七年级英语上.Unit3 Topic 3 What would you like to drink Section B教案仁爱版.doc

七上仁爱版英语Unit3 Topic 3 What would you like to drink Section B教学设计
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
usually, breakfast, lunch, supper, food, may, take, order, take one’s order, sir, something, glass, a glass of, wait, moment, wait a moment
2. Talk about ordering food and having meals:
(1)What do you usually have for breakfast/ lunch/supper, Michael?
(2)May I take your order, sir?
3. Learn more expressions about offering, accepting and refusing.
(1)—Would you like something to drink?
—Yes. A glass of apple juice, please.
(2)It’s my favorite food. I like Chinese food very much.
Ⅱ. Teaching aids 教具
图片/录音机/图钉/小黑板/彩色粉笔/实物/菜单
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (玩游戏，复习已学的词汇，培养学生速记能力。)
(1)老师拿出食物图片，介绍游戏规则及玩法：
老师每次拿五张图片，让学生快速看一看，然后老师把图片合起来，并去掉其中一张，然后问：What’s missing?学生只要回答单词即可。
T: Are you ready? Go! (老师先拿五张图片让学生快速看一看，然后合卡，抽卡，再呈现给学生。) What’s missing?
S1: Chicken.
(重复活动，复习词汇)
(2)找不同：
老师出示两张有食品的图片A和B，让学生快速看一看，然后收起图片，学生用I can see some …(a/an …) in Picture A, but I can’t see them(it) in Picture B.
(老师示范)
T: I can see an apple in Picture A, but I can’t see it in Picture B. I can see some fish in Picture A, but I can’t see it in Picture B.
(对找出不同点最多的同学进行表扬。)
3. (情景表演：老师演主人，三位学生演客人。)
T: Help yourselves.
Ss: Thank you.
T: S2, would you like some eggs?
S2: Yes, please./No, thanks.
T: S3, what would you like to drink?
S3: A glass of apple juice./A glass of milk.
T: S4, what about you?
S4: I’d like some …
(板书)
glass, a glass of
(导入2a。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (老师展示图片，引出新词汇。)
T: What does she do? (图片上是一女服务员)
Ss: She is a cook.
T: No, she isn’t a cook. She is a waitress, and this is a waiter.(出示图片，图片上是一男服务员。)
(老师口头解释waitress和waiter的意思。)
2. (老师展示一张饭店的菜单。)
T: What’s this in English?
Ss: It’s a …(老师帮助说出order并板书。)
order
(教学该单词，老师出示各种各样的order供学生参考。)
3. (老师走向一学生，拿起他/她的文具。)
T: May I take your pen? (教师做拿走状)
(若学生不明白，可改成 Can I take your pen? 并板书。)
May I …?=Can I …?=Could I …?
S1: Sure.
T: May I take your book? (教师拿起书，并装着要拿走。)
S2: Sure.
(板书take，并叫学生猜其意思；若猜不出，则多做几个动作提示。)
take
4. (老师在小黑板上写四个问句A、B、C、D让学生选择。)
A. Could you tell me your name?
B. What do you do?
C. May I take your order, sir?
D. May I have some milk?
T: (老师示意一学生站起。) She is a waitress, which one does she often say, A, B, C or D?
S3: C.
T: You’re right. (把选项C用彩色粉笔划上波浪线并教学该句，师生换位，引出May I take your order?答语。)
S4: May I take your order, sir?
T: Rice and chicken, please.
S5: May I take your order, sir?
T: A glass of apple juice, please.
(老师总结)
T: We often answer “May I take your order?” with the words about food and drink. Now, let me see. (老师拿笔和纸走向一名学生。) May I take your order, sir?
S6: Bread and eggs.
(S5扮waiter, S6扮顾客。)
S7: (模仿上述活动) May I take your order, sir?
S8: Some milk and chicken.
5. (老师设置夸张的情景，教授新单词。)
情景一：
T: Ouch! Something in my shoe. (老师手里预备一颗图钉，弯腰，起身，展示。) Oh! It’s a nail!
(板书something)
something
情景二：
T: (老师揉眼睛) What’s in it? (换另一支藏有一颗图钉的手揉眼睛，假装做从眼睛里拉出某物的样子。) My God! It’s a nail, too! (让学生猜something之意思，如果暂时猜不出，老师可做更多动作，边做边说。)
T: Something in my pocket (然后出示物品). Something in my bag. Something in the desk. Something in the box, etc.
6. (看图猜句子，引出新句子。)
(老师出示一张图片：一辆刚刚启动的汽车，一个人跟在汽车后面奔跑，边跑边叫。)
T: What does the man say?
Ss: … (学生答不出，老师板书，领读并解释。)
Wait a moment, please.
T: Who often says this sentence?
Ss: Waiter./Waitress. (老师可出示图片帮助学生。)
T: You’re very clever. (给予适度地表扬，让学生有成就感。)
(运用该句型两人表演。)
S9: May I take your order?
S10: Milk and bread.
S9: OK. Wait a moment, please.
7. (播放2a录音，让学生判断说话者的身份，并指出录音中提到哪些食物和饮料。)
8. (再放2a录音，让学生跟读，模仿地道的语音语调，并标出语调。)
9. (学生两人一组根据2a进行对话，画出不懂之处。)
10. (老师解决学生所提疑问，完成2a。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (角色表演：学生两人一组熟读并背诵2a对话，然后老师挑选几组表演2a对话。)
2. (情景剧表演：老师提供几个单词，演员自由发挥，但要运用所学句型。)
(用小黑板出示。)
场所：restaurant(餐馆)
人物：Michael, Jane, Kangkang, a waiter
必用词汇：may, would, chicken, milk, what about, something, wait
3. (让学生自己先试着填写2b中的空格。)
4. (待学生完成后，让学生听录音，比较自己所填写的单词与所听到的单词，核对答案，完成2b。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (老师出示三张钟表简图，分别是早上7∶00，中午12∶00，下午5∶00，内容都是一家人在吃饭的情景。)
T: (出示图片1)It is seven o’clock in the morning.
(出示图片2)It is twelve o’clock at noon.
(出示图片3)And it is five o’clock in the afternoon. Are you clear?
Ss: Yes.
T: (手持图片1) Do they wait for a bus?
Ss: No.
T: What do they do?
Ss: … (学生不会回答，但他们知道意思。)
T: They have breakfast.
(板书)
have breakfast
T: (出示图片2) They have lunch.
(板书)
have lunch
T: (出示图片3) They have supper.
(板书)
have supper
(教学这三个词组)
(联系学生实际，板书学生在校用餐的时间, 并提问。)
in the morning / 8:00 at noon / 12:00 in the afternoon / 4:30
T: (手指8:00) What do you do at this time?
Ss: We have breakfast.
T: (手指12:30) What do you do at this time?
Ss: We have lunch.
T: (手指4:30) What do you do at this time?
Ss: We have supper.
(叫一学生)
T: I know, you often have breakfast at eight. What do you often have for breakfast? (手拿些食物做吃饭动作，帮助学生理解。)
S1: I often have … for breakfast.
(老师板书)
often/usually
(教学usually)
T: S2, what do you usually have for lunch?
S2: I usually have … for lunch.
T: S3, what do you usually have for supper?
S2: I usually have … for supper.
(老师总结)
T: Different people like different foods and drinks. I like Jiaozi. It’s my favorite food.
(板书)
It’s my favourite food.
(问学生)
T: S4, what’s your favorite food?
S4: My favorite food is rice/chicken …
T: S5, what’s your favorite drink?
S5: My favorite drink is milk/juice …
2. (播放1a录音，完成下列表格，板书。)
Name
For Breakfast
For Lunch
For Supper
Michael

3. (重放1a，学生跟读，模仿语音语调。完成1a。)
4. (学生根据1a编对话并表演。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
1. (学生分组，调查组内同学的用餐习惯。运用1b的示范，完成1b表格，然后每组选一个代表，汇报调查结果，完成1b。)
2. (听3录音学唱歌曲，拓展食物和饮料类名词。)
3. Homework:
(1)把Section A，B中表示建议、接受和拒绝的语句抄在练习本上。
(2)把Section A，B中所有食物类名词，按可数名词和不可数名词分类列在练习本上。
板书设计：
What would you like to drink?
Section B
Wait a moment, please. May/Can/Could I …?
have breakfast Would you like something to drink?
have lunch Yes. A glass of …, please.
have supper What do you usually have for …?
It’s my favorite food.