Unit10-第二课时教学课例

1、 Unit10 第二课时教学课例一、教学目标 1.语言目标：在复习表述喜好 Id like some noodles 句型中，掌握面条、饺子等食物配料的说法，学生需要重点理解would 的用法以及询问喜欢什么种类的面条。重点句型What kind of noodles would you like? I would like What size bowl of noodles would you like? I would like a bowl. 2.能力目标：学生根据学过的购物情景，进一步从学会点餐来拓展交际能力。考虑到部分学生学得超前，又设计了电话订餐活动供学生选择，并在订餐活动中学习询

2、问他人的个人信息。因此，交际辅助句型定为： Can I help you? That will be RMB 拓展辅助句型为Whats your address? Whats your telephone number? 3.学习策略与思维技巧指导：学习听取、确定关键词之听力与阅读技巧，同伴交流之倾听与合作技巧；思维技巧目标定为在考虑所有因素的基础上，关注重点要素；在活动中继续发展人际智能，数理智能和言语智能。 让学生借助图片，中英文提示能更顺畅地理解任务。 二、教学设计第一步：free talk要求学生围绕本节主题 noodles, 在规定的时间内，联系实际生活经验，站在消费者的角度，说说去

3、吃面条一般都会考虑哪些问题？目的是使得学生在脑海中构造下一步活动需要的单词关系图，拓展思路，发散思维，培养学生尽可能全面地去分析问题的能力。一分钟小组活动，小组长记录。 T: Now, lets start. Today our topic is “noodles”. First of all, lets talk on what you usually consider when you are going to eat noodles. Time limit is only one minute. （幻灯片自动切换显示时间到。） Ok, time is up. Lets show your

4、 answersS1: Environment of the House of noodles. S2: Ingredient.S3: Size of bowls. S4: Delicious or not. So there are so many factors that we need to consider. Let us focus on these two points：size of bowls and ingredient, Okay? 第二步：根据小组展示，出示本节重点句型，结合单词进行语言点的初步感知与练习。设计目的是明确本节课主要内容中的重点，突出语法中的关键点。 自学课

5、本找出谈话需要的重点句子：What kind of noodles would you like? I would like I have three size bowls: small, medium and large. What size bowl of noodles would you like? I would like a bowl. 提到的面条口味和碗的大小，从而让学生的思维由考虑所有因素过渡到关注重点要素。在问答过程中学生初步感知句型，教师关注学生的发音和语气语调。 第三步： 小组展示学习任务 -开面店，鼓励学生努力尝试，争取得到面店营业执照，然后出示开面店前期准备的三个基本

6、步骤。 T: So I can see you all want to eat noodles, right? Well, do you want to earn money? Come on, set up your own house of noodles. By this way, you can eat kinds of noodles and you can get lots of money. Do you want to have a try? Try to get the license! Here we have three steps: Step1: to know mar

7、ket demand Step2: to test market Step3: to advertise T: Do you have confidence? Come on, lets go! 步骤一：做市场调查：此任务的学习角度是目标语言的感知和听力训练，并结合学习材料进行认读练习。 T: Our task is to know what kind of noodles and size of noodles are the most popular. Here we have data1 from Class 5. Listen to the conversations and tick

8、 in the boxes. Ss: Listen to the tape then fill in the chart. T: (after finishing, ask) so, what size bowl of noodles does customer A like? What kind of noodles does customer A like? So, which is the most popular? Ss: Medium size bowl of tomato and egg noodles. T：Lets make it our special, ok? Ss: Ok

9、. 环节二是通过分析数据表，利用信息差活动验证环节一的结论。此任务的学习角度是目标语言的口语训练，同时也有认读练习。 Here we have another data from Class 3. Its an information gap activity. With your partner, complete the data. (Students work with their partners, ask and answer questions) (After completing the data, make some demos) Ss (sum up): From data2

10、, we can see that medium size bowl of tomato and egg noodles are the most popular, which is same with data1. 步骤二：内部试营业阶段 提供店内就餐与电话订餐两种场景，分三种难度 -难度适中，有一点儿难和比较难，供学生和同伴商量，根据自己的情况去选择。先朗读情景对话，然后尝试根据自己的理解表演出来。此任务综合了重点句型以外的交际辅助句型，学习角度是交际口语训练。小组合作设计对话。 广告宣传阶段 为了让下一步的经营更红火，进入广告宣传阶段，并为完成任务的学生颁发营业执照。学习角度为阅读，写作

11、，最后是能力拓展 -通过口头呈现广告，扩大影响，锻炼宣传能力。 T: (say in Chinese) 看来我们的试营业进行得相当成功，为了让生意更红火，下一步我们可以采取什么措施呢？ Ss: 宣传，广告，促销 T：Good idea. Here I have some advertisements which are not finished. Work with your partners, complete the advertisements with your wonderful imagination and creativity. 在这一环节，学生充分发挥了他们卓越的想象力和创造能力，在完成教师安排的基本的广告设计后，有的学生在宣传中引入了鞭炮声，有的学生借鉴专卖店促销时富有音乐节奏的说唱，还有的学生加入了舞蹈。他们的宣传大胆，真实，对观众有很强的吸引力。 最后，在欢快的步步高音乐背景下，教师郑重地为出色完成任务的学生组合颁发“营业执照”。学生们意犹未尽，不愿意下课，他们已经沉静在浓郁的参与，创造，展现成果的学习氛围中。 三、教学反思 在这节课中，我充分利用语言教学的使用途径，力图借本节课体现一直以来对课堂教学中学生合作目的不清楚，任务不明确问题的思考与探索，关注学生学习英语的价值点-运用和学习内动力，重点在以下方面进行了探究： 1、 把握学生主体、教师主导的结合点