4a—4d名师教学设计1

Unit 10 I’d like some noodles.

Language goal To order food. To ask for and give personal information. To write their own ad for foods. Language goal I’d like some noodles. What kind of noodles would you/he/she/they like? I’d/He’d/She’d/They’d like beef noodles. What size bowl of noodles would you/he/she/they like? I’d/He’d/She’d/They’d like a small/medium/large bowl of noodles. names of foods: noodles, beef ,chicken, mutton, cabbage, onions, tomatoes, potatoes Section A

The first period Step1 Warming up 1.Brainstorm with students a list of foods. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word foods on the board and list all the foods students mention. 2.Point to the foods one by one and ask students to say what ever they can about these foods. Step2 Activity la 1.This activity introduces the key vocabulary. Focus attention on the art. Ask students to tell what they see in the picture. Ask students to name as many of the foods shown as they can. Then point to a scene, name the food, and ask students to repeat. 2.Point to the numbered list of words. Say each one and ask students to repeat. 3.Then ask students to match each word with one of the scenes.

Say, Write the letter of each scene next to one of the words. Point to the sample answer. Step 3 Listening 1b 1.This activity gives students practice in understanding the target language in spoken conversation. 2.Point to the three bowls of noodles in the picture. Ask various students to tell the names of the three specials. Then, ask students to repeat. 3.Play the recording the first time. Students only listen.

4.Play the recording a second time. This time ask students to check the noodles that person orders. 5.Correct the answers. Step 4 Activity 1c 1.This activity provides guided oral practice using the target language. Ask a student to read the example conversation with you. Hold up the book and point to Special 1 in the picture. Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.

2.As students work in pairs, move around the room monitoring their work. Have language or pronunciation support as needed. 3.Ask some students to present their dialogues to the class.

The second period Step 1 Listening 2a 1.This activity gives students practice in understanding the target language in spoken conversation. Ask students to look at the picture. Ask different students to tell you what they see in the picture. 2.Make sure that they know the meaning of the words(small, medium and large) 3.

Say, You will hear conversations about the foods in the picture. Play the recording the first time. Students only listen.

3.Play the recording a second time. Say, Check the names of the foods they hear. 4.Correct the answers. Step 2 Listening 2b 1.This activity provides listening and writing practice using the target language. 2.Point to the blank lines and read the statements to the class. 3.Play the recording the first time. Students only listen.

4.Play the recording a second time. This time ask students to fill in the blanks. Point out that all the words they need are in activity 2a. 5.Check the answers by having students write the sentences in the blackboard. Step 3 Pairwork 2c 1.This activity provides guided oral practice using the target language. Call attention to the example in the speech bubbles. Ask a student to read the

example to the class. Say, Now practice ordering the kind of noodles you like. Use the dialogue in activity 2b as a model. 2.Say, each student can be both the waiter and the customer. You can make your own dialogues. Say what you really like with your noodles. 3.As students work In pairs, move around the room monitoring their work. Offer language support as needed. 4.Ask pairs of students to present their dialogues to the class. Step 4 Grammar Focus 1.Review the grammar box. Ask students to say the questions and answers. 2.Point out the contractions I’d and He’d. Write each full form and contraction side by side on the board. Then ask students to say the pairs of full forms and contractions. 3.Look at the Countable nouns, Uncountable nouns, and Countable and Uncountable nouns columns. Uncountable nouns do not have plurals and you can’t count them with numbers.

The third period Step 1 Activity 3a 1.Call attention to the questions and answers. Ask students to read the questions and the answers to the class. 2.Say, Now please match each question with an answer. The first one is done as a simple.

3.Point to number 1 and say, Can I help you? Then point to answer D and say, I’d like some noodles, please.

4.Ask students to complete the exercise on their own. 5.Check the answers. Step 2 Pairwork 3b 1.This activity provides guided oral practice using the target language. Ask students to work in pairs. 2.Then point out the conversation in 3a. Ask two students to read it to the class. Say, Now work with a partner. First practice the conversation in the picture. Then make new conversations.

3.After students have completed the dialogue one way, ask the partners to change roles and do it again. 4.Ask some pairs to perform their dialogue for the class. Step 3 Activity 4 What kind of noodles would you like? 1.Point to the four different bowl of noodles on the table. Ask different students to point to one of the bowls and tell what ingredients are in it. 2.Divide the students into groups of four. Say, Ask your group members what kind of noodles they would like. Write their names above the noodles. 3.Stop the activity when all the group members have had a chance to question each other. Find out the most popular noodles in each group.

Section B

The fourth period Step 1 Activity 1a 1.This activity introduces the key vocabulary. Call attention to the food on the table. Ask students to point to and name as many of the foods as possible. Point to and say the names of any foods they don’t recognize. 2.Point to the words on the list. Say the words and ask students to repeat the words. 3.After that, ask students to match each word with a picture. Say, Write the letter of each food picture in the blank in front of the correct word. 4.Check the answers. Step 2 Pairwork 1b 1.This activity provides guided oral practice using the key vocabulary words. Call attention to the food on the table. Say, Please circle the things you like and put an X in front of the things you don’t like. 2.When students finish this step, point to the speech bubbles and ask two students to read the dialogue. 3.Then ask students to work in pairs, tell their partner what they like and what they don’t like 4.Show in the class.

Step 4 Listening 2a 1.This activity provides listening practice with the target language. Point out the eight words in 1a and say, For this activity, mark the answers in activity 1a. 2.Play the recording the first time.

Say, Now you will hear a conversation. A boy is ordering food from a restaurant. As you listen, please circle each of the words in activity 1a that you hear on the recording. 3.Play the recording the second time, and check the answer. Step 5 Listening 2b 1.This activity provides listening practice with the target language, Say, Look at the order form on page 82. What information does it ask for? 2.Play the recording the first time. Students only listen. Then say, Now I will play the tape again. This time write down the information on the order form. 3.Play the recording. Students write their answers. 4.Check the answers. Step 6 Pairwork 2c 1.This activity provides guided oral practice using the target language. Say, Look at the order form on page 83. You will work in pairs.

2.Then ask students to work in small groups.

3.Ask students to perform their dialogue for the class.

The fifth period Step1 Activity 3a 1.This activity provides reading and writing practice using the target language. Call attention to the three newspaper ad and ask a student to read the list of words to the class. Say blank each time you come to a blank line. 2.Say, Now write a word from the list in each blank. 3.Ask students to work on their own. 4.Check the answers. Step 2 Activity 3b 1.This activity provides reading and writing practice using the target language.

Call attention to the ad and ask a student to read it, saying blank for each blank line. 2.Ask students to fill in the blanks. Say, Look at the pictures next to each blank line. The pictures will help you guess the correct word. 3.Check the answers, Step 3 Activity 3c 1.This activity provides writing practice using the target language. Point out the blank strip of the ad where students can write their own ads. 2.Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. 3.Ask students to read their ads to a partner. Ask the pairs to correct each other's work. Step 4 Pairwork 4 1.This activity provides guided listening and speaking practice using the target language. Ask two students to read their ads. Ask others to tell what items they heard in the ad. Ask the price they heard, too. 2.Then say, Now please work with your partner, order food and drink from your partner. 3.Show in the class.

The sixth period (Self check) Step 1 Activity 1,2 1.This activity provides a comprehension review of all key vocabulary presented in this unit. Ask them to check all the words. 2.This activity help build vocabulary by providing a specific time and place for students to record new words. Step 2 Activity 3 1.Ask different students to say what they had for breakfast\lunch\dinner yesterday.

Write the answers on the board as examples. 2.Say, Now write a menu for breakfast, lunch and dinner for the week. 3.Give reason for their menu.