全旗课改汇报课七年级上仁爱版U3T3SB.doc

全旗课改汇报课 杭五中 刘瑞霞：七（上）仁爱版unit 3 Topic3 sectionB 教学思路教学思路：一复习(review)1. 可数名词和不可数名词2. 句型3. I would like toWould you like to ?What would you like to ?二、导入(Introduction)1.单词短语Have breakfast /lunch /supper 2.句型 What do you usually have for? I usually have for三、新授 (presention) 2a (in a restaurant)1. 听、问、读 2.language points 3.练习（2b）四、成果展示（Project）act the conversation五、新授(presentio 1a)1. 听，问 2.跟读 3.两人一组读(practice)六、练习（make a survey）(consolidation)七、小结并目标检测（check）八、作文（营养搭配三餐）课堂环节衔接语一览：to satisfy ones hunger with picture cakes 画饼充饥to quench ones thirst by watching plums望梅止渴复习：Now,Lets talk about some food and drink.(图片显示)T:My favorite food is vegetables and fruit.Whats your favorite food/?S:My favorite food is .T:Im hungry.Id like some bread and a glass of milk, What would you like to ? Would you like ?导入：1. 引入单词词组Do you usually have breakfast /lunch/supper? Breakfast is good for your health.2. 引出句型：What do you usually have for breakfast?新授1：1a ,1bListen and answerRead after the tapePairworkMake a survey新授2：2a,2b T:After class,Lets eat out,OK?How to take a order? Now Listen,read and say书面表达：Health is more important than wealth.How to eat more healthily?Please write a passage.(after class)全旗课改汇报课 杭五中 刘瑞霞教学案例. Teaching aims and demands教学目标知识目标：1. Learn some new words and phrases:usually, breakfast, lunch, supper, food, may, take, order, take ones order, sir, something, glass, a glass of, wait, moment, wait a moment, let, well2. Talk about having meals and ordering food:(1)What do you usually have for breakfast, Michael?( 2)May I take your order, sir?3. Go on talking about offering, accepting and refusing.( 1)Its my favorite food. I like Chinese food very much.(2)Would you like something to drink?Yes. A glass of apple juice, please./No, thanks.情感目标：通过一起就餐，培养学生热爱生活，关心他人的情感。并在小组活动中，积极与他人合作，共同完成学习任务。学习策略：1. 通过对话，积极参与口语表达，对所学知识能主动应用于实践。2. 关注和帮助英语基础薄弱的学生，引导他们养成好的英语学习习惯，多给他们参与的机会，帮助他们寻找并掌握正确的学习方法。教学方法：1.设置真实情境，通过小组活动，以练代讲，讲练结合。通过多媒体等辅助手段，使教学内容更直观、形象，激发学生学习的热情。2.教材是否需要整合，如何整合更好？. Teaching difficulties教学难点可数名词与不可数名词的区别与用法及不可数名词的量化表达. Teaching aids教具多媒体、图片/录音机/ /实物/菜单.Teaching Plan教学思路：一复习(review)4. 可数名词和不可数名词5. 句型6. I would like toWould you like to ?What would you like to ?二、导入(Introduction)1.单词短语Have breakfast /lunch /supper2.句型What do you usually have for?I usually have for三、新授(presention)1a2. 听，问3. 跟读4. 两人一组读(practice)四、练习（make a survey）(consolidation)五、新授 (presention)2a (in a restaurant)2. 听、问、读3. language points4. 练习（2b）六、成果展示（Project）act the conversation七、小结并目标检测（check）八、作文（营养搭配三餐）.Teaching Steps教学过程Step 1 Review 第一步 复习（时间：10分钟）(方案一)(少了什么？教师出示整张食物图片，然后将这些卡片缺一展示，学生查出卡片上缺少的食物名称，然后将图片逐一换张让学生继续快速辨认，看少了哪一张食物名称，教师可以问Whats missing?学生只需回答单词。)T:Are you ready? Go! (教师先展示完整图片让学生快速看一眼，然后不断地改换图片，再呈现给学生。) Whats missing?S1:Chicken.(重复活动，复习词汇。)Step 2 Presentation 第二步 呈现（时间：5分钟）设置情境，引出新句型。1. (教师让一学生戴上服务生的帽子和领结，手里拿着一支笔和一张菜单，通过对话引出新词汇。)T:Boys and girls, can you guess what does he do?Ss:He is a cook.T:No,He isnt a cook. He is a waiter/waitress.(教师解释waiter和waitress。)(然后教师展示一张饭店菜单。)T:Whats this in English?S1:Its an order.(教师帮助学生说出an order，板书并要求学生掌握。)order2. (情景表演：教师请三位同学扮演顾客，到讲台来。教师在课前将讲台桌装饰成餐桌，并在上面放一些食品，如鸡蛋、蛋糕、一杯牛奶、一杯苹果汁)T:S2, S3, S4, please come to the front.S2,3,4: OK.T:S2, would you like some eggs?S2:Yes, please./No, thanks.T:S3, what would you like to drink?S3: A glass of apple juice, please.(学生可能会回答apple juice，帮助学生回答a glass of apple juice。解释glass，板书并要求学生掌握。)glassT:S4, would you like something to drink?(板书并解释something, 要求学生掌握。)somethingS4:A glass of milk. Thanks.3. (教师另请两名男生，到讲台前。)T:S5, S6, please come to the front.S5,6:OK.T:May I take your order, sir?(教学may, take, sir板书并要求学生掌握。)may ,take, sirS5:Some eggs, please.S6:Some cakes, please.T:Would you like something to drink?S5:A glass of apple juice, please.S6:A glass of milk, please.T:OK. Wait a moment, please.(教师讲解wait a moment，板书并要求学生掌握。)wait a moment4. (播放2a录音，让学生判断说话者的身份，并指出录音中提到哪些食物和饮料。) T:Well, now listen to the dialog, and guess what the woman does. And what the food and drink are mentioned in the dialog.5. (再放2a录音，让学生跟读，注意语音语调。) T:Good! Now listen again and repeat. Pay attention to the pronunciation and intonation. 6. (学生两人一组根据2a对话，画出不懂之处。) T:OK. Now practice the dialog with your partner. Then underline the sentences you dont understand.7. (教师解答学生疑问，完成2a。)T:Do you know another way of saying“Would you like something to drink?”S7: What would you like to drink?S8: What do you want to drink?(教师板书)What would you like to drink? = What do you want to drink?=Would you like something to drink?(以同样方式让学生说出Would you like something to have?的同义句。)T:Good. Can you tell me another way of saying“Would you like something to have?”Ss:What would you like to have?/What do you want to have?Step 3 Consolidation 第三步 巩固（时间：5分钟）通过表演，巩固2a，完成2b。培养学生听说读写的综合语言技能。1. (角色表演：教师挑选几组表演2a对话。)2. (情景剧表演：教师提供几个单词，学生自由发挥，但要运用所学句型。)(小黑板出示。)场所：restaurant(餐馆)人物：Michael, Jane, Kangkang, a waiter/waitress必用词汇：may, would, chicken, milk, what about, something, wait T:Well done! Now look at the small blackboard. Suppose you are Michael, Jane, Kangkang and a waiter/waitress. (把教室当成一个大餐厅，四人一组为一个小饭局，其中一个人点菜；并选一个志愿者当服务员。)If the classroom is a big restaurant like “XIBEI”.You are at the restaurant. Please come to the front and act out. You can use the words on the blackboard and expressions about offering, accepting and refusing you have learnt, volunteers? (鼓励学生积极参与。)3. (让学生自己先试着填写2b中的空格，画出不懂之处，然后教师解决学生所提疑问。)4. (待学生完成后，核对答案，让学生两人一组表演2b。完成2b。) T:Very good. Lets check the answers now. Next, please go on acting with your partner. One acts the rabbit, and the other acts the monkey. (教师可以用英语解释Something to drink?=Would you like something to drink?用汉语解释What do you usually have for lunch?)Step 4 Practice 第四步 练习（时间：15分钟）学习三餐饮食习惯的表达，进一步巩固所学句型和单词。1. (教师出示三张钟表简图，分别是早上700，中午1200，下午500，内容都是一家人吃饭的情景。)T:(出示图片1)It is seven oclock in the morning.(出示图片2)It is twelve oclock at noon.(出示图片3)And it is five oclock in the afternoon. Are you clear?Ss:Yes.T:(手持图片1) Do they wait for a bus?Ss:No.(教师解释wait for ，板书并要求学生掌握。)wait for T:What do they do?Ss: (学生会用汉语回答。)T:They have breakfast.(板书，让学生猜测词义，然后领读，要求学生掌握。)breakfastT:(出示图片2) They have lunch.(板书，让学生猜测词义，然后领读，要求学生掌握。)lunchT:(出示图片3) They have supper.(板书，让学生猜测词义，然后领读，要求学生掌握。)supper(联系实际，板书学生在校用餐的时间, 并提问。)in the morning / 8:00 at noon / 12:00 in the afternoon / 5:30T:(手指8:00) What do you do at this time?Ss:We have breakfast.T:(手指12:30) What do you do at this time?Ss:We have lunch.T:(手指5:30) What do you do at this time?Ss:We have supper.(提问一名学生)T:I know, you often have breakfast at eight. What do you usually have for breakfast? (手拿些食物做吃饭动作，帮助学生理解。)S1:I often have for breakfast.(教师板书解释并领读，要求学生掌握usually。)usually, What do you usually have for breakfast?T:S2, what do you usually have for lunch?S2:I usually have for lunch.T:S3, what do you usually have for supper?S3:I usually have for supper.(教师总结。)T:Different people like different foods and drinks. I like Jiaozi. Its my favorite food.(板书并解释food，教学该句并要求掌握。)foodIts my favorite food.T:That means I like Jiaozi very much.(问学生)T:S4, whats your favorite food?S4:My favorite food is rice/chicken T:S5, whats your favorite drink?S5:My favorite drink is milk/juice T: Well. S6, do you know what Michaels favorite food is?S6: Sorry, I dont know.T: OK. Now lets come to learn 1a, and then you can find the answer.2. (播放1a录音，完成下列表格，板书。) T:OK. Please listen to the tape. Then fill out the table on the blackboard.NameFor BreakfastFor LunchFor SupperMichael3. (重放1a录音，学生跟读，注意语音语调。完成1a。) T:Listen again and repeat. Pay attention to the pronunciation and intonation.4. (学生两人一组根据1a编对话并表演。) T: Well. Now work in pairs and make a conversation similar to 1a.Step 5 Project 第五步 综合探究活动（时间：10分钟）结合学生用餐习惯，开展探究和讨论活动，提高学生学习和运用语言的能力。1. (学生分组，调查组内同学的用餐习惯。然后每组选一个代表，汇报调查结果，完成1b。) T:OK. Now we know what Michael usually have for three meals. Now please ask your classmates about their three meals and fill out the table in 1b. Then Ill ask some of you to report it like this: X X usually has for breakfast. He/She usually has for lunch, and has for supper. You can ask and answer after the following example. Example: A: What do you usually have for ? B:I usually have .2. (听3录音，学唱歌曲，拓展食物和饮料类名词。)3. Homework:(1)把Section A，B中表示建议、接受和拒绝的语句抄在练习本上。(2)把Section A，B中所有食物类名词，按可数名词和不可数名词分类列在练习本上。板书设计：What would you like to drink?Section BWait a moment, please.What do you usually have for ?have breakfastIts my favorite food.have lunchMay/Can/Could I ?have supperWould you like something to drink?Yes. A glass of , please. 教后反思与重建：1.通过对话，积极参与口语表达，对所学知识能主动应用于实践。2.关注和帮助英语基础薄弱的学生，引导他们养成好的英语学习习惯，多给他们参与的机会，帮助他们寻找并掌握正确的学习方法。3.设置真实情境，通过小组活动，以练代讲，讲练结合。通过多媒体等辅助手段，使教学内容更直观、形象，激发学生学习的热情。目标检测：情景交际。(5分)从方框中选出适当的句子补全对话，有两项多余。Han Mei: Would you like to have supper with me?Jane: 11 (Han Mei and Jane are in a restaurant(饭店) in the evening.)Waiter: Welcome! 12 Han Mei: What would you like to eat, Jane?Jane: 13 Id like some chicken and some rice.Han Mei: Would you like something to drink?Jane: 14 Han Mei: Id like some fish, some rice and a glass of juice, please.Waiter: OK, forty yuan.Han Mei: 15 Thanks a lot.Waiter: Thats all right.A. What about you, Han Mei?B. Let me see.C. No, thanks.D. OK, Id like to.E. Heres the money(钱).F. May I take your order?G. What do you have?全旗课改汇报课 杭五中 刘瑞霞说课材料（一） 说教学内容我今天讲得是七年级上三单元话题三What would you like to drink?的SectionB.本单元的教学内容主要是围绕有关认识朋友、谈论喜好、家庭成员以及就餐的话题来展开。这些话题与学生的实际生活非常贴近，可以让学生感受到英语在生活中的实践意义，从而提高他们学习英语的积极性。通过本单元的教学活动，同学们既可以相互增进了解，又进一步了解中西文化的差异。通过学习本单元，学生能够用英语自由谈论有关家庭成员、朋友、喜好及就餐方面的话题，并能仿写或按要求写出关于家庭成员、朋友以及喜好的小短文，逐步培养写作方面的能力。今天的这一课，主要是通过复习吃的喝继续练习可数名词与不可数名词的用法以及就餐对话。通过学习就餐对话，能让学生听懂就餐时的常用语并能用其表达；且能写出一些常用的就餐用语。难点就是可数名词与不可数名词的区别与用法。（二） 说学情1. 学生是陌生的，所以课堂的备课应该有备案。如果学生基础一般，只能完成课堂教学内容，如果可以，也要有适当的拓展。所以我准备了两个备用题：写作和完成对话。写作如果可以就课上做，不行就留为书面表达作业。2. 在就餐对话过程中，可能有部个别也可能是更多学生不敢开口或英语表达不够流利，但我们也不能放弃他们。要给他们机会，不断地鼓励他们。因为你如果放弃，可能放弃的不只是他的英语还有他的信心。为师，应该是传道，授业，解惑也。传道至上！不知大家是否同意我的看法？(三）说理念新课程要求：课堂教学要“以生为本”，通过不断出现的任务和活动，使学生能用多种手段生动地与他人交流，并开展话题探究。而不是过去教师的“一言堂”。这节课，就是按照大纲要求，设置多个活动，创设真实情境，让学生在愉快的氛围中，感受“听、说、读、写”带给他们的快乐，并达到学习的目的。贯彻新课标精神，就是努力改善学生学习的方式，提倡参与、探究、体验、主动、创新、合作、自主等学习方式，改变过去学习过程中的死记硬背和机械训练等不良学习方式，帮助学生发展学习能力，提高英语课堂学习效率。（四）说教法、说学法、说程序、说策略具体的教学内容：一、 先用一种游戏的形式，复习食物名称的单词二、 创设情境，引出新单词order,glass,something,may,take,sir,wait a moment.复习句型Would you like something /What would you like to do? T:S2, S3, S4, please come to the front.S2,3,4: OK.T:S2, would you like some eggs?S2:Yes, please./No, thanks.T:S3, what would you like to drink?S3: A glass of apple juice, please.(学生可能会回答apple juice，帮助学生回答a glass of apple juice。解释glass，板书并要求学生掌握。)glass引出新句型：T:S5, S6, please come to the front.S5,6:OK.T:May I take your order, sir?(教学may, take, sir板书并要求学生掌握。)may ,take, sirS5:Some eggs, please.S6:Some cakes, please.T:Would you like something to drink?S5:A glass of apple juice, please.S6:A glass of milk, please.T:OK. Wait a moment, please.(教师讲解wait a moment，板书并要求学生掌握。)wait a moment三、呈现 2a1. 播放2a录音，让学生判断说话者的身份，并指出录音中提到哪些食物和饮料。2. 再放2a录音，让学生跟读，注意语音语调。3. 学生两人一组根据2a对话，画出不懂之处。4. (教师解答学生疑问，完成2a。)T:Do you know another way of saying“Would you like something to drink?”S7: What would you like to drink?S8: What do you want to drink?四、 巩固 把教室当成一个大餐厅，四人一组为一个小饭局，其中一个人点菜；并选一个志愿者当服务员。进行对话表演)。通过表演，巩固2a，完成2b。培养学生听说读写的综合语言技能。五、练习学习三餐饮食习惯的表达，进一步巩固所学句型和单词。1. 教师通过出示三张钟表简图，分别是早上700，中午1200，下午500，内容都是一家人吃饭的情景。引出单词breakfast，lunch，supper和短语have breakfast/lunch/supper,wait for 最后引出：usually, What do you usually have for breakfast?foodIts my favorite food.2. (播放1a录音，完成下列表格，并回答三个问题。板书。) T:OK. Please listen to the tape. Then fill out the table on the blackboard.NameFor BreakfastFor LunchFor SupperMichael3. (重放1a录音，学生跟读，注意语音语调。完成1a。) T:Listen again and repeat. Pay attention to the pronunciation and intonation.4. (学生两人一组根据1a编对话并表演。) T: Well. Now work in pairs and make a conversation similar to 1a.五、 综合探究活动结合学生用餐习惯，开展探究和讨论活动，提高学生学习和运用语言的能力。1. (学生分组，调查组内同学的用餐习惯。然后每组选一个代表，汇报调查结果，完成1b。) T:OK. Now we know what Michael usually have for three meals. Now please ask your classmates about their three meals and fill out the table in 1b. Then Ill ask some of you to report it like this: X X usually has for breakfast. He/She usually has for lunch, and has for supper. You can ask and answer after the following example. Example: A: What do you usually have for ? B:I usually have .2. (听3录音，学唱歌曲，拓展食物和饮料类名词。)3. Homework:(1)把Section A，B中表示建议、接受和拒绝的语句抄在练习本上。(2)把Section A，B中所有食物类名词，按可数名词和不可数名词分类列在练习本上。小结板书设计：What would you like to drink?Section BWait a moment, please.What do you usually have for ?have breakfastIts my favorite food.have lunchMay/Can/Could I ?have supperWould you like something to drink?Yes. A glass of , please. 学习策略：3. 通过小组合作及对话，积极参与口语表达，对所学知识能主动应用于实践。4. 关注和帮助英语基础薄弱的学生，引导他们养成好的英语学习习惯，多给他们参与的机会，帮助他们寻找并掌握正确的学习方法。教学方法：1.设置真实情境，通过小组活动，以练代讲，讲练结合。通过多媒体等辅助手段，使教学内容更直观、形象，激发学生学习的热情。2.教材是否需要整合，如何整合更好？学法指导：师傅引进门，修行靠个人。这是一句老话也是一句实话，更是一句对话。所以整个课堂都是学生在实践、体验、习得。当然整个的前提是老师指令要简洁、明确，示范要到位。点到为止。（五）说教学反思 优点：1.通过游戏，复习Section A，激发学生学习英语的兴趣，培养他们的观察能力。2.自制菜单，通过菜单，使模拟场景更真实化。3.通过食物和语境来引入和学习单词句型。4.把教室当成餐馆，设置情境，引出新句型。不足：1.学生是陌生的，所以课堂的备课应该有备案。如果学生基础一般，只能完成课堂教学内容，如果可以，也要有适当的拓展。2.在就餐对话过程中，可能有部个别也可能是更多学生不敢开口或英语表达不够流利，但我们也不能放弃他们。要给他们机会，不断地鼓励他们。因为你如果放弃，可能放弃的不只是他的英语还有他的信心。反思与重建：1.利用表格形式进行对话整合，扑捉对话的主要内容及关键词2.合理使用多媒体课件（6） 说创新1.复习单词 （游戏法）通过游戏，复习Section A，激发学生学习英语的兴趣，培养他们的观察能力。(玩游戏，复习已学词汇，培养学生速记能力与观察能力。(方案一)(少了什么？教师出示整张食物图片，然后将这些卡片缺一展示，学生查出卡片上缺少的食物名称，然后将图片逐一换张让学生继续快速辨认，看少了哪一张食物名称，教师可以问Whats missing?学生只需回答单词。)T:Are you ready? Go! (教师先展示完整图片让学生快速看一眼，然后不断地改换图片，再呈现给学生。) Whats missing?S1:Chicken.(重复活动，复习词汇。)2.自制菜单，通过菜单，使模拟场景更真实化。3.通过食物和语境来引入和学习单词句型。4.把教室当成餐馆，设置情境，引出新句型。（1. ）(教师给一名学生戴上服务生的帽子和领结，手里拿着一支笔和一张菜单，通过对话引出新词汇。)T:Boys and girls, can you guess what does he do?Ss:He is a cook.T:No,she isnt a cook. She is a waiter/waitress.(教师解释waiter和waitress。)(然后教师展示一张饭店菜单。)T:Whats this in English?S1:Its an order.(教师帮助学生说出an order，板书并要求学生掌握。)order（2.） (情景表演：教师请三位同学