Unit 10 I’d like some noodles.
Section B (2a-2c)
Learning goals:
【知识与能力目标】
1.Master the key words and phrases: world, around the world , answer, different, cake, candle, age, make a wish, blow out, if, will, candy, lucky, popular, get popular, cut up, idea, bring good luck to.
2. Master the following sentences:
(1).The answer would be different in different countries.
(2).The number of candles is the person’s age.
(3). If he or she blows out all the candles in one go, the wish will come true.
(4). They are a symbol of life and good luck.
(5). They bring good luck to the birthday person.
3. 培养学生快速阅读能力和归纳语篇中心的能力，提升学生注意力与记忆力；借助图片和信息复述课文。
【学习策略】
能根据阅读语篇内容构建思维导图。
【情感价值目标】
通过课文学习要了解不同的国家有不同的风俗习惯，也要理解“When in Rome, we should do as the Romans do.”
【文化知识】
通过了解一些东西方的节日，掌握更多的英语学习背景知识。
Teaching and learning steps：
StepⅠ Pre-reading activities
1. Review
Put the following into English.
1. 我想要一台电脑。
2. 他想要带有牛肉和西红柿的面条。
3. 他们不想要那些鸡蛋。
4. 她想要带有羊肉和卷心菜的面条吗？
5. 李蕾想去看电影。
6. 南希和王莉想去买东西。
2 Practice
1).Challenge your memory.
T: Let’s play a game “Challenge your memory”. I’ll show you some pictures, let’s see who can say and spell the words fast and right. If you can, you’ll get a star. OK, come on! Let’ go!
2)．Groupwork
T: You are all great. Now, can you make a conversation using the words You can do it like this:
A: What do you like
B:I like … , … and ….
A: What don’t you like
B: I don’t like … , …or….
Then make a survey in a group and give a report like this:
My name is …. I like…,… and …. I don’t like…,…or….
XXX likes…,…and …. She/He doesn’t like…,…or….
（设计意图：图片的使用让学生融入到情景中学习英语，本环节我通过图画的呈现，为学生创设语言情景，刺激学生的视觉感官，开拓了学生的思维，活跃了课堂气氛，既复习了旧知识，又为本课的新知识学习打下基础。）
3. Warming up and leading in
T: Boys and girl , do you know what the date is today Today is Zhang Qian’s birthday. Let’s say “ Happy birthday to you” . I know Zhang Qian likes cake .So I made a birthday cake for her! Do you like it
T: On Zhang Qian’s birthday, she likes eating birthday cake . Well, on you birthday, what do you usually eat or do Let’ talk freely.
（设计意图：通过创设情境导入，激发了学生的兴趣，把学生一下子全部都调动起来。接着就生日所进行的活动和吃的食物进行小组讨论，调动了学生的积极性，激发了学生的学习热情）
Step II While –reading
T: We talked about our birthday just now. Do you know some more birthday food around the world Let’s come to 2b to learn more.
Fast-reading
Read the passage fast and silently to find the general idea.（读取大意）
（设计意图：训练学生快速阅读文章的能力，并从中获取有效信息，实现对课文的整体感知。）
Careful reading
Task1: Read the passage. Judge True (T) or False (F) of the sentences.
1. The number of candles on the birthday cake is the person’s age.
2. In the UK, when the child has the birthday cake with the candy, he/she is lucky.
3. ____ In China, people eat noodles on their birthday, we never have cake.
4. ____ People in different countries have different birthday foods
Task 2: Read the article about food traditions and complete the chart.
Task 3: Answer the questions. （学生活动：集中精力，快速抢答）
1. How can a person make his or her birthday wish come true
2. What do people in the UK sometimes put in a birthday cake
3. Why do people never cut up birthday noodles in China
4. Why do people eat special foods on their birthday
（设计意图：读取细节，任务设置由易到难，学生可以更好的理解与掌握文本，设置不同的阅读任务,学生独立完成阅读理解，回答相应的问题，并能提出问题, 完成表格并理解文章中一些重要短语的用法,掌握阅读技巧，培养学生自主探究的精神。采用快速抢答的方式激励学生积极参与课堂教学，大胆发言，流利地用英语表达自己的意思，争做课堂的小主人.）
Step III Post—reading activities
Task1. Listen to the tape and read after the tape one sentence after another.
Task2. Retell the article according to the pictures
→
birthday person
→ → →
make a wish blow out in the UK
come true in one go put a candy in it
→
in China never cut up the noodles
eat noodles The long noodles are a symbol of long life
→ →
eat eggs different foods have the same idea
a symbol of life and good luck
（设计意图：在这部分，我没有设计成思维导图，而是按课文内容一步一步的展示图片和关键词，让学生根据图片来进行课文复述，图片的展示更能刺激学生的视觉感官，激发学生的兴趣，把枯燥无味的复述课文当成故事来讲，既完成了任务又练习了学生的口语。）
Task 3. Writing: Fill in the blanks without looking at 2b. Write down the answers and then check each other.
What would people like ___ ____ ____their birthday The answer would be ________ in different countries. In many countries, people have birthday cakes ____ candles. ____ ______ ____ candles is the person’s ____. The birthday person must ____ ____ _____ and ____ ____ the candles. If he or she blows out all the candles ___ ____ _____, the wish will ___ _____. In the UK, people sometimes ____ a candy ____ a birthday cake. The child _____ the candy is _____.
In China, it is _____ _______ to have cake _____ your birthday. But many people still eat very long noodles ______ their birthday. They never ____ ____ the noodles _______ the long noodles are _____ _____ ____ long life. In some places, Chinese people also eat eggs on their birthday. They are a symbol of life and ____ ______.
____ ___ these birthday foods may be different, but the ideas are ____ _____. They _____ good luck _____ the birthday person.
（设计意图：这是继listen and repeat 和retell 之后的填空写作，主要训练学生的拼写能力，强化单词的书写正确性。此部分，老师设立最佳表现奖，采用激励机制对有所表现的学生加以鼓励，目的是让不同层次的学生在学习过程中体验成功和快乐，培养学生的兴趣和自信，教师应始终遵循一个原则，那就是让学生乐学，因为兴趣才是最好的老师。）
Step IV. Inquiry into knowledge by translation.
The number of candles is the person’s age.
_________________________________________。
the number of… “_________”, 修饰______________, 谓语动词用__________。 a number of…__________，修饰_____________, 谓语动词用_________.
Eg:
这个工厂里的工人数量是300。
______________________________________________.
这个班里的大多数学生是女生。
______________________________________________.
If he or she blows out all the candles in one go, the wish will come true.
_____________________________________________________________。
1).in one go __________, 其中介词in 可以换成_________.
Eg:
你不可能一次把工作都干完。
___________________________________________________________.
e true 表示 _______________________________________.
Eg:
Make a wish, and it can really come true.
______________________________________________。
3). if 译为_________, 引导的是__________ 状语从句。主句常用_________, 引导的从句则用_________.
Eg:
如果明天不下雨，我们就去爬山。
_________________________________________________________.
（设计意图：新课程强调，课堂要以学生为主体，教师为主导。课文中的难点，让学生通过小组合作学习，观察、讨论并找到解决问题的方案，比老师直接讲解灌输效果要好的多。这样设计重在锻炼学生合作解决问题的能力，必要时教师可以给予一定的点拨,把课堂的主动权真正的交给学生。）
Step V Summary
Let students sum up what they have learnt this class, and ask some of them to say their opinions.
（设计意图：启发学生自己总结，以此培养学生的归纳能力，进一步巩固本课所学的重要内容。）
Step VI Homework:
You must:
1.Memorize the new words and useful expressions.
2. Preview Section B 3a
If you can:
Written: Write a passage to introduce your birthday.
（设计意图：不同的学生的英语程度是不同的，学生可以根据自己的实际情况来做作业。对于英语程度好些的学生除了完成必做的作业之外，还可以对他们提出更高的要求，不断的提高他们的英语水平，让学生在学习英语的过程中体验到快乐，分层体验成功。）
Step VI I The end-of- class test
一.根据汉意或首字母写单词。
1.If you eat the candy, you will be （幸运的）.
2.It’s getting （受欢迎的） to eat birthday cake with candles.
3.Chinese food is popular around the w .
4.People never c up the noodles.
5.People eat different food in d places.
二、翻译下列句子
1.不同的国家会有不同的答案。
__________________________________________________________.
2.蜡烛的数量是过生日人的年龄。
__________________________________________________________.
3.如果他（她）一口气吹灭所有的蜡烛的话，许的愿望便会实现。
__________________________________________________________.
4.他们是生命和好运的象征。
__________________________________________________________.
5.他们把好运带给过生日的寿星。
_________________________________________________________.
（设计意图：当堂检测题是针对本节课所学内容进行的形成性评价，这样既能使学生巩固本节课所学知识，又能让老师了解到学生本堂课真实的学习情况，并对错误较多的知识点进行巩固强化。）
答案:
1. Review
Put the following into English.
I would like a computer.
He would like beef and tomato noodles.
They wouldn’t like those eggs.
Would she like mutton and cabbage noodles
Li Lei would like to go to a movie.
Nancy and Wang Li would like to go shopping.
Careful reading
Task1: Read the passage. Judge True (T) or False (F) of the sentences.
1.T 2.T 3.F 4.T
Task 3: Answer the questions.
1. He or she can blow out all of the birthday candles in one blow.
2. They put a candy in a birthday cake.
3. Because long noodles mean long life.
4. Because they eat special foods for good luck.
Task 3. Writing:
to eat on, different , with , The number of, age, make a wish, blow out, in one go, come true, put, in, lucky, getting popular, for, cut up, because, a symbol of, good luck, All of, the same, bring, to.
Step IV. Inquiry into knowledge by translation.
The number of candles is the person’s age.
蜡烛的数量便是过生日人的年龄。
。。。。。。的数量， 可数名词复数， 单数， 许多、大量， 复数， 复数。
Eg:
The number of the workers in the factory is 300.
A number of the students in the class are girls.
If he or she blows out all the candles in one go, the wish will come true.
如果他（她）一口气吹灭所有的蜡烛的话，许的愿望便会实现。
1).同一次、一次性地，at ,
You can’t do the work all in one go.
2). 愿望，梦想等的“实现”或“成为现实”。
许个愿，它一定会实现的。
3).如果， 条件， 一般将来时， 一般现在时
We will climb mountains if it doesn’t rain.
Step VI I The end-of- class test
一.根据汉意或首字母写单词。
1.lucky 2.popular 3.world 4.cut 5.different
二、翻译下列句子
1. The answer would be different in different countries.
2. The number of candles is the person’s age.
3. If he or she blows out all the candles in one go, the wish will come true.
4. They are a symbol of life and good luck.
5. They bring good luck to the birthday person.
亮点：1. 本节课我采用以学生为主体，以任务为中心和以活动为方式的教学方法，在整个教学流程设计上力求充分体现“以学生发展为本”的教育理念，努力构建探索型的任务型课堂教学模式,并采用师生对话和生生对话等活动加强学生的口语和听力练习，使学生达到交际的目的。
2.本课的阅读训练：首先让学生快速略读，找出文章大意；然后再让学生带着问题细读，找出文中细节。这些策略的使用有利于逐步培养和提高学生的阅读能力，为将来的中考打下坚实的基础，然后读后活动设置了不同的任务这些任务活动都有助于学生内化所学内容，够增强学生的思维能力，提升注意力与记忆力，启发联想力和创造力，效果很好。同时达标检测也紧扣文本，难易适中。
不足之处：
当堂检测环节，也应充分发挥小组对子的作用，对子互查后由学生讲解完成，而不是师生共同完成。只有这样，才能更加充分地体现学生的主体地位，使学生真正“动”起来，课堂才能“活”起来，效果也才能真正“好”起来。
使用说明：
复习时对话、报告用的时间比较多，导致整个教学活动时间较紧，所以教师应充分预设，从而节约时间，完成整个教学活动。课题： Unit 10 I’d like some noodles.
第四课时：Section B 1a-1d
Teaching and Learning Goals：
功能Functions：
学会电话订餐。
二、词汇和常用表达Words and expressions：
词汇：dumpling，porridge，onion， fish ，pancake
句型：① I like dumplings, fish and orange juice.
I don’t like onions, green tea or porridge
② I want to order some food.
③ -What kind of dumplings would you like
-I’d like meat and cabbage dumplings.
三、学习策略Strategies：
学会边听边做笔记，捕捉关键信息。
四、文化知识Culture：
合理安排饮食，均衡营养。
Teaching and learning steps:
Preview
Look at P58, first ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.
1.肉 ______________ 2.水饺 __________ 3.粥 _____________
4.绿茶 ___________ 5.橘汁 __________ 6.汤 ____________
7.洋葱 __________ 8. 鱼 _________ 9. 小薄饼 ________
10. 我喜欢水饺，鱼和橘汁。_____________________________________
11. 我不喜欢洋葱，绿茶也不喜欢粥。_____________________________
Step1.Warming up and lead in:
T: This is a House of dumplings. There are many delicious food. Let’s see what they are.
(设计意图：利用水饺店的图片设置情境，并以此贯穿始终。)
Step2. Before listening
Task 1. New words
T: Look! There are many delicious foods. What are they
S: They are …
Task 2. Pair work
T: They are very popular in the dumpling house. The most delicious food is dumplings, there are three specials. Look! What are they
S: They are…
S1: What kind of dumplings would you like
S2: I’d like… dumplings.
Task 3. A guessing game.
T: Many people come to the dumpling house, please guess what kind of food they would like.
T: What kind of food would he/she like
S: He/She would like…
Task 4. Match the words with the pictures.
T: There are many kinds of food on the table. What are they Can you match the words with the pictures
Task 5. Pair work
T: Different people like different food. As for me, I like dumplings and orange juice. I don’t like onions or porridge. What about you
S: I like… and …I don’t like … or…
(设计意图：通过以上几个任务的设置， 在情境中练习了生词和目标句型。为后面的活动做好了语言铺垫。)
Step3. While listening
Task1. Listening for the general idea.(听大意）
T: Now let’s listen to a conversation. It’s a call. Please listen and tell me what they are talking about.
The general idea of the conversation is_______
A. a call about ordering food
B. a call between friends
C. a call about sports
T: This is an order form. If someone wants to order food, the waiter must fill in it. Let’s see what’s on it
(设计意图：在听细节活动之前展示order form, 以便让学生熟悉表格，为接下来的任务做好铺垫。)
Task 2. Listen and complete the food order form.
T: Now, please listen to the tape and fill in the order form.( If necessary, play it twice.)
Task 3. Listen and complete the blanks.
A: Hello, House of Dumplings.
B: Hello! I want to ______ some food, please.
A: Sure.
B: I’d like chicken, fish and cabbage, please.
A: Uh-huh.
B: And _______ dumplings.
A: What kind of dumplings would you like
B: Beef and ______dumplings, please.
A: OK. What else
B: Umm … I’d like some ______, too.
A: OK. What kind of soup would you like
B: _______ soup.
A: OK. One tomato soup then. Would you like any drinks
B: One large green tea and two _____ orange juices.
A: OK. What’s your address, please
B: 15 North _____.
A: And what’s your telephone number
B: 398-2845.
A: 398-2845
B: Yup.
A: Thank you. That’ll be 65 yuan.
Step4 After writing
Task1. Retelling.
（设计意图：这一任务是对听力原文的信息转换， 通过这一任务的设置培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识）
Task 2. Role play.
T: You know the food in the dumpling house is very popular. If you like the food, you can order it on the phone.Now please work in pairs to practice the conversation.
A: Hello, House of Dumplings!
B: Hello! I want to order some food.
A: …
B: …
You can use these sentences:
I’d like … please.
What kind of … would you like
Would you like …
What’s your address
What’s your telephone number
(设计意图：培养学生用英语交流的能力，以便在具体的语境下开展有效对话。）
Step 5 Inquiry into knowledge by translation（翻译探究）
1、I like dumplings, fish and orange juice.
译为： _____________________________________
这里的fish用作不可数名词，意为“_________”，无复数形式。fish用作可数名词时，其单数形式和复数形式________, fishes多用来表示___________的鱼。
There are many _______. There are many _______.
2、I don’t like onions, green tea or porridge.
译为：_________________________________________
or用于___________,意为“________”。在肯定句中，一般用_________来连接。
My brother likes noodles, meat and orange juice.（变为否定句）
My brother _______ ______ noodles, meat, ________ orange juice.
（设计意图：首先让学生先独立思考，然后小组讨论，接着让学生展示自己的成果。鼓励学生在讲台前板书讲解。再次鼓励后进生讲解，运用多元评价进行鼓励学生，采取小组加分的形式，让他们体会学习的乐趣。不再向学生灌输知识，训练了学生自主探究学习的能力。）
Step 6. Summary
T: What have we learnt today, can you tell me
(设计意图：学生自己总结当堂所学内容，进一步梳理巩固)
T: Different people like different food. If you eat too much meat, you will be terrible. If you eat only vegetables and fruits, you will be terrible, too. Please remember, eat healthy food and keep a balanced diet!
(设计意图：在对学生进行知识教育的同时，依然要注重对学生的情感教育。通过两幅图片的展示，引导学生合理安排饮食，均衡营养。）
Step 7. Homework
1. Make a conversation with your partner. Order food in a noodle house on the phone.
2. Make a survey. Ask what your classmates eat at home. See if they eat healthy food.
Step 8. The end-of class test
一、用所给单词的适当形式填空。
1. I like ___________ (dumpling) and apple juice.
2. I want _________ (order) some food.
3. What kind of dumplings ________ (would) you like
4. I would like two _______ (bowl) of porridge.
5. That’ll _______ (be) 76 yuan.
二、翻译下列句子。
1. 我想要饺子和橙汁。(would like)
__________________________________
2 . 我不喜欢洋葱和绿茶。(or)
__________________________________
3. 你的地址是哪里？(address)
__________________________________
4. 你要哪种汤？(kind)
__________________________________
本课亮点：
亮点：
本课通过设置情境激发学生的兴趣，讨论关于食物的话题，并将这一情境贯穿始终。,教师通过和学生简短的对话，可以让学生回忆以前所学过的有关食物的单词fish, beef, cabbage, tomato, dumpling------，为下面的学习做了词汇方面的准备。初一的学生对各种食物都很感兴趣。让他们在菜单中填出自己喜欢的食物，会激起他们的学习兴趣。这个活动与下面的听力内容紧密相连，为下面的听力活动做了很好的铺垫。在听后活动中，通过让学生改写对话、复述改写后的对话、同位之间对话练习等活动来培养学生的口头表达内力，注重内化和输出相结合。接着，通过一个调查活动让学生进一步在实际运用中总结本节课所学的主要内容，巩固了本节课所学的目标语言。
最后通过两幅图片让学生意识到挑食的危害，让他们合理安排饮食，均衡营养。这对学生的身体健康是很重要的。
不足：
在翻译探究环节中，部分后进生不能够深入讨论。对于极少数后进生可以考虑给他们安排比较简单的学习任务。
使用建议：
本课学生活动较多，教师应注意引导、表扬、鼓励学生，以免出现乱的现象。
参考答案：
Preview
1. meat 5. orange juice
2. dumplings 6. soup
3. porridge 7. onions
4. green tea 8. fish
9. pancakes
10. I like dumplings, fish and orange juice.
11. I don’t like onions, green tea or porridge.
翻译探究：
1. 我喜欢饺子、鱼和橙汁。鱼肉 相同 多种多样 fish fishes
2、我不喜欢洋葱、绿茶和粥。否定句；也不；and , doesn’t like, or
The end-of class test
一、用所给单词的适当形式填空。
1. dumplings 2. to order 3. would 4. bowls 5. be
二、翻译下列句子。
1. I’d like dumplings and orange juice.
2.I don’t like onions or green tea.
3.What’s your address
4.What kind of soup would you like Unit 10 I’d like some noodles.
Section A(1a-2d)
Learning Goals：
Learn new words and expressions: noodle, mutton, beef, cabbage, potato
special, would, would like, yet, order, bowl, size, tofu, large, take
one’s order, one bowl of….Be able to use the target language to order food. Train students’ listening and speaking skills.
Step1 Preview
Look at p55-57, put the following into English orally by themselves
1.牛肉面条 ___________________ 2.羊肉面条_____________
3.土豆卷心菜面条 ______________ 4.特价菜1 _________
5.一大碗面条________________ 6.点菜 ___________
7.小号 ______________ 8.西红柿鸡蛋米饭 ______________
Then ask students to read these phrases in groups.
【设计意图】:检查学生的预习情况.
Step2 Warming up and leading in视频导入
T：Oh, so many kinds of delicious food. I’m hungry. Are you hungry
S: Yes, I am.
T: What would you like to eat
(The students say some food they have learned before. After the students say some food, the teacher says:)
T: This class, we will learn more food and how to order food.
【设计意图】:以视频方式活跃课堂气氛，并导入新知.
Step3 New words learning
(Have students look at the screen with different kinds of food, ask them to read one by one, then read them after the teacher)
①A: What kind of fruits do you like
B:I like…
bananas apples pears
strawberries oranges
②A: What kind of vegetables do you like
B:I like…
carrots cabbages tomatoes
onion potatoes
③A: What kind of meat do you like
B:I like…
beef chicken fish mutton
④A: What kind of food do you like
B:I like…
rice noodles porridge dumplings hamburgers
soup
⑤A: What size would you like
B: I’d like…
small bowl medium bowl large bowl
Divide the foods into three parts
The foods: ice- cream, oranges, bowls, cabbage, apples, meat, milk, mutton
water, beef, salad, carrots, chicken, strawberries
【设计意图】:首先通过图片分类导入新生词，更直观更易接受，再次通过练习分清名词的可数和不可数，进一步巩固.
Step4 Listening 1b.
Pre-listening
T：Hello，everyone. What would you like for lunch
S1:I would like some vegetables and fish.
T:OK, let’s come to 1a. Let’s learn the foods in the restaurant.
Match the words with the foods in 1a, then check the answers.
1.mutton_______ 5.cabbage__________
2.beef_________ 6.potatoes__________
3.noodles_______ 7.tomatoes_________
4.chicken_______ 8.carrots_________
After that，lead students to say out” Special 1,beef and tomato noodles; special 2,chicken and cabbage noodles; special 3, mutton,carrot and potato noodles.” Then let students work in pairs, for example: one says “beef and tomato noodles” the other says” special 1”, then change.
【设计意图】:回归课本通过习题初步检测一下生词的学习情况。引导学生说出三种特色菜的配料并以小组方式进行竞赛，激发学生的学习热情，并为听力做好热身。
While-listening
Task1 Listening for the general idea of 1b.
T: You will hear a conversation between a boy and a waitress.
The general idea of the conversation is about _________.
A. food B. clothes C. sports
Task2 Listening for the specific ideas of 1b.
T: Look at the picture and find the noodles that the person orders.
_______ Special 1 ___________ Special 2 ___________Special3
Listen again. Complete the conversation according to the tape.
Waitress: What ________ you like
Boy: I’m not sure yet. Are there any vegetables in the_______ noodles
Waitress: Yes, there are some_______.
Boy: OK, I’d like the beef________, please.
Post-listening Activities
listen to the tape and repeat.
【设计意图】理解文段后，进行听力模仿，感知英语发音特点，提高口语表达水平.
2.Practice the conversation in 1a with your partner. Then make your own conversations.
A: What would you like
B: I’d like…
A: Are there any … in the…noodles
B: Yes,... / No, …
Step5 Listening practice(2a,2b)
Pre-listening
Look at the picture in 2a, lead students to read out the names of all the food.
Then let students read the words on the left, one word for three times.
While-listening
Task1 Listening for the general idea of 2a,2b
The general idea of the conversation is about_______.
ordering foods
shopping
where things are
Task2 Listening for the specific ideas of 2a,2b.
Listen and check the names of the foods you hear in 2a.
_________ noodles
_________ beef
__________ mutton
_________ chicken
_________ tomatoes
_________ cabbage
_________ potatoes
_________ vegetables
Listen again. Complete the sentences.
Waiter: What______ bowl of noodles would you like
Boy: I’d like a ______ bowl of noodles.
Waiter: And what______ of noodles would you like
Boy: I’d like _______,________ and ________noodles.
Waiter: And ______ about you
Girl: I’d like a______ bowl.
Waiter: What ______ would you like
Girl: I’d like beef and ________ noodles,please.
【设计意图】:通过听力巩固新知，听并填出空缺的单词，注意对听力细节的处理，考察学生的听力理解能力和书写能力，为下一步小组对话及小组合作探究做好铺垫。
Post-listening activities听后活动
Activity 1：
Pairwork , speaking practice(2c)
Look at the pictures of different kinds of noodles and different sizes, one is the waiter, the other is customer, ask and answer.
A: Hello, what kinds of noodles would you like
B: I’d like …noodles Is/Are there any…in the…
A: Yes,…/No,… What size would you like
B: I’d like a small/medium/large bowl, please.
【设计意图】:通过2c的听后活动,再现本节重点句子,让学生有目的的训练,提高语言的运用能力。
Activity 2：
Role-play the conversation.
1.Read the conversation in 2d and choose T (T for true)or F(F for false)
①Sally would like a small bowl of beef soup.
②She also orders one mapo tofu and vegetable salad.
(Answers:1.F 2.F )
2Please use one sentence to say what would Sally like.
Put the conversation into Chinese.
Role-play the conversation in pairs. Then go to the front of the classroom and perform it to the whole class.
【设计意图】:培养学生运用英语的能力，在交流的过程中发展语言能力、思维能力及合作互动能力.
Step5Inquiry into knowledge by translation翻译探究
1.I’d like the beef noodles, please.
____________________________________________
I’d like=I would like, would like意为“_______”,相当于want,但比want语气委婉。would like一般有以下三种结构形式：
①would like sth.(=want sth.)意为“_________”。
如：I would like a tomato pizza.我想要个西红柿披萨。
②would like to do sth.意为“___________”.
③would like sb to do sth意为“____________”.
如：The teacher would like the children to study hard.
注意：在“Would you like… ”结构中表示“一些”时常用__________,而不用
_______________.
2.名词作定语用单数，如：
西红柿面条tomato noodles
土豆牛肉面条_______and beef noodles
【设计意图】:通过对话练习进一步巩固本节课目标语言，让学生学以致用,并将对话应用中学生的易错点以翻译探究的形式再次强调，真正做到先学后教，以学定教。
Step6 preposition
Noodle House(W: waiter, C: customer)
W: What kind of ______would you like
We have two kinds of _______.noodles。
1._______,______and _______noodles.
2._______,_______and_______noodles.
C: I’d like_______,________and_______noodles.
W: And what size bowl of noodles would you like
Small,_______ or large And we also have________for you.
C:A small bowl,please. Thanks.
W: You are welcome.
T: Now, it’s your turn. Write a conversation like above. Then I will ask someone to act your conversation out.
【设计意图】:本环节较贴近现实生活，先完成”Noodles House”，既巩固新知又作为接下来作文的热身。让学生以表演的方式对作文进行展示，激励学生的学习热情，增加学习兴趣。
Step7The emotion
Now, I will show you some pictures. Please look at them carefully and then tell me what you think of them.(Get students to discuss)
In a word, when we have dinners, we mustn’t waste food.
【设计意图】:情感升华，通过一系列浪费图片，警示学生爱惜粮食，拒绝浪费.
Step8 Exercise
根据句意，补全已给出首字母的单词。
What s______bowl of noodles would you like
Our playground is very l_______. We often play sports on it.
I’d like b______ and tomato noodles. What about you
There are two s______ in our restaurant today.
—May I take your o______
—Yes, I’d like some noodles.
二.句型转换
1.kind,what,they,like,of,would,noodles(连词成句)
_____________________________________________
2.She has a strawberry.(用they 替换she)
They_______some_______.
3.Nancy wants some salad.(同义句转换)
Nancy ______ ______ some salad.
4.He’d like a medium bowl.(改为一般疑问句)
_______ _______ like a medium bowl
5.I’d like a large bowl of noodles. (对划线部分提问)
______ ______ _______of noodles would you like
【设计意图】:当堂检测题是针对本节课所学内容进行的形成性评价，这样既能使学生巩固本节课所学知识，又能让老师了解到学生本堂课真实的学习情况，并对错误较多的知识点进行巩固强化。
Step9 Homework
Regard yourselves as the waiter or the customer, act the conversation between them out. Be sure that your eating diets are healthy.
【设计意图】:在落实课本知识的同时，注重情感教育，要培养健康的饮食习惯。
亮点：1.课前一分钟出示几个新短语，让学生开始准备，找出答案，并且大声朗读。提前进入上课状态，做好课前热身。
2.以播放视频的方式，引导学生跟着视频chant，激起学生学习热情，导入新课。
3.以多种方式将新生词进行分类学习，避免单词学习的枯燥乏味。并为听力练习做好充分热身。
4.结合生活实际引导学生完成作文，教导学生要合理膳食。
不足：1.视频中个别单词学生不熟知，影响了活动效果。
2. 小组合作，部分环节操作的有些死板。以后还应探索如何科学高效的使用小组合作。
翻译探究使用建议:
“翻译探究”的主要目的是变老师讲解语言知识为学生自学语言知识。学生使用“翻译探究”时可以和答案同时使用，帮助自学、探究、发现和归纳，学生个人学不懂时可以以小组形式互助,若还不会,老师再讲解,这是先学后教,以学定教。“翻译探究”的题目数量因学情而定。学懂后，不看答案，两人一组互相讲解。
习题答案
一．1.size 2.large 3.beef 4.specials 5.order
二.1.What kind of noodles would they like
2.have,strawberries
3.would like
4.Would ,he
5.What size bowl
Countable nouns
and uncountable nouns
Uncountable nouns
Countable nouns
PAGE
10Unit 10 I’d like some noodles.
Section B (3a—Self Check)
Learning aims:
一、语言知识(常用词汇、短语和表达)
would like, pancake, at our restaurant, special, order
二、语言功能
1. (1) To learn how to write an ad for a noodle or dumpling restaurant.
(2) To do some reading and writing practice;
2.能归纳总结广告写作的要点。
(1) 标题。
(2) 起始句使用问句来抓住读者的注意力：Would you like to eat…？
(3) 依次介绍餐馆所卖食品、甜点、饮料的种类和价格。
(4) 结尾可增加欢迎词或地址电话，如：Welcome to…或Please call us at…
三、学习策略
1.学会分类归纳可数名词和不可数名词，并能将所学的食物名词进行分类。
2.能根据餐馆广告具备的特点，总结广告写作的要点，提高自己的写作能力
四、情感态度
了解不同国家的生活习惯以及生日饮食习俗，为今后的英语学习打下坚实的基础。
（设计意图：目标引领，表述了本节课的知识、能力和情感目标。尤其突出对写作能力的要求和培养, 做到有的放矢，增强课堂学习的针对性和时效性。）
Teaching steps and Learning steps:
Step1 Review
一、Put the words you learned in different groups.
让学生独立完成，然后请同学说出各组词例。
Food Drink Other
Meat Vegetable Fruit cake
（【设计意图】该活动主要引导学生对所学的食物、饮料和其他词汇进行分类总结和评测，以帮助学生掌握分类记忆单词的策略。）
二、 Complete the sentences.
1. 这条街上有家饺子店。
There is a ______ ______ ______ in this street.
2. 你想要什么粥？
______ ______ ______ porridge ______ you ______
3. 在甜点馆，我们有两种很棒的新的特色甜食。
At the Dessert House, we have two ______ ______ ______ .
4. 他不喜欢牛羊肉。
He ______ like beef ______ mutton.
5. 你想要多大碗的汤？
______ ______ bowl of ______ would you like
（设计意图：通过复习前几节课所学知识，使学生进入情景模式，效果较好。为下一步写作创造条件。）
Step2 Preview：（预习检测）
Look at pages60 quickly, put the following into English orally, then write them down without looking at the text.
一、翻译下列句子：
1.我们有些特色菜。
_______________________________________________________
2.我们有不同种类的水果冰淇淋。
_______________________________________________________
3.你要四元一大碗的还是仅仅两元一小碗的？
________________________________________________________
4.我们的鱼肉短缺。
_________________________________________
5. 戴上眼镜你就能看见羊肉。
_________________________________________
（设计意图：通过检查预习，让学生熟悉本节课涉及到的单词、短语和句型，了解学生的掌握情况，为后面写作活动做好的铺垫。）
Step3 Warming up and Leading in：（热身导入）
T: What kind of food would you like And what kind of drinks would you like
There is some food and drinks here.
dumplings noodles hamburger Pisa
milk coffee coffee orange juice black tea
Please make some conversations in groups.
1.The teacher shows the Ss some pictures which are about food and drinks. Let the Ss talk about it using:
—What would you like
—What kind of food / drink would you like
—I’d like some …
2. Where do you want to have these food and drinks Would you like to eat at home or eat out Why
Steak house(牛排馆) Pizza hut Dumpling house
3. Check the answers. Then ask the Ss to read their conversations.
（设计意图：本环节引导学生使用表示食物和饮料的描述性词语，帮助学生复习和回顾已学知识，然后进一步带领学生进行口头训练，使学生更好地内化语言知识，达到更好的理解效果。为下一步的写作教学做铺垫，并引入新课。）
Step4 Writing
Task1. 3a 1. Let the students predict the main content according to short title and illustration of 3a.
(1)Can you get the ice-cream or pancakes in the house
Yes, we can.
(2) What kind of ice-cream do they have
They have strawberry, banana and orange ice-cream.
(3) How much are the delicious pancakes
They’re only five yuan.
2. Fill in the blanks in the ad with the words in the box.(work alone)
order bowl kinds strawberry specials
The Ice-cream and Pancake House
Would you like to eat ice-cream or pancakes At our restaurant, we have some great _______.We have different _____ of fruit ice-cream, like ___________, banana or orange. Would you like a big _____ for four yuan or a small one for just two yuan You can also ______ our delicious pancakes. They’re only five yuan.
(1)T: Ask the Ss to fill in the blanks in the passage according to the pictures. Then have the Ss check their answers with their partners first. Then, choose several Ss to show their answers blank by blank. At last, give the Ss time to read the completed passage.
(2)教师指导学生仔细阅读短文，并说出餐馆广告具备哪些要点，行文上有什么特点。让学生在小组内交流，然后请小组代表发表看法，老师总结。
Task2. 3b Imagine you have a restaurant. Discuss and write the foods and their prices with your partner.
(【设计意图】学生自主完成写作前的语言准备， 并同伙伴一定的交流。 在渐进的语言实践中提升了其语言的运用能力， 从而能顺利地进入下一阶段的写作进程。)
Task 3. Writing ( in groups)
请根据下面的汉语提示，为店主写一篇小广告，词数不少于60。
在南京路开了一家叫Happy Dessert的甜点屋，现新上三种很好的特色甜点：
①苹果香蕉冰淇淋
②桔子脆梨冰淇淋
③西瓜草莓冰淇淋。
有大杯、中杯、小杯三种。店内还有果汁、可乐和绿茶。
Happy Dessert
_________________________________ _
_________________________________
_______________________ ________
____________________________ ______
__________________________________
Come and see for yourself at Happy Dessert!
(【设计意图】通过对写作要求的审题，提醒学生们应该注意的事项，如：时态、应使用的人称、包含的信息提示，文章主题和课拓展的空间，理清文章的结构，为自己的写作理清思路。)
范文赏析：
Happy Dessert
Welcome to Happy Dessert! What kind of dessert would you like We have three great new specials:
①Apple and banana ice cream.
②Orange and pear ice cream.
③Watermelon and strawberry ice cream.
And what size dessert would you like We have large, medium and small cups of ice cream. We also have juice, coke and green tea.
Come and see for yourself at Happy Dessert!
Step5 Practice
写作在线
根据“老四饺子店“（Laosi Dumpling House）设计一份广告。
1． 饺子品种齐全，个儿大味美。
2． 2。现有两种特价水饺，蔬菜的2元20个，牛肉和蔬菜的5元20个。
3． 欢迎光临本店，地址：和平大道234号，电话：0373-2256。
_________________________________ _
_________________________________
_______________________ ________
____________________________ ______
__________________________________
1. Give the Ss several minutes to write their composition. Choose one student to write his/her weekend on the Bb.
2.Then ask the Ss to check their partner’s composition
3.Choose several students to read their compositions. The teacher gives them some advice.
（设计意图：让学生了解题目要求，分析写作要点，然后模仿3a的短文进行仿写。通过教师点评和学生互评，让学生对于写作又有进一步更深入的体验，为以后的写作奠定更坚实的基础。）
Step6. Summary.
T: Please think of what you have learned in this class. Then talk about writing keys(写作要点).
起始句使用问句来抓住读者的注意力：Would you like to eat…？
种类
标题
价格
.. .…
结尾可增加欢迎词或地址电话，如：Welcome to…或Please call us at…
Step7. The end-of- class test当堂检测
一、用所给单词的适当形式填空或根据首字母填空
1. What k________ of cake do you want
2. We have some great s__________ on the menu today.
3. I’m hungry. I’d like a large bowl of n__________.
4. We eat d_________ on Spring Festival.
5. It’s hot, I’d like something to d_________.
二、 用 there be 结构完成句子。
1.Customer: Excuse me, a fly (苍蝇) in my porridge.
Waiter: Don’t worry (别急), sir. That spider (蜘蛛) on your bread will soon get him.
2. Customer: two flies in my fish soup.
Waiter: I know. But we are short of fish.
3. Customer: We ordered mutton noodles, but any mutton in the noodles.
Waiter: Put on your glasses and you can see the mutton.
二、请根据中文意思完成下列各句。
1．我们有特价牛肉水饺。
We have________ beef __________.
2.你想要什么样的面条 我想要羊肉土豆面条.
_________ _________ ___________ noodles do you want
I want mutton and ___________ noodles.
3.吃西红柿对你的健康有好处.
It’s good for your health __________ eat some _____________.
4.你想要什么 我想要一大碗牛肉西红柿面.
_________ __________ you like
__________ like _________ _________ bowl of beef and tomato noodles.
5.我们有两个好的新特色.
We have __________ __________ _________ specials.
Step8. Homework.
Writing:(任选其一)
1.我们班准备在学校举办一个美食节，请你策划一遍宣传书。开头如下：(At least 60 words)
Dear friend,
We are going to have a good festival. We have some great specials.
2. Write a conversation with the help of the clues.
In a restaurant
亮点：
总的来说，我个人认为本节课的教学设计重在为落实写作任务作好层层铺垫。
1、热身导入利用图片让学生们描述自己喜欢的食品和饮料，重在运用可数名词和不可数名词，学生既感兴趣，又复习了上节课的知识又起到了自然过渡的效果。
2、围绕本节课的写作任务，首先是短文填空，再是仿写短文，最后学生们独立完成写作任务，层层推进，水到渠成。既减轻了学生的写作难度，又培养了学生们的写作技巧，同时也增强了学生们的写作自信心。特别在Summary环节，以图示的形式展示本节课写作任务的写作要点，直观形象，为学生的写作构思提供了保障。
使用建议：
1. 本节课的教学设计容量较大。为保证教学任务能顺利完成，最好使用多媒体或一体机教学。
2. 重视对写作方法的指导。通过对写法的指导，帮助学生可以通过仿写逐步过渡到独立写作，提高学生的写作水平。
答案：
Step1. Review
一、
Food Drink Other
Meat Vegetable Fruit cake
beef chicken mutton carrottomatoonion orangestrawberryapple green teaorange juicewater pancakesdumplingsporridge
二、1. house of dumplings
2. What kind of; would; like
3. great new specials
4. doesn’t; or
5. What size; soup
Step2 Preview：
一、
1. We have some great specials.
2. We have different kinds of fruit ice-cream.
3. Would you like a big bowl for four yuan or a small one for just two yuan
4. We are short of fish.
5. Put on your glasses and you can see the mutton.
Step4 Writing
Specials kinds strawberry bowl order
Step5 Practice
写作在线
We have all kinds of delicious dumplings at Laosi Dumpling House. Here, the dumplings big and nice. Now we have two great specials. Special 1 has only vegetables and is just 2 RMB for 20. Special 2 has some beef and vegetables and is just 5 RMB for 20. Welcome to our dumpling house. Our address is 234 Heping Avenue. Our telephone number is 0373-2256. Thank you for coming.
Step7. The end-of- class test当堂检测
一、1. kind 2. specials 3. noodles 4. dumplings 5. drink
二、1. there is 2.there are 3. there is
三、1、special, dumplings 2. What, kind, of , potato 3. to, tomatoes
4. What, would , I’d, a , large 5. two, great, new
Step8. Homework.
2. Waiter: What would you like
Customer: Let me think about it. Are there any vegetables in the beef noodles
Waiter: Yes, there are some carrots and tomatoes.
Customer: Ok. I’ll have the beef noodles.
Waiter: What size would you like
Customer: I’ll just have a small bowl, please.
Waiter: Ok. So that’s one small bowl of beef noodles.
Customer: Thank you.
餐馆广告具备要点及行文特点：
a.标题。
b.起始句使用问句来抓住读者的注意力：Would you like to eat…？
c.依次介绍餐馆所卖食品、甜点、饮料的种类和价格。
d.结尾可增加欢迎词或地址电话，如：Welcome to…或Please call us at…
写作指导：此篇作文以介绍甜食屋为主线，以谈论甜食屋的特色甜点为主要内容，在
写作过程中渗透着本单元的话题——订餐（Order food）。
根据上面分析我们要在头脑中明确以下几点：
（1）由此作文要谈及的主要内容决定在写作过程中使用一般现在时。
（2）由此作文所涉及的话题决定我们在写作过程中会用到询问顾客意愿的句式。
（3）单元经典句型储备:
What kind of. . . would you like
What size . . . would you like
Customer: Ask about what is in the food
Customer: Thank the waiter
Waiter: Ask for the size of the order
Waiter: Ask for the order
Welcome to Tai erzhuang Restaurant! Menu
Food Price
Meat Vegetable Fruit
Ad for a
restaurant
PAGE
8七年级下册 Unit 10 I’d like some noodles .
Period 1： New words and phrases
Teaching and Learning Goals
一、语言知识和语言技能
1. 能争取使用下列词汇(Curriculum words)
noodle beef potato ( http: / / www.21cnjy.com ) special would large size bowl meat dumpling fish pancake
world answer differ ( http: / / www.21cnjy.com )ent cake candle age blow will candy lucky popular idea
2. 能争取使用下列常用短语（Useful expressions）
would like what siz ( http: / / www.21cnjy.com )e take one’s order a bowl of around the world make a wish blow out
get popular bring good luck to
3. 能认读下列词汇non-curriculum words
cabbage tofu porridge onion
二、学习策略
1.依据图片理解和 ( http: / / www.21cnjy.com )记忆词汇。（Understand and remember the words and phrases with the help of the pictures.）
2.在语境中理解和记忆词汇。（Unde ( http: / / www.21cnjy.com )rstand and remember the words and phrases in the context.）
3.依据读音规则、构词规律理解和记 ( http: / / www.21cnjy.com )忆词汇。（Understand and remember the words and phrases according to phonetic rules, the structures of the words and phrases.）
三、情感态度
了解不同国家的饮食，培养包容的性格。
Teaching and learning steps
Step 1: Learn to read the new words in Unit 10 on P128-129
Encourage studen ( http: / / www.21cnjy.com )ts to read the new words by themselves with the help of phonetics .
Underline the words they can’t read out .
（设计意图：鼓励学生利用所学音素拼读音标，体验拼读规律，培养学生自学单词和根据音标记忆单词的能力和技巧）
Take out their difficulties and work them out in groups .
If they still have som ( http: / / www.21cnjy.com )e difficulties , solve them together in class . At this time ,teacher can give the students help when necessary .
（设计意图：在自学的基础上，小组和全体同学解决难题，培养学生的合作意识和探究意识，让学生互相帮助，互相监督，共同进步）
Ask some st ( http: / / www.21cnjy.com )udents to read the new words in class ..Others pay attention to his / her pronunciations .
If necessary , ask students to give him / her the right sounds .
（设计意图：检查自学效果，引导学生正确发音）
4 Listen to the tape .
Play th ( http: / / www.21cnjy.com )e tape . Get the students to listen and follow the tape twice . Let them try to get the correct
Pronunciations.
（设计意图：根据正确的录音发音，跟读并纠正自己错误的发音）
5. Consolidations and Checking the learning results .
Give Students some ( http: / / www.21cnjy.com )minutes to read all the word quickly . Pay attention to their pronunciations .
（设计意图：巩固单词发音，进一步熟悉单词，使知识内化）
Step 2 : Remember the words
Remember the words with the help of some photos .
meat 肉（总称）
size 大小 尺码
bowl 碗
food 食物
vegetables 蔬菜
（设计意图：通过（《家有儿女》中的照片，激发学生的兴趣，培养学生的求知欲，掌握最基本的家庭成员称呼）
Remember the words by their relationships .
will would ( http: / / www.21cnjy.com ) would like can could shall should
same different different differently
Different people describe the same thing differently .
luck lucky luckily
We always call people with good luck lucky dogs .
（设计意图：通过单词间关系的罗列，是学生能够熟悉parent / parents grandparent
Grandparents之间的区别与联系，）
Remember the words by conversion .
There are three specials in our restaurant today . (n. 特色菜)
My parents gave m ( http: / / www.21cnjy.com )e a special gift on my twelfth birthday . (adj. 特殊的、特别的)
（2）May I take your order (n. 点的/订购的（菜等）)
I would like to order one gongbao chicken for lunch . （v. 订购）
（3）Who can answer my questions （v. 回答）
This is the answer to the question . （n. 答案）
（4）I wish you have a good trip . （v. 祝愿）
Please make a wish before blowing out the candles . （n. 愿望）
（设计意图：通过人物关系的查找训练，进一步巩固家庭成员的记忆，熟悉他们与生活实际的对应关系）
4. Remember the words by comparison（对比）
soup porridge
candy sweet （ 英美用法的区别）
When we say candy in the USA , we say sweet in England .
candle birthday candles blow out birthday candles
If the birthday pe ( http: / / www.21cnjy.com )rson can blow out birthday candles in a go , his/her dream will come true .
（设计意图：通过派生、对比和含有相同词 ( http: / / www.21cnjy.com )尾单词的集中记忆指导，为学生提供多种记忆方法和思维）
Remember the words by using their meanings
world 世界 ( http: / / www.21cnjy.com ) one world one dream 同一个世界 同一个梦想 around the world 世界各地
all over the world 全世界
age 年龄 What’s your age = How old are you
popular 流行的，受欢迎的 Ice – cream is very popular in summer .
（设计意图：通过具体语境和学生熟悉的单 ( http: / / www.21cnjy.com )词和短语理解和记忆词性转化的单词，更有利于学生的理解和掌握运用，符合学生学习的认知规律，降低了学生学习的难度。
Step 3: Consolidate the words and phrases .
Get the students to ( http: / / www.21cnjy.com )memorize the words with the above ways .(3-5minutes)
Check the learning results .
Write down the words with the help of Chinese given in zhuxue on P83
Circle the words they haven’t mastered .
Encourage Ss to memorize new words and phrases with confidence .
（设计意图：通过自查、对学和小组合作等方式检查学生的学习效果，指导学生学习和记忆的方式，培养他们学习的自信心）
Step 4 Read the story and translate into Chinese .
There is ( http: / / www.21cnjy.com )a restaurant in our neighborhood .They offer us many kinds of delicious food . For noodles , they have mutton and cabbage noodles , beef and tomato noodles and chicken noodles with onions. For dumplings ,they have beef and carrot dumplings and pork dumplings with different kinds of vegetables . You can choose large bowls , medium bowls or small bowls according how much you would like to eat . They also offer us mapo tofu , gongbao chicken , soup , porridge and pancakes . There are also some specials every day . They are very popular . If you would like to order food in the restaurant , please call them or email them . You can also give them your ideas about their food . If you do so , they will give a special gift .
（设计意图：通过对社区餐馆服务的详细介 ( http: / / www.21cnjy.com )绍，能够有效地考察学生本单元单词的记忆和运用效果，分层次，分类别对不同食物品种的介绍方式，能够一定程度上培养学生的写作能力。同时在阅读中涉及本单元一些易混点，为学生的学习课文提前做好铺垫。）
Step 5 Mind map
Try to retell ( http: / / www.21cnjy.com )the picture with the help of the mind map . Ask the students to use the keywords as many as possible .
（设计意图：鼓励学生结合思维树，分层次， ( http: / / www.21cnjy.com )有条理的运用所学单词复述所学内容，让学生从开始就能够养成学习的条理性。同时可对学生进行有条理、有步骤的养成性教育)
Step 6 The end-of –class test
按要求写出下列单词
1.would like（同义词） 2..same（反义词） 3.noodle（复数）
4. I’d like（完整形 ( http: / / www.21cnjy.com )式） 5. potato （复数形式） 6.luck （形容词）
二、 翻译下列短语
1.生日蛋糕 2.许愿 3.世界各地
4.受欢迎 5.给... ... 带来好运 6.切碎
三、 根据句意及首字母填空
1. I ‘m hungry . ( http: / / www.21cnjy.com ) I would like to have a l bowl of noodles .
2. If you can b ( http: / / www.21cnjy.com ) out all the birthday candles , your w will come true .
3. Mr Zhang is very p in our class .
4. Are there any v (蔬菜)in the mutton noodles .
5. The number of ( http: / / www.21cnjy.com )c on the birthday cake is the person’ age .
6.The child wit ( http: / / www.21cnjy.com )h the candy in the birthday cake is l in the UK
（设计意图：分层次，多角度的考察学生的学习效果，由易入难，循序渐进，培养学生的想象力和发散思维能力）
Step 6 Homework
Memorize the words ( http: / / www.21cnjy.com )and expressions in Unit 10 and have a dictation in pairs .
Preview Unit 10 Section A 1a-2d with the help of zhuxue .
（设计意图：培养学生及时复习再现所学知识和提前预习新课的良好习惯）
亮点：
本单元主要学习关于烹调食品的 ( http: / / www.21cnjy.com )单词，这与学生生活实际联系非常密切。因此学生非常感兴趣，利用学生的好奇的心理，鼓励学生联想到更多同类单词。在单词的学习过程中，采用分类记忆和、对比记忆和语境理解等多种思维和记忆方式，将单词和实际生活、单词和句子、单词和相应的语境结合起来。多种形式的复现，让学生在学习中体验学习的兴趣，感受学习的乐趣。通过读译故事和达标测试的反馈，学生在本堂课能够实现教学目标。
不足之处：
在阅读社区餐馆的服务项目时，如果鼓励学生绘画或展示出相应食品，结合思维脑图，让学生复述记忆，效果会更好。
使用建议：
本单元主要学习关于 ( http: / / www.21cnjy.com )饮食的单词，在学习具体内容时，可让学生用自己的根据自己的喜好，进行自己喜欢食品种类的介绍和说明，这样的情境将会更真实，更能够激发学生的兴趣和学习的欲望
Answers to the end-of test ：
按要求写出下列单词
1. want 2. differe ( http: / / www.21cnjy.com )nt 3. noodles 4. I would like 5. potatoes 6..lucky.
二、 翻译下列短语
1 birthdaycake 2 make a wish / make wishes 3 around the world
4 get popular 5 bring ... ... good luck to 6 cut up
三、 根据句意及首字母填空
1. large 2. . blow wish 3. popular 4 . vegetables 5. candies 6 . lucky
pork （猪肉）
Sheep can give us
wool (羊毛)and mutton .
mutton （羊肉）
Pork is the most popular meat in our life
I’d like a gongbao chicken .It’s very delicious.
chicken （鸡肉）
I would like to cook beef
and tomatoes together .
beef （牛肉）
My brother likes eating fish very much . He can eat a whole fish (鱼).
fish （鱼肉）
……
A: Johnny , what size bowl of noodles would you like
B: I ’d like a large bowl of noodles , please
A: What about you , Lucy Do you like a large bowl , too .
C: No , I’d like a medium bowl or a small bowl . I am not very hungry .
a large bowl
a medium bowl
small bowls
rice
Beef noodles in Lanzhou is popular in China .
noodles
A: What would you like for lunch
B: I’d like rice .
There is a dumpling house in our neighbor .
dumplings
Pancakes are my favorite food for dinner .
pancakes
My sister likes soup with tomatoes and eggs very much
tomatoes
特殊记忆：在中学英语中以o结尾的名词变复数加es 的词有：黑人英雄爱吃马铃薯和西红柿。（negro hero potato tomato）
其余加s
potatoes
Young people love potato chips quite a lot .
onions
cabbages
The cabbage is a kind of vegetables .
Onions have a strong
smell .
I’d like soup for breakfast .
But I like porridge for dinner .
aunt
uncle
aunt
sister
brother
A photo of my family
grandparents
in the same school
parents
daughterter
cousins
sonUnit 10 I’d like some noodles.
Section A Grammar Focus-3c Period3
Teaching and learning Goals:
一.功能：
1.能够就食物进行问答,会点餐做简单的对话。
A: What kind of noodles would you like
B: I’d like beef noodles, please.
A :What size would you like
B:I’d like a medium bowl, please.
2.能够正确识别可数名词和不可数名词：
bread, milk, water, salad, beef, meat, mutton chicken, ice cream, cabbage potatoes tomatoes carrots
3.尝试做模拟点餐对话。
二．常用词汇短语和表达：
1.争取能够掌握以下词汇及短语（听说读写）：
meat I’d =I would she’d =she would what size what kind a bowl of
2.能运用下列句型：
-What would you like？I’d like …
- Would you like … Yes, please . / No, thanks .
3.争取能够正确What引导的特殊疑问句询问点什么吃的（what questions）
三．学习策略:
1.学会分类归纳可数名词和不可数名词。
2.能将所学的食物名称进行分类，就要点的食物进行对话。
四．情感态度:
1. 了解不同国家的饮食习俗。
2.谈论喜好，爱惜粮食， 增进与同学们的交流，丰富我们的课外生活。
Teaching and learning steps:
Step1 Preview
把下列句子译成英语
1. 你想要什么面条？________________________________
2. 请给我来牛肉面。________________________________
3. 你想要什么碗的？请给我来中碗的。
_________________________________
4.你想来一个大碗吗 ？好的。 _________________________________
5. 在西红柿子鸡蛋汤里有肉吗 不，没有。
_______________________________
(设计意图：本部分句子为学生的预习作业，这些句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
Step2 Warming up and leading in热身导入
Show some pictures and ask what the students would like
How do the two girls ask each other
What would you like
I would like …
2.look at the pictures ask and answer in pairs
3.Acording to the food ask the students to sum up the countable and the uncountable nouns
Let’s go to the restaurant!
Show another four pictures ,let Ss talk about them like waiters and customers
A：What size would you like
B：I’d like a medium bowl, please.
A：Would you like a large bowl of noodls
B：Yes, please.
A：What kind of noodles would you like
B：I’d like chicken noodles, please.
A：What kind of noodles would you like
B：I’d like beef noodles, please.
A: Are there any vegetables in the mutton noodles
B:No, there aren’t any.
(设计意图：先给学生们创设易于理解和表达的语境，并逐步引导学生们在实际运用中练习所学，从而引入要总结的语法内容并学会表达，以及学会怎样新旧结合。）
Steps 3 Grammar Focus
Finish the conversations,and sum up the grammars
What kind of noodles would you like I’d like beef noodles, please.
What size would you like I’d like a medium bowl, please.
Would you like a large bowl Yes, please.
Is there any meat in the tomato and egg soup No, there isn’t any. /No, there’s no meat.
（设计意图：通过本项训练，旨在培养学生获取知识善于总结的能力，并能通过做对话练习中训练重点和难点。本环节所设计的表格用填空形式正好用来检测前面所练过的句型和本单元所学的重点语法等）
Step4 The use of the grammar focus
After summing up the grammars， ask some students to write the answers down on the blackboard in right order and practice them
3a Complete the conversation below.
3b Write questions and answers using the words in brackets.
1. What kind of noodles would you like (kind)
I’d like chicken beef and tomato noodles./, I’d like chicken and beef noodles with tomatoes. (chicken/beef/tomatoes)
2.______________________________________________________(size)
_______________________________________________________(medium)
3.____________________________________________________(any /cabbage /beef /noodles)
____________________________________________________________(no)
（设计意图：本环节让学生到黑板上去写规范一下学生的书写，以及写句子的一些注意事项，然后用他们做对话，既练习了写，又练习了说和读）
Step5 Make a survey
Devide the students into small groups ,and ask them to make a survey,who would like the food below Write their names down into the form.
Then according to the form ,choose one of the students to give a report :They can do it like this ：In our group， Lucy would like hamburgs_...________________________________
______________________________________________________________________________________________________________________________________________________
LucyMary
（设计意图：通过在同学间做调查，练习would like 的用法，并巩固了一些事物名称的表达，旨在培养学生获取知识善于总结的能力，并能通过这个练习突出这个重点。学生用自己的同学的名字进行作报告学生很感兴趣，也喜欢表现自己）
Step 6. Summary：Inquiry into knowledge by filling in the blanks
1.I’d like the beef noodles, please.
____________________________________________
I’d like=I would like, would like意为“_______”,相当于want,但比want语气委婉。would like一般有以下三种结构形式：
①would like sth.(=want sth.)意为“_________”。
如：I would like a tomato pizza.我想要个西红柿披萨。
②would like to do sth.意为“___________”.
③would like sb to do sth意为“____________”.
如：The teacher would like the children to study hard.
注意：在“Would you like… ”结构中表示“一些”时常用__________,而不用
_______________.
2.名词作定语用单数，如：
西红柿面条tomato noodles
土豆牛肉面条_______and beef noodles
Step7 The emotion
Now, I will show you some pictures. Please look at them carefully and then tell me what you think of them.(Get students to discuss)
In a word, when we have dinners, we mustn’t waste food.
(设计意图：情感升华，通过一系列浪费图片，警示学生爱惜粮食，拒绝浪费)
Step 8 The-end-of class test
一．根据句意，补全已给出首字母的单词。
What s______bowl of noodles would you like
Our playground is very l_______. We often play sports on it.
I’d like b______ and tomato noodles. What about you
There are two s______ in our restaurant today.
—May I take your o______
—Yes, I’d like some noodles.
二.句型转换
1.kind,what,they,like,of,would,noodles(连词成句)
_____________________________________________
2.She has a strawberry.(用they 替换she)
They_______some_______.
3.Nancy wants some salad.(同义句转换)
Nancy ______ ______ some salad.
4.He’d like a medium bowl.(改为一般疑问句)
_______ _______ like a medium bowl
5.I’d like a large bowl of noodles. (对划线部分提问)
______ ______ _______of noodles would you like
Step 9.Homework
1. If you are a waiter or waitress in a pizza restaurant, make a conversation with your partner.
2. Make a survey. Ask what your classmates eat at school/at home. See if they eat healthy food.
本节课亮点：
1. 预习部分的句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
2.导入部分，展示一些彩色图片从视觉上吸引学生，让学生更容易感兴趣，也更容易在语境中去理解句型。先给学生们创设易于理解的语用情景，并逐步引导学生们在实际运用中初步感知所学内容。
3. 最后的调查为学生们创设了较为真实的语用环境，学生根据图片做对话，模仿服务员点菜，让学生尽可能多的得到锻炼并记忆些句子，使学生们体会到所学的语言是真实可用的。
注意事项：.探究部分是重点也是难点。课下多补充点练习做做巩固一下
答案:
Step1 Preview
1.What kind of noodles would you like 2.I’d like beef noodles, please.
3.What size would you like
I’d like a medium bowl, please.
4.Would you like a large bowl Yes, please
5.Is there any meat in the tomato and egg soup
No, there isn’t any. /No, there’s no meat.
Step4 Ask some students to write the answers down on the blackboard in right order
2.What size would you like
I’d like a medium bowl, please.
3.Is there any cabbage in the beef noodles
No, there isn’t any.
Is there any cabbage in the beef noodles
No, there isn’t any.
Step 8 Exercise
一．1.size 2.large 3.beef 4.specials 5.order
二.1.What kind of noodles would they like
2.have,strawberries
3.would like
4.Would ,he
5.What size bowl
不可数名词有：bread, milk, water, beef, meat, mutton
可数名词有: bowls apples carrots oranges strawberries
既是可数又是不可数的名词：salad, chicken, ice cream, cabbage,cake
a. What kind of noodles do you have
b. Oh, a medium bowel, please.
c. OK, I’d like the mutton noodles then.
d. I’d like some noodles, please.
e. What size do you have
f. Are there any vegetables in the mutton noodles
1. May I have your order ___
2. What kind of noodles would you like ___
3. We have beef, chicken, mutton, cabbage, potato, tomato … ____
4. Yes, there are some carrots. ____
5. Sure. What size would you like ____
6. We have large, medium and small bowels. ____
Anna, what would you like to eat
I’d like beef noodles with carrots.
