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1、灵通少儿英语第一册UNIT6教学案例篇一：新编实用英语教案第一册Unit6 Unit Six Study I. Objectives: By the end of this unit, the students should be able to 1) read, discuss and translate diplomas and degrees in English, 2) learn some expressions in talking about courses, diplomas, degrees, and certificates in relation to their edu
2、cation, 3) comprehend the two passages and master the useful expressions in them, and 4) finish the exercises by themselves or with some help. II. Introduction Lead-in（导入）: First, the students are asked to discuss the importance of diploma. Then their opinions are written down on the blackboard. Fin
3、ally, the introductory remarks will be made by the teacher as follows: The diploma, degree, or other educational certificates are of utmost importance for those who want to seek a good job or receive a promotion. A lot of people have to study for a long time and many courses to get different degrees
4、 from the universities or colleges. In this unit you will learn how to converse about what degree you have and inquire about other peoples education. III. Teaching Procedures: Section I. Talking Face to Face Step 1. Presentation: Read the following Samples of a diploma and a degree of bachelor. Samp
5、le 1 翻译: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
6、 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。 （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： Do you want to eat out ? Do you like Chin
7、ese food or Western food ? I think .Restaurant is better. restaurant is father away thanrestaurant. The food is more delicious. 2. 能力目标 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。 3. 情感目标 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。 四、教学步骤 Step One Preparatoin- Lead-in （2min） 1. Guess the meaning of the wor
8、d 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。
9、) 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 cant, teacher helps them read the words. Then students read the words a
10、nd tick 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. (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
11、 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 Re
12、staurant 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 tw
13、o 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 cant get the right answers, teacher can play the tape
14、 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 cant 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。whil
15、e-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 e
