七年级上Unit3Topic3Wouldyoulikesomethingtodrink？.docx

仁爱七年级英语Unit3教学设计
Unit3 Topic3 Would you like something to drink？

一、教材分析
本单元教学内容主要围绕有关认识朋友谈论爱好，家庭成员及就餐的话题展开。本节课Section A主要内容是围绕就餐的话题展开，学习就餐时常用语，以及一些食物的名称。掌握可数名词与不可数名词的区别。通过一起就餐，了解中西文化的差异。
二、学生分析
初一学生刚学英语时间不长，英语基础和口语表达能力相对较弱，但他们对英语感到新鲜，希望在新的环境中，通过学好英语来获得他人对自己好的评价。
三、教学目标
知识目标：
1、Learn some words about food and drink
2、Learn how to entertain guests to dinner at home and the response
3、Learn the use of countable and uncountable nouns
能力目标：
1、培养学生口语表达能力。
2、通过小组对话、调查，培养学生合作学习的精神。
情感目标：
通过学习就餐时用语，学习中西文化的差异，培养学生热爱生活，关心和理解他人的情感。在学习的过程中，通过活动、游戏使学生产生学习英语的兴趣，让学生敢于开口、乐于开口，积极参与交流，培养他们的合作意识和竞争意识。
四、教学重、难点：
1、表达关于点餐和就餐的句型。
2、学习掌握可数名词和不可数名词。
五、学习策略：
     交际策略（通过小组对话、调查等活动，学会在用中学，在交流中学）、认知策略（通过猜测，鼓励学生大胆发言，学习新知，并通过小组游戏等活动，帮助学生掌握可数名词和不可数名词及就餐用语）、资源策略（帮助学生进一步了解中西方文化差异）。
六、教学过程
Step1 Warm up
     Show some pictures of food to the students and say what’s this in English? What color is it? Do you like it?
[设计意图]：教师用多媒体呈现已经学过的食物图片，既复习了以前的知识，对知识进行了链状连接，又为本节课做了铺垫，吸引学生注意力，自然地导入新课。
Step2  Lead-in
      Point to the picture of a cake and say“This is a cake—a birthday cake. Today, I am very happy.Why? Because Today is my birthday.”Now sing the song “Happy birthday to you” with the students.
T: So I want to invite you to have dinner at my home. What do we have? Do you know? Show the picture of 3 .
1、Learn the new words.
2、Explain the differences between countable and uncountable nouns by comparison.
3、Play a game: S1:water S2:some water,vegetable S3:some vegetables,milk S4:some milk…
[设计意图]：由老师过生日，引到邀请学生吃饭，自然而然引出本节课需要学习的词汇及交际用语。用图片展示能帮助学生理解、记忆生词。
Step3 A quick respond
     What should we say when we are having? Show the picture of 1a.
(Task1) Listen to the tape and then answer the questions:
1. What would Michael like to eat?  
2. What would Jane like to drink?
[设计意图]：学生看到孩子们在吃饭，自然想知道他们在说什么，吸引他们对新知识的探究，这时让学生听录音回答问题，积极性很高，培养了他们的听力。
Step4 Reading
     （Task2） Get the students to work in pairs and fill in the form according to the dialog.
    Name
What would they like to eat?
What would they like to drink?
    Michael

    Jane

    Maria

Check the answers.Then introduce the main structures: 
Help yourself/yourselves.
What would you like…?
I’d like…
Would you like…?
Yes,please./No,thanks.
What about you?
I’d like…
[设计意图]：主要培养学生快速阅读能力，初步了解对话大意。并和学生一起探讨就餐时常用哪些话语，这样调动起了学生的积极性，使他们基本能掌握和运用。
Step5 （Task3） Play this game
     Let students make up dialogs about:“Entertaining Guests to Dinner. ”
1)  Put some desks together to make a “table”
2)  Put some food and drinks the students brought on the “table”
3)  Talk with each other with sentences patterns of having meals according to 1a.
[设计意图]：学习就餐时的用语后模拟真实交际环境，让学生把学到的句型表达出来，训练其口语交际能力，做到学以致用。
Step6（Task4） Make a survey
1.  Work in groups of six. Ask and answer like this：
S1: What would you like to eat/drink?
S2: I’d like……
2. 
Food or drink

Name
Fill in the blanks according to their answers.

Vegetables
Hamburgers
Juice
Milk
…

…

3. Ask one student from each group to give a report on the food his/her group members like.
[设计意图]：学生在小组活动中，积极与他人合作，相互帮助，共同完成学习任务，同时此任务是充分锻炼学生的口语表达能力，也是教学效果的反馈过程，老师需适时指导。
Step7: Listening
     Play the recording the first time. Students only listen. Play it again and fill in the blanks.
[设计意图]：此环节训练学生的听力能力，同时检查了学生对就餐用语的掌握情况。
Step8 Homework
1.  Review the new words and phrases
2.  Suppose  your penfriends from  America have dinner at your home,what would you say? Make up a dialog about entertaining guests to dinner.
[设计意图]：为了巩固本节课的教学内容和教学效果，设计了以上两个作业，第一个作业让学生复习刚学过的生词和短语，促使他们养成学习了新知识及时复习巩固的好习惯。第二个作业了解学生对本节课学习的主要交际用语的掌握情况，通过写的活动巩固听、说、读学到的知识，实现口头表达向书面表达的转化，弥补了课堂缺乏写作能力的练习。
板书设计：
　　　　　Topic3 What would you like to drink?
                     SectionA
I would like….=I’d like….   What about…?
Good idea .           Help yourself/yourselves.
Do you want some oranges?= Would you like some oranges?
Yes, please./ No, thanks.
What do you want to have?= What would you like to have?
I want some….= I would like some….
 [教学反思]：
本节课我坚持以学生为中心，以培养学生的自主学习合作探究为目的，以任务型学习贯穿始终，通过完成任务，不断地促使他们学习英语，提高他们的英语水平。而且教学中紧扣新课程标准，充分利用教材，不断提高学习的听、说、读、写各方面的技能。教学中运用多媒体课件、图片、录音等教学手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，而且增强了学习兴趣和认识水平。