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Unit 6 Can I take your order
(第四课时)
一、教材分析
1. 教学内容
本课时系教材《英语1 (基础模块) 》第六单元的第四课时，包括Language in Use和Unit Task 两部分，具体内容为：形容词比较级和最高级的用法、与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，以便外国朋友来访时加以选择。这些内容总结了本单 元的重要词汇和语法，并在完成真实的任务中达到综合运用本单元所学语言的能力。
2. 教学重点、难点
1) 教学重点
总结形容词比较级和最高级的用法，学生能够理解其变化形式和规律，并能在口头和书 面上正确使用；
通过在具体语境中使用和练习，学生能巩固本单元重点词汇；
通过完成单元任务,即请一个美国朋友到一家合适的餐厅吃饭，提高学生综合运用语言的 能力
2) 教学难点
根据图片情景，学生能正确并熟练使用形容词比较级和最高级；
学生能够运用本单元的所学语言完成一个真实的任务，即请一个美国朋友到一家合适的 餐厅吃饭
二、教学目标
1. 知识目标
1) 学生能熟练掌握与餐厅有关的词汇，如： manager, fork, menu, customer, chopsticks, juice, coffee, beef等；
2) 学生能熟练掌握形容词比较级和最高级的用法。
2. 能力目标
1) 学生能在口头和书面上正确运用形容词比较级和最高级比较事物；
2) 学生能将与餐厅有关的词汇进行分类并写出菜单；
3) 学生在完成单元任务的过程中，提高语言综合运用能力，即听、说、读、写能力。
3. 情感目标
1) 学生能积极和他人合作，完成任务；
2) 学生敢于开口，勇于实践；
3) 学生能客观评价周围事物，并做出合理的选择。
三、教学步骤
Step One Grammar focus. (12m)
1. Read the table.
Let students look at the table on page 95 and try to generalize the rules of the different degrees of adjectives: Positive degree, Comparative degree and Superlative degree. Then the teacher summarizes the usage of adjective degrees.
(设计意图：通过表格呈现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 sentences they may say in that situation, following the example. Finally, Teacher asks 3 students to write the sentences on the blackboard to see if they are right.
(设计意图：结合对图片的理解，在实际的语言情景中应用形容词比较级和最高级。)
3. Discuss and write. (Activity 18)
Students discuss in the groups to find out “who is the ... in our class” and write it on the book,following the example. Another 3 students write the sentences on the blackboard to make every student check whether the sentences are right or not.
(设计意图：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。)
Step Two Vocabulary practice. (12m)
1. 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.
(设计意图：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. Discuss and write. (Activity 20)
Suppose you run a restaurant. You need English menus for foreign guests. Work in groups and make a menu. Then compare your menus and choose the most attractive restaurant for foreign guests.
(设计意图：通过为外国客人制定菜单并通过比较选出最好的菜单，让学生在写菜单过 程中再次巩固词汇的学习和形容词比较级和最高级的用法。)
Step Three Unit task. (20m)
Teacher shows a map of 5 different restaurants around the school. The information about their location, menu will be shown on each map.
Teacher introduces a situation to the class: An American friend comes to our school. You want to invite him / her to eat out. You want to find a restaurant with reasonable prices and good food. Now you need make a survey to decide on a restaurant. Students work in the groups and the steps are as follow:
1. Choose three restaurants near the school.
2. Choose three kinds of food and drinks that are related in all the three restaurants.
3. Ask classmates about the food quality in the three restaurants, using the following sentence patterns:
Do you like ...
How about / What about ...
Is ... far from / near our school
Is it delicious
Is the food good How much is it
4. Complete the following table.
Name of the Restaurant Kind of Food Quality of Food (delicious or not) Average Price Place (far or near school)
5. Report the result of the survey.
One of the students in every group presents the result of the survey, following the example on page 98.
(设计意图：结合本单元任务，教师提供自己学校附近的餐厅的地图和餐厅图片，并附 上相应的各餐厅的菜单。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。最重要的是，在任务的过程中，学生能综合运用本单元的语言知识， 提高他们综合语言应用能力。)
Step Four Homework. (1m)
Set up own restaurants in every group.
1. Name your restaurant.
2. Choose the location.
3. Make a menu.
4. Compare with the restaurants in other groups and fill in the following form.
Name of the Restaurant Kind of Food Price of Food Place (far or near school) Popularity
Prepare a report to introduce one of the restaurants.
(设计意图：通过选址，制定菜单，学生创建自己的餐厅, 激发学生兴趣，再和其他组的餐 厅进行比较并准备一份报告介绍其中一家餐厅。通过该作业将课堂的知识延伸到课外， 提高学生综合运用语言的能力，开发学生的创新精神，培养学生的合作精神。)
四、板书设计
Unit 6 Would you like to order
the answers to Activity 17 (written by students)
the answers to Activity 18 (written by students)
五、教学反思
1. 本单元教学以任务型教学为主要教学方法，创设各种情境，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。尊重每个学生，积极鼓励他们在学习中进行尝 试，创造合作学习的机会，促进学生互相学习，体验成就感，发展合作精神。
2. 本单元的主题与学生的专业有联系，所以学生比较感兴趣，他们能积极投入到学习中。通 过每一课时的学习逐步实现学习目标。在体验、实践、合作与探究中发展了听、说、读、 写的综合语言运用能力。

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