新目标初一英语下册第八单元第一课时[下学期]

课件64张PPT。I’d like some noodles.Go for it Unit 8教材分析教学重难点教学目标的设计教学策略
Go for it Unit 8
说 课 材 料教学过程
一、本单元教学内容新学词汇： would like beef mutton cabbage special bowl small medium large juice onion dumpling rice fish porridge soup drink中心话题： Order food
相关语言： “What would you like?”, “I’d like …”, “What kind of … would you like?”, “What size bowl of … would you like?”, “I like dumplings,fish,and orange juice.”, “I don’t like onions,green tea or porridge. ”
二、教学重点和难点
重点：学习日常生活中有关的食物名称；
would like句型的特殊疑问句及其回答；
食物广告的阅读与设计。
? 难点：? would like 的用法及其与like在用法上
的区别；
模拟生活场景进行点菜、用餐、购物
等对话。
Period 1：
1、完成Section A 1a, 2a;Section B 1a
2、课时目标：
学习noodle ,beef ,mutton ,cabbage ,potato ,would ,
onion ,juice ,dumpling ,porridge ,tea ,green tea ,rice ,soup ,fish等词汇；
学习 What would you like? I’d like … 句型
c) 学习可数名词与不可数名词。Period 2：
1、完成Section A 1b ,3a
Section B activity 2a
2、课时目标：
a) 学习special,large,size,drink 等词汇；
学习句型 What would you like ? What kind of …would you like ? What size bowl of …would you like ？等句型
模仿生活场景编排有关点菜、就餐等对话；
学习从食物广告中获取信息，并学习设计广告。Period 31、完成Section B ,activity 2b ,2c 3a, 3b 2、课时目标：学习RMB ,reason ,as well as 等词汇；
学习叫外卖；三、 ? 教学目标设计（一） 语言知识 （二） 语言技能?（五） 文化意识（三） 情感态度（四） 学习策略1、掌握有关的食物名称；
2、能正确运用would like 句型（一）语言知识? 1、 培养学生自学能力
2、培养学生阅读能力
3、提高学生听的能力
4、锻炼学生交际能力
5、与他人合作的能力
（二）语言技能1、体会英语学习的乐趣，做到在 “用中学，在学中用”。
2、通过中、西方在饮食及用餐方 面的对比，对祖国文化能有更深刻的了解。
3、乐于了解异国文化，加强文化差异的理解与认识。（三）情感态度1、自觉完成课前任务
2、主动参与课堂活动
3、积极与人合作表演（四）学习策略 了解中、西方在饮食习惯、方式等方面的不 同，加深对中国饮食文化的理解。
（五）文化意识四、学生学情分析
1、知识基础：缺少丰富的语言基础，对某些任
务的完成有一定的难度；
2、思维能力：有较强的记忆力和模仿能力，
有待培养知识的扩展运用能力。
3、认知心理：有较强的求知欲和表现欲，但部
分学生存在不自信，羞于表现等思想顾虑。
五、教学策略与建议
1、兴趣活动策略：采用游戏、唱歌、竞赛、合作
等多种 活动方式
2、开放性教学策略：开发课程资源，拓展学用渠
道
3、 采用“任务型”教学方法；
4、?注重评价方式和鼓励措施，创建学生成果展示
包。六、教学评价1、评价主体： 学生本人
学生小组
教 师2、评价方式： 学生自评
小组互评
教师评价 表一：表二：表三：小组活动评价记录表Period 1 课前任务：收集蔬菜，肉类，面食类的图片并写出单词.（复习已有的单词，温故而知新，为新课的学习打下基础；
培养学生学会自己学习）Warming –up:An English song（用简单易学的英语歌曲，调动起全班学生的学习热情）Apple round, apple red.
Apple juicy, apple sweet.
Apple apple, I love you.
Apple sweet, I love to eat.noodlesdumplingsporridgericebeefmuttonfishsoupcabbagepotatoesunionorange juicegreen tea I’d like…
What would you like ?
What would Jim/he like ?
Jim/ He’d like…
What would Kate/She like ?
Kate/She would like…
task 1 : which group is better?task 2:Interview
Name :.?Give a report like this :
To keep healthy ,we should eat many /much _______________________________________and we should eat fewer /less ________________________________ . Homework: 配制一份一日三餐健康的菜谱
For example:
It’s good to have a glass of milk,some bread,porridge,an apple and an egg for breakfast. Period 2 Warming – up: Noodle Jazz
What would you like? What would you like?
Noodles,noodles. I’d like noodles.
What kind of noodles? What kind of noodles?
Beef and potato, beef and potato.
A medium bowl of beef and potato noodles.potatoescabbageWhat would you like?
What kind of vegetables/meat would you like?
I’d like some…Look and learnbeefmutton（单词融入句型来学习，培养学生在语境中理解、识记单词）What kind of noodles would I like?I ’d like tomato noodles. beef and tomato noodles.chicken and cabbage noodles.mutton and potato noodles.Guessing gameI ’d like chicken and cabbage noodles.
a smalla mediuma large
What size bowl of noodles would I like? bowl of noodlesbowl of noodlesbowl of noodlesGuessing gameI ’d like a small bowl of noodles because I’m not very hungry.Make a surveyI’d like ….because... He’d/She’d like… because…Give a report like this: （始终围绕主话题开展活动， 既“巩固新知”，使学生通过
这种交互活动的方式进一步熟悉新的单词，又增进了相互间的了解。）Task: Discuss and learnWhere can we eat noodles?
Would you like to eat here? Why? Where else?（创设情境，鼓励学生参与讨论）Do Section A 3a.Task: Role- play
Order food in a noodle house
(学生分别扮演顾客和服务员，编排对话)Homework:
准备课本短剧表演
A: Make up a conversation about
ordering noodles；
Do Section A 3a.
B: Make up a conversation about
other food. 任务具有趣味性，拓展性和挑战性， 可以使学生充分运用
自己的创造力，审美观，艺术和感觉，整个学习过程充满了灵
感和智慧。 （分层次作业，鼓励有
能力的学生学会利用词典
来增加 词汇量。）
Task : Come on! Show yourself!课文短剧表演赛：评出最佳表演奖、
最佳口语奖、最佳编剧奖（培养学生的自学能力、表演能力
和与他人合作的能力）Period 3Listen and answer Where does he order the dumplings?At home?in a dumpling house?Task: Listen and fill in the form section B 2bIf Student A works in a dumpling house, and Student B orders dumplings and drinks from Student A.
If Student C works in a dessert house, and Student D orders dessert from student C.
Task 1
According to the order form on page 82, make a conversation between Student A and Student B or a conversation between Student C and Student D.
?
You may use these sentences:
Hello!
I want to order… please.
I’d like …
What would you like?
What kind of …would you like?
What size of …would you like? Task
Would you like…?
What’s your address?
What’s your telephone number?
That will be …RMBTask2
Fill in your own order form.
?
?
Task 3
Act out you own dialogue in front of the class and show you own order form.
?
Task: Help teacher finish the ad.
Discuss and fill in the blanks
(3a, 3b)
Task: Discuss and learnWhat do you like ?
I like … ,… and …
I don’t like …,…or….green teadumplingsoupfishriceporridgeorange
juiceMake a survey:
What do you like?I like…,… and … I don’t like…, …or….
He/She likes…,… He/She doesn’t like….Give a report like this:Homework: Task1
Today is your birthday. Could you like to my birthday party? Please help me get ready for it.
(1)? According the surveys, make a shopping list.
(2)? According the shopping list make a conversation Task: Discussion I’m a Chinese .I like to eat at home or in a Chinese food restaurant. Would you like to eat at home or eat out? Why?Where else?Homework: Task: Workers wanted
一家新开张的饭店要招聘员工，要求编写食
物广告。学生自己组合搭配，设计广告。评出最
佳广告创意奖，并展示他们的成果。（话题由课本知识向实际生活延伸，进一步
鼓励学生发挥自己的想象力和主观能动性，
体现语言的实用原则。）Homework:
1、了解父母所喜欢的食物，并为家人
配制一星期的菜谱，说明理由。
2、完成Self check.
(把课堂知识与实际生活联系起来，使所学的语言知识更有用武之地.同时培养学生关心他人的品德。)GoodbyeThank youGOODBYEThank you