英语的环境里进行，让学生在体验英语的过程中加深对英语的理解，并培养学生良好的英语学习习惯。

本单元设计成四个课时：第一课时 lead-in + listening and speaking第二课时 reading and writing第三课时 language in use第四课时 unit task第一课时 Lead-in + Listening & Speaking二、教材分析1．教学内容本课时系教材《英语预备级》（基础模块）第六单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：职业相关词汇，听懂并掌握询问和提供个人职业信息的词汇、句型。

2．教学重点、难点⑴教学重点职业相关词汇，听懂并掌握询问和提供个人职业信息的词汇、句型⑵教学难点个人职业信息的词汇、句型三、教学目标1.知识目标⑴掌握职业相关的词汇，如manager, policeman, cleaner, teacher,doctor, nurse, waiter, secretary, babysitter, taxi driver, fireman, typist, farmer, receptionist, farmer, salesperson, cashier, worker, chef.⑵掌握提供或询问职业时所使用的句型，如：--What do you do? --I am a…--What does she do? --She is a--What’s your job? –I am a…2.能力目标⑴学生能听懂关于询问和提供职业信息的对话。

中职英语基础模块教案

中职英语基础模块教案【篇一：中职英语基础模块1 教学设计】中职英语基础模块1 教学设计（教案、学案）unit 6 第三课时unit 6 would you like to order？（第三课时教学设计）一、教材分析1．教学内容本课时系教材《英语1》（基础模块高教版）第六单元的第三课时，即reading and writing 部分。

本部分的主要活动是读懂菜单，在前两课时的基础上，学生已经了解了一些菜名，本部分内容要求学生通过就菜品的价格用英语进行比较，从而让学生学会在口头和书面表达中正确运用形容词比较级和最高级比较事物，进一步增加学生的学习词汇以及增强学生实际运用语言的能力。

2．教学重点、难点(1)教学重点①通过阅读菜单和表格，学生能总结并掌握形容词比较级和最高级的变化规律。

②学生能在口头及书面表达中正确运用形容词比较级和最高级比较不同餐厅③学生能根据阅读材料，纠正错误信息的表达。

(2)教学难点①学生通过文中给出的线索，猜出词义②学生能够运用阅读表格的策略对餐厅进行比较二、教学目标1. 知识目标(1)学生能理解并运用形容餐厅的词汇如，delicious, cheap, expensive等(2)学生能够正确运用形容词比较级和最高级比较各餐厅情况2. 能力目标 (1)学生能够读懂菜单，并通过文中给出的线索，猜出词义，归纳形容词比较级和最高级规律。

(2)学生能够运用形容词的比较级和最高级以书面形式简单介绍餐厅的基本情况，如路程远近，饭菜价格及质量。

3. 情感目标通过对餐厅的比较，学生外出就餐时能做出理智选择。

三、教学步骤step one lead-in （1min）teacher shows the situation: if you invite your friend to meiwei restaurant to eat out, what would youlike to order for your friend ?（设计意图:教师设定情境，让学生想象邀请朋友用餐。

高教版中职英语(基础模块第1册)Unit 6《Can I take your order》word教案

江门一职2015—2016学年度第二学期《英语》课程教案教学过程情绪，贯穿于我们的生活之中。

由于生理的不同，与男性相比，女性情感活动更强烈，也更容易情绪化。

如果说父亲在家庭中扮演的是掌舵者、领导人的角色，那么母亲则是一个家庭的调节阀、供氧机。

虽然家庭的重担由父母双方共同承担，但与父亲相比，母亲承担更多。

在工作与家庭双重压力下不少母亲感到力不从心，情绪也变得更加不稳定。

但母亲的情绪决定着一个家庭的温度，决定着一个家庭的和谐程度。

首先从家庭生活中来看，女性温柔、细腻的特质可以在家庭生活中营造出一种暖意融融的气氛，在这种气氛下，再大的矛盾与困难都能克服。

如果说父亲是一把披荆斩棘的利剑，母亲则是一张情意绵绵的丝网，她用爱将家庭与外面漆黑冰冷的世界剥离开来。

女性相较于男性而言，更善于表达内心情感，更懂得利用语言与情绪的力量，母亲的笑脸、暖言能给每个家庭成员力量。

每个孩子都是一块白纸，你想让他变成什么样子他就是什么样子，在孩子的成长过程中，母亲的影响是不可能替代的。

母亲是孩子情感依赖的主要角色，如果母亲在与孩子的接触中，不能控制自己的情绪，那么孩子长大之后很可能会情绪调节失衡。

有本书中说：“对大多数的成年人而言，即使一生只跟母亲发生过一次问题，心中就会存在一个说话、行为和反应跟童年时期一模一样的‘母亲复本’。

”母亲情绪不稳定，一会对孩子赞赏有加，一会对孩子大声呵斥，这会造成造成孩子长大后戒备心重，缺乏信任。

总是对孩子抱怨，朝孩子吐苦水，也会把孩子变成一个消极的人。

母亲的情绪决定家庭的温度，在家庭生活中学会控制自己的情绪，要发火前深呼吸，以微笑面对家人，对待爱人、孩子多用表扬多夸奖，不要总是看到不足的地方。

在合肥张家，母亲陆英是个能很好控制自己的情绪的人。

她自结婚后与丈夫从未红过脸，处处周到讨得婆婆欢心，对待儿女从不歇斯底里疾言厉色，她用自己良好的情绪为家庭及儿女成长撑起了一把保护伞。

英语基础模块1unit6教案

教案（2）总第6-1-2课时一、复习旧知二、导入新课三、讲授新知一、复习旧知（时间分配：3mins）Long time no see, class! I miss you so much.How’s your winter vacation?How’s your Spring Festival? Are you happy?Now let’s check your homework.二、导入新课（时间分配：3mins）Brainstorm: suppose that you will eat out with your family at dinner. Which food would you like to order?Main food: rice , steamed buns, noodlesMain dish:tomato, potato, cabbage, fish, steakDrinks: apple juice, pear juice, lemon juice with ice...三、讲授新课（时间分配：）Activity1 read and tickPair work: read the words below, discuss and tick out words involving restaurant.Food, menu, juice, ball, teacher, book, chicken, fish, tomato, waiter, delicious, manager, waitress, cloudy, beef...Then check the answer.Activity 2 Look and complete.Pair work: look at the pictures below and then complete the sentences.Listening and speakingActivity3 look at picture and choose the sentence that the service should say.The waiter might say:( ) a. Hello! Nice to see you!( ) b. Welcome to Meiwei Restaurant!The waiter might say:( ) a. Can I take your order?( ) b. What’s your favorite food?Check the answer.Activity 4. Listen and match.Listen to the tape and match them.HotdogsandwichHamburger a ham sandwich DialogueWaiter: Excuse me, can I take your order?Woman: Yes, I’d like a burger.Waiter: A cheese burger or a chicken burger?Woman: Which is smaller?Waiter: The chicken burger is smaller.Woman: Well, I’d like a chicken burger.Waiter: Would you like something to drink?Woman: Yes, a cup of coffee.Waiter: All right. What about you, sir?Man: I’d like a hotdog and a glass of orange juice.Waiter: OK. Wait a minute, please.Answer:Woman: a chicken burgerMan: a hotdogActivity 5 Listen and complete.Listen to the tape and tick out the drinks that they order. Woman: a cup of coffeeMan: a glass of orange juiceActivity 6 Listen, read and underline.Listen to the tape, read the dialogue and underline the sentences that used in taking an order.Waiter: Excuse me, can I take your order?Sara: Yes. I’d like some beef steak.Waiter: How would you like it cooked? Well-done or medium? Sara: Which is better?Waiter: Medium is better, it's our specialty.Sara: Well, medium, please.Waiter: Would you like a side salad?Sara: Yes, the tomato and onion salad, please.Waiter: Anything to drink?Sara: Yes, a glass of orange juice.Waiter: All right, wait a minute, please.Language points presentationWould you like something to drink?您想喝点什么？Would you like...? 这里意为“你想要...吗？”Eg. Would you like an apple? 想吃个苹果吗？Would you like some noodles?想来点儿面条吗？Pair work: talk about the answers with your partner. Activity 7. Act and practice.Pair work: practice and act the dialogue with their partner. Can I take your order? What would you like to eat / drink?I’d like ...Would you like ...? Yes, please. / No, thanks.What about you? I’d like ... / I’ll have the same.FoodsSteak dumplingsnoodlesSaladHamburger四、难点梳理五、课堂实DrinksOrange juice Coca-cola teaMilk coffeeChoose two of them to show themselves in front of class. Activity 8 talk and complete.Date: table: guest number: Dish Amount MemoTotal: Thank you!Pair work: talk about the table and then make a menu. Everyday English—Do you have a reservation?您有预定吗？—Yes. The reservation is under Mr Li.是的，是以李先生的名字预订的。

中职英语-基础模块1-unit-6

授课课题Unit 6 would you like to order? 课时安排Period 1教学目标及能力要求教学目的：Knowledge goals学生能掌握部分与餐厅有关的词汇和短语，如order, restaurant , menu, juice, waiter, waitress, delicious, eat out, be far away等。

学生能掌握描述餐厅所使用的句型，如：①Do you want to eat out ? ②Do you like Chinese food or Western food ? ③I think …..Restaurant is better. ④……restaurant is father away than……restaurant. ⑤The food is more delicious. Ability goals学生能听懂有关描述餐厅的对话。

学生能用简单的比较级句式口头描述餐厅。

Emotional goals学生通过对餐厅的初步了解能喜欢上自己的专业。

培养学生大胆开口、勇于实践的良好学习习惯。

能力要求：学生能听懂有关描述餐厅的对话。

学生能用简单的比较级句式口头描述餐厅。

教学重点通过部分餐厅英语的词汇学习，学生能够掌握相关词汇。

通过有关描述餐厅的对话，学生能够初步理解和运用形容词比较级。

教学难点学生根据提供的有关餐厅图片，口头上简单用形容词比较级介绍饭店的基本情况，如路程远近，饭菜价格等授课方法教学用具教学过程补充内容Step 1 Lead-in （2min）Guess the meaning of the word Teacher writes the topicon the board and let students guess the meaning of thesentences, focusing on the word “order”. Meanwhile, teachershows some pictures about ordering foot in restaurants tohelp students guess the meaning.Step 2 Vocabulary study （8min）1.Read and tick ( Activity 1) Teacher lets one or twostudents read the words to see if how many words they can readcorrectly. If they can’t, teacher helps them read the words.Then students read the words and tick out the words relatedto the restaurant.2. Look and complete ( Activity 2 ) Students look at the pictures and choose the proper words from Activity 1 tocomplete the dialogues.Step 3 Listening ( 15min)1.Pre-listening Teacher: introduce two girls, Sara and Tanghua, who are talking about the restaurant. First, letstudents look at the pictures and ask the following questions :（1）How many restaurants are there in the picture ?（2）Which restaurant is father from the school ?（3）Do you think the food in Yueguang Restaurant isdelicious 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 ) Students listento 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 : askstudents to read the sentences to get the meaning of them and play the tape. Students: Listen to the tape and find out whether the sentences are true or not. If they can’t get the right answers, teacher can play the tape for several times.3. Post-listening Students correct the sentences ofActivity 4 and read them together to understand better thelistening material. If students can’t understand s ome of words or phrases, teacher can explain again.Step 4 Speaking (18min)1. Read and underline Students read the dialogue after the tape and underline the words and sentences 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. It’s farther away than …, but the food is more delicious.2. Listen and repeat Read the dialogue after the tapeagain and learn to say the underlined words and sentences.3. Practice and talk Teacher shows another picture which issimilar to the one of Activity 3. Students work in the group to describe the picture in simple several sentences, whichis similar to those of Activity 5, then make a dialogue with the partner according to the picture.Step 5 Homework (2min)with the partner about the restaurants near your home,using the sentences patterns learned in the class.板书设计Unit 6 Would you like to order ?ordereat out menu restaurant Western foodChinese food juice waiter eat out waitressDo you want to eat out ?Wh at about ……？I think ……is better.It’s farther away than……The food is more delicious.教学反思：授课课题Unit 6 would you like to order? 课时安排Period 2教学目标及能力要求教学目的：Knowledge goals学生掌握菜单上的食品词汇，如dish, burger, cheese, steak, chicken, coffee,salad等。

中职英语说课稿unit6(基础模块1)

语句型，在此基础上进行情景表演，帮助他们学会灵活运用知识。

c.通过准备情景表演对话，引导他们学会通过互联网、词典等资源获得广泛的英语信息，扩展知识，掌握学习策略，提高自主学习的能力。

3）情感态度目标：创设生动有趣的教学情景，以任务驱动的方式，用“听说”带动“读写”，激发学生的学习兴趣，提高学生的语言运用能力，学会尊重西方人的用餐习惯，培养热情、礼貌的点餐服务态度。

3、教学重难点结合教学目标和学生的实际情况，我把本课时的教学重点确定为帮助学生掌握关于点餐的英语句型，难点是学生在用英语接受顾客点餐时的语音语调及体态语等非语言技巧的运用。

本节课，我以任务为引领，模仿操练和情景表演教学活动来突出重点，通过点评情景表演来突破难点。

4、学情分析我的授课对象是我校酒店管理专业一年级的学生。

他们的英语基础薄弱，学习兴趣不浓，自主学习的能力比较差。

在英语交际活动中，他们往往羞于开口，言语能力和非语言因素的运用技巧也有待提高。

对于餐厅服务这一话题，他们既缺少语言积累，也缺乏言语体验，而本课时的教学能满足他们的学习需求，对于他们来说，本节课的学习是一件新鲜并且有实际意义的事情，因此能激发他们的学习兴趣。

四、教法与学法为了实现教学目标，突出重点，突破难点，本课时我采用了任务驱动教学法。

本节课，我始终围绕让学生完成“请接待英国客人到饭店就餐”这一任务, 通过让学生小组合作进行模仿操练和情景表演来达成教学目标。

在模仿操练的基础上，我同时采用了情境教学法节课，我把课堂教学移到了餐饮实训室，让学生在相对真实的语言环境下完成“接待英国客人并接受他们的点餐“的对话表演任务，提高了他们的学习兴趣，帮助他们体验和实践关于点餐的英语语言。

五、教学过程（一）激趣引入及布置任务(lead-in)在这一环节，我首先让学生观看一段关于点餐的英文视频，并提问：Where are they? What are they doing? 以此引出本课时的话题：taking orders 。

中职英语基础模块Unit6教案设计

教案设计一、教案背景1.面向学生：职中二年级学生2.学科：英语二、教学课题Unit6: Would you mind saying something about your work experience?三、教材分析本节教材为中等职业学校英语教材编写组编写的《英语基础模块3》Unit6: Would you mind saying something about your work experience：主要让学生能够了解面试和工作的相关知识，能用所学的词汇描述自身的工作经历，能读懂有关社会实践的文章并提取相关信息。

该单元为还未进入社会的学生提供一些社会实践知识。

Unit5 We are going to work as packagers on the assembly line【目的要求】1.To To learn some new words and expressions2.To learn how to introduce your advantages and experience 3.To use outgoing hardworking and so on to say your character 4.To master new grammar 【教学内容】Text A: an applicationText B: personal stories—unusual jobsPractical Writing: finishing the applicationListening and Speaking: Unit 6Grammar【教学重点】 interview position experienced resume apply personal opportunity四、教学方法1.教学方法：情景导入法、任务教学法。

2.学习方法：小组合作学习法、探究式学习法。

五、教学过程1.Lead-in：向学生展示一个人才市场拥挤的人潮的图片，让学生将讨论并选出与图片主题相关的词语商品的问题与图片匹配。

中职英语教材(外研版基础模块)第一册教学设计 Unit6 What’s for Dinner 免费

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.
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。
积极配合老师。
多动脑筋，多用英
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
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。

中专英语1(基础模块)教案Unit 6

Sara: Which is better? Waiter: Medium is better, it‘s our specialty特色菜.
Sara: Waiter:
Sara:
Well, medium, please. Would you like a side salad菜沙拉? Yes, the tomato and onion salad番茄洋葱沙拉, please.
Will the waiter tataurant ?
知识要点 :
can I take your order接受你的订单? . I’d like some beef steak.牛排 How would you like it cooked? Well-done全熟的 or medium半熟的? specialty特色菜. Would you like a side salad菜沙拉? Yes, the tomato and onion salad番茄洋葱沙拉, please.
重点难点解决措施 1.make some sentences using some verb phrases , 2. talk about order 归纳小结 1.some verb phrases and some important sentences
思考练习：page 53 –p55 exercise 6 ,
The waiter might say:
(
) a. Hello! Nice to see you!
(
) b. Welcome to Meiwei Restaurant!
3. Look and tick.
The waiter might say:
(

最新中职英语基础模块教案：Unit6(第三课时)

Unit 6 what’s your job?（第三课时教学设计）一、教材分析1．教学内容本课时系教材《英语1》（基础模块高教版）第一单元的第三课时，包括language in use部分，具体内容为：全面收集，巩固及运用职业相关词汇。

2．教学重点、难点⑴教学重点职业相关词汇。

⑵教学难点职业相关词汇并根据，身体语言来猜测职业名称。

二、教学目标1.知识目标⑴收集职业相关词汇⑵根据相关信息猜测，运用职业相关词汇。

(3)询问职业的句型。

2.能力目标a)能根据相关信息运用职业相关词汇。

3.情感目标让学生了解不同职业的特点。

三、教学步骤Step 1 Lead-in1.Greeting.2.Revision1)Talk about the future jobs with the students. Ask them: “what kindof job do you want in the future?”Write down the names of different jobs on the blackboard. Have the students read the words after the teacher.2)Talk about the work places of different jobs. Ask them: “Wheredoes a chef/shop assistant/teacher…work?” Write down the work places on the blackboard. Have the students read the words after the teacher.（设计意图:让学生复习巩固上一节课中所学的相关知识，并为下一步的运用做好准备。

）Step2 Language in use1.PracticeDeal with activity 14. Show them a picture of a hotel and talk about the question: “What kind of jobs can a hotel provide?”Possible answers are the following:chef, manager, typist, driver, cleaner, secretary,Write down names of jobs related to the hotels that the students can think of.（设计意图:通过这一活动帮助学生通过提示全面搜索自己学过的表达职业的词汇，可以充分调动学生的思维为下一比赛活动做好准备。

中职英语基础模块1unit 6table manners教案

中职英语基础模块1unit 6table manners教案中职英语基础模块1 unit 6 "Table Manners" 教案教学目标1. 知识目标：学生能够掌握与餐桌礼仪相关的基本词汇和表达方式。

2. 能力目标：学生能够在实际情境中运用所学知识，进行简单的餐桌礼仪对话。

3. 情感目标：培养学生对餐桌礼仪的重视，增强跨文化交流的意识。

教学内容1. 与餐桌礼仪相关的基本词汇。

2. 餐桌礼仪的基本规则与习惯。

3. 与餐桌礼仪相关的实用对话。

教学难点与重点重点：餐桌礼仪的基本规则与习惯。

难点：在实际情境中运用餐桌礼仪进行交流。

解决办法：通过角色扮演、模拟场景等形式，帮助学生实际运用所学知识。

教具和多媒体资源黑板：用于书写重点词汇和句型。

投影仪：播放与餐桌礼仪相关的图片和视频。

教学软件：模拟真实情境，进行角色扮演练习。

教学方法1. 激活学生的前知：回顾已学过的中西餐桌礼仪的差异。

2. 教学策略：讲解、示范、小组讨论、角色扮演。

3. 学生活动：小组合作，模拟真实情境进行对话练习。

教学过程1. 导入：提问导入，询问学生关于餐桌礼仪的了解，激起学生的兴趣。

2. 讲授新课：讲解与餐桌礼仪相关的词汇和表达方式，介绍不同文化背景下的餐桌礼仪规则与习惯。

3. 巩固练习：分组进行角色扮演，模拟真实情境进行对话练习，如预定餐厅、点餐、用餐等环节。

4. 归纳小结：总结本节课的重点内容，强调餐桌礼仪在实际交流中的重要性。

评价与反馈1. 设计评价策略：小组报告、观察、口头反馈。

2. 反馈：为学生提供具体的反馈意见，指导他们如何改进在角色扮演中的表现。

作业布置1. 熟记本节课所学的词汇和表达方式。

2. 与同伴合作，模拟一个餐厅用餐的场景，编写一段对话并进行练习。

3. 搜集一种自己感兴趣的餐桌礼仪，并进行简单的介绍。

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教师学科教案[20 -20学年度第—学期]任教学科：________________ 任教年级：________________ 任教老师：________________xx市实验学校r \・•- 二〕r——题: 材: 门: 名: Teach ing Desig n :崇阳职业技术教育中心机电部 XI7. Would you like to order 英语1 （基础模块）1．Teaching aims1.1 Knowledge aims: learning the vocabulary and structures of this unit1.1.1 Vocabularymanager, fork, menu, customer, chopsticks, juice, coffee, beef and so on1.1.2 Grammar focusthe Comparative and Superlative form of adjectives1.2 Ability aims1.2.1 Ss are able to describe and compare different things both in written andoral English；1.2.2 Ss are able to classify words about restaurant and write down the menu.1.2.3 Ss are able to improve comprehensive skills through tasks1.3 Emotional aimsSs are able to take an active part in cooperation with teammates to finish tasks;Ss are able to make choice through comparison2. Teaching key pointsGeneralizing the rules of the Comparatives and Superlatives; consolidate the words in this unit in specific context3. Possible difficultyGetting familiar with Comparatives and Superlatives according to pictures;4. Teaching and learning methods4.1 teaching methods communicative teaching method audio-visual method4.2 learning methodscommunicative strategyresource strategy5. Teaching toolsMulti-media; PPT; chalks6. Teaching proceduresStep One Review &Lead inFirst teacher will brainstorm students with a video to help them have a review what have been learnt before, and then shows two pictures to lead in the topic of this lesson.Step Two Grammar focus1. Recognize the rulesTeacher classifies in advance the table on Page 95 into five sections according to the five regular changing rules. In order to cultivate students'interest, teacher plays a cliff video. And then teacher shows tables respectively to let students generalize the rules of the different degrees of adjectives: Positive degree, Comparative degree and Superlative degree. Then teacher summarizes the usage of adjective degrees.(说明：以一个视频片段引起学生学习兴趣。

根据课本第95 页的表，老师根据形容词比较级和最高级变化规则提前将规则变化分为5类，即5个小表格，再将五个小表格一一呈现，让学生自己通过表格呈现出的形容词比较级和最高级的变化形式和规律，总结规则和不规则变化，为接下来的活动做好语言的铺垫。

)2. Look and write ( Activity 17)Teacher explains the example to students. And students look at the pictures and complete the sentencesthey may say in that situation, following the example. Finally, Teacher asks 3 students to write the sentences on the boardto see if they are right.(说明：的理解，在实际的语言情景中应用性容词比较级和最高级。

)3. Discuss and write ( Activity 18 )Students discuss in small groups to find out “whois the …..in our class”and record on the book, following the example . At the same time, the teacher goes around to check which group has got the most. Another 3 representativesare asked to write the sentences on the board to make every student can check whether the sentences are right or not.（说明：让学生讨论“班级之最”并记录下来，充分结合学生的实际生活灵活运用形容词最高级；在合作中让学生体味学习的乐趣。

）4. Extension（可选）Invite students to performance what they have set down to better understand.At last teacher extends their knowledge aboutthe most…in the world ” witha set of pictures.（说明：选择几个典型的例句邀请学生表演出“班级之最”，以便加深理解和记忆；如果老师发现学生对此还不是很熟练，鉴于很多同学对“世界之最” 感兴趣，老师则可以通过图片展示拓展到“世界之最”让学生练习。

）Step Three Vocabulary and grammar consolidation1. Read and group （Activity 19）Students read the words related to restaurants and put them into different groups individually, and then check with each other in the group.（说明：通过对词汇的归类，巩固与餐厅相关词汇，更便于学生记忆。

）2. Read and write可选）Teacher choosessome adjectives which students have learnt before to have a consolidation of what they have learnt in this partStep Four Unit taskTeacher shows a map of 2 different supermarkets in the downtown. The information about their location will be shown on PPT.Teacher introduces a task to the class: On this weekend you're asked to makea survey on two big supermarkets in the downtown, namely Zhongbai Supermarket and Jiajiawang Supermarket. Then you should analyze and make a comparison on them from different aspects, such as their distance, prices, service and so on. Last but not least, you'd better use Comparatives in your reports to make it as clear as possible.Report the result of the survey：One of the students in every group presents the result of the survey next time,followi ng the example on the blackboard.（设计意图：结合本单元任务，教师提供自己学校附近大型超市的图片，更贴近学生的生活。

在活动过程中，学生对熟悉的生活场景较为感兴趣，能积极调动他们的积极性。

实践出真知，这样的活动有利于培养他们实践能力，同时丰富他们的课余生活。

最重要的是，在任务完成的过程中，学生能综合运用本单元的语言知识，提高他们运用语言的综合能力。

）7. Blackboard designUnit 6 what would you like to order?教学反思1、本单元教学以任务型教学为主要教学方法，创设各种情景，提供自主学习和直接交流的机会，让学生有充分表现和自我发展的空间。