Lesson 14 Would you Like Some Soup?第二课时教学实录

Lesson 14 Would you like some soup ?

一、教学目标：

1.要求学生掌握下列单词 noodles、dumplings、 soup、rice 2.能理解并能口头运用句子 Would you like some … ? Yes, please./ No, thanks. 3.能在真实地环境中进行会话。

4.注意用餐中的礼节。

二、教学重点和难点：本课的四个单词和句子。

三、教具、学具： computers, radio, pictures, cards 四、教学过程：

（一）趣味热身，激情导入

(1)

Let’s chant. OK? Table food , table food，

I’m hungry. I want to eat. Table food, table food, I’m thirsty. I want to drink. Table food, table food, Let’s eat. Let’s drink. (2) Play a game: Race and Write the numbers (1-15) (3) Make a dialogue using the food pictures they have: A: I’m hungry. I want to eat fish/chicken/meat. What about you? B: I’m hungry, too. I want to eat … （二）新知呈现，教师引领

Presentation (1) Says: I have much food. Mm …good! Do you want to eat .OK? Let’s eat. Let’s learn. (2) Show the pictures: noodle, dumplings, soup, rice

Let them read after you several times. (3)Ask: What’s your favourite food?

noodles, dumplings, soup or rice? (4) Play a guessing game: Guess, what’s this? If you are right, the picture is for you. OK? (5) Present the dialogue by using computer and say: Today Jenny comes Li Ming’s house for supper. What do they eat? Let’s look. Then let them act it out.

（三）小组合作，语言操练。

Practice (1) Practice the dialogue in three: A: Would you like some …? B: Yes, please. /No, thanks. A: Are you hungry now? B: No. (2) Act it out. At last you may find out which is the best gust. Give them some flowers.

(四)、思维拓展，情景运用。

(1) To have an interview with their families and friends using the dialogue we have learned. (2) Draw and write down the food you like.

（五）归纳提升，当堂训练。

归纳本节课所学食物单词和主要句型。完成同步练相应练习。

（六）作业布置，知识内化

把所学单词，听写一遍；熟读课文。

六、板书设计:

Lesson 14 Would you like some soup ? noodles dumplings soup rice Would you like some _____ ? Yes, please./ No, thanks. 七 课后反思：

教学过程中利用各种教具，创设一个良好的环境。使学生有身临其境的感觉，

并利用口语训练，游戏、情景等形式激发学生兴趣，把教学的主体地位还给学生，在课堂教学中营造一个轻松、活泼、愉悦的学习氛围，让本课的重难点在轻松的情景对话及游戏、情景中得到深化，化解。

但存在很多不足之处：导入要有创意，可以采用有吸引力、更新颖的视频、歌曲，或者借用道具。课堂游戏设计有局限性，可以换成学生更感兴趣。课堂中教师主导，学生主体性地位未得到良好体现，要多深入学生中，与学生多互动。