课堂教学设计.doc

课堂教学设计 人民教育出版社Go For It七年级下册 Unit 8 Id like some noodles. Section B（1a2c）洛阳初中 杨秋梅一、教材分析：本课时是本单元的第3课时，继续学习本单元的“Order food”这一个重点话题。通过学习本课时的基本词汇和语言，使学生更加熟练运用“Order food”的有关句型。让学生进一步了解西方饮食文化。培养他们在真实情景中综合运用语言的能力。二、设计思想：根据英语新课程标准与教材大纲的要求：面向全体学生，激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。而依据新课改以学生为学习的主体，以任务为中心，引导学生发现问题，提出问题，探究解决问题。让学生看、听、说、动、想、做；从而培养学生的综合语言运用能力。而学了一个学期的七年级（下）的学生已积累了一些简单的词汇和句型，能口头表述自己的想法与做法。他们好奇心强，喜欢参与活动；他们以具备了初步的自主、合作、探究、实践的能力。因此我将运用多媒体辅助教学，创设情景，调动学生的积极性，进行语言交际教学。三、教学目标：（一）语言知识目标:掌握并能熟练运用词汇和点餐的句型；熟练表达自己喜欢和不喜欢的食物；再次认识与区分可数名词和不可数名词。并且能在语言中运用1)New Words:juice, dumpling, porridge, tea, green tea, rice, soup, onion, fish.2）Sentences: I like dumplings, fish and orange juice. I dont like onions , green tea or porridge.（二）语言能力目标：能描述自己喜欢和不喜欢的食物.能熟练运用点餐的句型进行交际；（三）情感目标：培养学生合作精神，热爱生活，热爱劳动；懂得感恩。（四）文化意识目标：了解一些西方的饮食文化四、教学重点：掌握新单词、短语和点餐的句子。熟练表达自己喜欢和不喜欢的食物；区分可数名词和不可数名词。并且能在语言中运用。五、教学难点：运用所学的英语能熟练进行点餐的活动；六、教学方法：主要是运用问题教学法，任务型教学法，情景教学法。七、学法分析：学生合作探究，通过情景，能灵活运用语言，学以致用。八、教学手段：通过运用多媒体，直观教具、引趣激趣、做游戏、鼓励等手段进行问题教学。九、教学准备：多媒体课件，单词卡片. 录音机及磁带，香蕉，苹果等水果，饺子，果汁 ，绿茶 红纸剪成的幸运星，学生学习卡十、教学过程：教学过程教师活动 学生活动设计意图Step1leading-inSing a song (2minutes) Sing a song Sing a song 营造轻松愉快的课堂气氛。Step 2:Guess words games(3minutes)（用幻灯片呈现食品图画）Ask students hans up and answer. if you answer is “right”. you get a lucky star for your team.Students guess the words, and hands up and answer. 单词游戏活动,既能复习了旧单词又能训练学生的记忆力.，激发学生的好奇心，很快进入课堂角色.Step3Learn new words(7minutes)(用幻灯片呈现重点单词图画）1. Show them some pictures of food. Ask :look at these foods.What kind of food would you like?What are these in English? Do you know ? please tell me.2. If you dont know ,please read after me.Teach the words:juice, dumpling. Answer:1.Some say: “I know some.”Others say:“ I dont know.”2. Read the new word:juice,dumpling. (the whole class, in groups, one by one)提出问题：What kind of food would you like?What are these in English? Do you know ? 导入课题。利用多媒体展现图画，教学重点词汇。激起学生的学习兴趣，学会了新词汇。Step 4Play games(5minutes)游戏抢答规则：将学生分为4组，看着老师的卡片进行抢答。谁站起来快就可以要求起来回答。答对的为本组得到一颗幸运星，答错的无。The teacher Show some cards about food.Ask the students to answer quickly,Students look at the cards to stand up and say the words.抢答游戏的目的是活跃课堂气氛，集中每个学生的注意力，同时他们也加深理解重点单词。Step 5Pair workMake a survey(6minutes)(用幻灯片呈现重点单词画）1.Please look at these beautiful foods.Pleas ask your partners what he /she like and what he /she doesnt like. 注意“or”的用法2. Do a report . 3. ask some students to read their reports.1.Student talk about food in pairs.2. Do a report.3.Students read theirreports.1.激发兴趣.活跃课堂气氛.2让学生带着问题通过与伙伴进行交际,既提高他们的口语交际能力.同时掌握了重点句型.再次落实了重点词汇.实现了“学而致用”Step 6Work on 1a(2minutes)(用幻灯片呈现课文Section B的1a部分的内容) T：Open your books and turn to Page50.Please Work on 1a.When you finish doing it, please put up your Hands.Iwill see who does it most quickly and best.Macth the wordswith the pictures.（任务型教学）目的是培养学生在观察是，自主学习探究，落实了重点知识点。Step 7Work on 2a(6minutes)用幻灯片呈现课文Section B的2a部分的听力内容1. Listen and Circle the words you hear in 1a2.Check the answers to 2a3. Listen again and fill in the order form on page81.4. read together. 1Listen and circlethe words.2.Check the answersto 1b.3. Listen again and fill in the order form on page81.4. read together任务型教学）让学生在听音时抓住关键词，提高听写能力。听录音模仿对话，提高他们的语音能力。Step 8Group work(6minutes )（用幻灯片呈现一些order food的对话）1.Ask students to talk and role play.Student A works in a dumpling house. Take an order for dumplings. Student B is the customer.Student B orders food from student A. Order dumplings and drinks from 1a 2.Act out:Ask two students to make a conversation in front of the class.Other students listen and watch them role play.（如果有充裕的时间，可以让更多的学生操练对话）1.Students talkin groups.2.Two students make a conversation in front of the class.Other students listen and watch them role play.（创设情景教学）创设真实情景，使学生能学以致用。这样既活跃了课堂气氛，学生也能在情景中灵活运用语言。又使课堂达到了一个新的高潮. 突破了教学重点与难点，实现了教学语言知识和能力目标。Step 9Exercisesin class( 5 minutes)（用幻灯片呈现练习题）一、找出可数名词和不可数名词。noodle,beef,mutton ,cabbage potato,juice ,dumpling porridge,tea,rice, soup onion,fish, chicken ,tomato egg,milk, water,bread child ,orange,apple bowl,money grass, meat strawberry ,broccoli 二、填入适当的形式：1Id like five_(tomato)and some_(beef).2There are some _ (土豆) on the table.3_(饺子)are Chinese traditional food.4I like _(洋葱)and _（绿茶）.5 I dont like porridge _(和) fish.6How _(many/much) soup would you like?7 How _(many/much) oranges would you like?Do exercises(见学习卡)1通过练习，让学生巩固知识点，区分可数名词和不可数名词。并且能在语言中运用。2培养了学生反思能力和知识应用能力。 Step 10Sum up andhomework(2minutes)（用幻灯片呈现板书内容）1Teacher asks students to sum up What do you learn this lesson?1）.可数名词:dumpling, onion , fish(鱼)orange(橙子)2）.不可数名词: juice ,tea rice, soup, porridge,fish(鱼肉), orange（橙汁） 3）.你会运用了“and ”和 “or”说说你或其他同学的喜好和不喜好的食物了吗。 I like dumplings and rice. I dont like fish ,green tea or soup.4）. 熟练运用点餐的交际用语2.Homework:1.Write your own ad forDumplingd,noodles,or drinksAnd other foods you know.2.Make a menu for your parents1.Students to sum up one by one.2Do thehomeworkafter the class知识归纳，通过板书和学生一起归纳本节课的知识点。然后布置课后作业.通过作业，检查了学生对所学的知识的掌握情况，也是对学生进行感恩教育，鼓励他们热爱劳动、热爱生活。十一、教学回顾与反思：通过这样轻松愉快的课堂教学，让学生在“乐中学，学中用”；勇于表达了自己的想法。同时学会了怎样点餐。并且有效地提高了学生听、说、读、写综合运用语言的能力，并对他们进行了感恩教育，达到了教书育人的目的。本节课可以利用课外的时间让更多的学生动手参与为他们的父母亲制作不同的菜谱，让学生体验成功的快乐，共同分享劳动甘甜。十二、板书设计：Unit 8 Id like some noodles. SectionB(1a2c)1.可数名词:dumpling, onion , fish(鱼)orange(橙子)2.不可数名词: juice ,tea rice, soup, porridge,fish(鱼肉), orange（橙汁） 3.你会运用了“and ”和 “or”说说你或其他同学的喜好和不喜好的食物了吗。I like dumplings and rice. I dont like fish ,green tea or soup.4熟练运用点餐的交际用语A: Can I help you?B: Yes, please. Id like some dumplings.A: What kind of dumplings would you like?B: Id like _and _ dumplings. A: What size bowl of dumplings would you like?B: Id like _ bowl of dumplings.A: anything else?B: _A: Whats your address, please?B: _A: And whats your telephone number?B: _Study card一、学习目标1.语言知识目标：掌握并能熟练运用词语和点餐的句型。1）.可数名词:dumpling, onion , fish(鱼)orange(橙子)2）.不可数名词: juice ,tea rice, soup, porridge,fish(鱼肉), orange（橙汁） 3）.你会运用了“and ”和 “or”说说你或其他同学的喜好和不喜好的食物了吗。I like dumplings and rice. I dont like fish ,green tea or soup.2.语言能力、情感目标：熟练运用点餐的交际用语A: Can I help you?B: Yes, please.