《靈通少兒英語(yǔ)》第一冊(cè)UNIT6教學(xué)案例

1、靈通少兒英語(yǔ)第一冊(cè)UNIT6教學(xué)案例教學(xué)案例與評(píng)析_教學(xué)案例匯總篇一：UNit6教學(xué)設(shè)計(jì)篇二：英語(yǔ)第一冊(cè)u(píng)nit6英語(yǔ)基礎(chǔ)模塊第一冊(cè)Unit 6 Would you like to order？（第一課時(shí) 教學(xué)設(shè)計(jì)）一、教材分析1教學(xué)內(nèi)容本課時(shí)系教材英語(yǔ)1（基礎(chǔ)模塊 高教版）第六單元的第一課時(shí)，包括Lead-in Listening and speaking中的Dialogue A兩部分，具體內(nèi)容為：餐廳英語(yǔ)的部分詞匯和短語(yǔ)、有關(guān)描述餐廳的對(duì)話。通過(guò)詞匯學(xué)習(xí)讓學(xué)生熟悉與餐廳有關(guān)職業(yè)和食物的詞匯。在描述餐廳的對(duì)話學(xué)習(xí)中讓學(xué)生初步接觸形容詞的比較級(jí)。這部分內(nèi)容為整個(gè)單元的學(xué)習(xí)活動(dòng)做語(yǔ)言上的必要準(zhǔn)備

2、，為單元任務(wù)做好語(yǔ)言鋪墊。2教學(xué)重點(diǎn)、難點(diǎn)（1）教學(xué)重點(diǎn)通過(guò)部分餐廳英語(yǔ)的詞匯學(xué)習(xí)，學(xué)生能夠掌握相關(guān)詞匯。通過(guò)有關(guān)描述餐廳的對(duì)話，學(xué)生能夠初步理解和運(yùn)用形容詞比較級(jí)。（2）教學(xué)難點(diǎn)學(xué)生根據(jù)提供的有關(guān)餐廳圖片，口頭上簡(jiǎn)單用形容詞比較級(jí)介紹飯店的基本情況，如路程遠(yuǎn)近，飯菜價(jià)格等二、教學(xué)目標(biāo)1. 知識(shí)目標(biāo)（1）學(xué)生能掌握部分與餐廳有關(guān)的詞匯和短語(yǔ)，如order, restaurant , menu, juice, waiter, waitress, delicious, eat out, be far away等。（2）學(xué)生能掌握描述餐廳所使用的句型，如：Do you want to eat out

3、 ?Do you like Chinese food or Western food ?I think .Restaurant is better.restaurant is father away thanrestaurant.The food is more delicious.2. 能力目標(biāo)學(xué)生能聽(tīng)懂有關(guān)描述餐廳的對(duì)話。學(xué)生能用簡(jiǎn)單的比較級(jí)句式口頭描述餐廳。3. 情感目標(biāo)學(xué)生通過(guò)對(duì)餐廳的初步了解能喜歡上自己的專業(yè)。培養(yǎng)學(xué)生大膽開(kāi)口、勇于實(shí)踐的良好學(xué)習(xí)習(xí)慣。四、教學(xué)步驟Step One Preparatoin- Lead-in （2min）1. Guess the meaning of t

4、he wordTeacher 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 foot in restaurants to help students guess the meaning.(設(shè)計(jì)意圖： 利用猜詞義，解決了單元標(biāo)題中的重要詞匯order的意思。并自然引入到本單元的關(guān)于飯店的主題學(xué)習(xí)及下一環(huán)節(jié)詞匯的學(xué)習(xí)。

5、)Step 2 PresentatoinPresent learning Aims and Tasks(1m)Step 3 Practice1.Vocabulary study2.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 cant, teacher helps them read the words. Then students read the words and tic

6、k out the words related to the restaurant.3.Look and complete ( Activity 2 )Students look at the pictures and choose the proper words from Activity 1 to complete the dialogues.(設(shè)計(jì)意圖：引導(dǎo)學(xué)生聯(lián)想餐廳的情景，選出與餐廳有關(guān)的詞，并在讀圖中再讓學(xué)生在情景中運(yùn)用單詞，鞏固單詞學(xué)習(xí)。通過(guò)這兩個(gè)活動(dòng)，讓學(xué)生輕松學(xué)習(xí)單詞。)Step 4 Production (18min)1. Pre-listeningTeacher: in

7、troduce 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 del

8、icious or more delicious ?Students: look at the picture and answer the questions, then work in pairs to describe the picture in simplesentences.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

9、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 they cant get the right answers,teacher can play the tape for several times.3. Po

10、st-listeningStudents correct the sentences of Activity 4 and read them together to understand better the listening material. If students cant understand some of words or phrases, teacher can explain again.(設(shè)計(jì)意圖：pre-listening部分旨在通過(guò)老師的簡(jiǎn)單提問(wèn)和對(duì)圖片的描述，訓(xùn)練學(xué)生根據(jù)圖片中提供的信息預(yù)測(cè)聽(tīng)力內(nèi)容的能力。while-listening部分通過(guò)Activity 3培養(yǎng)

11、學(xué)生在聽(tīng)的過(guò)程中把握大意并捕捉主要信息的能力，通過(guò)Activity 4培養(yǎng)學(xué)生在聽(tīng)過(guò)程中捕捉細(xì)節(jié)的能力。post-listening部分讓學(xué)生在改正陳述句子和朗讀句子中更深刻理解聽(tīng)力內(nèi)容。并對(duì)描述餐廳的詞匯和句型有個(gè)基本的了解。)4.Read and underlineStudents 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

12、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. Its farther away than , but the food is more delicious.(設(shè)計(jì)意圖：學(xué)生閱讀對(duì)話，并劃出描述餐廳的詞匯和句子。讓學(xué)生對(duì)描述餐廳的詞匯和句型有進(jìn)一步的理

13、解。)5. Listen and repeatRead the dialogue after the tape again and learn to say the underlined words and sentences.(設(shè)計(jì)意圖：通過(guò)跟讀對(duì)話，讓學(xué)生對(duì)描述餐廳的句型能以口頭形式進(jìn)行表達(dá)。為下面的圖片描述和對(duì)話練習(xí)做好語(yǔ)言準(zhǔn)備。)6. Practice and talkTeacher shows another picture which is similar to the one of Activity 3.Students work in the group to describe

14、 the picture in simple several sentences, which is similar to those of Activity7. then make a dialogue with the partner according to the picture.(設(shè)計(jì)意圖：提供與課文中相似的關(guān)于當(dāng)?shù)夭蛷d的圖片，聯(lián)系到學(xué)生的具體的生活環(huán)境，在圖片描述和對(duì)話操練中運(yùn)用所學(xué)句型。)Step 5 Progress (2min)Talk with the partner about the restaurants near your home, using the sente

15、nces patterns learned in the class. (設(shè)計(jì)意圖：運(yùn)用課堂內(nèi)所學(xué)句型，談?wù)撟约杭腋浇牟蛷d，學(xué)以致用來(lái)鞏固課堂知識(shí)。)板書(shū)設(shè)計(jì)英語(yǔ)基礎(chǔ)模塊第一冊(cè)Unit 6 Would you like to order？（第二課時(shí) 教學(xué)設(shè)計(jì)）一、教材分析1教學(xué)內(nèi)容本課時(shí)系教材英語(yǔ)1（基礎(chǔ)模塊 高教版）第六單元的第二課時(shí)，即Dialogue B部分。本部分內(nèi)容是上一課時(shí)內(nèi)容的深入，從去餐廳前的對(duì)餐廳的描述過(guò)渡到餐廳的點(diǎn)餐活動(dòng)，帶領(lǐng)學(xué)生一步步進(jìn)入貼近其生活的場(chǎng)景，讓學(xué)生在真實(shí)的情景中掌握餐廳點(diǎn)餐的習(xí)慣用語(yǔ)。2教學(xué)重點(diǎn)、難點(diǎn)(1)教學(xué)重點(diǎn)通過(guò)有關(guān)餐廳點(diǎn)菜的聽(tīng)力活動(dòng)，學(xué)生能聽(tīng)懂關(guān)于

16、餐廳點(diǎn)餐的對(duì)話。通過(guò)與餐廳點(diǎn)餐對(duì)話的學(xué)習(xí)，學(xué)生能熟練運(yùn)用點(diǎn)餐的習(xí)慣用語(yǔ)。(2)教學(xué)難點(diǎn)學(xué)生能聽(tīng)懂菜單并寫(xiě)下菜名學(xué)生能在真實(shí)的情景中口頭表達(dá)餐廳點(diǎn)餐的習(xí)慣用語(yǔ)。二、教學(xué)目標(biāo)4. 知識(shí)目標(biāo)(1)學(xué)生掌握菜單上的食品詞匯，如dish, burger, cheese, steak, chicken, coffee, salad等。(2)學(xué)生能掌握餐廳點(diǎn)餐的習(xí)慣用語(yǔ)，如：Would you like to order now ?Id likeWell done or medium ?Would you like something to drink ?5. 能力目標(biāo)學(xué)生能聽(tīng)懂關(guān)于餐廳點(diǎn)餐中菜名極其習(xí)慣用

17、語(yǔ)。學(xué)生就餐廳點(diǎn)餐能進(jìn)行熟練的對(duì)話活動(dòng)。6. 情感目標(biāo)學(xué)生能夠了解和掌握餐廳服務(wù)員及就餐者的基本禮儀。三、教學(xué)步驟Step 1： Preparatoin- Lead-in ( 4min)Teacher says: in the last lesson we have known that there are two restaurants. Now Sara want to go Meiwei Restaurant. Lets step into Meiwei restaurants with her together to order something to eat or drink to

18、day. 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.（設(shè)計(jì)意圖: 教師從上一節(jié)課內(nèi)容直接過(guò)渡到本節(jié)課，開(kāi)門見(jiàn)山。跟隨課文的主人公想象與其一起到餐廳就餐，自然引入到本節(jié)課內(nèi)容。并通過(guò)討論讓學(xué)生了解和掌握餐廳服務(wù)員及就餐者的基本禮儀，實(shí)現(xiàn)情感目標(biāo)。）Step 2： P

19、resentatoinPresent learning Aims and Tasks(1m)Step 3： Practice1.Vocabulary study (6min)2.Pre-listening ( Activity 7 )(1) Read the menuteacher says we have our favorite foods when we eat out . Now lets look at the menu of Meiwei Restaurant to find out if there are any foods you like. Students read th

20、e menu individually to get main idea of the menu.(2) Look and tickTeacher leads students to look at the two pictures and let them guess what the waiter might say, then tick the right answers.3.While-listening ( Activity 8, 9 )（1）Listen and checkStudents listen to the tape and check the answers to Ac

21、tivity 7.（2）Listen and completeStudents listen to the dialogue again and help the waiter finish the notes he makes about what Sara and Tang Hua order. If students cant get the answers, teacher should play the tape for several times to help them to get the right answers.4.post-listeningTeacher divide

22、s the whole class into three groups to act as waiter, Sara and Tang Hua . The students acting as the waiter read the sentences of Activity 7. The students acting as Sara read the food she ordered. The students acting as Tang Hua read the food she ordered. Then all students take turns to act as diffe

23、rent characters to.（設(shè)計(jì)意圖: Pre-listening部分通過(guò)讀菜單和猜測(cè)服務(wù)員所說(shuō)的話，訓(xùn)練學(xué)生根據(jù)圖片中提供的信息對(duì)聽(tīng)力內(nèi)容進(jìn)行預(yù)測(cè)。While-listening讓學(xué)生幫助服務(wù)員寫(xiě)出菜單，訓(xùn)練學(xué)生在聽(tīng)的過(guò)程中抓住細(xì)節(jié)信息的能力，并將聽(tīng)到并理解的內(nèi)容以另一種直觀的方式呈現(xiàn)出來(lái)。post-listening部分通過(guò)學(xué)生扮演不同的角色朗讀詞匯和句子，鞏固聽(tīng)力部分的重要內(nèi)容，并為口語(yǔ)表達(dá)奠定基礎(chǔ)。）Step 4：Production (18min)1. Read and underline (Activity 10)Students read the dialogue a

24、fter the tape and underline the words and sentences used to order in a restaurant. Teacher asks several students to give the answers and write the words or sentences on the board. If necessary, teacher should explain the key words and sentences.(1) Would you like to order now?(2) Yes, Id like(3) Wel

25、l done or medium篇三：牛津小學(xué)英語(yǔ)5A Unit6教學(xué)案例設(shè)計(jì)牛津小學(xué)英語(yǔ)5A Unit6教學(xué)案例設(shè)計(jì)一設(shè)計(jì)說(shuō)明：1.話題：談?wù)撜谶M(jìn)行的動(dòng)作2.課題說(shuō)明： 牛津小學(xué)英語(yǔ)5A Unit 6 D Look and say3.設(shè)計(jì)思路：1）學(xué)生口頭英語(yǔ)能力的訓(xùn)練應(yīng)分步進(jìn)行，讓孩子在游戲、唱歌、表演、看圖說(shuō)話等多種形式訓(xùn)練中，逐步學(xué)會(huì)說(shuō)話，不知不覺(jué)，積少成多，在教師的有效指導(dǎo)下，把話說(shuō)地道。2）借助圖片，訓(xùn)練學(xué)生運(yùn)用現(xiàn)在進(jìn)行時(shí)，敘述正在發(fā)生的事情， 使學(xué)生知道什么情況下使用現(xiàn)在進(jìn)行時(shí)，現(xiàn)在進(jìn)行時(shí)如何構(gòu)成，在動(dòng)詞加上詞尾ing后，發(fā)音有什么變化。3）從學(xué)生的生活經(jīng)驗(yàn)和興趣出發(fā)，創(chuàng)設(shè)與完

26、成任務(wù)相關(guān)的情景進(jìn)行語(yǔ)言訓(xùn)練，使學(xué)生在真實(shí)的情景和方式中學(xué)習(xí)英語(yǔ)知識(shí)，發(fā)展語(yǔ)言技能5.學(xué)生情況說(shuō)明： 我所任教五年級(jí)的學(xué)生，上課比較活躍，上課比較愿意開(kāi)口，但對(duì)基礎(chǔ)知識(shí)的掌握情況不同，部分學(xué)生敢于運(yùn)用所學(xué)的語(yǔ)言進(jìn)行交際，有些學(xué)生缺乏自信心，需要老師多鼓勵(lì)，創(chuàng)造較多的機(jī)會(huì)給他們。盡量讓他們?cè)谡n堂上發(fā)揮自主、合作精神。二教學(xué)詳案：Unit 6 Doing housework D Look and say（一）Teaching aims:（教學(xué)目標(biāo)與要求）1. Enable the students to use the following sentence patterns to talk abo

27、ut the things happening:（學(xué)生能用以下句型表述他人正在進(jìn)行的動(dòng)作）What is he doing?What is she doing?Hes Shes2.Learn to say the following phrases and spell them:（能夠聽(tīng)、說(shuō)、寫(xiě)動(dòng)詞短語(yǔ)的ing形式）3.read books reading bookswatch TV watching TVsleep sleepingrun running（二）Important points:（教學(xué)重點(diǎn)）重點(diǎn)掌握進(jìn)行時(shí)的表達(dá)方式和四個(gè)短語(yǔ)動(dòng)詞的ing 形式。（三）Difficult poin

28、ts:（教學(xué)難點(diǎn)）重讀閉音節(jié)動(dòng)詞現(xiàn)在分詞形式的變化。（四）Teaching aids:（教學(xué)設(shè)備）CIA, tape recorder, pictures（五）Teaching procedures:（教學(xué)步驟及說(shuō)明）Step 1: Warm up1. Lets chant：（通過(guò)說(shuō)唱、唱歌等形式，引入課堂）2. Sing a song: What are you doing?（唱一首歌引入主題）Step 2: Revision1. Show students some photos, ask and answer:-What are you doing?（學(xué)生通過(guò)句型復(fù)習(xí)四個(gè)已學(xué)過(guò)的動(dòng)作）-

29、Im drawing pictures, reading a book, washingclothes, cleaning the dolls.2. Students write down the phrases on the blackboard and read.（學(xué)生書(shū)寫(xiě)詞組于黑板上，檢查書(shū)寫(xiě)、記憶情況）Step 3. Presentation1. T: What do you usually do at the weekend?S: I usually?（通過(guò)對(duì)話，直接引出詞組）T: But I usually read books at home. I like reading bo

30、oks very much.2. Learn to say and spell read books.（學(xué)生跟讀詞 組，并拼寫(xiě)詞組）3. Show the photos, ask and answer: （從What are you doing 句型引出What is he doing?句型）-Whats he doing?-Hes reading books.4. Learn to say the following three phrases and write down the phrases on the blackboard:（繼續(xù)引出其余三個(gè)詞組，并將詞組寫(xiě)在黑板上，為學(xué)生以后的活

31、動(dòng)做準(zhǔn)備）watch TV watching TVsleep sleepingrun runningStep4. Drill and practice:1. Look at the photos, ask and answer:（通過(guò)模糊畫(huà)面，讓 學(xué)生猜一猜他們?cè)诟墒裁?，鞏固詞組）What is he/she doing?Hes/Shes2. Look and guess: （每幅圖片上三個(gè)動(dòng)作，看誰(shuí)記得最快）There are three actions in the pictures, guess:Whats he/she doing?3. Showing the pictures of page 48.Practise the sentence patterns.(呈現(xiàn)書(shū)中D部分的圖片，操練句型)4. Do an action: Students are divided into several groups. One acts teacher and says Everybody