Unit-3-Getting-Together-Topic-3-What-would-you-like-to-drink-Section-B-教学设计1-(2).doc

Unit 3 Getting TogetherTopic 3 What would you like to drinkSection C.Teaching aims and demands 教学目标1. Learn some new words and phrases:eat, out, eat out, dinner, have dinner, why, Why not ?2. Learn some useful sentences about having meals and making suggestions:(1)Would you like to have dinner with me?Yes, Id like to.(2)What would you like to eat?Let me see.(3)Why not have some fish and eggs?Good idea.(4)Help yourself to some fish.Thanks.(5)Here you are. Teaching aids 教具录音机/图片/投影仪/小黑板. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:6分钟)通过歌曲、图片、师生互动等形式，培养学生的学习兴趣。复习重点知识，导入新课。1. (师生共唱歌曲Old McDonald Had a Shop，调节课堂气氛，提高学生的学习兴趣。)2. (利用图片，快速复习食物名称。) T:Look at these pictures. Lets say them out as quickly as possible. S1:Rice.(教师出示rice图片。) S2:Hamburger.(出示hamburger图片。) S3:3.(让学生两人一组模仿Section B，2a，表演一段就餐对话，导入新课。) T:Well done! Please make a conversation about having meals with your partner. Then Ill ask some pairs to act it out in the front.Step 2 Presentation 第二步 呈现(时间:14分钟)通过创设情景、师生问答等形式，学习本课新单词及新句型。1. (师生问答，谈论学生的日常饮食，复习有关句型，并引出本课新知识。) T:What do you usually have for breakfast? S1:I usually have for breakfast. T:What about lunch? S1:I usually have T:Do you often eat Jiaozi for supper? S1:Yes. I like it very much. (板书并要求学生掌握。)eat T:S2, would you like some Jiaozi? S2:Yes, please./No, thanks. T:S3, would you like some vegetables? S3:Yes, please./No, thanks. T:S4, would you like to have breakfast with me? S4:Yes, Id like to.(帮助学生回答。) (板书并要求学生掌握。)Would you like to do sth.?Yes, Id like to. (教师讲解其用法。师生操练。) T:Would you like to have lunch with me? Ss:Yes, Id like to.T:Would you like to have dinner with me?Ss:Yes, Id like to.(板书并要求学生掌握。)dinner, have dinnerT:Where do you often have dinner?Ss:I often have dinner at home.T:I often eat at home, too. But sometimes I eat out.(板书并要求学生掌握。)eat outT:S5, would you like to eat out with me?S5:Yes, Id like to.T:What would you like to eat?S5:Id like some T:What about some chicken?S5:Good idea.T:I can also say“Why not have some chicken?”(板书并要求学生掌握。)Why not do sth.?Good idea.(师生操练。)T:S6, why not have some apple juice?S6:Good idea.T:S7, why not have some fish?S7:Good idea.T:Very good, sit down, please. S8, if you want to ask your classmates to eat apples here, what do you say?S8:Help yourself to some apples.Ss:Thank you./Thanks.T:Good, but you should say: Help yourselves to some apples. (教师应加重语气，强调yourselves。)(然后教师拿起一个苹果递给一个学生说。)T:Here you are.S9:Thank you./Thanks.(板书并让学生猜测句子的意思，要求学生掌握。)Here you are.T:OK. Do you want to know where the children have dinner? Please listen to the tape and find out the answer.2. (播放1a录音，学生听并找出答案。核对答案。)Step 3 Consolidation 第三步 巩固(时间:8分钟)通过角色表演，进一步巩固就餐用语，培养学生用所学语言进行交际的能力。1. (重播1a录音，让学生听录音，完成下列问题。) T: Listen to the tape again and complete the following questions.(1) Do they eat out?(2) What do they eat?(3) Do they have some drinks?2. (再播1a，让学生跟读，注意语音语调，加深理解。) T:Listen to the tape again and repeat. Pay attention to the pronunciation and intonation.3. (角色表演：学生三人一组，分角色表演1a。然后挑选几组上台表演，并给予鼓励。完成1b。) T:OK. Now please practice the dialog in groups of three. Then Ill ask some groups to come to the front and role-play.Step 4 Practice 第四步 练习(时间:9分钟)通过排序、填空和给句子配对等活动，帮助学生继续操练本话题的功能语言项目，以提高学生的综合语言运用能力。1. (看2的图画，对句子进行正确排序，核对答案。完成2。) T:Well done. Next, look at the picture in 2 on Page 74. Can you guess where they are? Ss:They are in the shop. T:And what do they say? Read the following sentences first. Then put them into the correct order to make a conversation. (核对答案。) T:Boys and girls, Ill divide you into two groups. Boys act the boss. (教师可以用汉语解释boss。) Girls act the customer. (教师用汉语解释customer。) Are you ready? Go. Boys:May I help you, sir? Girls:Yes, two hamburgers, please. Boys:Two hamburgers. Would you like something to drink? Girls:No, thanks. Boys:OK. 16 yuan, please. Girls:Here you are.2. (将3中的图贴在黑板上，师生讨论笑脸的含义。学生两人一组问答，然后完成3的文章。) T:Look at the pictures on the blackboard. Talk about them in pairs. (1)S1: Do you like chicken?S2: Yes, I like it a little.S1: Do you like hamburgers?S2: Yes, I like them very much. (2)S3: Do you like fish?S4: Yes. Its my favorite food.S3: Do you like bananas?S4: No, I dont like them at all.T: Nice work! Now lets complete the passage in 3. Then we will check the answers together.(核对答案。)3. (用投影仪或小黑板展示4中两组句子，让学生配对，以提高他们对句子的运用能力，完成4。核对答案。)Step 5 Project 第五步 综合探究活动(时间:8分钟)通过接力活动及讨论学生的饮食情况，提高学生听说读写的综合语言技能。1. (接力比赛。)(方案一：看谁说得对。)(教师念some，学生接食物类名词，且要注意是否加s。学生按座位顺序快速轮流说，食物名称不得重复，说错者退出比赛，最后剩下的同学为获胜者。)(方案二：比一比谁快。)(1)(事先准备两份内容相同的卡片，卡片上给出的是本话题的功能句。)(2)(将全班同学分成两组并站成两路纵队，每组的第一位同学用卡片上的第一个问题提问，第二位同学回答，然后第二位同学用卡片上的下一问题提问，第三位同学回答，问完问题的同学站到本队的最后，当再次轮到第一位同学提问时，一个赛程结束，教师记下两组分别花费的时间，花费时间短且问答准确率高的组获胜。)2. (让学生两人一组讨论自己的饮食情况，并模仿3写成短文。学生互评，然后教师挑选一个学生的作文进行点评。)3. Homework: (1)让学生运用所学的句型自己编一个关于就餐的对话，并写在练习本上。 (2)询问亲友，或上网查询本地有哪些名菜。