（水滴系列）七年级英语下册 Unit 10 I’d like some noodles（第4课时）Section B（1a-1e）教案 （新版）人教新目标版-（新版）人教新目标版初中七年级下册英语教案.doc

Unit 10 I ’d like some noodles.
Section B (1a—1e)
Teaching and learning Goals:
一、词汇和常用表达
1、能正确使用下列词汇（Curriculum words）: dumpling, fish, pancake.
2、能正确使用下列常用表达：green tea，orange juice.
3.能正确认读下列词汇(Non-Curriculum words)：porridge，onion
二、语言功能：能就食物进行询问并点餐（order food）
三．语法（Grammar）
1.能正确使用would like
A: Would you like any drinks? B: Yes, please./ No , thanks.
2．能正确使用what 引导的特殊疑问句
A: What kind of dumplings would you like? B: Beef and carrot dumplings.
A: What kind of soup would you like? B: Tomato soup.
四、学习策略：
1.学习使用归类的方法记忆单词。
2.学会根据所听或所读内容整理表格信息。
五、文化知识：了解西方餐馆文化（西方菜单及点餐）。
(设计意图:目标引领，表述了本节课的知识、能力和情感目标。尤其突出对写作能力的要求和培养, 做到有的放矢，增强课堂学习的针对性和时效性。)
Teaching procedures:
StepⅠ Pre-listening activities
1:文化知识：在英语国家餐馆用餐，点餐和看菜单是必不可少的事情。一份标准的餐馆菜单一般由四部分构成，首先是开胃汤羹；开胃小菜，其次是主食；主餐，接下来为佐餐菜肴，最后为甜点。酒水饮品往往有另单备选，称作酒水饮品菜单或红酒单之类。点餐时，服务员和顾客也往往会以菜单的顺序依次进行。由于文化习俗的差异，中国人传统概念中“主食”的米饭，炒面等在西方饮食习惯中是“副食”，要在菜单的佐餐菜肴中方能找到，而像炒菜，鱼或肉等则成了“主食”，因此，习惯了我国餐馆菜单文化的国人初到英美国家餐馆就餐，翻阅菜单点餐多有头疼伤神的感觉。
2：Review
Show the picture and ask the students to role-play the conversations in pairs.

（设计意图：利用讨论图片及汉译英的形式复习上节课所学的what kind of noodles would you like?/ What size would you like?知识，让学生能够进入到学习语言的氛围中，同时为本节课的听力做铺垫）。
2: Preview
(1) Put the following into English orally, then write them down without looking at the text.
①我喜欢饺子，鱼和橙汁。_____________________________________________________　　　　
②我不喜欢洋葱，绿茶和粥。_____________________________________________________　　　
③我想订些吃的。_______________________________________________________________
④你要哪种汤？_________________________________________________________________
⑤你的电话号码是多少？_________________________________________________________
(2)Check the preview.
T: Boys and girls, let me check your preview. If you know the answers to the phrases, you can translate them. Please stand up without putting up your hands. Then I’ll give you one mark. Let’s see which group is the best.
(设计意图：通过课前预习作业，可以帮助学生更有针对性的预习，并对文本中的重点短语和句型有所了解；通过检测预习效果，教师可以有针对性的教，学生可以有针对性的学，并且能够培养学生发现问题的能力。此部分，老师设立最佳表现奖，采用激励机制对有所表现的学生加以鼓励，目的是让不同层次的学生在学习过程中体验成功和快乐，培养学生的兴趣和自信，教师应始终遵循一个原则，那就是让学生乐学，因为兴趣才是最好的老师。）
3. Warm up and leading in

Show some pictures and ask:
T: What kind of food would you like?
S1: I would like……..
S2: I would like…….
Then have the students practice in pairs.
A : What kind of meat would you like?
B : I would like…..
A : What kind of vegetables would you like?
B : I would like…..
A : What kind of drink would you like?
B : I would like…..
（设计意图：让学生学习使用归类的方法记忆单词。）
T: We have known different kinds of things. Now please match the words with the pictures in 1a.

4: Checking and interview
Look at the pictures on page 58 and check the answers. Then the teacher interviews several students
and encourage them to “grow” their sentences.
T: What things do you like?
S1: I like rice.
S2:I like rice and fish.
S3: I like rice , fish and orange juice.
T: What things don’t you like?
S1: I don’t like fish.
S2: I don’t like fish or meat.
S3: I don’t like fish, meat or dumplings.
(设计意图：鼓励学生逐步扩展句子，扩大词汇量. 注意and 和or 的用法。)
5.1b Pair work
Have the students circle the things you like in 1a.Put an x next to the things you don’t like.
Then discuss them with a partner and give a report.

You can report like this:
I like dumplings, fish and orange juice. I don’t like onions , green tea or porridge. My partner likes
rice , meat and pancakes, he doesn’t like fish or soup.
Step Ⅱ: While-listening Activities
T: Please read the chart in 1c and know about the task , then predict them.

(设计意图：这种做法一来可以提升学生对听力材料的记忆意识；二来听前的预填可以
减轻学生在听中阶段可能存在的词汇填写压力，为接下来的任务做好铺垫。)
Task 1:Listening for the general idea 听取大意
1、The general idea of the conversation is _______ .
A. a call about ordering food
B. a call between friends
C. a call about sports
（设计意图： 让学生带着问题感知文章大意，从整体上把握文章。）
Task 2：Listening for the specific ideas 听取细节,完成1c.
Listen and complete the food order form

Task3: Listen again and check your answers in 1c.
(设计意图：让学生学会边听边做笔记，捕捉关键信息的学习能力。）
Step Ⅲ:Post-listening activities:
1. Have the students open the books and turn to P94. Then listen and repeat.
2. Retelling
The man would like _______ ,__________ and ________. He would like 12___________ and ___________ dumplings. And he’d like one ________ soup. Last he’d like one large _______
and two small ___________ juices. His address is 15_________. And his _________________
is 398-2845.
3. Make a food order.
Imagine you are the owner of a restaurant. Your partner wants to order some food from you. (dumplings , rice, drinks, etc.) . Now please work in pairs to practice the conversation.
A: Hello! House of Dumplings!
B: Hello! I want to order some food.
A: ……..
B: ………
You can use these sentences:
I’d like …….please.
What kind of ….. would you like?
Would you like ….?
What’s your address?
What’s your telephone number?
That will be …. Yuan.
(设计意图：培养学生用英语交流的能力，以便在具体的语境下开展有效对话。活动结束时，教师可挑选若干学生进行汇报表演，并给予鼓励和评价。)
Step Ⅳ: Inquiry into knowledge by translation
一. I like dumplings, fish and orange juice.
此句译为：________________________________________
这里的fish 用作不可数名词，意为_____________ 无复数形式。fish 用作可数名词时，其复数形式_____________ ,复数形式fishes 多用来表示__________ 的鱼。

①I like ___________. ② There are many _____________.③ There are many kinds of _________.
二．I don’t like onions, green tea and porridge.
此句意为_____________________________________________
1. or 用于 __________ ， 用来连接两个或两个以上的并列成分，意为_________。 在肯定句中，一般用___________ 来连接。
2. or 可以用来引出另一种可能，表示选择，意为_____________。
3. or 用来提出警告或忠告，意为____________，一般置于祈使句之后。
①Be quick, or we will miss the early bus.____________________________________________　　　
②What kind of noodles would you like, mutton ________ beef?　
A . or B. and C. with　　
③Hurry up (快点), ____________ you will be late for school.
A . and B. or C. so
④My brother likes noodles, meat and orange juice. (变否定句)
My brother__________ ______________ noodles, meat ____________ orange juice.
（设计意图：首先让学生先独立思考，然后小组讨论，接着让学生展示自己的成果。鼓励学生在讲台前板书讲解。再次鼓励后进生讲解，运用多元评价进行鼓励学生，采取小组加分的形式，让他们体会学习的乐趣。不再向学生灌输知识，训练了学生自主探究学习的能力。）
Step Ⅴ: Summary
T: What have we learnt today, can you tell me?
1.What kind of food do you know in this class?
Vegetables

Meat

Drinks

Others

2. How to order food on the phone.
I’d like …….please.
What kind of ….. would you like?
Would you like ….?
What’s your address?
What’s your telephone number?
That will be …. Yuan.

StepⅥ: The end-of class test
一．用所给单词的适当形式填空。
1.I like ______________ ( dumpling) and apple juice.
2. I want _____________ (order) some food.
3. What kind of dumplings ___________ (would) you like?
4. I would like two ______________ (bowl) of porridge.
5. That will ___________ (be) 76 yuan.
二、翻译下列句子：
1. 我想要饺子和橙汁。
________________________________________________
2. 我不喜欢洋葱和绿茶。
________________________________________________
3. 你的地址是什么？
_________________________________________________
4. 你需要些饮料吗？
_________________________________________________
5. 你想要哪种汤？
__________________________________________________
（设计意图：学生先独立完成，然后小组内互相批阅、打分并登记。认识自我，发现不足，以学评教。）
StepⅦ. Homework
You have to do:
1. Read the listening conversation .
2. Preview 2a-2e.
If you can:
write a short conversation about how to order the food on the phone..
（设计意图：不同的学生的英语程度是不同的，学生可以根据自己的实际情况来做作业。对于英语程度好些的学生除了完成必做的作业之外，还可以对他们提出更高的要求，不断的提高他们的英语水平，让学生在学习英语的过程中体验到快乐，分层体验成功。）
Keys:
Preview:
①I like dumplings, fish and orange juice.
②I don’t like onions, green tea or porridge.
③I want to order some food.
④What kind of soup would you like?
⑤What’s your telephone number?
Inquiry into knowledge by translation
一．我喜欢饺子，鱼和橙汁。
1.鱼，鱼肉；不变；许多种类
① fish ② fish ③fishes
二．我不喜欢洋葱，绿茶和粥。
1.否定句，也不，and 2.或者 3.否则
① 快点，否则我们赶不上早班车了。
②A ③ B
④ doesn’t like ， or
The end-of class test
一．用所给单词的适当形式填空。
1.dumplings 2. to order 3. would 4.bowls 5. be
二、翻译下列句子：
1.I like dumplings and orange juice.
2.I don’t like onions or green tea.
3.What’s your address?
4.Would you like some drink?
5.What kind of soup would you like?
亮点：
1、本教案始终贯穿了“以人为本”的思想，始终把学生做为教学过程的主体，让学生积极参与到其中来。
2、体现了“新目标”这套教材的初衷，设计了和学生生活相关的真实的教学内容，吸引并组织学生积极参与，让学生动起来，让学生主动的去汲取知识，并在快乐中学习。
3、学生在练习过程中体现出如何打电话订餐所需要用的句型掌握不太熟练，要在以后的教学中加强训练。
4、本课时是听说课。每完成一个听力任务之前，老师都先呈现该听力的语境及听的技巧，为接下来的听做好准备。所以注重了学生的听力和表演技能的培养，少部分的内容训练了他们的笔头能力。
使用建议：
一、听力是本节课重点之一，本节课通过听取大意、补全细节、根据听力内容作报告等方式进行形式多样的听力练习。
二、听后的活动设计了三个，如果教学活动时间较紧，教师应充分预设，从而节约时间，完成整个教学活动。