Unit 4 Food and Restaurants Lesson 20 I Like the Supermarket 教案

冀教版七上Lesson20 I like the supermarket! 教案
课题： Lesson 20 I like the Supermarket! 课型 听说课 课时 1
教材分析 本单元的功能话题是食物和就餐，要求学生了解相关单词，并能够结合自己的生活实际，就该部分内容用英语表达自己喜爱的食物的单词和句子，有效地和别人进行交流。本课是这个单元的第二课，主要学习有关食物的词汇和句子。通过Danny和妈妈之间的对话和购物清单，向学生展示更多的食物词汇，并用What would you like to buy?表达意愿。听力内容中通过对your list 和our list 中人称代词的重读让学生感受重读的重要作用。
学情分析 授课对象是初一学生，具备一定的英语学习基础和英语学习能力，且有一定的观察和表达能力。他们在本单元Lesson19中已经学习了跟早餐相关的词汇和句型表达，对名词的可数不可数已经有了一定概念和理解，因此这节课中的食物词汇对他们来讲不会太难，个别既可数又不可数的名词部分学生可能会有困难，重点讲解。购物前后对话场景学生都较为熟悉，有些重要表达他们可以在语境中猜测，其中Danny 偷偷将自己喜欢的甜食添到妈妈的购物清单上的行为应该会让他们忍俊不禁，作为同龄人的他们很容易体会这种明知父母为他们健康不让多吃甜食，但还是经不住美味诱惑忍不住想吃的心理。
教学目标 语言能力 1.所有学生能听懂对话内容并把握语境中的人物关系，90%的学生能建构需要完成的任务中的交际角色；
2.能在语境中理解everything、have to、 be full of、write down get it for me、Good job!的意思；
3.能用What would you like to buy?完成本节课的学习任务。
文化意识 知道英语国家中常见的食物名称并在小组讨论中体会父母对孩子的爱
思维品质 所有学生能区分可数名词和不可数名词并能将食物加以分类。
学习能力 1.所有学生都能基本明确自己的学习目标；
2.学生从梳理购物前后的活动中知道制定计划的重要性，并将此迁移到学习生活的其他方面
教学重点 1.掌握并运用本文跟食物相关的重点词汇和重点句型；
2.听懂并理解对话大意。
教学难点 1.学生能区分可数和不可数名词；
2.在听力中能整体把握语篇结构并抓住关键信。
教学方法 任务型教学法 情景教学法
教学准备 PPT, audio, word cards
Procedures Teacher’s activities Student’s activities Intention
Step 1 Lead in 1.Show the learning aims on the screen.
Ask students a question:
What do you usually have for breakfast? 1.Read the learning aims.
2.Students answer the question.
1.To clarify the learning aims of this class.
Step 2 Presentation
Show some pictures to present the new words and expressions.
Show some pictures to review the food words.
Play a game.
(memory challenge)
4.Show the charts and ask students to help the words find their homes.
1.Learn the new words actively by reading
2.Speak out the food words according to the pictures.
3.Play a game
( shout the food word quickly.)
4.Write down the words in the correct chart.
1.To learn the new words and expressions.
2.To revise and consolidate the food words.
3.To classify the nouns ([C]&[U])

To use the food words in authentic situation.
Step 3 Group work 1.Ask a volunteer to read the task and enable students to know they will have a party and they need to buy some food .
2.Demonstrate how to finish the task. 1.Students work in groups of 7 to finish the task by using the target language.
2.The group leader show their shopping list.
Step 4 Before listening Show the 2 pictures and ask students two questions:
Q1.Who are they?
Q2.Where are they?
Draw a shopping cart on the blackboard.
Show the shopping list and put up the word cards on the blackboard while asking students what they want to buy.
1.Students look at the pictures and answer the questions.
2.Students guess where they are according to picture2.
3.Write down the food words according to the word cards.(finish the shopping list) To guess where the conversation happened before listening.
To check if they have mastered the countable and uncountable food words.
Step 5 While-listening
Play the tape for the first time.
Ask the students to listen and write true or false (Page53 Exercise1)
Check the answers
3.Ask the students to listen and speak out the missing part.(important expressions and target language)
Finish the chart (who,where,what)
Listen and write true or false (Page53 Exercise1)
3.listen and find the missing part. 1.To practice listening for general information.
2.To practice listening for details .
3.To practice listening for target expressions.
Step 6 Post-listening
Ask students to work in pairs to read、recite or act out the conversation.
2.Ask students to have a discussion and make a summary. 1.Students read、recite or act out the conversation.
Translate the important expressions.
3.Students discuss in groups To role play the conversation
To let them know the mother’s love and what they need to do before and after shopping.
Step 7 Conclusion
Moral education:
Good luck is the result of good planning. Build up the moral education To let students know the importance of making plans.
Step 8 Homework Show 3 pictures of different kinds of list and assign the homework. Clarify the homework. To encourage students to cherish and save time by making everyday lists.

板书设计

教后反思 本课时的教学目标我按照新课标要求从语言能力、文化意识、思维品质和学习能力四个方面进行了设计，与学情契合，符合新课标要求。
本节课是一节听说课，我设计了记忆挑战、小组共同完成购物清单、模仿对话、小组讨论等活动进行了充分的说的练习。学生有足够充分的输出练习。听力分三次听，分别设计了听并抓住对话主要信息、细节信息（判断正误）、目标语言三个不同层次和类型的活动，循序渐进，难度逐层加大，符合学生认知规律。讨论环节是对学生批判性思维的训练，在学生笑完之后深度挖掘听力材料背后的人文意义，对其深度思维能力提出了一定要求。让学生把听到的食物放进购物车这个活动很直观形象地展示了购物情景，学生喜欢也易于理解。由购物清单联想到作业清单和待做清单，让学生所学得以潜移并运用，对学生的日常学习和生活习惯都是很好的影响。
同时我也发现了本节课的一些失误和可以改进的地方：
课堂评价不够丰富多样；
讨论环节时间略紧，如果让时间更充分一点，就能展示更多不同观点，让不同思维得以碰撞。
学知不足，悟而后进，学生永远是学习的主体，我将继续钻研学习，优化课堂，践行新课标的要求，为学生的英语学习不懈努力。