《灵通少儿英语》第一册UNIT6教学案例
《灵通少儿英语》第一册UNIT6教学案例
篇一：UNit6教学设计
篇二：英语第一册unit6
英语基础模块第一册
Unit 6 Would you like to order？
（第一课时教学设计）
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
二、教学目标
1. 知识目标
（1）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。
（2）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 del icious.
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学生通过对餐厅的初步了解能喜欢上自己的专业。
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 Preparatoin---- Lead-in （2min）
1. 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 foot 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 2 Presentatoin
Present learning Aims and Tasks(1m)
Step 3 Practice
1.Vocabulary study
2.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 s tudents read the words and tick out the words related to the restaurant.
3.Look and plete ( Activity 2 )
Students look at the pictures and choose the proper words from Activity 1 to plete 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 4 Production (18min)
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 they can’t get the
right answers,
teacher can play the tape for several times.
3. Post-listening
Students correct the sentences of Activity 4 and 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。while-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部分让学生在改正
陈述句子和朗读句子中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。)
4.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.
(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。)
5. 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。)
6. 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
7. 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。)
Step 5 Progress (2min)
Talk with the partner about the restaurants near your home, using the sentences patterns learned in the class. (设计意图：运用课堂内所学句型，谈论自己家附近的餐厅，学以致用来巩固课堂知识。)
板书设计
英语基础模块第一册
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
4. 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 ?
5. 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。
6. 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 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. Let’s step into Meiwei restaurants with her together to order something to eat or drink today. But do you know
How 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。跟随课文的主人公想象与其一起到餐厅就餐，自然引入到本节课内容。并通过讨论让学生了解和掌握餐厅服务员及就餐者的基本礼仪，实现情感目标。）
Step 2： Presentatoin
Present learning Aims and Tasks(1m)
Step 3： Practice
1.Vocabulary study (6min)
2.Pre-listening ( Activity 7 )
(1) Read the menu
teacher says we have our favorite foods when we eat out . Now let’s look at the menu of Meiwei Restaurant to find out if there are any foods you like. Students read the menu individually to get main idea of the menu.
(2) Look and tick
Teacher 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 check
Students listen to the tape and check the answers to Activity 7.
（2）Listen and plete
Students listen to the dialogue again and help the waiter finish the notes he makes about what Sara and Tang Hua order. If students can’t get the answers, teacher should play the tape for several times to help them to get the right answers.
4.post-listening
Teacher divides 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 different characters to.
（设计意图: Pre-listening部分通过读菜单和猜测服务员所说的话，训练学生根据图片中提供的信息对听力内容进行预测。While-listening让学生帮助服务员写出菜单，训练学生在听的过程中抓住细节信息的能力，并将听到并理解的内容以另一种直观的方式呈现出来。post-listening部分通过学生扮演不同的角色朗读词汇和句子，巩固听力部分的重要内容，并为口语表达奠定基础。）
Step 4：Production (18min)
1. Read and underline (Activity 10)
Students read the dialogue after 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, I’d like ……
(3) Well done or medium
篇三：牛津小学英语5A Unit6教学案例设计
牛津小学英语5A Unit6教学案例设计
一．设计说明：
1.话题：谈论正在进行的动作
2.课题说明：牛津小学英语5A Unit 6 D Look and say
3.设计思路：
1）学生口头英语能力的训练应分步进行，让孩子在游戏、唱歌、表演、看图说话等多种形式训练中，逐步学会说话，不知不觉，积少成多，在教师的有效指导下，把话说地道。
2）借助图片，训练学生运用现在进行时，叙述正在发生的事情，使学生知道什么情况下使用现在进行时，现在进行时如何构成，在动词加上词尾ing后，发音有什么变化。
3）从学生的生活经验和兴趣出发，创设与完成任务相关的情景进行语言训练，使学生在真实的情景和方式中学习英语知识，发展语言技能
5.学生情况说明：我所任教五年级的学生，上课比较活跃，上课比较愿意开口，但对基础知识的掌握情况不同，部分学生敢于运用所学的语言进行交际，有些学生缺乏自信心，需要老师多鼓励，创造较多的机会给他们。尽量让他们在课堂上发挥自主、合作精神。
二．教学详案：
Unit 6 Doing housework D Look and say
（一）Teaching aims:（教学目标与要求）
1. Enable the students to use the following sentence patterns to talk about the things happening:（学生能用以下句型表述他人正在进行的动作）
What is he doing?What is she doing?
He’s…… She’s……
2.Learn to say the following phrases and spell them:（能够听、说、写动词短语的ing形式）
3.read books —— reading books
watch TV —— watching TV
sleep —— sleeping
run —— running
（二）Important points:（教学重点）
重点掌握进行时的表达方式和四个短语动词的ing 形式。
（三）Difficult points:（教学难点）
重读闭音节动词现在分词形式的变化。
（四）Teaching aids:（教学设备）
CIA, tape recorder, pictures
（五）Teaching procedures:（教学步骤及说明）
Step 1: Warm up
1. Let’s chant：（通过说唱、唱歌等形式，引入课堂）
2. Sing a song: What are you doing?（唱一首歌引入主题）
Step 2: Revision
1. Show students some photos, ask and answer:
-----What are you doing?（学生通过句型复习四个已学过的动作）
-----I’m drawing pictures, reading a book, washi ng clothes, cleaning the dolls.
2. Students write down the phrases on the blackboard and read.
（学生书写词组于黑板上，检查书写、记忆情况）
Step 3. Presentation
1. T: What do you usually do at the weekend?
S: I usually??（通过对话，直接引出词组）
T: But I usually read books at home. I like reading books very much.
2. Learn to say and spell “read books”.（学生跟读词组，并拼写词组）
3. Show the photos, ask and answer: （从What are you doing 句型引出What is he doing?句型）
-----What’s he doing?
-----He’s reading books.
4. Learn to say the following three phrases and write down the phrases on the blackboard:（继续引出其余三个词组，并将词组写在黑板上，为学生以后的活动做准备）watch TV —— watching TV
sleep —— sleeping
run —— running
Step4. Drill and practice:
1. Look at the photos, ask and answer:（通过模糊画面，让学生猜一猜他们在干什么，巩固词组）
What is he/she doing?
He’s/She’s……
2. Look and guess: （每幅图片上三个动作，看谁记得最快）
There are three actions in the pictures, guess:
What’s he/she doing?
3. Showing the pictures of page 48.Practise the sentence patterns.(呈现书中D部分的图片，操练句型)
4. Do an action: Students are divided into several grou ps. One acts teacher and says “Everybody. Do an action.”（做“每个人做一个动作”游戏。让学生切实体会进行时的含义）
Practice the sentence patterns:
“What are you doing?”
“What is he doing?”
Step 5. Consolidation and extension:
1. Listen to a short story.（听猫和老鼠的故事，回答猫正在干什么。通过故事练习词组）
1) Listen to the story twice.
2) Answer the questions:
What’s the cat doing first/next…?
2. Write and say: What a busy family!（仿造例子写自己一家正在干什么，并以对话的形式表演出来）
1) Choose the activities the family member’s doing and write them down.
2) Make a short dialogue with your partners according to the chart.
三．教学反思：
学生语言表达能力的提高，要靠长期的学习积累。在小学英语学习的课堂上，利用看图说话，使学生语言能力的培养在活动中进行，让孩子灵敏的目光，扑捉画面的内容，从而萌发用英语表达这些内容的愿望，这个愿望催促他灵活地运用已经学过的单词和短语来叙述画面的内容，表达自己的理解和认识。
1．教学设计中的闪光点：
1）因为所教的内容为进行时，所以教学动作都以录像形式出现，给学生以最真实的语言场景。
2）听力理解时，为使学生更好地理解故事内容，将图片制成
动化形式，以便吸引学生注意力。
3）学生猜动作时，采用部分模糊图片及用学生自己真实的声音，以提高学生的学习积极性。
2．教学设计有待探讨之处：
1）本节课为进行时态的动作学习，因此以真实的图片、动
作、动画来教学起到较好的学习效果。教案中设计了“Everybody. Do an action.”这一活动，但试教后发现五年级学生做动作已不
如三、四年级那样大方、有趣，所以取消了动作表演。
2）教学设计中竞争的气氛不够，学生能跟着教学思路表达自
己的意见，学会所教的内容，但缺乏竞争带来的动力，使得课堂
活力不够。
3）最后的任务型表演可以家庭为单位进行表演，而不是两个
人进行对话，这样更能激起学生参与的欲望，将所学的内容在表
演中表达出来。