初中英语人教版七年级下册unit10 Section A 1a-2c.doc

Unit 10Id like some noodles. Section A 2d Grammar Focus 3a 3b 3c教学目标要求1能够使用What would you like? 和Id like . 句型来询问和回答对食物的喜好，完成在饭店中的点餐活动，如：What kind of noodles would you like? Id like beef noodles, please. What size bowl of noodles would you like? Id like a small bowl.2能够使用情态动词would，如：What would you like? Id like .3能够使用there be 句型的一般疑问形式来询问食物中的材料，并作简单回答，如：Are there any vegetables in the beef soup? Yes, there are some tomatoes.4能够听懂和学What size would you like? Id like a large bowl of beef soup.5能在教师指导下理解可数名词和不可数名词的区别和用法，如：countable nouns: tomatoes, potatoes, noodles, carrots；uncountable nouns: beef, meat, beef等。6能认读并能工整书写所学单词和短语，如：meat, size, bowl, dumpling等。7能模仿录音正确朗读和表演教材上的对话并能模仿目标语的结构和语调进行初步表达(会话)，如：May I take your order? Yes. What size would you like? Large please. 教学过程 活动步骤教与学活动目的及其操作教学资源运用复习时间3 m复习已学目标语和Excuse me, XX. What would you like?S: Id like noodles.T: What kind of noodles would you like?S: I am not sure yet. Are there any vegetables in beef noodles?T: Yes, there are some tomatoes.S: Id like beef noodles.2仿照上述对话，组织Pair-work复习活动T: OK. Lets do pair-work: Talk about your last weekend.学生双人活动，教师抽查几对学生。导入时间1 m导入新课话题T: Well, lets go on with another conversation.4引入单元标题教师板书：Unit 10 Id like some noodles. Section A2d时间5读图，了解对话情景、地点、人物和谈论的话题T: First, look at the picture. Then answer: What can you see in the picture?Where are they?What are they doing?6试读对话，明确对话内容学生试读对话，思考问题。T: OK, open your books, turn to page 56. Read the conversation. Then answer: What kind of soup would they like?What else would they like?7跟读句子，进一步体会会话内容1课件领读，学生模仿朗读会话。2教师引导学生关注对话中的常用表达：I take your order? What size would you like? One large bowl of beef soup. . one map tofu with rice.8分角色表演对话，规范语音语调1三人结对试读，教师请名学生提醒学生注意特殊疑问句使用降调，一般疑问句使用升调。全班齐读、分角色齐读(男、女生各扮演一个角色)对话生人一组分角色朗读对话，教师则巡视全班并提供必要帮助请组学生向全班示范朗读9拓展性实践：用实际生活中的菜名替换对话中菜名，进行开放、具创造性的、贴近实际生活的对话交流1教师与名学生共同示范生人一组进行模仿性的对话练习，教师则巡视全班并提供必要的帮助Grammarfocus时间10本活动的检查评价；引入归纳语法环节1请组学生向全班同学展示 11读语法表格，简单归纳语法1学生默读、观察Grammar Focus。2学生朗读表中的句子和名词。3学生回顾已学过的名词，将它们分别放入Countable nouns、Countable and Uncountable nouns、Uncountable nouns三栏中。(教师针对既可数也不可数的名词补充一些句子，如：There are three cabbages on the table, but there isnt any cabbage in the soup.引导学生在句中、上下文中去感知、感悟可数名词与不可数名词的基本用法及其它们之间的区别。) 4要求学生仔细观察缩略词结构，并自主发现总结其规律，教师请几位学生向全班同学交流发现，最后教师总结。 12句子分类，明确句子功能1让学生引导学生对表格中的句子进行分类 3a时间13运用语法规律完成练习T: OK, look at 3a, lets do some exercises.1引导学生读题，明确学生独立完成所有练习，然后小组内。请同学说出其解题的思路，由学生或教师进行点评14朗读，巩固语言结构学生齐读、分男女角色朗读、两人一组朗读。 15仿造会话，学会运用T: Lets make new conversations.1学生两人一组仿照3a编写对话。2小组交流。3请两组学生在全班交流，师生共同评价。3b时间16运用语法规律完成练习T: Look at 3b, lets read the questions and complete the answers.1以第一组句子为例，引导学生读懂任务要求及完成该任务的 关键：按照关键词的提示来思考句子，而且是一问一答组成 一组句子。2学生自主完成。检查、点评 17朗读，进一步体会对话的含义和句间的逻辑关系学生齐读、分男女角色朗读、两人一组朗读句子。时间1