Unit 10 I’d like some noodles单元教案

Unit 10　I’d like some noodles.
课　题
Unit 10　I’d like some noodles.
课时
第一课时Section A(1a-2d)
课型
New
教学
目标
知识
目标
1. 学习并掌握下列词汇:
noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size, tofu
2. 掌握以下句型:
①—What would you like?
—I’m not sure yet. Are there any vegetables in the beef noodles?
②May I take your order?
③—Can we have two bowls of beef soup then?
—Sure. What size would you like?
—Medium, please.
能力
目标
能了解以下语法: 情态动词would的用法; 能掌握订餐或叫外卖等的用语。
情感
目标
体会学习英语的乐趣, 做到“在用中学”“在学中用”。养成一个良好的饮食习惯。
教学
重点
1. 学习掌握本课时的重点词组及表达方式。
2. 引导学生们做听、说的训练。
教学
难点
通过role-play的方式掌握如何订餐等用语。
课前
预习
Preview the new words
教学
方法
Situational approach; Listening and speaking approach; Communicative approach
教学过程
教学
环节
教师活动
学生活动
备课札记
Step 1
Warm up and lead in
1. Watch a video program about food and vegetables.
2. Ask and answer: What’s your favorite food/drink/vegetables?
1. Ss watch the video.
Review words: noodles, mutton, beef, chicken, potatoes, tomatoes, cabbage, carrot, tofu. Then work on 1a: Match new words with the food.
2. Ss answer the question:
What’s your favorite food/drink/ vegetables?
利用学生感兴趣的人物视频, 复习学过的描述自己最喜欢的食物/饮料或蔬菜, 为下面的学习作铺垫; 并通过视频激发学生的学习兴趣。
Step 2
Presentation (1a)
1. Show some pictures of food on the big screen.
2. Present some new words and expressions to the Ss.
3. Work on 1a:
Read the words on the left and look at the pictures on the right. Write the letters of the food on the line. Then check the answers.
1. Ss learn the new words and expressions by themselves and try to remember them.
2. Read the words on the left and look at the pictures on the right.
在语境中呈现和导入目标语言。
续表
教学环节
教师活动
学生活动
备课札记
Step 3
Game (Guess the food. )
1. Show some pictures of food on the big screen.
2. Let Ss guess what food it is.
Ss try to guess the food and learn the words.
通过观察图片, 猜出食物名称, 培养学生的观察能力, 增强学生的生活常识。
Step 4
Listening (1b)
T: In the following conversation, one man is ordering some food. Now, let’s listen to the tape, find out the right noodles the person orders.
Play the recording for the Ss to listen and check the answers.
Listen to the tape in 1b and find out the answer.
通过听力练习和完成答案勾画, 在语境中体会词汇和句型运用。
Step 5 Oral Practice (1c)
1. Present the conversation in 1b on the big screen and ask Ss to practice it.
2. Make their own conversations using the noodles in the picture.
3. Let some pairs act out their conversations.
1. Ss practice the conversation in 1b on the big screen.
2. Make conversations using the noodles in the picture.
3. Act out their conversations in pairs.
通过利用“信息”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动。
Step 6
Listening (2a&2b)
1. Work on 2a
Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and check the names of the foods.
2. Work on 2b
Play the recording twice. The first time Ss just listen. And the second time, Ss listen and write down the words.
3. Check the answers.
1. Work on 2a
Listen to the conversations and tell the names of the foods in the listening.
2. Work on 2b
Ss listen and write down the words to complete the sentences.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 为开展有实际意义的交际运用活动做铺垫。
Step 7
Pair work (2c)
1. Lead Ss to ask and answer questions with the partner. (Use the information in 2a. )
2. Show the conversations of 2a on the big screen to the Ss.
3. Make a model for the Ss.
1. Answer teacher’s question: What kind of noodles would you like?
2. Ss work in pairs and practice the conversations.
通过对话练习巩固所学知识, 提升运用能力。
Step 8
Role-play (2d)
1. Ask Ss to read the conversation in 2d and find the answer to this question:
What would they like?
2. Check the answers with the Ss.
Ss work with their partners and role-play the conversation.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 9
Summarize
1. Guide the students to summarize the names of food.
2. Guide the students to summarize the sentence structure with “Would you like. . . ? ”
Summarize the names of food and the sentence structure with “Would you like. . . ? ”
培养学生探究、归纳总结能力。
续表
教学环节
教师活动
学生活动
备课札记
Step 10
Consolidation
教师设置巩固检测练习:
Ⅰ. 句型转换
1. I’d like some noodles. (改为否定句)
I_______ _________ _________noodles. ?
2. Can I help you? (同义句)
_______ can I _________ ________ you? ?
3. I’d like some orange juice. (改为一般疑问句)
_______you_______ _______orange juice? ?
4. I’d like beef and tomato noodles. (就画线部分提问)
_______ _______ _______noodles _______you like? ?
答案: 1. wouldn’t like any　2. What；do for　3. Would; like some　4. What kind of; would
Ⅱ. 词汇应用
1. What s_______ shoes would you like ? ?
2. We have many great _______(特色菜) in the restaurant. ?
3. I would like you _______ (come) to my house. ?
4. There are some _______(tomato) on the table. ?
5. There _______(be) some beef and eggs in the noodles. ?
答案: 1. size　
2. specials　3. to come　4. tomatoes　5. is
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 11
Homework
1. Review the words and expressions in this period.
2. Role-play the conversation in 2d.
3. Write a short conversation to order some noodles you like in a restaurant.
板书设计
Section A (1a-2d)
Drills:
①—What would you like?
—I’m not sure yet. Are there any vegetables in the beef noodles?
②May I take your order?
③—Can we have two bowls of beef soup then?
—Sure. What size would you like?
—Medium, please.
教学反思
在本节课的教学活动设计中, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。


课　题
Unit 10　I’d like some noodles.
课时
第二课时Section A (Grammar Focus-3c)
课型
New
教学
目标
知识
目标
1. 继续练习运用如何订餐或叫外卖等的用语。
2. 根据所提供的材料能运用所学的知识来补全对话。
3. 总结复习订餐时所用句型结构。
能力
目标
使学生学会根据所提供的材料运用所学的知识来进行订餐交流。培养学生语言实际运用能力。
情感
目标
体会学习英语的乐趣, 做到“在用中学”, “在学中用”。养成一个良好的饮食习惯。
教学
重点
1. 总结订餐所用语言及句子结构。
2. 学习理解情态动词would的用法。
3. 通用所学的知识在实际情境中订餐。
教学
难点
1. 在较为真实的订餐语境中会运用学过的语言知识来补全对话。
2. 能掌握如何用英语订餐, 并在实际情境中运用。
课前
预习
预习3a-3c, 完成书上要求的任务翻译2. Grammar Focus并背诵。
教学
方法
采用Practicing和Role-playing的学习策略。
教学过程
教学
环节
教师活动
学生活动
备课札记
Step 1
Grammar Focus
课件引导学生阅读Grammar Focus中的句子, 然后做填空练习。
1. 你想要什么面条?
___________________ noodles would you like? ?
请给我来牛肉面。
_______________________
2. 你想要多大碗的?
___________________ would you like? ?
请给我来中碗的。
_______________________
3. 你想来一个大碗吗?
_______________________
好的。_______________
4. 在西红柿鸡蛋汤里有肉吗? __________________
不, 没有。_________
5. I’d =_____________
6. She’d =_________
7. 不可数名词有: bread, milk, water, _________
8. 既是可数又是不可数的名词: salad, chicken, ice cream, __________________
答案: 1. What kind of；I’d like beef noodles, please.
2. what size； I’d like a medium bowl.
3. —Would you like a large bowl? —Yes, please.
4. Is there any meat in the tomato and egg soup? No, there isn’t.
5. I would　6. She would
7. tea, juice, beef, mutton, pork, etc.
8. fish, food, fruit, drink etc.
1. Ss finish off the sentences and check the answers by themselves.
2. 自主探究
利用学生感兴趣的课件, 进行复习或检查, 为下面内容的进展作铺垫; 并通过课件激发学生的学习兴趣。
续表
教学环节
教师活动
学生活动
备课札记
Step 2
Discovery Park(探究乐园) (3a)
引导学生阅读3a中的对话, 完成“探究乐园 中任务:
一、would like意为 “想要某物”, 常用句式结构:
1. 我可以帮你点菜吗?
May I have your order?
我想要一碗面条。
I’d like a bowl of noodles.
你想要什么面条?
What kind of noodles would you like?
(以上句型为有礼貌、委婉地表达征求对方的要求)
2. Would you like . . . ? 你想要……吗? 这也是用来向对方有礼貌地语气委婉地征求对方要求的句型。其答语为: Yes, please. /OK. /No, thanks.
你想要一些牛奶吗? would you like some milk?
是的, 谢谢。/ 不, 谢谢。
Yes, please. / No, thanks.
【拓展】Would you like to do sth. ? 你愿意做某事吗?
用来有礼貌地向对方提出建议或邀请的句型。答语常为“Yes, I’d like to. ” “Sorry, . . . ”
二、可数名词与不可数名词
1. 可数名词: 可数名词有单数、复数之分。其复数形式一般要加-s或-es。如: potato—potatoes; tomato—tomatoes
2. 不可数名词没有复数形式, 只有单数形式。如:
some rice (米饭); a lot of beef (牛肉)
(1) 不可数名词表示数量的多少时, 必须与表示数量的名词连用, 即“数词+表示数量的名词(可数名词)+ of + 不可数名词”, 如:
两玻璃杯果汁 two glasses of juice
三碗米饭 three bowls of rice
(2) 不可数名词作主语时, 谓语动词只能用单数形式。例如:
在碗里有一些羊肉汤。
There is some mutton soup in the bowl.
【拓展】如果不可数名词前有复数名词短语修饰时, 谓语动词须用复数形式。
如: 房间里有两袋子大米。
There are two bags of rice in the room.
根据老师的引导完成所设计的任务, 为完成3a的任务做好铺垫。
在语境中呈现和导入目标语言。加深对句型和语言点的了解和运用。
Step 3
Work in pairs (3a)
1. Work on 3a. Tell Ss to complete the conversation with sentences on the right.
2. Check the answers with the Ss.
3. Let Ss practice the conversations in pairs.
1. Ss work by themselves and complete the conversation.
2. Ss practice the conversations in pairs.
通过两人小组对话, 让学生从听对话到模仿对话, 加深对所学内容的理解、巩固。
续表
教学环节
教师活动
学生活动
备课札记
Step 4
Practice(3b)
1. Tell Ss to write questions and answers using the words in the brackets.
2. Give a model to the Ss.
—What kind of noodles would you like?
—. . .
3. 指导: 看提示词, 确定句子是对什么事情提问, 检查句子的语序是否正确。最后, 再根据自己的实际情况回答问题。
1. Ss write questions and answers using the words in the brackets.
2. Practice the conversation with your partners.
通过口头练习, 在语境中体会所学知识的运用。
Step 5
Survey (3c)
1. Lead Ss to look at the pictures. (There are four kinds of special foods. )
2. Ask Ss to make a survey to find out who would like them.
3. Give Ss a model:
4. Let Ss write the result on a piece of paper and write a report then read your report in your group.
5. Check the result of the survey.
1. Look at the pictures.
2. Do a survey.
3. Write the result on a piece of paper and write a report.
4. Read the report in your group.
通过小调查活动, 使所学知识得以更好地实践和运用, 同时也有助于增进学生之间的彼此了解、培养语言交际能力和信心。
Step 6
Summarize
Guide the students to summarize how to order food in English.
Summarize how to order food in English.
培养学生探究、归纳总结能力。
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 完成句子
1. 我们有特价牛肉水饺。
We have _______beef _______. ?
2. 你要多大号的外套?
_______ _______coat would you like? ?
3. 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. ?
4. 吃西红柿对你的健康有好处。
It’s good for your health _______eat some _______. ?
5. 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. ?
6. 我们有两个好的新特色。We have ______ __________ ________specials. ?
7. 他想在星期天打篮球。
He would like _________ __________basketball on Sunday. ?
续表
教学环节
教师活动
学生活动
备课札记
Step 7
Consolidation
8. 你想去游泳吗? 是的。_______ you _______to swim? ?
Yes, I’d love to.
答案: 1. special, dumplings　2. What size　
3. What kind of； potato　4. to; tomatoes　
5. What would; I’d; one large　6. two good new
7. to play　8. Would; like
Ⅱ. 补全对话
A: Good morning, Sir. Can I 　　1　　you? ?
B: Yes, please. 　　 2　　 would you like, Ann? ?
C: A hamburger 　　3　　 some salad. ?
B: What 　　4　　 would you like? ?
C: A glass of orange juice.
A: What would you like 　　5　　 it? ?
C: Some ice, 　　6　　. ?
A: Some ice? But today is kind 　　7　　 cold. ?
C: I like that. I think the juice 　　8　　 ice is very cool. ?
A: What 　　9　　 you, Sir? ?
B: I’d like a hamburger with beef
　　10　　 it. ?
A: OK, here you are.
答案: 1. help　
2. What　3. and　
4. drink　5. in　
6. please　7. of　
8. with　9. about　
10. in
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8
Homework
1. Remember the sentences in Grammar Focus.
2. Make some conversations to ask your friends what food they would like.
3. Write a short conversation .
板书设计
Section A (Grammar Focus-3c)
缩写: I’d = I would she’d = she would
不可数名词: 肉类, 饮料类
可数又不可数名词: chicken, salad, ice-cream, cabbage (探究它们作可数名词时及不可数名词时的意思)
教学反思
在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。

课　题
Unit 10　I’d like some noodles.
课时
第三课时Section B (1a—2c)
课型
New
教学
目标
知识
目标
1. 学习并掌握下列词汇: dumpling, fish, pancake, world, answer, different, cake, candle, age, blow, blow out, if, will, the UK, candy, lucky, popular, cut up, idea
2. 掌握以下句型:
① The answer would be different in different countries.
② The number of candles is the person’s age.
③ In China, it’s getting popular to have cake on your birthday.
能力
目标
了解世界各地的饮食文化, 生日文化等, 并能对此做出描述。
情感
目标
体会学习英语的乐趣, 做到“在用中学”“在学中用”。了解世界各地的饮食文化, 生日文化等事情, 使学生们具有初步的世界文化观念。
教学
重点
1. 通过进行听、说的训练, 来提高学生们综合运用所学知识的能力。
2. 通过读、写的训练, 来让学生们能真正在实际活动中运用所学的知识。
教学
难点
听力训练与阅读训练。
课前
预习
利用图片使学生学习1a中的单词, 并引导学生进行Group work学会运用句型: I like. . . / I don’t like. . . 为接下来的教学活动做好铺垫。
教学
方法
采用Practicing, Listening for specific information和Role-playing的学习策略。
教学过程
教学
环节
教师活动
学生活动
备课札记
Step 1
Warm up
Let’s watch a video and learn.
Watch a video and learn.
利用学生熟悉并感兴趣的录像片, 复习学过的单词, 为描述自己或询问别人的饮食喜好作铺垫; 并通过录像片激发学生的学习兴趣。
Step 2
Presentation (1a)
1. (show some pictures of food on the big screen)
Present some new words and expressions to the Ss.
2. Lead Ss to read the words in the chart and look at the pictures below. Write the letters of the foods or drinks on the line. Then check the answers.
3. Let Ss try to remember the new words and expressions.
Ss learn the new words and expressions by themselves and try to remember them.
在语境中呈现和导入目标语言。
Step 3
Pair work
1. Ask Ss to circle the things they like in 1a. Put an × next to the things he/ she doesn’t like. Then tell his/ her partner what he / she likes and doesn’t like.
2. Let Ss work in groups. Talk about what he/ she likes and what he/ she doesn’t like.
3. Lead Ss to make a list of things every one likes and dislikes in his/ her group. Then give a report to classmates.
4. Let some Ss give their report.
1. Ss circle the things they like in 1a. Put an × next to the things he/she doesn’t like. Then tell his/ her partner what he / she likes and doesn’t like.
2. Ss work in groups. Talk about what he/ she likes and what he/ she doesn’t like.
3. Ss make a list of things every one likes and dislikes in his/ her group. Then give a report to classmates.
通过两人一组进行合作, 让学生练习并巩固对饮食喜好的询问和回答。
续表
教学环节
教师活动
学生活动
备课札记
Step 4
Listening (1c&1d)
1. Ask Ss to read the ORDER FORM carefully.
2. Play the tape for the Ss to listen and complete the food order form. (Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and write down the names of the foods. )
3. Listen again. Use the pause button to check the answers with the Ss.
1. Ss read the ORDER FORM carefully.
2. Listen and complete the food order form.
3. Then, listen to the recording again, and write down the names of the foods.
4. Listen again and check the answers.
通过教材中提供的听力训练, 学生能更好地理解和掌握本节课所学的词汇和语言, 为角色扮演提供了充足的语言素材。其中设计了听前指导, 让学生对听力内容有初步了解, 增强听力的目的性。听后学生成果展示, 能让学生体会到成功的愉悦感。
Step 5
Group work (2a)
1. Lead Ss to discuss what they usually do or eat on their birthday.
2. Let Ss write down what his/her group members do on their birthday. And give a report to the class.
1. Ss take turns to talk about it.
S1: I usually get many nice gifts from my parents. I usually have a nice dinner in a restaurant.
S2: My parents usually buy me some nice books and school things on my birthday.
S3: . . .
2. Write down what his / her group members do on their birthday.
3. Give a report to the class.
通过利用“2a提供信息”进行调查、汇总活动, 在运用信息过程中, 提高学生的识记和辨析能力。
Step 6
Presentation
1. Show some pictures of the new words in the passage on the big screen.
2. Present some new words and expressions to the Ss.
Ss learn the new words and expressions by themselves and try to remember them.
学习新词汇为接下来的阅读扫清障碍。
Step 7
Reading (2b)
1. Fast reading
Let Ss tell the question on the flash cards “True or False”
2. Careful reading
Ask Ss to read the passage and complete the chart below.
阅读指导:
首先, 读表格, 记住这四个空格, 分别是在英国及中国人们在过生日时所吃的食物及他们的特殊含义。其次, 带着问题去仔细读短文, 并在短文中寻找相关问题的回答依据。然后, 根据相关依据, 将答案写在空格处。
3. Lead Ss to read the messages again. Find the answers to the questions in 2c.
阅读指导: 首先, 读这四个问题, 记住这四个问题。其次, 带着问题去仔细读短文, 并在短文中寻找相关问题的回答依据。然后, 根据相关依据, 写出问题的答案。
4. Check the answers with the Ss.
1. Fast reading
Tell the question on the flash cards “True or False”.
2. Careful reading
Read the passage and complete the chart below.
3. Read the messages again. Find the answers to the questions in 2c.
通过阅读任务的完成, 培养学生在速读过程中捕捉信息的能力。在精读过程中培养学生的阅读能力、思维能力和理解能力。
Step 8
Summarize
1. 引导学生总结本节课所学的重点词汇、句型。
2. 引导学生说出本节课学会了什么, 哪些地方还存在问题。
1. 总结本节课所学的重点词汇、句型。
2. 说出本节课学会了什么, 哪些地方还存在问题。
续表
教学环节
教师活动
学生活动
备课札记
Step 9
Consolidation
教师设置巩固检测练习:
一、用所给单词的适当形式填空。
1. There _______(be) some _______(beef )and _______(egg) in the noodles. ?
2. There_______(be) some onions and _______(mutton) in the bowl. ?
3. I would like you _______(come) to my house. ?
4. Look, they _______
(buy) fruit and vegetables in the market. ?
5. Would you like some juice _______(drink)? ?
6. She _______(have) an egg, a small bowl of _______(chicken) noodles and two _______(apple)every day. ?
7. I like _______(listen) to the pop music and _______(watch) TV. ?
8. They would like _______(see) the _______(animal) in the zoo. ?
9. Let them_______(help) us with English. ?
10. I with Jack_______(do) homework in the classroom now. ?
11. They enjoy _______
(have) beef. ?
12. There are some _______(tomato) and _______(porridge) on the table. ?
13. What about _______
(swim) in the pool? Look, she _______
(swim)in the pool. ?
14. I would like something _______
(eat). ?
15. Can he_______ (watch) TV with you? ?
She can’t _______ (swim)because she is afraid of(害怕) water. ?
答案: 1. is, beef, eggs　2. are, mutton　3. to come
4. are buying　5. to drink　6. has, chicken, apples
7. to listen, watch　8. to see, animals　9. help　10. am doing　
11. having　12. tomatoes, porridge
13. swimming, is swimming　14. to eat　
15. watch, swim
二. 选择填空
(B)1. A small pizza special _______$ 3. ?
A. are　　B. is　　
C. has　　D. have
(B)2. _______? —Yes, I’d like some tea. ?
A. Where are you
B. Can I help you
C. Who are you
D. What do you do
(B)3. Would you like something _______? ?
A. eat B. to eat
C. ate D. eating
(C)4. —Would you like some milk? —_______. ?
A. Yes, it is
B. No, I wouldn’t.
C. Yes, please.
D. Yes, I would.
(D)5. Would you like to go shopping with me? _______. ?
A. No, I wouldn’t　　B. Yes, I would
C. Yes, I’d love　　　D. Yes, I’d love to
续表
教学环节
教师活动
学生活动
备课札记
(C)6. I don’t like tomatoes _______potatoes. ?
A. and　　　　　　　B. with
C. or
D. but
(A)7. Welcome to the _______restaurant! We have different _______. ?
A. noodle, noodles B. noodles, noodle
C. noodle, noodle
D. noodles, noodles
(D)8. —_______ rice would you like? ?
—Small, please.
A. What kind of
B. What size
C. What size of
D. What size bowl of
(C)9. —Would you like _______football with us? —Certainly. I like _______football very much. ?
A. play, to play
B. playing, to play
C. to play, playing
D. playing, playing
三、句型转换
1. He’d like a large bowl of porridge. (对画线部分提问)
_______ _______bowl of porridge _______he _______? ?
2. My father would like beef dumplings. (改为同义句)
My father would like _______ __________ _______. ?
3. I’d like a small bottle of orange juice. (改为一般疑问句)
_______ you _______a small bottle of orange juice? ?
4. I’d like to have some porridge and onions. (改为否定句)
I _______like to have _______porridge _______onions. ?
5. She wants to eat dumplings. (改为同义句)
She_______ _______to eat dumplings. ?
6. I’d like beef and tomato noodles. (对画线部分提问)
_______ _________ noodles _______you like? ?
7. I like green tea. (对画线部分提问)
_______ _______you _______? ?
8. The large bowl of noodles is RMB 10. (对画线部分提问)
_______ _________ __________the large bowl of noodles? ?
答案: 1. What size, would, like　2. dumplings with beef　
3. Would, like　
4. wouldn’t, any, or　
5. would like　6. What kind of, would　7. What do, like　8. How much is
独立完成检测练习, 进行自我评价。
续表
Step 10
Homework
1. Remember the new words and expressions in this period.
2. 用下列词汇造句:
①around the world　② in different countries　③ the number of　④ blow out　⑤ in one go　⑥ come true　⑦ get popular　⑧ cut up
板书设计
Section B (1a-2c)
1. 学习并掌握下列词汇: dumpling, fish, pancake, world, answer, different, cake, candle, age, blow, blow out, if, will, the UK, candy, lucky, popular, cut up, idea
2. 掌握以下句型:
①The answer would be different in different countries.
②The number of candles is the person’s age.
③In China, it’s getting popular to have cake on your birthday.
教学反思
长期以来受应试教育的影响, 学生的听力水平始终难以提高, 虽然听力测试分数高, 但仍是“聋子”; 写作水平高, 却仍是“哑子”。因此, 新课标要求教师在课堂上应努力做到让每个学生达到每堂课的听力目标、说的目标。教师应充分做好课前准备, 熟悉每堂课的听力目标、说的目标; 充分估计学生在听的过程中可能遇到的障碍, 并考虑以何种方式解决; 充分考虑评价方式, 并做好评价记录(教师评价、学生自评)。

课　题
Unit 10　I’d like some noodles.
课时
第四课时Section B (3a—Self Check)
课型
New
教学
目标
知识
目标
1. 继续练习运用如何订餐或叫外卖等的用语。
2. 根据所提供的材料能运用所学的知识来补全对话。
3. 总结复习订餐时所用句型结构。
能力
目标
学会运用如何订餐或叫外卖等的用语。
情感
目标
体会学习英语的乐趣, 做到“在用中学”“在学中用”。了解世界各地的饮食文化, 生日文化等事情, 使学生们具有初步的世界文化观念。
教学
重点
1. 通过进行听、说的训练, 来提高学生们综合运用所学知识的能力。
2. 通过读、写的训练, 来让学生们能真正在实际活动中运用所学的知识。
教学
难点
阅读训练与写作训练
课前
预习
1. 小组预习, 准确翻译下列单词。
order, bowl, kinds, strawberry, specials
2. 预习过Section B 3a-3b之后, 请快速翻译下列句子。
① 你想吃冰淇淋还是烙饼?
② 我们有不同种类的水果。
③ 它们只卖5元钱。
教学
方法
采用Practicing和group work的学习策略。
教学过程
教学
环节
教师活动
学生活动
备课札记
Step 1
Warm up and review
1. Check the homework and have a dictation of the new words and expressions.
2. Let some Ss retell the passage in 2b.
1. Ss have a dictation of the new words and expressions.
2. Ss retell the passage in 2b.
复习学过的词汇和句型, 为学习下面的内容作铺垫。
Step 2
Writing (3a&3b)
1. Ask Ss to read the ads in 3a and fill in the blanks with the words in the box.
阅读指导: 首先, 明白方框里单词的意思;
其次, 阅读这个小广告, 了解其大意; 然后, 认真读每一个句子, 根据上下文及空格前后的关键词来确定空格处的意思。并确定应用哪个单词填空; 最后, 再通读一遍广告内容, 看短文是否通顺恰当。
2. Check the answers.
Ss read the ads in 3a and fill in the blanks with the words in the box.
通过练习, 在语境中体会、练习并为如何写英语小广告埋下伏笔。
续表
教学环节
教师活动
学生活动
备课札记
Step 3
Writing
1. Make sure the Ss know what to do. (Imagine you have a special restaurant, write the foods and prices. )
2. Lead Ss to write the foods and prices and write sentences in English.
e. g. burgers: 3$ soup: 1$
We have nice burgers for three dollars. The soup is only one dollar.
3. Let some Ss read out their sentences in groups.
1. Ss work by themselves and try to write the foods and prices.
2. Ss write sentences in English.
3. Ss read out their sentences.
通过独学使知识学以致用; 通过小组合作培养学生团队精神, 增强学生合作共赢意识。
Step 4
Writing
1. Let Ss write an ad for a restaurant. (T: These sentences structures may help you. )
2. Let Ss read the sentences first, and try to remember them.
3. Let Ss make a list of the food and drinks in your restaurant.
4. Use the sentence structures and write the ad.
5. Let some Ss read out their ad. Show some good ad on the big screen as a model.
1. Ss write an ad for a restaurant.
2. Ss read the sentences first, and try to remember them.
3. Ss make a list of the food and drinks in the restaurant.
4. Use the sentence structures and write the ad.
5. Ss read out their ad. Show some good ad on the big screen as a model.
通过写作练习提高学生学以致用的能力。
Step 5
Self Check 1
1. Make sure Ss know what to do.
Put the words you learned in different groups.
2. Check the answers.
Put the words that they learned in different groups.
通过该项练习, 增强词汇识记能力, 拓展生活常识。
Step 6
Self Check 2
1. Tell Ss they’ll read some interesting jokes. Read the jokes below and fill in the blanks with “there be” structure.
2. 指导: 这里是考查there be句型中的主谓一致原则。
3. Check the answers with the Ss.
4. Let Ss act out the joke for fun.
Ss read the jokes and fill in the blanks.
Ss act out the joke for fun.
寓教、学于“笑话”, 不仅活跃了学习气氛, 激发了学生的学习兴趣, 而且还可以达到培养学生乐学善学的目的。
Step 7
Practice
1. T: If you are in a restaurant. What should the waiter say to you? What should you say to the waiter to order? Now look at the clues below and write a conversation.
2. Check the answers with the Ss.
Ss read the clues and try to write a conversation.
通过练习使所学知识得以巩固, 培养学生学以致用的能力。
Step 8
Summarize
Guide the students to summarize how to make an ad.
Summarize how to make an ad.
培养学生探究、归纳总结能力。
续表
教学环节
教师活动
学生活动
备课札记
Step 9
Consolidation
教师设置巩固检测练习:
一、英汉互译
1. 想要_______?
2. what kind of______
3. 多大号______?
4. play with______
5. put on_______?
6. 牛肉西红柿面_______
7. 饺子店_______?
8. ask for ______
答案: 1. would like　
2. 哪种　3. what size　4. 玩耍　5. 穿上　
6. beef and tomato noodles　
7. dumpling restaurant　8. 要求
二、词汇
1. noodle(复数)_______
2. tomato(复数)_______
3. He’d (完全形式)_______
4. potato(复数)_______
5. fly (复数)_______
6. large(反义词)_______
7. I’d (完全形式) _______
答案: 1. noodles　
2. tomatoes　3. He would　
4. potatoes　5. flies　
6. small　7. I would
三、词汇运用
1. What would you like? Here is the _______(菜单). ?
2. Help _______(you) to some noodles, children. ?
3. How _______(many) tea is there in the cup? ?
4. Would you like _______(some) dumplings? ?
答案: 1. menu　
2. yourself　3. much　4. some
四、单项选择
(D)1. He says the ice cream tastes _______
and sells _______. ?
A. good, good
B. well, well
C. well, good
D. good, well
(C)2. You can put _______milk into the tea. ?
A. a few　　　　
B. few
C. a little
D. little
(D)3. Special 2 _______
beef and carrots and is just 10RMB _______20. ?
A. have , at
B. have for
C. has, at
D. has, for
续表
教学环节
教师活动
学生活动
备课札记
(D)4. Would you like some more dumplings?
—_______. I’m full. ?
A. Yes, please
B. I’d love to
C. No, I wouldn’t
D. No, thanks
(A)5. I’d like some dumplings _______cabbage and mutton. ?
A. with　　　　
B. in
C. has
D. have
五、连词成句
1. you, what , of, would, size, noodles, bowl, like
______________?
2. like, green tea, don’t, fish, or, I
______________
3. medium, she’d, noodles, like, bowl, please, of , a
______________
4. specials, come, and, your, today, get
______________
5. breakfast, has, Mary, and porridge, eggs, for
______________
答案: 1. What size bowl of noodles would you like?
2. I don’t like green tea or fish.
3. She’d like a medium bowl of noodles, please.
4. Today, come and get your specials.
5. Mary has porridge and eggs for breakfast.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 10
Homework
1. Review the new words and phrases of this unit.
2. Write a short ad for your uncle’s noodle restaurant.
板书设计
Section B (3a—Self Check)
3a: specials, kinds, strawberry, bowl, order
3b: e. g. burgers: 3$ soup: 1$
①We have nice burgers for three dollars.
②The soup is only one dollar.
Self Check 2:
1. There is　2. There are　3. There isn’t
Make a conversation:
①—May I take your order? —Yes, please.
②—Are there any vegetables in the soup?
—Yes, there are some carrots.
③—What size of bowl would you like?
—I’d like the small one.
教学反思
在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。