Unit 10 I'd like some noodles.
Section A
第一课时 (1a－2d)
Master the key words and sentences.
(1)Key words：
noodle，mutton，beef，cabbage，potato，special，would，would like，yet，order，bowl，size，tofu，large
(2)Sentences：
—What would you like?
—I'm not sure yet.
—What kind of noodles would you like?
—I'd like beef noodles，please.
May I take your order?
—What size would you like?
—Large，please.
1．Master the key words and sentences.
2．Guide students to learn how to order food.
3．Be able to understand the dialogue about ordering food and develop the listening skill.
Step 1 Lead-in
1．(Show some pictures of food on the big screen) Present some new words and expressions to the students.
2．Students learn the new words and expressions by themselves and try to remember them.
Step 2 Teach Activity 1a
T：Let's look at the pictures in 1a.Special 1，Special 2 and Special 3.What's in Special 1?
S1：Beef and tomatoes.
T：So，Special 1 is noodles with beef and tomatoes.We also can say beef and tomato noodles.
Look at Special 2.What's in Special 2?
S2：Chicken and cabbage.
T：So Special 2 is noodles with chicken and cabbage.We can also say chicken and cabbage noodles.
Let's look at Special 3. What's in Special 3?
S3：Carrots and potatoes.
T：So Special 3 is noodles with carrots and potatoes.We can also say carrot and potato noodles.
Point out the numbered list of ingredients. Say each word and ask students to repeat.
Then ask students to match each word with one of the ingredients in noodles.
T：Write the letter of each food picture after the name of the food.
Point out the sample answer.
Check the answers together.
Finally，show some pictures of food on the big screen.Let students guess what food it is.Students try to guess the food and learn the words.
Step 3 Listening 1b
Before listening
1．让学生明白1b的要求，观察单元主题图，先讨论Special 1、Special 2、Special 3的不同，确定在听的过程中需要提取的关键信息，即：What kind of noodles？看图，依次写出面馆的三种特色面条。
Special 1：beef_and_tomato_noodles
Special 2：______________________
Special 3：______________________
2．让学生大声朗读关键名词。
While listening
1．T：In the following conversation，one man is ordering some food.Now，let's listen to the tape，and find out the right noodles the person orders.
Play the recording for the students to listen and check the answers.
2．Listen again and read after it.
Step 4 Teach Activity 1c
1．Present the conversation in 1b on the big screen and ask students to practice it.
2．Make their own conversations using the information of noodles in the picture.
3．Let some pairs act out their conversations.
Step 5 Listening 2a & 2b
Before listening
1．让学生观察，明确2a听力活动的目的是听食物名称。
2．让学生观察，明确2b听力活动的目的是听面条的种类和碗的尺寸大小。提醒学生注意：一是听力过程中做好笔记，切记要记录单词首字母或前面两三个字母，而不是整个单词；二是听力结束后要补全单词，并联系句子结构注意单词的正确形式。
While listening
2a T：Now，look at the pictures on the right，and listen to the conversations and check the names of the foods you hear.(Play the recording for the first time，students only listen carefully.Then，listen to the recording again，and check the names of the foods.Check the answers.)
2b (Play the recording for the students to listen and complete the sentences.)Play the recording twice.The first time students just listen.And the second time，students listen and write down the words.Check the answers.
Listen again and read after it.
Step 6 Teach Activity 2c
Ask and answer questions with your partner.Use the information in 2a.
Show the conversations of 2a on the big screen to the students.
Make a model for the students.Students work in pairs and practice the conversation.
T：What kind of noodles would you like?
S：I'd like beef noodles，please.
…
Step 7 Teach Activity 2d
First，ask students to read the conversation silently to get the main idea.Underline the difficult language points at the same time.
Then teacher leads the students to read，call attention to the pronunciation and intonation.
After that，explain some language points.
Step 8 重点句子
1．What would you like？你想要什么？
would like表示“想要；愿意”的意思，与want同义，但语气比want更加委婉，多用于口语中。would是情态动词，常和主语缩写为“'d”的形式。would like的常用搭配有：
would like sth.想要某物
would like to do sth.想要做某事
would like sb.to do sth.想要某人做某事
Would you like...？常用来委婉地征求对方的意见，后面可以接名词，也可以接动词不定式。肯定回答为“Yes，please./Yes，I'd love to.”，否定回答为“No，thanks.”。如：
—Would you like some coffee?
——你想来点儿咖啡吗？
—Yes，please.
——好的。
2．I'm not sure yet.我还不确定。
yet通常用于否定句或疑问句中，译为“还，尚，仍，已经”等。常常放于句末或否定词之后。如：
He is not yet here.
他还没到这里。
Is the tea cold yet?
茶凉了吗？
yet还可以用于肯定句中，译为“还，仍然”，相当于still，在口语中常用still。如：
She is yet a children.
她还是个孩子。
I have yet much to do.
我还有许多事情要做。
3．—What kind of noodles would you like?
你想要哪种面条？
—I'd like beef noodles，please.
请给我一份牛肉面。
What kind用于询问某物的种类。beef是名词作定语，修饰名词noodles。通常作定语的名词不用复数，也不随主体名词的单复数的变化而变化。如：
There is an apple tree in front of the house.
房子前有棵苹果树。
There are apple trees in front of the house.
房子前有些苹果树。
但如果是man或woman作定语时，其单复数的变化应和主体名词单复数的变化一致。如：
We still need some women workers.
我们仍然需要一些女工。
4．What size would you like?
您要多大碗的呢？
size是名词，可以表示物品的大小、尺寸、号码等。What size...？常用来询问大小，意思是“多大的……”“多大尺寸的”“什么号码的”等。
The hall is five times the size of that classroom.
这个礼堂的大小是那个教室的五倍。
—What size sweater would you like?
——你想要多大号的毛衣？
—Size 6.
——六号的。
Step 9 课堂小结
In this period，we've learned some words about food and expressions about how to order food. And we've also done some listening and speaking practice to consolidate what we learned.
Unit 10 I'd like some noodles.
Section A
第一课时 (1a－2d)
What would you like?
What kind of noodles would you like?
What size would you like?
完成《红对勾·45分钟作业与单元评估》或《红对勾·练吧》的相关练习。
第二课时 (Grammar Focus－3c)
1．Master the use of countable nouns and uncountable nouns.
2．Be able to order food.
3．Improve students' writing skill.
1．Master the use of countable nouns and uncountable nouns.
2．Be able to order food.
3．Improve students' writing skill.
Step 1 Lead-in
First，the teacher leads students to review the last lesson about how to order.
T：What kind of noodles would you like?
S：I'd like beef noodles，please.
...
Then students work in pairs and practice the conversation.
Step 2 Grammar Focus
Review the grammar box.Ask students to read the questions and answers.
Point out the contractions I'd and She'd.
Write each full form and contraction side by side on the board.Ask students to say the full forms and contractions.
Then lead students to look at the two columns countable nouns and uncountable nouns.
Invite some students to read the words.
Next, explain the use of them.
Step 3 Practice
1．Teach Activity 3a.
First, lead students to read the sentences together and guess what they are talking about.
Then tell them to complete the conversation by choosing the sentences from the right column.
Give them three minutes to do it individually.
They may check the answers with deskmate first after finish doing it.
Finally invite a student to check the answers.Correct mistakes if any.
Ask students to read the complete conversation together.
2．Teach Activity 3b.
First, have students know what to do in this activity.
Then put them into pairs to write questions and answers using the given information.
Give them three minutes to do it.
Later invite some students to present the answers.
Step 4 Teach Activity 3c
Point to the four different kinds of food on the table in Activity 3c.
T：Look at the four kinds of food on the table. What's in them?
Ask different students to point to one of the bowls and tell what ingredients are in it.
Repeat the responses, correcting items if necessary.
Divide the students into groups of four.
T：Ask your group members what kind of food they would like. Write their names above the noodles.
Give them enough time to do it.
As they work, move around the room checking the progress and offering language support as needed.
Later, find out the most popular food in each group.
T：What kind of food would your group like best?
Ss：...
Step 5 重点语法
1．可数名词与不可数名词的区别
普通名词所表示的人或事物是可以按个数计算的，这类名词叫可数名词。可数名词分为个体名词(表示某类人或事物中的个体，如worker，farmer，desk，factory等)和集体名词(表示作为一个整体来看的一群人或一些事物，如people，family等)。
如果普通名词所表示的事物是不能按个数来计算的，这类名词就叫不可数名词。不可数名词分为物质名词(表示无法分为个体的物质，如meat，rice，water，milk，orange等)和抽象名词(表示动作、状态、情况、品质等抽象概念，如work，homework，time，health，friendship等)。
2．可数名词
可数名词有单数和复数两种形式，指一个人或一件事物时，用单数形式；指两个或多个人或事物时用复数形式。名词由单数形式变成复数形式的规则如下：
(1)一般的名词词尾直接加-s。如：
book→books room→rooms house→houses day→days
(2)以s，ss，ch，sh，x结尾的名词，在词尾加-es。如：
bus→buses glass→glasses watch→watches dish→dishes box→boxes
(3)以“辅音字母＋y”结尾的名词，要先将y改为i再加-es。如：
city→cities body→bodies factory→factories
(4)以f或fe结尾的名词，要将f或fe改为v再加-es。如：
half→halves leaf→leaves knife→knives wife→wives
(5)特例
①child→children
②man→men woman→women
policeman→policemen
[man→men]
③tomato→tomatoes
potato→potatoes
[初中英语以o结尾的名词变复数时只有这两个词加-es，其余的一律加-s。如：photo→photos]
④foot→feet tooth→teeth
[oo变成ee]
⑤sheep，Chinese，Japanese单、复数同形
[变复数时词形不变]
⑥people单数形式表示复数意义，谓语动词要用复数；people的复数形式peoples通常指“多个民族”。
3．不可数名词
(1)不可数名词没有复数，当它作句子的主语时，谓语动词要用单数形式。如：
The food is very fresh.
食品很新鲜。
(2)有的不可数名词也可以作可数名词，有复数形式，但它们的意义往往发生了变化。如：
water(水)→waters(水域)
orange(橘汁)→oranges(橘子)
(3)很多不可数名词表示泛指时为不可数，表示种类时就可数，但意义大多不发生变化。如：
fruit→fruits food→foods fish→fishes hair→hairs
Step 6 课堂小结
In this period, we've mainly learned the use and differences between countable nouns and uncountable nouns. Then, we did some writing practice and a group work to consolidate the grammar.
Unit 10 I'd like some noodles.
第二课时 (Grammar Focus－3c)
May I take/have your order?
We'd like one bowl of beef soup.
—What size would you like?
—I'd like a large bowl，please.
缩写：I'd＝I would She'd＝She would
完成《红对勾·45分钟作业与单元评估》或《红对勾·练吧》的相关练习。
课件48张PPT。Unit 10 I'd like some noodles.
Section A撷取百家精妙·荟萃时代品牌 谢谢观赏！
Thanks! Section B
第三课时 (1a－1d)
1．Master the key words：
dumpling，porridge, onion, fish, pancake
2．Learn how to order food on the phone.
3．Develop students' speaking and listening skills.
1．Master the key words.
2．Learn how to order food on the phone.
3．Develop students' speaking and listening skills.
Step 1 Lead-in
Ask and answer：What's your favorite food/drink/vegetables?
Show these sentences：
—What kind of dumplings would you like?
—...dumplings，please.
—What's your address, please?
—15 North Street.
Step 2 Presentation
Do you like these things? Show the pictures. Learn the new words in 1a.
Listen and repeat after the recording.
Match the words with the pictures. Write the letter of the food on the blank line before its name.
Pair work：Look at these words. Which are countable nouns? Which are uncountable nouns？And which are countable nouns and uncountable nouns？
Countable nouns
Uncountable nouns
Countable nouns
and uncountable
nouns
dumpling
pancake
orange juice，
green tea，meat，porridge，soup
fish，onion
Step 3 Teach Activity 1b
Circle the things you like in 1a. And put an“×”next to the things you don't like.
Group work. Let them practice by giving the beginning：
I like dumplings，fish and orange juice.
I don't like onions，green tea or porridge.
Why do you like...？/Why don't you like...?
Because it's...
Choose several students to ask and answer.
Step 4 Listening 1c&1d
T：If you are a waiter in a restaurant, can you serve the customer？Look through the chart and guess what you will listen.Now，let's listen to the conversation and write down the customer's address, telephone number and what he orders.
Listen and complete the food order form.
Listen again, check the answers, and see which group is better.
Step 5 课堂小结
1．Go over the key words and phrases.
2．Make a role-play：Assume that one student works in a dumpling house, and the other student is a customer who wants to order food. Make a conversation to present what will happen between them.
3．Preview the next period.
Unit 10 I'd like some noodles.
Section B
第三课时 (1a－1d)
I'd like...，...and... I don't like...，...or...
What kind of dumplings would you like?
What's your address，please?
What's your telephone number，please?
完成《红对勾·45分钟作业与单元评估》或《红对勾·练吧》的相关练习。
第四课时 (2a－Self Check)
Master the key words and sentences.
(1)Key words：
world, answer, different, cake, candle, age，blow, blow out, if, will, candy, lucky, popular, cut up, idea
(2)Sentences：
The number of candles is the person's age.
The birthday person must make a wish and blow out the candles.
In China, it is getting popular to have cake on your birthday.
They never cut up the noodles because the long noodles are a symbol of long life.
1．Master the key words and sentences.
2．Develop students' reading and comprehensive skills.
3．Be able to write an ad for food and drink.
4．Consolidate the knowledge in this unit.
Step 1 Lead-in
Discuss the questions in class.
When is your birthday?
What do you do on your birthday?
What do you eat on your birthday?
Student A：Have a birthday party.
Student B：Get some gifts from family and friends.
Student C：Eat a birthday cake.
Student D：Eat noodles.
T：Do you know what people like to eat on their birthday in other countries? Let's read the article in 2b together.
Step 2 Teach Activities 2b&2c
First, give students several minutes to read the passage silently and get the main idea of it. Ask them to underline any difficult language points at the same time.
After the reading, complete the chart individually.
Then, invite some students to read the passage，each for one paragraph. Correct pronunciation mistakes if any.
Later ask students to read the article again and answer the questions.
Finally，ask several students to present their answers.
Step 3 Practice
1．Teach Activity 3a.
First, lead students to read through the words in the box and understand their meanings.
Then give them three minutes to complete the passage with the given words.
Later invite a student to read his or her complete passage to check the answers.
Answers：
specials, kinds, strawberry, bowl, order
Lead students to read the passage together and know how to write an ad.
2．Writing 3b&3c.
First, lead students to read through the instructions so that they can know what to write.
Give them several minutes to list the foods and prices on a piece of paper.
Then write an ad for the restaurant using the sentence structures in the box, take the ad in 3a as a model.
As students work, move around the room offering language support as needed.
Later check the writing, choose some best written work and read them to the whole class. Encourage students to say which ad is more attractive.
Step 4 Self Check
Give students enough time to do this task individually.
As they work, move around the room checking the progress.
Later ask students to exchange their work with deskmates for peer-correction.
Answers to Activity 1：
The answers may vary.
Answers to Activity 2：
1．there is 2.There are 3.there isn't
Answers to Activity 3：
The answers may vary.
Step 5 重点句子
1．The number of candles is the person's age.蜡烛的数量就是过生日的人的年龄。
the number of表示“……的数量”，中心词为number，指的是of后边名词的数量，数量是个抽象概念，因此谓语动词用单数。如：
The number of students in our school is about 1,500.
我们学校学生的数量大约是1 500名。
与之结构类似的a number of则是量词短语，表示“许多……”，中心词是这个短语所修饰的复数名词，所以作主语时，谓语动词用复数形式。如：
A number of students of our school have this magazine.
我们学校有很多学生都有这本杂志。
A number of wild animals live in the forest.
森林里住着很多野生动物。
2．They never cut up the noodles because the long noodles are a symbol of long life.他们从不把面条切断，因为长面是长寿的一个象征。
(1)cut up表示“切碎”。在英语中，cut构成的搭配和短语比较多。现归纳如下：
cut sb.sth.为某人切某物，也可以说cut sth.for sb.。如：
Cut me some pineapple.
Cut some pineapple for me.
给我切几片菠萝吧。
cut sth.into sth.意为“把某物切成某物”。如：
First cut the meat into small pieces.
先把肉切成小块。
He cut the apple into halves.
他把苹果切成了两半。
注：若指分为两半，可说成cut sth.into halves或cut sth.in half。
(2)cut down
①砍倒。如：
They cut down the big tree.
他们把这棵大树砍倒了。
②削减，压缩。如：
We should cut down expenses in every way.
我们应该从各方面减少开支。
(3)cut in
①插入，插话。如：
Don't cut in when others are talking.
别人说话时别插话。
He keep cutting in on our conversation.
我们谈话时他老是插话。
注：cut in on sth.有时可说成cut into sth.，如上面第二句也可说成：He keep cutting into our conversation.
②插队，超车。如：
He cut in at the head of the line.
他在队伍的前面插队。
(4)cut off切断，隔断，断绝。如：
First you have to cut off the water.
首先，你必须切断供水系统。
(5)cut out剪成，戒掉。如：
I must cut out smoking.
我必须戒烟。
The rain and wind cut out a deep valley.
风雨侵蚀出了一条深谷。
Step 6 课堂小结
In this period, we've learned what people eat on birthday in different countries and know some food culture around the world through a reading material.And then we learned how to write an ad for a restaurant. By doing self check, we get to know how well we master the unit, and at the same time, there is still something that we don't master, so we'd better study harder.
Unit 10 I'd like some noodles.
第四课时 (2a－Self Check)
birthday cake
the wish will come true
long noodles，eggs
a symbol of long life
a symbol of life and good luck
完成《红对勾·45分钟作业与单元评估》或《红对勾·练吧》的相关练习。
课件34张PPT。Unit 10 I'd like some noodles.
Section B撷取百家精妙·荟萃时代品牌 谢谢观赏！
Thanks!
