Unit 6《What’s for dinner》分课时教学设计

1.知识目标： 1）使学生掌握并熟悉运用表示地点，方位的介词：

                in, on, at, from, in front of, behind, near, beside.

2）使学生掌握并能熟练运用情态动词：must, may, can的基本用法。

3）使学生能注意人称代词及形容词性物主代词在句子中的不同成分，不同形式，并能灵活运用。

 

2.语言技能目标：使学生能够用情态动词向别人介绍如何做菜。

 

3.情感目标：通过创设情境，口诀，让学生感受和体验英语语言，使语言学以致用，激发学生的学习积极性。体会中文与英文表达的差异。

 

4.学习策略目标：通过学习，使学生在一定程度上形成自主学习、探究学习、合作学习的习惯，有效交际、用英语思维的能力。

 

5.德育目标:提高学生对“节约资源”的认识，使其更懂得节省，节约，爱惜身边的事物，养成良好的生活，学习及工作习惯！并能不断品尝到在小组同学帮助及自身不断努力下，所获得的成就感！

1.掌握情态动词must, may, can 的基本用法；

2.掌握人称代词与形容词性物主代词的基本用法；

3.掌握地点，方位介词的基本用法；

4.使学生能够用情态动词向别人介绍如何做菜。

使学生能够用情态动词向别人介绍如何做菜。

分层次法、分组合作法、直观演示法、活动探究法

分组讨论法、分组合作法 、联想记忆法、口诀法

多媒体设备

4’

导入

1. Greeting.

 

2. Get the students to enjoy a piece of flash show. （展示几个表示地点，方位时用的介词）

3. Ask the Ss to have a view of these prepositions, then to read after the flash.

 

4. 提醒学生near表示两者间的距离时，没有beside那样接近，作，“在……附近”之意，而beside比near较“靠近，接近”。

 

5.教师用实物粉笔与粉笔盒的位置关系提问，“Where’s the chalk now?”

Observe the flash

carefully.

 

Have clear ideas of

these prepositions,

in, on, at, from, in

front of, behind,

near, beside, then

read after the flash.

 

Make sure that they

can read each word

and expression

well.

Get the Ss to

have a clear

idea of the meanings of the prepositions.

 

Attract the interests of the students with the interesting flash.

8’

语法

1. Team competition:

Each team must give an example sentence of each preposition. Then we’ll judge which team is the best according to their behavior and sentences.

 

2.Add some useful  

expressions:

1)be made from由…做成的（看不见原材料）

e.g. The paper was made

from wood.(We should

value it.)

2) be made of 由…做成（看

得见原材料）

e.g. The table was made of  

wood.

3)be made into 做成…

e.g. Milk can be made into

yogurt.

4)besides 除了…以外，还有…

e.g. We all have seen the film besides Miss Ouyang.

（基础比较好的同学还可以多联想，多举例)

 

3. Judge the best team according to the sentences and their co-operation.

 

4. Give a gift to the best team. And ask the others to learn from them.

Team work:

Discuss the example sentences, try to give more better ones. Of course, if they have any problems, they can ask help from the T.

 

 

Take notes and ask questions if they have any difficulties.

 

 

 

Make sure to understand the expressions well.

 

 

 

Those who are good at English can list more expressions about prepositions.

 

Take thrifty into mind.

 

 

 

 

 

 

 

 

Get the students to learn the prepositions well by the given sentences.

 

Form their

habits of

co-operation

and doing

better and

better .

 

Help the Ss to

have clear

ideas some

confused

expressions,

and this will

help them do

exercise more

easily.

4’

练习

1.更对Page 84 ⑦的答案。

1)请两位同学上台来把他  

们的答案共享，其他同学也把自己看法抒发出来。

2)肯定同学的优点，点出其 

不足。

 

2.抢做Page 86 ①。

1)各组只要有完成的，就到 

黑板写下答案，全队的小组加分。

2)点评（肯定优点，点出不 

足）

 

 

 

Follow the teacher.

 

 

 

 

Make sure to write carefully and correctly.

 

Increase the interests of the students.

 

Check what they have learnt.

 

Make sure they grasp the prepositions quite well.

9’

代词

1. 口诀:

I是主格，me是宾,

You是主格，也是宾

He是主格，him是宾

She是主格，her是宾

It是主格，也是宾

We是主格，us是宾

You是主格，也是宾

They是主格，them是宾

人称代词主宾格，作用不同     莫用错。

主格动词前做主，动词介词后宾格。

You和it主宾同，其他主宾须分清。

人称代词并列现，尊重他人礼当先。

单数人称二三一，复数人称一二三。

若把错误责任担，第一人称我靠前。

2. Explain the formula and give examples.

 

3.      Let the Ss do ② on Page 85.Encourage them to ask questions.

 

4. Go down to the Ss, give a hand to those who needs help.

 

5. Get 4 students to write down   

their answers on the Bb. Let the others check answers and tell reasons.

 

6. Praise those who did well and ask them to pay attention to the differences between the Subjective Case and the Objective Case

 

7. 友情提醒：汉语中的我爸爸，你姐姐，他叔叔，她弟弟，它名字，全得用形容词性物主代词my, your, his, her, its修饰，表“……人的”,形容词性物主代词后得接名词。

e.g. Our house is in their town.

 

8. Ask the Ss to work in teams to give more examples. The more, the better. And demand them to express correctly.

 

9. Praise the teams who do well in discussing and giving examples. Point out some mistakes.

Try to follow the T.

 

Make sure to

understand the

formula well, if

have problems,

don’t hesitate to ask

the T or other

classmates.

 

Team work:

Discuss the formula

and do② on Page

85.

 

Ask for help from the T or others while meet difficulties.

 

Those who are good at English try to retell the formula.

 

Check answers and tell reasons.

 

After grasping the differences between the Subjective Case and the Objective Case, have a view of the Possessive Adjective.

 

 

Team work:

Discuss and try to give more examples about the   Possessive Adjective.

 

Pay attention not to make mistakes.

 

Have a clear idea of the Personal Pronouns and the Possessive Adjective.

Help the

students to

know the

personal

pronouns

clearly and

well.

 

Let the Ss

have a clear

idea of the

usage of the

Subjective

Case and the

Objective

Case.

 

Tell the Ss

that it is not

so difficult to

distinguish

something

seemed

confused, if

we can be

patient to find

a good way.

 

10’

情态动词

1. 向学生出示一些标识（贴在黑板上）：

 禁止吸烟标识，禁止停车标识，禁止拍照标识，停止标识等。然后让学生将下面的语句与标识连接起来，

1)      You must stop here.

2)      You must be quiet here.

3)      You can’t take photos here.

4)      You can park here from 7:00 pm to 7:00 am.

5)      You can’t park here.

6)      You mustn’t smoke here.

 

2. 让3位同学分别解释对must, may, can的了解，各给个关于做菜或点菜的例句。

 

3. 让其他同学点评：（补充，修正）

 

4. 总结三个情态动词的用法:  

后面都直接跟动词原形。

1)      must(必须，肯定):态度上，语气上最坚决。

e.g. The sausage must   

be in the fridge.(肯定是)

2)      may(可以，可能)

3)      can(能，会)：

4)      否定结构在情态动词后加not, 疑问句结构是将这些词提到句首。

e.g.

① You mustn’t drive    

after drinking.

sugar right now?

      ②He may not order the soup again.

       ③You can’t cook the egg too long .

 

6. Do ① on Page 85.

 1) Go down to the Ss to find problems and help them to solve immediately.

 2) Get several Ss to report their answers.

 3) Check their answers. Praise thosewho did well. Ask the others applaud for them.

Follow the T, match

the cards with the

sentences.

 

 

Explain must, may,

can and make

sentence.

 

 

 

Add or correct what

the previous

classmates said.

 

 

Have a clear

thought of the usage of the three Modal Verbs.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Know well about

their negative forms

and question forms.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Do ① on Page 85.

 

A few Ss report

their answers,

others check them.

 

Applaud for the good job.

Help the

Students have

a clear

thought of

must, may,

and can.

 

 

 

Let the Ss

know that

there are full

of English

signs in our

real life, we

should know

well about

them.

 

 

 

Let the Ss

experience

“the harder

you work, the

more you

gain”.

2’

复习巩固

1.复习表示地点，方位时用的介词：

 In, on, at, from, in front of, behind, near, beside

2.复习人称代词口诀及形容词性物主代词后加名词要牢记

3.复习情态动词must, may, can的用法

Listen to the T

carefully and

follow her.

 

1’

作业

1. Ask them to find out more English signs. And tell your classmates what they mean in English.

2. Let them do ②③on Page 86.

3. Make a survey to find out how Englishmen / Americans have meals. (Some are good at English can read For Better Performance in advance, and ask questions next class.)

Listen carefully and follow the teacher.

 

In, on, at, from, near                       must（必须，肯定）+V.原

In front of, behind, beside, besides            may(可以，可能) +V.原

be made from由……做成的（看不见原材料） can(能，会) +V.原

Be made of由……做成的（看得见原材料）

be made into 做成……