英语人教版七年级下册Unit 10 Section A 1a—1c.doc

人教版七年级下Unit 10 Id like some noodles. Section A 1a-1c 教学设计 一、教材依据人教版新目标英语七年级下Unit 8 Id like some noodles.二、学情分析 本课以谈论面条喜好的种类为主要内容，贴近学生日常生活，能激起学生的学习兴趣，学生已学习了可数名词和不可数名词的用法及简单的蔬菜和肉类的词汇，为本课的学习奠定了良好的基础。三、设计思想以谈论食物喜好来创设生活化的英语语言情景，激发学生用英语表达自己喜好的欲望，旨在改变学生消极、被动地学习为积极主动地学习，变苦学为乐学，让学生真正成为学习的主人，从而提高教学效率。培养学生的主体性、创造性、参与性和合作性，以提高学生整体素质为目标，通过诱导学生主动参与，引导学生自主探索，启发学生发现规律，达到用英语做事情的目的。四教学目标通过教学引导学生学会用英文表达如何定餐。1认知目标 重点词汇：noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes 重点句型：what questions and modal verb would A: What would you/ he/ she like? B: Id/ Hed/ Shed like some noodles. A: What kind of noodles would you/ he/ she like? B: Id/ Hed/ Shed like beef and tomato noodles. 语法项目：名词作定语2能力目标 培养运用英语交际的能力，学会用英语做点餐。 培养学生探究合作交际能力。3. 情感目标体会英语学习的乐趣，做到“在用中学，在学中用”。引导学生应该拥有一个健康的饮食习惯。五、教学重难点1. The main points: A: Key words: noodles bowl would beef pork mutton chicken cabbage tomato potato B: What questions and modal verb would2 .The difficult points：What questions and modal verb would.六、教学策略1、教学方法 直观教学法、情景教学法、小组讨论法、任务型教学法、表演法2、学习策略 小组合作学习七、教学准备各组按照分工写好答题黒板(课前要求学生能够在各组题板写出已了解的水果、蔬菜、食物等名词并且把自制的新词卡片贴在旁边)录音机、多媒体、各种食物图片八、教学过程Step One：Warm-up Lets do some sports.(学生按教师的指令做动作) Stand up! / Turn left./ Turn right/ fly like a bird/play volleyball/ run slowly/ run quickly/ jump five times（教师辅以手势） Step Two: Lead in1、 T: After doing sports, Im thirsty. Im hungry. Are you tired? Are you hungry? Ss: Yes. T: I bring some food for you. 教师出示水果并问：“What kind of fruits would you like to eat?”让学生根据自己的喜好，引导学生用“Id like”回答。其他学生练习He/Shed like教师把该食物送给说出想要某样食物的学生。 2、教师把手中水果送完后摊开双手说：“No food left! But dont worry，lets go to the restaurant to have a big meal.”. 3、运用多媒体展示一系列精美的图片，学习食品词汇。重点指出cabbage的可数和不可数的情形，以及这些名词的不同分类等。cabbage chicken mutton beef potato tomatoStep Three：Section A 1a1、在大屏幕上展示出精美的食品图片，学生看着画片进行结组操练句型What kind of friut/vegetable/food/noodles /would you like? Id like-。鲜艳的画面似乎正飘着诱人的香味，使学生眼前一亮，勾起的不仅是学生的食欲，学生的学习欲望也一同被激发出来。先是师生对话，再由生生对话，随着对话的深入，练习新词和would 用法体会其没有人称变化的特征。2、Lets chant 学生六人一组学唱chant，其中he出示数学老师照片，she出示语文老师图片，自然过渡人称代词的转变时would用法。 What, what, what would you like? Beef, beef, Id like some beef. What, what, what would he like? Mutton, mutton, hed like some mutton. What, what, what would she like? Potatoes, potatoes, shed like some potatoes. What, what, what would they like? Noodles, noodles, theyd like some noodles. 说明：Chant形式活泼，学生爱学，爱读，学生在轻松愉快的活动中巩固了新知识。3、Match the words with the pictures，finish section A 1a.再对1a单词进行分类，渗透学习名词的三个类别。Step Four： SectionA-specilals(名词作定语)1、教师问: If today is your birthday, what would you like? If you have lots of money, what would you like? 让学生继续用“Id like-.”句型回答。教师引导学生说：“A car ? A computer ?”等，拓展学生的思维。 2、教师说：“If I have lots of money，Id like to open a big noodle house”自然引出本课的另一重点. 教师出示面条店图片，并介绍说：“Look，this a noodle house. A big nice noodle house! There are some great specials. Special1 is beef and potato noodles. Special2 is-” (出示面条图片) 。3、Pair work,练习句型的基础上，了解3种特色菜的含义。S1: What kind of noodles would you like? S2: Id like -noodles. 4、Inquiry into knowledge by translation. (合作探究名词作定语)列出special 1 2 3 的含义，引导学生发现名词作定语的规律，在astonebridge石桥 apple trees苹果树的两个例子启发下，学生英译汉：故事书、鞋店，掌握man,woman要与所修饰的名词的数一致的规律。5、练习名词作定语的应用，巩固名词作定语。Step Five: SectionA-1b1、 作听前预测，提问：What food can you see in the picture?播放1b录音,完成听力任务.2、 再次播放录音，完成听力文本的挖空练习。最后让学生模仿跟读，纠正学生的语音语调。Waitress: _Boy: Im not sure yet. Are there _ vegetables in the beef _?Waitress: Yes, _ some tomatoes.Boy: OK, I _ the beef noodles, please.3、Role-play in your group .把听力文本补充成3人的对话。体会any 、some用法。Waitress:Can I help you?S1: Yes ,please.Waitress: what would you like?S1: Im not sure yet. Are there any vegetables in the beef noodles？Waitress: Yes, there are some tomatoes/potatoes/carrots/onion/in it.S1: OK. Id like the beef/mutton/chicken noodles, please.Waitress: How about you? S2: Id likenoodles. Are there any in the noodles?Waitress :Yes, there are some in it.4、Make a survy.确定小组里的组织人，记录人，发言人等，六人一小组合作完成What kind of noodles would you like? What foof do you like?Fill in the chart,then do a report.在调查活动中，让学生进行语言操练，巩固所学的语言知识。NameKind of noodlesWhat food do you like in it? 5、Show time让小组发言人对本小组的调查结果进行报告，录员展示记录表。Step Six ：SectionA-1c玩一个挑战记忆的游戏。采取三组比赛的形式，让学生造句Id like -noodles.如：G1: Id like beef noodles. G2: Id like beef and potato noodles. G3: Id like beef potato and mutton noodles. G1: Id like-。 用游戏代替机械，枯燥的单词句型操练，不仅唤起了学生的兴趣和好奇心，使他们在游戏中不知不觉的进行新知的练习，而且也激发了学生自主学习的积极性，提高了学生的学习兴趣和参与意识。Step Seven：学习健康饮食的谚语。 仅能培养学生的表达能力和反应能力，同时对学生进行情感教育（因个别学生不喜欢吃早餐或偏好垃圾食品），不挑食，厌食，吃健康食品。Step Eight：Summary让学生自己总结本节课都学到了什么，印象最深的是什么。引导学生说出本节课的重点单词和句型。Step Nine ：The end-of class test 当堂检测三名女医生_ _ _ 西红柿鸡蛋面条 _ _ _ _苹果树_ _ There _ _ _ 有一些米饭 in the large bowls.There _ some food on the table.Step Ten:Homework1、Use what we have learned to make a dialogue.2、Please cook a bowl of noodles for your parents when you get home.九、教学探讨与反思本节课在谈论食物喜好的生活化的情景中，以学生为主体全员参与，尤其课前准备环节各组写出已分工的食物水果蔬菜名