人教版英語七年級下冊Unit10 Id like some noodles.SectionA2d

Unit10SectionA(2d-3c)教案

教學(xué)設(shè)計Unit10I'dlikesomenoodles

SectionA：Role-playtheconversation一、整體設(shè)計思想根據(jù)新的英語課程標準的要求：義務(wù)教育階段的英語課程具有工具性和人文性雙重性質(zhì)。英語教學(xué)是為了提高學(xué)生綜合運用語言的能力。因此在本課的教學(xué)中，我始終堅持以教師為主導(dǎo)，學(xué)生為主體。通過各種活動和任務(wù)，激發(fā)學(xué)生學(xué)習(xí)的積極性。同時將課堂與生活實際相結(jié)合，創(chuàng)設(shè)真實情境，鼓勵學(xué)生勇于參與，善于表現(xiàn)，不斷增強其自信心與合作能力。二、教材分析本單元以“食物”為話題，在這一單元里，學(xué)生們用英語詢問他人喜歡的食物以及談?wù)撟约合矚g吃的食物。本單元貼近學(xué)生日常生活，比較容易激起學(xué)生的學(xué)習(xí)興趣。在SectionA中主要運用Whatwouldyoulike?來詢問他人喜歡的食物名稱。在此部分中，學(xué)生們將通過Whatkindsofnoodleswouldyoulike?I'dlike???noodles.Whatsizewouldyou等句型來進一步詢問他人喜歡吃的食物的種類和分量等。三、學(xué)生分析在上學(xué)期學(xué)生已經(jīng)學(xué)會了可數(shù)名詞，不可數(shù)的用法，并掌握了一定的蔬菜和肉類的詞匯，為本單元的學(xué)習(xí)奠定了良好的基礎(chǔ)。學(xué)生們對英語的學(xué)習(xí)有積極的興趣，善于參與課堂中的活動。四、教學(xué)目標根據(jù)課標，制定出如下的教學(xué)目標。語言知識目標1、能夠識記并運用下列詞匯、短語詞匯、短語：noodles,mutton,beef,cabbage,potato,bowl,size,large,wouldlike,takeone'sorder2、能夠識記并運用下列句型MayItakeyourorder?Yes,please.Whatkindofnoodleswouldyoulike?I'dlikebeefnoodles,please.Whatsizewouldyoulike?I'dlikealargebowl,please.（二）語言技能目標1、學(xué)會描述食物。2、會以“食物”為話題的角色表演，充分展示自我。（三）情感目標讓學(xué)生在交流中學(xué)會熱情好客，禮貌待客，培養(yǎng)樂于助人的良好品質(zhì)。五、教學(xué)重、難點重點：1、食物的名稱2、wouldlike句型.難點：學(xué)會在飯店如何點餐。六、教學(xué)步驟Step1Warm-up1.Greetings：theteachergreetsthestudentsasusual.2.Showsomepicturesoffooddrawnbystudents.Askthem：Areyouafoodie?Whatwouldyoulike?Students：I'dlike...Purpose：Warmuptheatmospherebygreetingsandarousestudents'interestsbyshowingsomefoodpictures.Step2Revision1.Showdifferentkindsofnoodlesonthescreen.Askstudentstodescribethesenoodles.T：Whatkindsofnoodleswouldyoulike?Ss：I'dlikebeefandtomatonoodles.2.Showsomepicturesofourclassmates.T：WhatkindofnoodlesdoesGenglike?Ss：He'dlikebeefandeggnoodles.Lookatthedifferentsizebowlsofnoodles.Thenplayaguessinggameaboutthesizeourclassmateswouldliketoeat.T：WhatsizewouldGuolike?S：He'dlikealargebowl.Purpose：Thisstepaimstoreviewthelearnedstructures.Thepicturesofourclassmatescanmakethestudentsjointheclassmorepositively.Andtheycanhowtousethetargetlanguagebydescribingandguessing.Step3Lead-inShowthepictureonpage56.Letstudentslookatitcarefullyandthenanswerthesefollowingquestions：1、Whoisthewoman?2、Whoisthegirl?3、Whoistheboy?4、Whataretheydoing?Purpose：Thisstepaimstoleadthestudentstoobservethebookcarefullyandgetsomeinformationfromit.StudentscanalsopredictthecontentsandmakeclearabouttherelationshipamongthepeopleinthisconversationStep4Presentation1、Role-playtheconversation.Listentothetapeforthefirsttime.Payattentiontotheblanks.Thencompletethesentencesafterlistening.2、Readtheconversationcarefully.Andthenanswerthefollowingquestions.WhatwouldSallyandTomwanttoeat?Howmanybowlsofsoupwouldtheylike?Whatsizeofsoupwouldtheylike?Purpose：Thisstepaimstoletstudentspayattentiontothekeypointsbylisteningandbetterunderstandtheconversationbyreading.Andthesequestionscanhelpthemdothebetter.Step5PracticeChallenginggame：Canyourecitethewholeconversation?1、Playthetapetwiceandletthestudentsreadwithitusingsmallvoice.2、Readtheconversationwithfewblanks.3、Readtheconversationwithmorebrackets.4、Trytorecitethewholeconversation.Purpose：Thisstepistotrainstudents'memories.Therearefourtasks.Thelattertaskismoredifficultthantheformerone.Studentsbecomemoreandmoreinterested,excitedandconfidentafterfinishingonetask.Andthesecanmakethemmasterthewholemeaningoftheconversationwhicharehelpfultothefurthersteplearning.Step6ConsolidationGroupwork：Role-playFourstudentsareagroup.Chooseonewaiterorwaitress.Othersarecustomers.Andtheteachergivepositivefeedback.Purpose：Thisstepistofurtherconsolidatetheknowledgeandletthestudentsexperiencetherealsituation.Andintheprocess,studentslearntocooperatewithgroupmembers.Step7Homework1、TrytoordersomefoodinarestaurantinEnglish.2、Co