Unit 5 Condiments & Spices:第三课时 教学设计——《西餐英语》(中国人民大学出版社)

资源下载
  1. 二一教育资源

Unit 5 Condiments & Spices:第三课时 教学设计——《西餐英语》(中国人民大学出版社)

资源简介

课程名称 西餐英语 授课专业 西餐烹饪专业 授课班级
课题名称 Unit 5 Condiments & Spices 授课课型 专业课 授课教师
授课学时 1 授课地点 授课日期
教学 内容 分析 本课是第五单元的第三节课,学生在前两节课已经学习了调味品单词和词组,会用英语命名调味品、描述味道、说明用途和分类。 本课将聚焦在香料及其用法的相关单词、词组以及对话的学习。在教学过程中,教师可以充分利用多媒体教学的优势,同时结合实物教学法,引导学生掌握相关词汇。
教学目标 知识目标 1.Learn and get familiar with the words of spices, such as: cinnamon, clove, rosemary, fennel, ect. 2.Learn and read the dialogue indicating the name, the use and introducing the flavor of spices fluently. describing
能力目标 1.Recognize and speak out the words of spices, such as: cinnamon, clove, rosemary, fennel, ect. 2. Imitate and speak out the key sentences, such as: (1) What do you want me to do Hand me the... (2) Is this common in the kitchen Yes, you’re right.
素养目标 1. Cultivate students' good habits of observation and accumulation in the workplace. 2. Students will be aware of the importance of autonomy and cooperative learning.
教学重点 Speak out the words and phrases of spices, such as: cinnamon, clove, rosemary, fennel, ect.
教学难点 Use the key sentences such as: (1) What do you want me to do Hand me the... (2) Is this common in the kitchen Yes, you’re right.
教学方法 Task-based Teaching Method Situational Teaching Method
教学手段 Multimedia
教学环境 ○文本素材 ●实物展示 ●PPT幻灯片 ●音频素材 ●视频素材 ○动画素材 ●图形/图像素材 ●网络资源 ○其他
教学设计 Step 1 Lead in (2’) Show students real condiments and spices. Let students tell the difference between condiments and spices, and pick out the spices 3. T points at the spices and ask the questions: 1) What is it called in English It is called ... (Ss may use Chinese like 桂皮,丁香等.) 2) Is this often used in Chinese cooking (Yes. / No.) 设计目的:Lead in the new lesson with real condiments and spices to arose student’s interest. Step 2 Clarity of task (1’) Task: Suppose you are a trainee in the western kitchen, you will get familiar and speak out the words and phrase of spices correctly, and then indicating the name, the use and introducing the flavor of spices with your chef. 设计目的:Give Ss a clue of what they are expected to achieve in this lesson. Step 3 Analysis the task (2’) 设计目的:Get students’ ideas into shape with the mind-map. Step 4 Task preparation (10’) Subtask 1 Get familiar and speak out the words and phrase of spices. Activity 1 Read these words. 1.Let Ss read these words after the tape. 2.Let Ss practice these words in pairs. 3.Let Ss read these words one by one. 设计目的:Make students understand the content of this lesson and motivate them to prepare for this lesson. Subtask 2 Get familiar with simple sentence pattens. Activity 2 Look, write and talk in pairs. Look at the pictures of spices and speak out what they are in English. Make dialogues according to the key sentences and words. Key sentences: A: What do you want me to do B: Hand me the ____. (cinnamon/clove/dill/thyme/bay-leaf/rosemary/saffron/fennel) 设计目的:Consolidate the words and phrases by pictures and make the dialogue with the given structure to lay a good foundation for the next activity. Step 5 Task implementation (20’) Subtask 3 Get familiar with complex dialogues about indicating the name, describing the flavor, introducing the use of the spices. Activity 3 Listen and complete the dialogue. Let Ss listen to the tape. Ask Ss to fill in the blanks. 3. T checks answers with the class. 设计目的:Find out the key information while skim listening. T asks Ss to read the dialogue with partners and answer the questions: Q 1: What is the dialogue about Q2: Are the spices common in the western kitchen 设计目的:Get the general idea of this dialogue. Explain the key words and phrase. slightly 副词 轻微的 E.g. a slightly different taste略有不同的味道 2)seasoning 名词 佐料 E.g. Mix the meat with the onion, carrot, and some seasoning. 把肉和洋葱、胡萝卜及一些佐料搅拌在一起。 3)common 形容词 常见的,普通的 E.g. Spices are very common in western cooking. 香料在西餐烹饪中十分常见。 设计目的:Master the key words and understand the meaning of the dialogue Reorder and read Let Ss reorder and sentences into a dialogue. Ss read the dialogue in pairs. 设计目的:Consolidate the expression indicating the name, describing the flavor, and use of spices. Step 6 Presentation of task (10’) T asks the Ss to brainstorm more expressions of indicating the name, describing the flavor and use of spices. Based on the dialogue and given information, T asks the Ss to work within groups to finish the task: Suppose you are a trainee in the western kitchen, you will get familiar and speak out the words and phrase of spices correctly, and then indicating the name, the use and introducing the flavor of spices with your chef. 设计目的:Comprehensively apply what have been gained in a practical task. Step 7 Evaluation (2’) 1. Ask Ss to conduct self and mutual evaluation. 2.Give feedback. 评价内容权重得分1.语音语调准确22.语音流畅清晰23.正确使用重点词组24.灵活运用重点句型25.分工明确,配合默契2
设计目的:Use the knowledge learned flexibly in real tasks to consolidate the learned knowledge and develop the sense of cooperation. Step 8 Summary & self-reflection (2’) Ask Ss to make a mind map of what they have learned. 设计目的:Sort out and present key points. Step 9 Homework (1’). Revise the dialogues and upload the record to the online learning platform. 2. Review the key words, phrases and structures learnt in the first 3 lessons.
评价量表 ○行为表现 ○课堂作业 ○测验测试 ○制作作品 ○其他

展开更多......

收起↑

资源预览

error当前文档不提供在线查看服务,请下载使用!