张丹莉教学设计

1、初中英语教学设计(1)设计者：张丹莉Unit 4 Food and RestaurantLesson 22 In the restaurant一、 教材依据：本课选自国家2012年教育部审定的河北教育出版社出版的义务教育教科书，是七年级上册教材。初中英语教学大纲明确提出：“英语课程旨在激发学生的英语习兴趣，培养良好的 学习习惯，树立学习英语的自信心”。为了贯彻教育改革的思想，紧密联系实际，本节课力求注重任务型，操作型，应用型教学，要求学生集体合作运用所学知识，通过交流合作，学会运用就餐用语。二、设计思想：依据任务型、活动型、交际型的教学思想，让学生在活动中学会常用句型和短语表达。三、Teach

2、ing Objects:教学目标 After studying the teaching material and analyzing the rule of childrens growing of mind, I think the teaching aims are the followings:1Knowledge objects: 知识目标(1)the students can hear, read, and use the main sentence patterns.(2) the students can understand the content of the lesson

3、:(3) the students can use the patterns to express their holiday experiences and learn how to describe family experience with simple past tense in proper situation.2Ability objects:能力目标(1)To develop the Ss abilities of listening, speaking, reading Especially listening and speaking ability.(2) To trai

4、n the Ss ability of working in pairs.3.Emotion objects:【情感目标】通过多种形式的活动，特别是让学生学会常用的就餐用语，提高学生的学习兴趣，增强学生开口说英语的自信心和勇气。通过小组活动培养学生的团队精神。四、 The important points:【教学重点】：1. Read and understand the dialogue.2. Listen ,learn and master the patterns.a.Are you ready to order? b.How much is/are for?c.Would you li

5、ke.? d.No problem.五、 Teaching difficult points 【教学难点】：a. Listen and understand the dialogue.b. Make up a dialogue.六、 Teaching method 教学方法：依据对教材和学生情况的分析，我将使用下列教学方法：“Communicative” Approach 交际教学法；Ask and answer method 问答法；The TSA method 情景教学法；“Task-based” Language teaching 任务教学法。七Studying method 学法指导(

6、Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to listen and read. But they are lack of some knowledge. Therefore. A successful leader should care for their learning strategy, in this lesson, I will teach my students to master th

7、e following strategy:(1)Basic learning strategy. (The students can get the meaning of the words and phrase.)(2)Listening for details.(3)Practice strategy (Practice can help Ss to get the general idea and have a better understanding of the language.)八、 教学准备： 课前教师自己先准备一份菜单，基本内容和课本上的一样。要求学生课前先了解菜单的内容，并

8、且做好课文的预习。九、 Teaching procedure 教学过程New English proverb said that students are real muster. In this lesson they are English learners and real masters. So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure.Step 1:Revision（2分钟）1.Revise the w

9、ords and drills of lesson21 by reading.2.Write some words on the Bb.Step2:Presentation（2分钟）1, Ask the Ss to look at the pictures and discuss: What are they doing? Where are the place?2.Ss can answer,They are having meal.They are in the restaurant.3.Write the titil on the BbLesson 22 In the restauran

10、t4.Learn some new words :order fourteen eleven beef doumpling something problem menu bottle read the words agine and agine.Step3:listening and reading（6分钟）1. Ss can listen and do Ex1 of Lets Do It2.Listen and read. Play the tape for the Ss. Ss can tick easily and get the right answer.Then read aloud

11、 the dialogue.Encourage them: Well-done.Step4 Listening and reading （15分钟）1.Read aloud after the tape and underline the drills.a .Are you ready to order?b. How much are/is.?c What would like,?d.Would you like something to drink?e.No problem这些是关于在餐厅就餐常用的句子，要求学生背过，并且会用。2.Language points:（A） Are you re

12、ady to order?你打算点菜吗？a.be ready to do something,“准备干某事“，这是一个很重要的短语。 b.order,在这里是个动词，意为“点菜”，“订购“ （B）would like “ 想要”其用法归纳如下：a. 后接名词或代词。eg: I would like some apples.b. 后接动词不定式形成固定搭配would like to do sth.“想要做某事“ eg:He would like to go shopping.他想要去购物。C) No problem.“没问题“常用来答应某人某事4)Read the dialogue aloud

13、and make sure the students can understand it.Step5 Act out（6分钟） Let Ss read the dialogue agine and talk in pairs.1) Teacher and a student act out the example.2) Call two students to role play3)Call some pairs to act out in the class.Step6 Exercises（6分钟）Do some exercises in the workbook.Step7 Summary（2分钟）小结本课的重点单词和句型，要求学生掌握。板书Step8 Homework（1分钟）Workbook Exercise I. (必做题)V.(选作)十、Post-teaching:【教学收获及反思】以上教学过程设计，严格按照现阶段我国英语素质教育要求，强调课程要从学生的兴趣，生活经验和认知水平出发，倡导体验，实践，参与，合作和交流的学习方式和任务型教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极情感态度，主动思维，和大胆实践，