unit 6 would you like to order

2021年1月25日发(作者：全福谦)





Unit 6

Would you like to order
？

（第一课时）


一、学情分析




由于班级大多数没有养成良好的学习 习惯，
也缺乏综合运用语言的能力。
本单
元的内容与餐厅有关，与他们的生活联系密切 。这将有利于教师开展教学活动，
培养学生的学习主动性，从听、说、读、写等方面提高他们的语言运用 能力。


二、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）第六单元的第一课时，包括
Lead-in & Listening and speaking
中的
Dialogue A
两部分，
具体内容为：
餐厅英语
的部分词汇和短语、
有关描述餐厅的对话。
通过词汇学习让学生熟悉与餐厅有 关
职业和食物的词汇。在描述餐厅的对话学习中让学生初步接触形容词的比较级。
这部分内容为 整个单元的学习活动做语言上的必要准备，
为单元任务做好语言铺
垫。

2
．教学重点、难点

（
1
）教学重点



①通过部分餐厅英语的词汇学习，学生能够掌握相关词汇。



②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。

（
2
）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


三、教学目标

1.

知识目标

（
1< br>）
学生能掌握部分与餐厅有关的词汇和短语及
菜单上的食品词汇，
如
d ish, burger,
cheese, steak, chicken, coffee, salad
等。

（
2
）学生能掌握描述餐厅和点餐所使用的句型和习惯用语，如：

①
Do you want to eat out ?
②
Do you like Chinese food or Western food ?
③
I think …..Restaurant is better.

④
……restaurant is father

away than……restaurant.

⑤
The food is more delicious.

2.

能力目标

①学生能听懂有关描述餐厅的对话。

②学生能用简单的比较级句式口头描述餐厅。


3.

情感目标

①
学生能够了解和掌握餐厅服务员及就餐者的基本礼仪。

②培养学生大胆开口、勇于实践的良好学习习惯。


四、教学步骤

Step one Lead-in

T: Look, what have I brought for you? Delicious...
1. Present pictures of different kinds of food and ask students to read out one by one.
2. Guess the meaning of the word
Teacher writes the topic on the board and let students guess the meaning of the
sentences,
focusing
on
the
word
“order”.
Meanwhile,
teacher
shows
some
pictures
about ordering food in restaurants to help students guess the meaning.












(
设计意图：利用猜词义，解决了单元标题中的重 要词汇“
order
”的意思。并自
然引入到本单元的关于饭店的主题学习及下一环节 词汇的学习。
)


Step two

Vocabulary study

1.

Read and tick ( Activity 1)

Teacher lets one or two students read the words to see if how many words they
can read correctly. If they can’t, teacher helps them read the words. Then students
read the words and tick out the words related to the restaurant.


2.

Look and complete ( Activity 2 )
Students
look
at
the
pictures
and
choose
the
proper
words
from
Activity
1
to
complete the dialogues.


(
设计意图：引导学生联想餐厅的情景，选出与餐厅有关的词，并在读图中再
让学生在 情景中运用单词，巩固单词学习。通过这两个活动，让学生轻松学习
单词。
)

Step Three

Listening
1. Pre- listening
Teacher: introduce two girls, Sara and Tanghua, who are talking about the restaurant.
First, let students 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
is
delicious
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
listen
to
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 : ask students 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
th
ey
can’t
get
the
right
answers,
teacher
can
play
the
tape
for
several
times.

(3)

Listen and complete the dialogue











Tang Hua: Hi, Sara. Do you want to _______ _____?
















Sara: Yes. Do you like _________ _______ or __________ ________?











Tang Hua: I
’
d like some Western food.















Sara: _______ ______ Yueguang Restaurant?











Tang Hua: Well, I think Meiwei Western Restaurant is ________. It
’
s ________



















_______ than Yueguang, but the food is more ___________.















Sara: OK, let
’
s go.


3. Post-listening
Students
read
them
together
to
understand
better
the
listening
material.
If
students
can’t understand some of words or phrases, teacher can explain again.


(
设计意图：
pre-listening
部分旨在通过老师的简 单提问和对图片的描述，
训练学
生根据图片中提供的信息预测听力内容的能力。
whi le-listening
部分通过
Activity
3
培养学生在听的过程中把握大意并捕捉主要信息的能力，通过
Activity 4
培养
学生在听过程中捕捉细节的能力。

post- listening
部分让学生在填词完成对话的
基础上
,
更深刻理解听力内容。并对描述餐厅的词汇和句型有个基本的了解。
)

Step Four Speaking

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.
< br>(
设计意图：学生阅读对话，并划出描述餐厅的词汇和句子。让学生对描述餐厅
的词汇和 句型有进一步的理解。
)


2. Listen and repeat
Read
the
dialogue
after
the
tape
again
and
learn
to
say
the
underlined
words
and
sentences.
(
设计意图：通过跟读对话，让学生对描述餐厅的句型能以口 头形式进行表达。
为下面的图片描述和对话练习做好语言准备。
)


3. Practice and talk

Teacher shows another picture which is similar to the one of Activity 3.

Students work in the group to describe the picture in simple several sentences, which
is similar to those of Activity 5, then make a dialogue with the partner according to
the picture.














(
设 计意图：提供与课文中相似的关于当地餐厅的图片，联系到学生的具体的生
活环境，在图片描述和对话操 练中运用所学句型。
)


五、

板书设计



















Unit 6

Would you like to order ?


order













eat out











Do you want to eat out ?


restaurant























Chinese food



















What about









……



?














menu













Western food






I think
……
is better.

juice































It
’
s farther away than
……


waiter






























The food is more delicious.
waitress

eat out






Unit 6 Would you like to order
？











（第二课时）

教材分析

一．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，
Dialogue
B
部分，具体内 容为：餐厅菜单上的部分词汇和短语、有关点菜的对话。
本部分
内容是上一课时内容的深入，< br>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。

二、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。