Section B国家获奖教案

教学设计

一、教材分析：

这一课是旧人教2001新课标版七年级下册Unit 8 I’d like some noodles. Section B (1a-2c)的内容。本单元是关于食物，中心话题是学会如何点餐并带走。在运用目标语言进行交流的过程中，引导学生注意运用以前学过的礼貌用语。其中would like 的用法，可以用以前学过的want 的用法以旧引新，进行突破。所以本单元的语言功能是用would like句型来表达他们对食物的需求，通过这节听说课让学生学会如何点餐或叫外卖，并点餐过程中学会有礼貌地询问他人的个人信息（如地址、电话等）以及向他人提供自己的个人信息。拓展任务是假设学生自己有一家饭店，为自己的店做宣传广告，向其他学生介绍自己的店并现场点餐。相应的语言结构主要是情态动词would : What kind of noodles would you/he/she like?

回答：I’d /he’d /she’d like...以及What size bowl would you/he/she like? 回答：I’d/he’d/she’d like a small/medium/large bowl of noodles.一般疑问句: Would you like...? 有礼貌地询问点餐者需求信息，有效的与实际生活有机结合。本话题来源于生活，也将回归于生活，因此教学过程中始终遵循任务型的教学理念，以学生为学习主体，以任务为中心进行学习，体会和掌握语言。贯彻“learning for using, learning by using”的原则。跨文化交际内容：从一开始帮助学生树立正确的价值观:不要挑食，不要浪费食物，合理饮食。有礼貌地询问他人信息。

Section B 1a-2c 是Unit 8的第四课时，主要内容如下：

Task 1 .Revision.(show pictures and ask)

——

What kind of noodles would you/he/she like?

I’d/he’d/she’d like.... ——What size bowl would you/he/she like? I’d/he’d/she’d like a small/medium/large bowl of noodles.

Task 2.Lead-in. Share a good news that Girls’ Football Team won the second place in the football competition. We will have a party to celebrate it. Then teaching and learning new words by pictures: Drinks :orange juice

green tea

Food: rice, dumpling, soup, porridge, onion,, and fish.

Task 3. Activity 1a.

Match the words with pictures. Task 4. Game .Find out words about food and drinks . Task 5. Talking. Talk about the food what you like and what you don’t like. Task 6. Enjoy a video and answer two questions. Task 7. Activity 2a. Listen and circle the words you hear in activity 1a. Task 8. Activity 2b Listening. Listen again and fill in the order form on page 81.

ORDER FORM Address:__________________ Telephone number:_______________

Order: Dishes:__________,________,____________, _______________ and ________ dumplings one __________ soup. Drinks: one large ____________ and

_____ small _________________.

Ask one student to fill in the order form on the whiteboard while listening. Task9. Activity2c Pair work : Lead students to fill in the order form first and make their own conversations about how to order food. Task10. Outreach activity: If they have a restaurant,make up an Advertisement (广告)for your shop and introduce it to us.

Task11: Summary. Task12: Homework.

二、学情分析：

1.

认知分析：本课的授课对象是我校七年级的学生。经过初一上学期对英语的认知和学习，学生已经掌握了一些基本的日常用语，能够用英语进行简单交流信息，表达喜好和情感。并且这是第八单元第四课时的听说课，学生在前三课时的学习中对基本句型和部分关于食物的单词已经学习并掌握了。所以为本课的学习奠定了基础。

2.

能力分析：通过学生对之前内容的学习，已经可以用英语进行简单的表达。学生在知识方面，尽管缺少丰富的语言基础，但本单元的内容在他们日常生活中非常有用且必要的话题，所以学生表现出很大的好奇心和兴趣。在思维能力方面，虽有较强的记忆力和模仿能力，但知识扩展运用的能力尚有待继续培养；在参与方面，大多数学生有较强的求知欲和表现欲。所以，学生在学习中相对轻松一些，并且能够参与到课堂中以及和老师互动中。

3.

情感分析：本课中出现的有些学生没吃过没见过的食物，在学习中帮助学生克服障碍，借此在课堂中激发能力，培养学生的英语学习兴趣体会学习的乐趣，树立正确的价值观。而且七年级学生对于英语学习还是很积极的，在完成活动任务的过程中，培养学生搜集信息和处理信息的能力、自主学习的意识和能力、团队意识和合作精神，从而实现教学方式和学习方式的转变。

三、教学目标：

（一）、Knowledge and Ability objects: Function: Learn how to order food and take-away. 1. Key words and phrases:

green tea, orange juice, porridge, soup, dumplings, onion, rice, fish. 2. Key sentence structures:

Talk about the food that you like and you dislike . 句型：I like…

and …

but I don’t like …

or …

3. Listening ability--listen and write down key words of the order form.

4. Speaking ability—how to order food by phone.

句型：(1)----What would you like?

----I’d like.... (2)----Would you like some drinks?

----Yes, I’d like.../No, thanks.

(3) What’s your address?

(4) What’s your telephone number? （二）Emotion objects: 1. Let students enjoy the fun of English. 2. 做到“在用中学”“在学中用”。

3. Teach students to have a healthy diet and don’t waste food. 四、Teaching focus and difficult points: （一）Teaching focus：

1. Key words and phrases:

green tea, orange juice, porridge, soup, dumplings, onion, rice, fish. 2. Key sentence structures:

Talk about the food that you like and you dislike .

句型：I like…

and …

but I don’t like …

or …

3. Listening ability--listen and write down key words of the order form.

4. Speaking ability—how to order food by phone.

句型：(1)----What would you like?

----I’d like.... (2)----Would you like some drinks?

----Yes, I’d like.../No, thanks.

(3) What’s your address?

(4) What’s your telephone number? 通过进行听、说的训练，来提高学生们综合运用所学知识的能力。

通过读、写的训练，来让学生们能真正在实际活动中运用所学的知识。

（二）. Teaching difficult points：

How to order food by phone.

五、教法与学法：

1. 教法：本节课采用多种教学手段，通过图片展示，创设情景让学生对食物有感官的认知和学习。通过Pair work,

group work，情景教学法以及任务型教学操练和巩固句型、单词，使学生达到听、说、读、写的能力。

2. 学法：本节课主要通过listen and speak practice 来练习听力和口语，练习学生捕捉信息记录重点信息的能力。在此基础上拓展情景演示和写作达到说和写的能力。

六、教学准备：

录音，课件，教案，图片，多媒体。

七、教学课时：第四课时

八、教学过程：

Part Ⅰ.Leading in.

Step 1. Greeting and Warming up. Step 2. Revision Review the structures by the pictures on the screen: ① What kind of noodles would you like? ② What size bowl of would you like? Step 3: Lead in: 1.

Share a good news with whole class that recently Girls’

Football Team of our school won the second place in the football competition. We will have a party to celebrate it. So we should prepare some food and drinks for the party. “What would you like to eat at the party ?”

I’d like cake,fruit and orange juice.(教师先自己举例，引导学生发表想法) 2.

Then teaching and learning new words by showing pictures:

green tea, orange juice, porridge, soup, dumplings, onion, rice, fish. 3.Lead students to read the new words. (整体教读---个体读：出现发音错误及时纠正) Part Ⅱ: Presentation:

Step1: Words Work on 1a. Match the words with the pictures. Then invite a student to check the answers. 【教学设计说明】通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现的目的。

Step 2: Game. Play a game and find food and drinks in the game. 【目的是让学生记忆巩固学到的单词】

Step 3:Talking. (1b) 1. Circle the things you like in 1a. Put an х next to the things you don’t like Then tell you partner what you like and don't like. (教师先示范举例) T: I like dumplings, fish and orange juice. But I don't like onion. 2.Invite two students to show what he /she likes and dislikes. 3.Work in pairs. Talk about what you like and what you don’t like. Then share their ideas. and 用于肯定句中，表并列关系，否定句中and 要换成or。

【教学设计说明】

通过对话练习使学生进一步掌握食物单词，以及and和or的基本用法，学会阐述自己喜欢的和不喜欢的。

Step 4: Watch a video. Watch a video and answer two questions:

1.

What are they doing?

2.

Where are they? 【教学设计说明】通过一个简短的点餐视频引出接下来要学习的内容——点餐。让学生先对电话点餐有初步的了解。

Step 5: Listening. (2a--2b) 2a: 1. Play the recording and let students listen and circle the words you hear in 1a. 2.Invite a student to check answers. 2b:1. Ask Ss to look at the ORDER FORM first.

2. Play the tape for the Ss to listen and fill in the order form. （邀请一名同学上讲台在电子白板上边听边完成表格。）

(Play the recording for the first time, students listen carefully and try to write down some key words. Then, listen to the recording again, and add the information and check answers by themselves first. )

ORDER FORM Address:__________________ Telephone number:_______________ Order: Dishes:__________,________,____________, _______________ and ________ dumplings one __________ soup Drinks: one large ____________ and

_____ small _________________. 3.

Check answers together. 【教学设计说明】由于本环节学生需要填写的内容较多，因此教师将书本上的Order Form稍加改编，减轻难度。重点是让学生抓住听力中的重点单词和短语。建议学生连听两遍，完成表格。听第二遍时补充信息，学生自己先检查答案。随后集体对照屏幕上的答案和自己的进行检查。达到听写的能力。

Step 6:Group work .(2c) 1. 通过听力和表格的填空总结出点餐中用到的重点句型：

(1)----What would you like?

----I’d like.... (2)----Would you like some drinks?

----Yes, I’d like.../No, thanks. (3)

What’s your address? (4)

What’s your telephone number? 并且请学生现场演练句型。

Have Ss get into groups and make and role-play conversations about how to order food by themselves. 2. Have some pairs perform the conversation to the class.

【教学设计说明】

听力材料是最好的交际对话，因此可作为学生模仿的例文然后拓展能力编写出自己电话点餐

的对话。此环节帮助学生更好的理解听力内容，记住关键句型，并且拓展能力，活学活用。

Step 7: outreach activity. 1.

If you have a restaurant,make up an Ad (s. 广告)for your shop and introduce it to us. 2.

Show their designs and invite the write to introduce and order food live. 【教学设计说明】拓展活动，利用所学的内容让学生现场为自己将来的饭店简单作画并向大家介绍，然后现场点餐。这项活动是针对能力高的同学的提升。学以致用。

3.

Step 8: Summary. 4.

In this class, we’ve learned some key vocabulary and sentences, such as: green tea, orange juice, porridge, soup, dumplings, onion, rice, fish. How to order food and take-away. Step 9: Homework. 1. Continue to listen and role-play the conversation in 2b.

2. Make conversations about ordering the food with your partner. 3. If you have a shop, continue to make up an Ad (广告)for your shop and introduce it to us next class.

九、Blackboard design.

Unit 10 I’d like some noodles. Section B 1a–1d Words: Countable nouns

Countable nouns Fish ,green tea,

dumplings,

orange juice,

onions porridge,

soup , rice

Sentences : 1. I like…

and

…

but I don’t like …

or

…

2. How to order food. (1)----What would you like?

----I’d like.... (2)----Would you like some drinks?

----Yes, I’d like.../No, thanks. (3)

What’s your address? (4)

What’s your telephone number? 十、Teaching reflection: 本节课所讲的内容是旧版本2001课标版七年级下册预第八单元第四课时，现根据上课情况将本节课的反思如下：

一、成功之处：

1.

在材料的选择方面：能够做到贴近学生，贴近生活，有利于激起学生的参与热情。

2.

课堂环节顺利进行，通过课堂学习基本实现预期教学目标。

3.

在情境的创设方面：学生通过学习可以掌握基本的语言知识，以及本课所学的新单词及句型结构。本课“ordering food ”这一话题来源于生活，也终究要回归到生活中去。在这样的模拟情境中学生主动实践，独立思考

，很好的体味并运用了目标语言。在“店主”，“顾客”

，“厨师”的角色扮演中，学生进行自由式交际性操练，实现语言输出，实现语言技能到语言能力的转变。在这一过程中不仅彰显了学生的个性，而且培养了学生的团队精神和合作意识。

4.

通过合作学习及课堂任务活动使学生学会用would like句型来表达他们对食物的需求，通过这节听说课让学生学会如何点餐或叫外卖，并点餐过程中学会有礼貌地询问他人的个人信息（如地址、电话等）以及向他人提供自己的个人信息。最后的广告设计及现场点餐

是对课文对话内容的拓展和升华。

二、不足之处：

1. 授课教师过于紧张，教态慌张，语速过快。另外对时间的把握不到位。在授课过程中还应注意自身的口语表达。

2. 在处理“input”和“output”关系方面做的不好，操练的太少。

3. 学生思考和顿悟的时间不够充分。教师为了完成自己预设的教学任务，未能留给学生充分思考的时间和充分想象的空间。

在以后的教学过程中一直需要解决自己教学中存在的问题，不断磨练，取得进步。