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. What would you like? 知识目标 1.交际用语：What is your favourite food? I like ....best \My favourite ....... What would you like? I’d like some… Would you like some…? Yes, please.\ No, thanks. 2.单词和短语：hamburger, noodle, coffee, potato，a cup of tea, two glasses of water… 能力目标 1.能够用就餐时的基本用语进行交际。 2.学会简单谈谈自己的饮食习惯教学重点和难点 1.能够用就餐时的基本用语进行熟练交际。 2.学会与同学交流自己的饮食及习惯。教学步骤： Step 1，引入 (1)根据投影上的图片或实物，用英语学过的食物、饮料和水果名称。 (2)Free talk( In groups ) What would you like? I’d like some… Step 2 把教室布置成快餐店。把学生分成若干组.组内一人当店员，其他人当顾客。店员：Can I help you? What would you like? 学生店员：Eight yuan. Step3:Group actions 小组形式展现出用餐时的交际用语。 Step 4 :Homework 根据自己的情况，写一篇文章介绍自己的一日三餐健康饮食。任务型教学活动案例活动名称：点菜活动目的：创设真实情景，让学生运用有关用餐的英语句型，在食店点菜. 使学生在轻松愉快的氛围中掌握英语，激发学生的学习兴趣，并做到学以致用。语言技能：Listening and speaking 语言知识：食物名称和价格的表达方法提示词语及句型： 1、必备单词和句型句型rice, hot dog, hamburger, fish, beef, soup, noodles, Coke, coffee, pear, apple, watermelon… What would you like? I’d like some milk… 2、扩展词汇与句型词汇：sandwiches（三明治）, tofu(豆腐)，pork（猪肉），mutton（羊肉），cabbage（白菜）,cucumber（黄瓜）,chili（辣椒）, white ground （冬瓜）,carrot（胡萝卜）,onion（洋葱）,spinach（菠菜）. 句型：Can I help you? How much is it? It’s… How much are they? They’re… Wait a minute. 活动形式：四人小组活动过程：一、热身活动，引起学生的兴趣 1. Free talk T: I like chicken. What do you like? S1: I like hamburger. T: I like chicken. S2: I like beef.( 对没有学过的食物单词允许学生说中文，教师说出英文。) … 2．A guessing game 用多媒体课件让学生猜食物的名称。把食物和饮料的图片用模糊的形式出现，让学生去猜。二、Pre-task(呈现完成任务需要的知识，介绍任务的要求和实施任务的步骤) 1.T:(教师演示课件，一个学生放晚学回家来到厨房)Look at the screen, can you guess the topic of this class from the picture? Ss: Eating.(教师引导学生说出) T: Do you know What Mike will say to dad? Ss: I don’t know. T plays the CAI again. T helps Ss say the sentences: Mike: Dad, I’m hungry. What’s for dinner? I’d like some soup and rice. Dad: Ok. Wait and see. 三、While-task （设计数个微型任务，构成任务链，学生一个人或小组形式完成各项任务） 1.单词滚雪球游戏 T: I’d like some beef for dinner. What would you like for dinner? S1: I’d like some beef and vegetables. What would you like for dinner? S2:I’d like some beef ,vegetables and rice .What would you like for dinner? … I’d like some... 为完成下面的任务活动打下基础。 2．listen and choose 听录音，填写表格。 S1: Hello. What would you like for breakfast / lunch / dinner? S2: I’d like some .... name breakfast lunch dinner Zhang Jie Wu Fan Lou xiao … (1)noodles (2)hamburger (3)hotdogs (4)bread (5)fish (6)eggs (7)meat (8)pork (9)cakes (10)vegetables (11)rice (12)milk (13)beef 3．课文教学（1）T: After class, Mike goes home. He is hungry . What would he like for dinner? What would his mother like for dinner? Now, let’s watch video and find out the answer. （2）教师发给学生打乱顺序的课文内容。 T: Watch the video again and arrange the sentences in right order. （3）Group work: Read the text aloud. 4．Order dishes 把教室布置成食品店。把学生分成若干组（三人一小组）。教师给每个小组提供一份英文菜单，.组内一人当服务员，其他两人当顾客。 Assistant： Can I help you ? what would you like? S1：I’d like some beef and rice. Assistant：Wait a minute. S2: How much? Assistant：Twenty yuan. …… 各小组轮流上台表演，以语言得体、语音准确。表述流利评出“最佳店员”和“最佳顾客”若干名。 5．Make a survey 教师制作如下表格，复印若干份，分发各小组;学生四人一组，自行确定小记者和采访对象，调查一日三餐所吃食物，并作调查记录。 name breakfast lunch dinner Zhang Jie Wu Fan Lou xiao … (1)noodles (2)hamburger (3)hotdogs (4)bread (5)fish (6)eggs (7)meat (8)pork (9)cakes (10)vegetables (11)rice (12)milk (13)beef 四、Post-task（以展示、表演等形式出示结果） 1．小组小记者汇报调查结果，教师汇总统计，用大表格的形式展现出全班学生一日三餐的情况。 2．语法项目小结。 I like chicken…what do you like? What would you like for dinner? I’d like some milk… How much? 五、Homework Little designer 教师制作表格，要求学生4人一组利用课外时间调查家人、朋友或教师等熟悉人群的食谱，并通过网络查询、图书馆查阅或医药咨询等形式设计一套适合学生一日三餐的食谱（不会的单词可查词典）。下次英语课时展出。评选出“最佳营养食谱”。并对学生进行科学用餐、不挑食偏食等思想教育。 Meat Vegetable Drink Fruit Breakfast Lunch Supper 板书设计 What would you like? I’d like some... 教学内容：七年级（下）Unit8　I’d like some noodles. 教学目标（Teaching Aims）: 1．学习和巩固一些有关食品的名称；了解面条及其配料。 noodles beef mutton chicken cabbage tomato potato special 2．掌握would like (‘d like)的用法及句型What kind of…would you like?(你想要什么种类的物品啊？) 3．初步培养学生有关“订餐”的交际能力；能自配美餐。情感目标：培养学生养成爱惜粮食、讲究卫生的良好习惯。教学重点（Teaching Key Point）运用目标语言订购食品： ---Can I help you? ---Yes, please. ---What kind of noodles would you like? ---I’d like beef and tomato noodles. 教学难点（Teaching Difficulty）: 培养学生的口语交际能力。教学步骤（Teaching Procedures） Step 1 Greetings and free talk Step 2 Show the learning aims. Meanwhile explain some words using real objects or pictures. Step 3 Leading in Course Show students a toy dog and ask them if they like it. Ask students: What kind of animals do you like ? Students answer: I like … Ask students: What kind of animals would you like? Students answer: I would like… （Tell students “would like” is similar to “want”. But “would like” is more polite than “want”.） Step 4 New lesson 1．Show students a screen with some more animals. Ask each animal’s name . Then use the sentence structure” What kind of …would you like? I’d like …”Finally, pointing to any animal, get boy students to ask and girl students to answer. 2．Show students another screen with some vegetables. Do this task as the former step .to help students consolidate the structure. 3．Show students a screen with some kinds of food. and continue to practice the structure. 4．Show students a screen with some different kinds of meat. Students practice the structure. （在传授这些知识的同时，教育学生学会生活：了解人体每天对几种主要营养的需求量，学会健康饮食） 5．Pair work Students use the sentence structure to make their own conversations. ---What kind of …would you like? ---I’d like … 6．Design a scene: “I work in a restaurant. I am selling several kinds of noodles. (Some specials) A costumer comes to order noodles.” (1).Show the specials to students and explain the ingredients of each special. (2).Get students to listen to a conversation and choose one of the specials the costumer orders (3).Students work in pairs or in groups to practice conversations, trying to order food. 7．Exercise Order some sentences to form a conversation. 8．Summary of this lesson 9．Self-assessment Get students to finish the self-assessment chart 10．Homework Dispense a healthy lunch for yourself. Make a bowl of noodles for your parents when you get home. 教学目标：知识目标： 1.单词和短语：掌握一些与食物有关的英语单词和短语：hamburger, noodle, coffee, potato，a cup of tea, two glasses of water… 2.交际用语：What is your favourite food? What would you like? I’d like some… Would you like some…? Yes, please.\ No, thanks. 能力目标： 1.能够用就餐时的基本用语进行交际。 2.学会简单谈谈自己的饮食习惯。情感态度：了解东西方饮食文化差异；培养学生学习的主动性、积极性和参与性，增进同学间的相互了解和团结合作的意识。教学重点和难点： 1.使学生能够用就餐时的基本用语进行交际。 2.使学生学会简单谈谈自己的饮食习惯。教学过程： Step 1 Leading-in (1)chant：T: I like chicken. What do you like?S1: I like hamburger. T: I like chicken. S2: I like beef. 活动说明： Free talk是为下面交流一日三餐埋下伏笔。 (2) 出示图片或实物，复习以前学过的食物、饮料和水果名称 Step2 Pre-task (1) 以几个在餐厅吃饭的图片引到关于用餐的对话，引出任务内容。 Waiter: Can I help you? What would you like for dinner? S1：I’d like some rice and fish,S2: I’d like some noodles. S3: I’d like some rice, fish,and beef. (2)用图片展示新的食物名称：rice, fish, beef, soup, noodles, vegetable(要求学生能看到图片立即说出单词) Step3 while-task (1) A guessing game：让学生猜食物的名称。以此激发学生的兴趣，并能训练学生的发散性思维。 (2) 教师根据所学单词设记连线练习。学生根据录音把单词与对应物图形连线，这样既可巩固新单词，又能训练学生的听力。 (3) 互相了解一日三餐所吃的食物(教师给予词汇上的帮助) ①：what would you like for breakfast/lunch/dinner? ②: I’d like some milk/beef/vegetable… (4) 把教室布置成快餐店。把学生分成若干组.组内一人当店员，其他人当顾客。店员：Can I help you ?what you like? 学生：I’d like some beef. How much? 店员：Eight yuan.（评出“最佳店员”和“最佳顾客”） 2．A guessing game 用多媒体课件让学生猜食物的名称。把食物和饮料的图片用模糊的形式出现，让学生去猜。活动说明：用该游戏复习单词可以激发学生的兴趣，培养学生的观察和想象能力。 Step4 Pre-task(呈现完成任务需要的知识，介绍任务的要求和实施任务的步骤) 1.T:(教师演示课件，一个学生放晚学回家来到厨房)Look at the screen, can you guess the topic of this class from the picture? Ss: Eating.(教师引导学生说出) T: Do you know What Mike will say to dad? Ss: I don’t know. T plays the CAI again.T helps Ss say the sentences: Mike: Dad,I’m hungry.What’s for dinner? I’d like some soup and rice. Dad: Ok. Wait and see. 活动说明：通过课件感知本课话题是“用餐”，开门见山，切入主题。 2.listen and choose 听录音，填写表格。 S1: Hello. What would you like for breakfast /lunch/dinner? S2: I’d like some ... name breakfast lunch dinner Zhang Jie Wu Fan Lou xiao … (1)noodles,(2)hamburger(3)hotdogs(4)bread,(5)fish(6)eggs(7)meat(8)pork(9)cakes(10)vegetables(11)rice(12)milk(13)beef Step5 Practice 各小组轮流上台表演，以语言得体、语音准确。表述流利评出“最佳店员”和“最佳顾客”若干名。活动说明：此项练习在于训练学生的听力。创设真实的生活化的情景，使学生在轻松愉快的氛围中掌握英语，激发学生的学习兴趣，并做到学以致用；小组活动的形式也有利于培养学生团结协作的精神。 Step6 Make a survey 教师制作如下表格，复印若干份，分发各小组;学生四人一组，自行确定小记者和采访对象，调查一日三餐所吃食物，并作调查记录。 name breakfast lunch dinner Zhang Jie Wu Fan Lou xiao … (1)noodles,(2)hamburger(3)hotdogs(4)bread,(5)fish(6)eggs(7)meat(8)pork(9)cakes(10)vegetables(11)rice(12)milk(13)beef 活动说明：“小记者”的形式可以激发学生的兴趣和表现欲。通过采访激发学生交流的欲望，增进同学之间的友谊。 Step7 Post-task（以展示、表演等形式出示结果） 1．小组小记者汇报调查结果，教师汇总统计，用大表格的形式展现出全班学生一日三餐的情况。活动说明：注重活动的结果可为学生提供自我评价的标准，能使其产生成就感，可转化为后续学习的动力。 2．语法项目小结。 I like chicken…what do you like? What would you like for dinner? I’d like some milk… How much? 活动说明：旨在使学生更清楚本课时的语法项目，便于学生在以后的学习中更能灵活地使用这些句型。 Step8 Homework 1.要求学生4人一组利用课外时间调查家人、朋友或教师等熟悉人群的食谱，并通过网络查询、图书馆查阅或医药咨询等形式设计一套适合学生一日三餐的食谱（不会的单词可查词典） Meat Vegetable Drink Fruit Breakfast Lunch Supper 2.写一篇文章介绍自己的一日三餐的健康饮食活动说明：把课外作业改为与课堂学习任务有关的“做项目”形式，这样有利于学生智力开发，也利于学生实践能力，创造能力和创新意识的培养，使课外作业与任务型课堂教学融为一体。做项目“设计营养食谱”可以培养学生利用网络资源获取信息的意识，同时培养学生健康的饮食习惯。反思：1.合理练习合理准确的练习可以有效的帮助学生掌握知识，希望学生可以把所学应用到实际，不要只是纸上谈兵。 2. 检查和测验学生只有通过检查和测验才能准确的知道自己是否掌握知识。检查可以是小组成员的相互检查，也可以是教师的统一检查。测验可以是简单的当堂测验，做到堂堂清，节节清。 19 / 19

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