高中英语-教案 本文简介：
主题Areyoureadytoorder?人数16个学生年级高一，财经专业课时1?课时地点智慧教室课本职业英语第二册DesigningIdeaUndertheguidanceofthepurposewhichismakingstudyservethepractise,combiningwithPer
高中英语-教案 本文内容：
主题
Are
you
ready
to
order?
人数
16个学生
年级
高一，财经专业
课时
1?课时
地点
智慧教室
课本
职业英语第二册
Designing
Idea
Under
the
guidance
of
the
purpose
which
is
making
study
serve
the
practise,
combining
with
Personnel?Training?Program
and
requirements
of
English
improvement
,
I
adopt
the
Situation
Simulation
and
Elicitation
as
the
teaching
methods..
This
lesson
begins
with
the
real-task
situation.
Meanwhile,
students
are
required
to
learn
independently
and
explore
cooperatively
Relying
on
the
online
teaching
platform,
it
makes
full
use
of
online
and
offline
resources.
The
information-based
means,
such
as
micro-class,
and
Intelligent
Voice
Teaching
Assistant,Chao
Xing
software,
overcome
the
keys
and
difficulties
in
teaching,
promote
students’
auditory,vision
and
memory
to
join
the
language
activities,consolidate
basic
language
knowledge,
strengthen
basic
skills
and
realize
differentiated
teaching.
Finally,
the
knowledge
is
integrated
into
the
workplace
simulation
skillfully
to
improve
students'
oral
English
and
professional
quality.
Data
Analysis
System
carries
out
real-time
evaluation
before,
during
and
after
class,
which
improves
the
timeliness
of
classroom
teaching.
一、Teaching
Context
1.
Analysis
of
content
Based
on
the
Personnel?Training?Program
and
the
requirements
for
the
English
improvement,
combing
with
the
study
serve
the
practise,
the
English
course
is
divided
into
eight
projects
during
this
semester.
This
lesson
is
selected
from
Welcome
to
the
restaurant
.
Referring
to
the
listening
and
speaking
module
of
unit
5,
book
1,
the
teaching
content
is
integrated.
This
lesson
introduces
the
new
words
about
foods
and
drinks,
the
general
process
of
ordering
foods,the
sentence
patterns
about
ordering.
2.
Analysis
of
students
Learned
knowledge
and
abilities:
(1)
Understand
the
basic
process
of
ordering
foods.
(2)
Greet
customers
in
English.
(3)Use
the
teaching
platform
and
a
variety
of
application
software
skillfully.
Expected
knowledge
and
abilities：Use
the
learned
words,
and
choose
the
corresponding
sentence
structures
to
introduce
the
basic
process
of
ordering
foods.
Difficulties
in
learning:
(1)
Lack
English
words
and
sentence
structures
to
introduce
food
ordering.
(2)
Pronunciation
and
Intonation
are
not
standard,
role-plays
are
not
skillful
and
natural.
二、Teaching
Objectives
&
Keys
and
Difficulties
of
Teaching
1.
Teaching
objectives
Knowledge
objective:
Master
the
words
and
sentence
structures
to
introduce
the
basic
process
of
ordering
foods.
Ability
objective:
Use
the
words
and
sentence
structures
to
make
role-plays
in
the
given
situation.
Quality
objective:
Cultivate
the
awareness
of
cherishing
foods
and
refusing
food
waste..
2.
Keys
and
difficulties
of
teaching
Keys
of
teaching:
Master
the
words
and
sentence
structures
to
introduce
the
general
process
of
ordering
foods.
pizza
披萨
steamed
dumplings
蒸饺
mutton
soup羊肉汤
sandwich
三明治
steak
牛排
mushroom
soup
蘑菇汤
fried
dumplings
煎饺
fresh
fruit
新鲜水果
hamburger
汉堡包
...
...
Sentence
patterns：
1.
May
I
take
your
order?
Can
I
take
your
order?/
Are
you
ready
to
order?
2.
You
can
order
half
of
it.
3.
What’s
the
specialty?
4.
Would
you
like
something
to
drink/eat?
5.I‘’d
like
a
hamburger,
mutton
soup
and
fresh
fruit.
3.
Difficulties
of
teaching:
Use
the
learned
words,
and
choose
the
corresponding
sentence
structures
to
introduce
how
to
order
foods
in
the
specific
situation.
三、Teaching
Environment
and
Resources
1.Teaching
environment
Campus
covered
Wifi
(
bandwidth100M
);
Smart
classroom
(
Students
use
computers,
and
teachers
use
electronic
touching
screens.)
2.Teaching
resources
Teaching
platform
(
Extend
the
time
and
space
of
learning
and
make
communication
between
teachers
and
students
more
convenient.);
Online
and
offline
resources(
Micro
Class\
Intelligent
Chao
Xing
software\
Intelligent
Voice
Assistant\
Game
Playing……)
四、
Design
of
Teaching
and
Learning
Methods
1.
Learning
Methods
Active
Learning:
Pre-class:
Watch
the
micro
class
to
know
the
process
of
ordering
foods,
and
learn
the
words
and
basic
sentence
structures;
Then,
sort
out
and
expand
related
words
and
sentence
structures
by
thinking
map;
Finally,
work
in
groups
to
collect
the
general
information
online
and
dub
the
videos
about
making
order
in
the
restaurant
in
English.
During-class:
Carry
out
four
tasks
to
strengthen
listening
and
speaking:
Knowledge
Learning、Listening、Writing
and
Workplace
Simulation.
Post-class:
Complete
the
layered
tasks.
Cooperative
Learning:
Students
work
in
groups
to
collect
information
before
class
and
do
performance
as
a
waiter/waitress,
which
improve
their
independent
learning
ability
and
creative
thinking
ability.
2.
Teaching
Methods
Situation
Simulation:
Students
conduct
workplace
simulation
exercises
working
as
waiters
and
customers.
Elicitation:
The
teacher
shows
the
question
that
how
the
waiters
remind
the
customers
to
save
foods
and
ask
them
to
think
about
it..
五、Teaching
Path
Steps
Teacher’s
Activities
Students’
Activities
Information-based
Means
Purposes
Pre-class
|
Active
learning
1.Deliver
the
task
list
by
teaching
platform.
(Appendix
1)
2.Task
1:
Micro
class
3.Task
2:
Ask
students
to
sort
out
and
expand
the
related
words
and
sentence
structures
by
mind-mapping
.
4.
Task3:
(1)
Divide
students
into
four
groups
according
to
their
aptitudes.
(2)Upload
the
videos
about
ordering
foods
and
ask
students
to
dub
in
groups.
5.Finger
out
the
error
rate
of
words
and
sentence
structures.
Then,
make
adjustments
to
the
teaching
preset.
1.Log
on
the
teaching
platform,
and
obtain
the
task
list.
2.
Watch
the
micro
class
to
know
the
process
of
ordering
foods,
and
learn
the
words
and
basic
sentence
structures.
3.
Draw
the
thinking
map.
4.
(1)
Work
in
groups
to
collect
the
general
information
of
ordering
foods
online.（2）
Dub
the
videos
about
making
order
in
the
restaurant
in
English.
（3）Upload
the
dubbed
videos
to
the
teaching
platform,
and
vote
in
groups.
Multi-
media
Mind-mapping
Dubbing
SoftwareVideo
Teaching
Platform
1.
Micro
class
improves
students’
ability
of
self-study.
2.Mind-mapping
helps
students
to
sort
out
and
expand
the
related
words
and
sentence
structures.
3.
Dubbed
videos
help
teacher
make
adjustments
to
the
teaching
preset
well.
During
-class
|
show
2min
1.
Release
the
result
of
the
votes.
2.
Invite
the
most
voted
group
to
perform.
3.
Tell
students
my
American
friends
Judy
will
visit
me
at
ZiBo，want
her
to
taste
Shandong
delicious
foods.
1.The
representative
performs
their
show.
Video
Inspire
students'
longing
for
Shandong
traditional
foods.
During
-class
|
Knowledge
learning9min
1.
Use
the
Intelligent
Vocabulary
System
to
show
and
explain
the
words
.
2.
Give
pictures
about
foods
and
drinks
,ask
them
to
say
the
English
words
with
the
pictures.
3.lead
students
to
complete
the
words.
4.Give
students
a
funny
word
flash
game.
1.
Memorize
the
key
words.
2.
Take
part
in
Words
Flash
Game..
Pictures
Words
Flash
Game1
.The
form
of
sound
with
pictures
helps
students
memorize
the
words
vividly.
2.Game
improves
the
fun
of
memorizing
words.
During
-class
|
Listening
7min
1.Give
students
listening
tasks
by
teaching
platform.（1）Listen
to
the
tape
and
check
foods.
（2）
Ask
them
to
fill
the
blanks
in
the
listening
material.（3）
Match
games
1.Students
receive
the
task
by
Chaoxing
and
achieve
listening
practise
independently.
2.Students
check
the
foods
they
hear
and
upload
the
answers.3.Match
the
correct
dialogues.
Chaoxing
software
Variable
Speed
Animation
1.Listening
practise
helps
students
remember
English
words
vividly
in
the
situational
dialogues.
2.Listening
independently
let
students
suppress
interference.
3.
Variable
Speed
Animation
meets
the
needs
of
students
at
different
levels
and
realizes
personalized
learning.
4.Teacher’s
explanation
correct
students’
mistakes
while
expanding
the
sentence
During
-class
|
Dialogue
5min
1.
Give
out
the
tasks
by
teaching
platform.
2.
查看学生反馈结果3.
邀请一位学生回答问题
1.
根据软件来接收任务，依次进行回答问题，划线以及完成菜单的要求。
2.小组代表抢答问题。学习通软件
1.
实现有效地分层教学2.
增强学生的竞争意识以及强化知识点的学习。
课中
|
简写句子
3分钟
1.
教师提出问题，引导学生积极思考，在教学平台上发布任务。
被随机选中的学生朗读小组讨论的结果——服务员提醒顾客节粮的句子。
选人软件
实现启发式教学，激发学生创新型思维，生成更多的句型，实现生成化教学。并形成节粮意识。
课中
|
机械练习
5分钟
1.
参与学生讨论并指导学生。
2.
邀请每组进行对话展示。.
3.
鼓励和指导。
1.
小组合作讨论并根据提示句练习对话，将节粮思想融入其中。
2.
每组选出代表进行对话展示。
3.
每组自评和互评
ppt
使学生知识掌握内化，口语表现能力外化。
课中
|
现场模拟
14分钟
1.
创设情境，让学生角色扮演。
2.
鼓励和指导.
1.
每组推选服务员和顾客的扮演者，进行对话展示，选择一位学生全程录像。
2.
小组互评，投票选出最佳表演之星。
3.
谈论他们的收获。（附件2）
教学平台
数据分析软件
定量评价是更具说服力和直观的。
课中
|
家庭作业
2分钟
1.
布置分层作业
2.
播放非洲饥饿儿童的视频
1.
获得分层作业
2.
观看视频。
分层教学
教学平台
鼓舞学生对饮食文化的热爱以及杜绝浪费意识的形成。
课后
|巩固和提高
1.
给不同的学生发放不同学习任务。
2.
基本任务：（1）随机砸金蛋，做练习。（2）掌握基本句型和单词（附件3）
3.
拓展任务：
(1)
制作山东美食菜单，可制作成手抄报，拍照扫码上传
(2)做一个喜欢吃什么的对话，扫码上传
1.
登录教学平台；接收作业。
2.
选择自己喜欢的金蛋，进行习题练习。
3.
网上搜集资料，制作菜谱。
4.
课下小组讨论，完成对话，扫码上传视频。
教学平台游戏动画软件
1.
分层学习满足学生不同层次的需要.
2.
在网络平台展示优秀作业起到了极大地鼓舞和促进作用。七、教学反思
【教学效果】
基于数据分析系统，使用了新的教学方法后，学生的通过率高达80%到95%.分数超过80分的从66%增加到了88%。学习积极性极大地提高了。
这表明信息化教学得到了好的教学结果。
【创新点】
1.让学生享受英语学习通过把知识融入实际生活。整个教学过程能使学生感受到节约粮食的重要性以及领略中华美食文化的美好。与此同时，学生还能自如的用英文点餐，体会餐厅生活。
2.信息化教学方式加强了学习的高效性和娱乐性，很好的解决了传统的教学难题。
【有待提高】教学资源的丰富度和教学手段有待提高。
附件
1
《
Are
you
ready
to
order?》任务单
任务
1：
观看微课视频
了解在餐厅用英文点餐的过程并学习单词和如何点餐的句式结构。
Foods/Drinks
Sentence
patterns
任务
2：绘制思维导图
将相关的句型结构和单词进行分类，拓展
任务
3：上传音频
小组合作上网收集关于山东美食和饮品的资料，并用英文介绍自己最喜欢的食物，然后，将音频上传教学平台，小组投票。
Group
1
Zhangtao/Lu
Yingxin/Feng
Junjie/Wang
Junfei
Mutton
soup
Group
2
Xun
Tianzi/Zhu
Yuqing/Pu
Hengyue/Ma
Jicong
Dezhou
chicken
Group
3
Zhou
Linyue/Yu
Yang/ChenXinyue/Yang
Wenjing/
Steamed
dumplings
Group
4
Zhang
Jialin/Li
Yufan/Gao
Xinyao/Cui
Wenju
Mushroom
soup
附件2
项目
内容
分数
(
1,2,3,4,5)
Knowledge
Learning（知识学习）
I
have
finished
the
tasks
with
good
quality
and
quantity
before
class.
In
this
lesson,
I
have
learned
to
use
the
vocabulary
and
sentence
structures
to
introduce
the
general
situation
of
mountains.
Information-
based
Means（信息化应用）
I
often
use
information-based
means
to
solve
problems
in
learning.
With
the
help
of
the
Intelligent
Voice
Teaching
Assistant,
I
can
pronounce
correctly.
Learning
by
playing
and
using
makes
me
become
interested
in
English.
Learning
Attitude（学习态度）
I
can
solve
problems
in
English
learning
with
positive
attitude.
I
can
be
devoted
to
learning
English
actively.Learning
Strategy（学习策略）
I
often
use
gestures,
facial
expressions,
etc.
to
communicate.
When
I
use
English,
I
can
be
aware
of
the
mistakes
and
correct
them
properly.
Professional
Quality（专业素养）
I
have
noticed
the
different
tones
and
ways
of
communication
with
different
people.
Total（总分）自我评估
附件3
学习资料
一、重点单词
Pizza
Tsingdao
beer
Hamburger
Sandwich
Fresh
fruit
Steak
Mushroom
soup
Steamed
dumplings
Dezhou
chicken
Fried
dumplings
二、重点句型
order
l
May
I
take
your
order?
l
Are
you
ready
to
order?
specialty
l
What’s
the
specialty?
l
What
are
the
specialties
in
your
restaurant?
would
like
l
Would
you
like
something
to
drink/eat?
l
I’d
like
a
hamburger,
mutton
soup
and
fresh
fruit.
half
l
You
can
order
half
of
it..
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