unit6 教案（合集5篇）

第一篇：unit6 教案

UNIT 6 Can I take your order? 课程名称：英语

使用教材及出版社：《英语基础模块1第2版》高等教育出版社 教学课型：技能课 课时：共9课时 教学目标：

语言知识目标：学生能够理解并运用与饭店相关的词汇及内容的比较级和最高级。从不同方面谈论并比较餐厅。语言技能目标：

听——学生能够听懂有关饭店点餐的谈话。说——学生能够用简单的句式询问并提出建议。读——学生能够读懂英文菜单。

写——学生能够简单介绍饭店的基本情况，如路程远近、饭菜价格及质量等。学习策略：

学生能够运用阅读表格的策略对餐厅进行比较。文化意识： 学生能够了解西方国家的就餐习惯以及中西餐饮文化的不同。情感态度：

学生能够了解和运用餐厅服务员及就餐者的基本礼仪。单元任务：

学生能够运用所学语言对学校周边的饭店做比较调查，以便外国朋友来访时加以选择。教学重点：

学生能够用简单的句式询问并提出建议。教学难点：

学生能够较灵活的运用形容词比较级和最高级。教学方法：

活动教学法、任务教学法、情景教学法

教学准备：

PPT、Audio file for listening 教学过程：

Period 1-2：Words & Expressions Step 1 Lead-in T greets Ss as usual.Do you often eat out? What kind of restaurant do you prefer? T help Ss read all the new words correctly.Step 2 New content T helps Ss have a general idea of the usage of some important words.1.order a.点餐

Three orders of fried chicken 点三份炸鸡 May I have your order, please? = Can I take your order?（在餐馆）请问你要点什么？ b.顺序 In order 顺序的（反义词）out of order 杂乱的，不按顺序的

Put things in order 整理东西

The room is in good order.房间井然有序。

c.In order to do 为了做（比单纯的to do更强调目的）They did anything in order to make money.为了赚钱他们什么事都做。

2.Waiter/waitress actor/actress god/ goddess lion/ lioness prince/ princess host/ hostess tutor/tutress(女家庭教师)spokesman/spokeswoman salesman/saleswoman landlord/ landlady 3.Burger = hamburger 4.Say cheese!笑一个！（Don’t move!More teeth！别动！再笑开一点！）5.Steak 烧烤方式有rare半熟，medium七分熟，以及well-done全熟。6.Medium（尺码size：Large大号，Medium中号，Small小号。加大加小号

在前面加extra，用X表示。）

7.Salad days（使用复数）没有经验的少年时代，少不更事的时期。

8.Cheap（inexpensive）——（反义词）expensive 一般和物品东西连用，不能和price连用。

Things are cheaper in the country.= Price are lower in the country.乡村的物价比较低廉。（Price are cheaper„×）Step 3: Consolidate and expand T help Ss complete the following exercise.Translation: 1.（在餐馆）请问你要点什么？May I have your order, please? = Can I take your order? 2.四份牛排：four orders of beef steak 3.书架乱七八糟。The bookshelf is in bad order.4.为了美好的未来我努力工作。I worked hard in order to have a bright future.5.为了取得进步她努力学习。She studies had in order to make good progress.6.询问商品的价格：How much is the„? = What’s the price of „?

7.最近大米的价格比较贵。Rice is expensive recently.= The price of rice is high recently.Step 4: Summary T make a short summary of what we’ve learned today.Step 5: Homework Read the new word many times to memorize them.Review the usage of important words and complete the exercise.Period 3-4: Listening and Speaking Step 1: Lead-in T greets Ss as usual.T lead Ss review new words and expressions we have learned last period.T make a command on Ss’ exercise.Activity 1: Read and tick.Ss tick out the words about restaurant.T check their answers.Activity 2: Look and complete.Ss read the pictures and try to complete each sentence with proper words.T check their answer.Step 2: New content Activity3: Look and tick.Ss work in pairs to discuss what the waiter might say in the restaurant.T check their work and give some explanations.Activity 4：Listen and match.Ss listen to the recording and match the person with the food they order.T check their answers.Activity 5: Listen and complete.Ss listen to the recording again and write down the drinks they order.T checks the answers.Activity 6: Listen and underline.Ss listen to the recoding and underline the sentences about talking about ordering.Ss read the dialogue by following the recording.T explain some language points.Key phrases and sentences: Would you like something to drink? 你想喝点什么？ Would you like…? 这里意为“你想要。吗？” Eg: Would you like an apple? 想吃个苹果吗？ Would you like some noodles? 想来点儿面条吗？ Step 3: Consolidate and expand Activity 7: Act and practice.Ss make a similar dialogue with their partner based on Activity 6.Sample : A: Can I take your order? What would you like to eat/ drink? B: I’d like…

A: Would you like…? B: Yes, please./No, thanks.A: What about you? B: I’d like…/ I’ll have the same.T asks some pairs to demonstrate their performance.Activity 8 Talk and complete.Ss work in groups to make a menu.Ss show their menus to the whole class.Step 4: Summary T make a short summary of what we’ve learned today.The way of ordering.Step 5: Homework Talk with partner to practice how to order in the restaurant.Period 5-6: Reading and Writing Step 1: Lead-in T lead Ss review we have learned last period.T choose 1-3 Ss to practice ordering.Step 2: New content Activity 9 Read and circle.Ss read the menu and make a menu for a party.T check their work.Activity 10 Read and guess.Ss read the sentences and try to guess the meaning of underlined words.T ask some Ss to speak out the answers.Activity 11 Read and choose.Ss read the passage and choose the suitable restaurant for each person.Ss speak out their answers.Ss practice reading.T explain some language points.Key phrases and sentences: 1.more delicious 意为“比。更美味” Eg I think Chinese food is more delicious than Western food.我觉得中餐比西餐好吃。

2.I want to invite my friend to eat Chinese food.我想请我的朋友吃中餐。Invite sb.To do sth.请某人去做某事，也可以是invite sb.to sth.Eg She invites me to have dinner.她请我吃饭。She invites me to her birthday party.她请我去她的生日宴会。

3.But I don’t have much money.但我钱不多。Much表示“许多，很多”。Eg I don’t have much free time.我空闲时间不多。

4.I want to eat out with my friends.我想和我的朋友去吃饭。With 在这里表示“和…”。Eg I often go shopping with my mother.我经常和我妈妈去买东西。

She often goes to she seaside with her family in summer.她夏天经常和家人去海边。Activity 12 Read and write.Ss work in groups to write down the reasons of choosing which restaurant.T check their work.Step 3 Consolidate and expand Unit Task Make a survey to compare three restaurants near your school.An American friend comes to your 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 to make a survey and decide on a restaurant.1.Choose three restaurants near your school.2.Choose three kinds of food or drinks that are served in all three restaurants.3.Ask your classmates and teachers about the food quality in three restaurants.You may use the following sentence patterns.Do you like...? Is it delicious? How about / What about...? Is the food good? How much is it? Is...far from / near our school? 4.Complete the following table.Name of the Restaurant Kind of Food Quality of the Food(delicious or not)Average Price Place(far or near school)5.Report the result of your survey.Eg: Among the three Restaurants, _______ Restaurant has the longest menu.The food in ________ Restaurant is the best;______ Restaurant is the most expensive;and __________ Restaurant is the nearest to school.So I will choose _______ Restaurant to have dinner with my friend.Step 4: Summary T make a short summary of what we’ve learned today.Step 5: Homework Talk with partner to practice how to ordering.Period 7-8: Language in use Step1: Lead-in T lead Ss review we have learned last period.Step 2: New content T helps the students have a general idea of the usage of “Comparative Degree”.形容词比较级和最高级

形容词比较等级同城可分为原级、比较级和最高级三种基本形式。比较级的基本用法：

1.基本句型：A+动词+形容词比较级+than +B。例如： 1）Mike is taller than Tom.麦克比汤姆高 2）

3）Dumplings are more delicious than noodles.饺子比面条更好吃。Kate has more books than Jim.凯特比吉姆的书多。

2.在形容词比较级前还可以用much, even, still, a lot, a little等来修饰，表示“…得多”，“甚至…”，“仍然…”，“更…”，“一些…”，以加强语气。例如：

1）This skirt is much more beautiful than that one.这条裙子比那条漂亮 得多。

2）He is even lazier than before.他甚至比以前更懒了。

最高级的基本用法：

基本句型：主语+动词+ the +形容词最高级+ of/ in +…。例如： 1）2）3）Our school is the biggest of the three.我们学校是三所中最大的。Spring is the best season of the year.春天是一年中最好的季节。He can answer the most difficult question.他能回答最难的问题。Step 3: Consolidate and expand Activity 13 Look and write.Ss work in pairs and make sentences with given words.Activity 14 Discuss and write.Ss work in groups to discuss about the “most” in class, then write down the sentences.Step 4: Summary T make a short summary of what we’ve learned today.(Comparative Degree)Step 5: Homework T offer each Ss exercise to conclude language points.Period 9: Vocabulary practice Step 1: Lead-in T lead Ss review we have learned last period.T make a short comment on exercise paper.Step 2: New content Pronunciation Practice 1.T explains the pronunciation rules of the given six phonetics./s/ /z/--/s//z/是s的发音，/z/又是z的发音。舌齿摩擦辅音。发音时舌端靠近齿龈，气流由舌端齿龈间送出，形成摩擦音。/s/是清辅音，声带不振动；/z/是浊浦音，声带振动。[ s ] 字母组合: s c ss ce 单词举例：six sing snow cinema city [ z ] 字母组合: z s ze se 单词举例： zoo zero pizza these those // //--////是th的发音。舌齿摩擦辅音。发音时舌尖轻触上齿背，气流由舌齿间送出，形成摩擦音。//是清辅音，声带不振动；//是浊辅音，声带振动。[ θ ] 字母组合: th 单词举例：thin thank three [ ð ] 字母组合: th 单词举例： this that these those /f/ /v/--/f/是f和ph的发音，/v/是v的发音。唇齿摩擦辅音。发音时下唇轻触上齿，气流由唇齿间通过，形成摩擦音。/f/是清辅音，声带不振动；/v/是浊辅音，声带振动。[ f ] 字母组合: f ph gh 单词举例： fox fish laugh photo elephant [ v ] 字母组合: v 单词举例： Very vase five love wave eleven 2.Ss practice reading the 6 phonetic symbols under T’s help.3.Ss listen and repeat.Read the following sentences after the tape and the teacher.Pay attention to the pronunciation and intonation.Step 3: Consolidate and expand Activity 15 Read and group.Ss work individually to divide given words in different groups.T check their answer.Activity 16 Discuss and write.Ss work in groups to make menus for their families, then compare with each groups and choose the best one.Life and Culture T give some hints to the passage “The Origin of Sandwich”.Ss read the passage after recording to practice reading skill.T ask some Ss to read out the passage and correct their wrong pronunciation.Step 4: Summary T make a short summary of what we’ve learned today.Step 5: Homework T help Ss review the whole unit and Ss check themselves about what they have learned and what they have mastered.

第二篇：Unit6教案

Period Three(Section A 3a---3c)Knowledge and skill：

1.Master the key words and expression:

object, magic, stick, hide, tail, turn…into, excite, western

2.Learn to tell stories.3.Develop students’ reading and comprehensive skills.Processes and method: Employ task-based teaching mode,and get the students to learn language points by reading drilling.Emotion ,attitude and value：

Arise students’ interest in legends.Difficulties and focus: Master the key words and expressions.Learn how to tell stories

Develop students’ comprehensive skills.Step 1 Revision Let some Ss tell the story of Yu Gong moves a mountain.Step 2 New words 1.Look at the pictures and learn about the new words.1.object n.物体 2.tail n.尾巴 3.stick n.棍；条 4.excite v.使激动；使兴奋 5.western adj.西方的

Step 3 Warming-up 1.Look at the pictures and answer the questions.1.Who are they? 2.In which book are they the main characters? 3.Which character do you like best? Keys: 1.They’re Zhu Bajie, Su Wukong, Sha Heshang and Tang Seng.2.Journey to the West.3.I like Monkey King best.4 Watch a video about the Monkey King.Step 4 Reading Work on 3a: 1.Tell Ss to read the article in 3a quickly and try to find the answers to the questions: ① Which book is talked about? ② Who is the main character? ③ What is he like? Ss read the article quickly and try to answer the questions: 2.The Monkey King.3.He is not just any normal monkey.In fact, he sometimes does not even look like a monkey!Work on 3b: What he can do: ① He can make 72 changes to his shape and size, turning himself into different animals and objects ② He can make his magic stick small or large.What he can’t do:

Unless he can hide his tail, he can’t turn himself into a person.Step 5 Careful Reading 1.Read the passage again and judge the sentences below True or False.1.Most pupils in England watch the TV program called Monkey in 1979 for the first time.2.Journey to the West is a new Chinese book.It’s new to Chinese children 3.Monkey King is just a normal monkey.4.Monkey King can make 72 changes to his shape and size.5.If the Monkey King can hide his tail, he can turn himself into a person.6.The Monkey King uses a magic stick to fight the bad people.7.The Monkey King’s magic stick is so long that he can’t hide it in his ear.8.Western children like to read this book because the Monkey King keeps fighting to help the weak and never give up.Keys: 1: T 2: F 3: F 4: T 5: T 6: T 7: F 8: T Work on 3c Let students complete the sentences with phrases from the passage.Check the answers。

Keys: 1.traditional 2.came out, became interested in 3.make 72 changes, turn himself into 4.is able to Step 6 Language points 1.…turning himself into different animals and objects.turn…into… 变成

e.g.I have a dream that I've turned into an elephant.我梦见自己变成了大象。2.But unless he can hide his tail, he cannot turn himself into a person.unless conj.如果不；除非。引导条件状语从句，=if…not。e.g.Unless I do, we’ll be lost.如果我不这样做, 我们会迷路的。hide v.隐藏；隐蔽。(hide-hid-hidden)e.g.Where did you hide the money? 你把钱藏哪里了？

I hid the broken plate behind the table.我把打碎的盘子藏在餐桌后面了。3.…the Monkey King uses a magic stick.magic adj.有魔力的；有神奇力量的

e.g.All the people heard of the magic carpet.所有人听说过魔毯的故事。Step7 Exercises Ⅰ.Choose the correct words.magic, birth, hide, tail, turn…into, western 1.Four years later, Laura gave _____ to a son.2.They want to _____ the old house into a hotel.3.England lies to the _______ part of Europe.4.She broke her _______ mirror into pieces.5.Dogs wag their_____ when they’re pleased.6.Don’t ______behind the door.It’s not safe.Keys: birth, turn, western, magic, tails, hide Ⅱ.Fill in the blanks.1.A neighbor ______(call)Tony, helped me repair my fence yesterday.2.The Monkey King can make 72________(change)to his shape and size.3.His uncle isn’t interested in _________(play)chess at all.4.The two boys kept ________(skate)for one hour.5.No one _______(be)able to answer him at that time.Keys: called, changes, playing, skating, was Homework Make sentences with these words.be able to;make 72 changes, turn…into;so…that;came out;become interested in;keep doing sth.Board Design

Which book is talked about? Who is the main character/ What is he like?

Step8教学反思

本课时是阅读课，旨在通读文本阅读，教学生学会讲故事，在了解中国传统神话故事的同时，提高阅读领悟能力。由于话题是学生熟悉且喜欢的孙悟空，所以同学们表现了极高的学习热情，都能积极地发言，踊跃参与活动，很好地完成本节课的任务，达到了预期的教学目标，并且培养学生阅读的习惯。

第三篇：Unit6 Me教案

Unit6 Me Teaching aim: 1.To learn the letters and the story.2.The pupils can act out the story.3.Never give up and love our families.Teaching important: 1.Master the sentences.Teaching difficult: How to act out the story.Teaching tools: Multi-media, PPT ,cards and stickers.Teaching steps Step 1 Warm-up 1.Greetings.2.Sing an English song.3.Free talk.(Introduce themselves)Step 2 Presentation 1.Show them a cat Mimi, then ask “Mimi is not happy, why?” 2.Show them a video and lead them to answer “He can’t see his mum.”

3.‘Who does he see in the story?’Lead them answer ‘rabbit, dog, mouse and a cat.’ Then teach the sentences one by one by listen and repeat.4.Show them pictures ,then ask them to circle and say, lead them to fill in the blank.5.Show them videos of kangaroo and lion.Then lead them to make new stories.6.Listen and have a look , Mimi find his mum.Then lead them to say out the sentences “My „Your„,too.” Step 3 Practice 1.Let’s chant.2.Listen and read follow the video.3.Say and act.4.Group work.Choose and act.5.Sing a song.(Mummy, Daddy)6.Read the sentence patterns on the blackboard.Step 4 Homework 1.Listen to and read unit 6.2.Act out the story.Unit 6 Me Are you my mum? Yes.No.My„is„/My„are„

Shen Xiaoyan

第四篇：Unit6 T1 SectionC教案

Unit6 Our Local Area Topic 1 There is a study next to my bedroom ?

Section C

大集中学二分校 柳娟

教学目标

1.Knowledge aims 1)Learn some new words and phrases.in the center of,yard,beautiful,flower,large, at the back of, on the left/right of

2）Go on learning the prepositions of position and the sentence structure“there be” 2.Skill aims

1)能听懂谈论房间、室内摆设的表达，并且做出恰当的回应。

2）能在图画的帮助下进行阅读，掌握一定的阅读技巧，并按要求进行语言活动。3.Emotional aims

1)能在学习的同时，热爱自己的生活环境。

2）能够与同伴积极合作，参与课堂活动，大胆实践。Teaching aids：多媒体 Teaching Procedures 1.自主学习

检测新单词：根据首字母及句意写单词

1）The Greens have four children.Jim is the o_____boy.2）This is a l______ bedroom.There are four beds in it.3）There are many beautiful f_______ in my garden.4）The boy has three m______ cars on the desk.5）In the c_____of the y_____, you can see a red car.1.)预习31页的短文，画出介词短语。2.)预习填空完成31页的2.2.合作交流

1.)讨论图片，复习句型：

A:What’s in/on/under/in front of/behind。。？ B:There is/are。。

2.)讨论图片，回答下列问题。

a)What's in the center of the home? b)

What's at the back of the yard? c)

What's on the left of the yard?

4).What's on the right of the yard?

班级展示

1.Work alone.回答问题。1.1.What’s in the garden?

A: some flowers

B.Some trees

C.some flowers and trees 2.Who loves playing on the computer in the study?

A.The writer

B.The writer’s mother

C.The writer’s father 3.What is the writer doing？

A.He is singing in the tree.B.He is cooking in the kitchen.C.He is cleaning the study.4.What is the writer's mother doing ?_______________________________ 质疑探究

1.在英语中我们学习过三个表示“家”的词：family, home 和house.本文的标题是My Home, 可否改为 My Family 或者My House?为什么？试一试。

_____________________________________________________________

自悟自得

你都学到了哪些短语？

1）in the garden at the back of

in the study near the house

next to the bathroom

in the kitchen

in the living room 2.）in the center of “ 在……中央（心）”

e.g.There is a small garden in the center of the yard.3.）in the tree“在树上”，表示并非树上固有的，是外来的东西在树上；（外因：外来物用in)

on the tree“在树上”，表示本来长在树上的叶子或果实。e.g.There are some birds singing in the tree.There are some apples on the big tree.4.）on the left of the yard

“在院子的左边”，on the left/right of...“在……的左/右边”

e.g.There is a house on the right of the road 在公路的右边 On the left of the yard, there is a kitchen and a dining room.达标反馈

I.一

句型转换

1.There are some apple trees at the back of the yard.(画线提问)_______ ______ at the back of the yard?

2.There is some orange in the bottle.(改为否定句)There ____ _______ orange in the bottle.3.There is only one flowers in the room.（画线提问）______

______ flowers _____ ______ in the room? 4.There are two bottles of milk in the kitchen.（画线提问）_____ ______ milk _____ ____ in the kitchen? 二

单选

（）1.LiLei sits ________me.He is my deskmate.(同桌).A.behind

B.next to

C.in front of

D.in（）2.Look!There are some red apples ______ the

tree.There are also some birds _______ it.A.in ,in

B, in ,on

C, on ,in

D, on , on 教学反思：

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

第五篇：Unit6 Colours 教学教案

Unit6 Colours 教学教案

Teaching objectives：

1.student can listen speak read write this words： red, yellow, green,orange...2.student can use this Sentence： What colour is the/my/your...,and use

It’s

answer questions

3.student can Consolidate this sentence： Look at the/my/your...And learn Praise

4.Create a good atmosphere for learning English, stimulate students' interest in

learning English

5.Through the understanding of the world, cultivate students' aesthetic ability The focus of teaching：

1.student can listen speak read write this words： red, yellow, green,orange...2.student can use this Sentence： What colour is the/my/your...,and use It’s

answer questions Teaching difficulties：

1.A few words about the main colors of the sound of brown, white, orange etc..2.student can said the sentence What colour is it now? It’s...The teaching process:

一、Warm-up

1、Greetings.2、Sing a song: colour song.二、Revision

1、With the letter card review the 26 letters and vowels.2、Review unit word cap shirt......三、Presentation

1、T:Look at this picture? what’s this?

S:It’s flower.....2、T: Now ,look at the pictures.:red, blue, yellow, black, green,and, white...3、learn story time（1）Watch the cartoon,then answer the question:

1.Who is she ?

2.What kind of show did Yang Ling give? 3.What colour is the first skirt?......(2)Watch the cartoon again,then complete:

Look at my skirt.It’s_______.What colour is my skirt____? It’s______.What___is____ now?

It’s red___yellow.4.Follow the video by imitation

5.pair work 四．Practice

1、Play a guessing game.What colour is the skirt?

What colour is the sweater?

What colour is the cap?

What colour is the T-shirt?

五、Homework

1、Listen speak read write this words two times

2、Sing the song: colour song

3、Draw a picture and say the colours.1106 2011302 张蕊