7-9年级-初中综合实践活动-5.中西方餐饮文化对比-教案、教学设计-县级优课-(配套课件编号：80a37)（职业体验及其他活动）.doc

1、 1 Unit 10 Id like some noodles. Section A (1a-2c) 姓名姓名工作单位：工作单位： 手机号：手机号： 电子邮箱：电子邮箱： 一、指导思想与理论基础 英语课程标准中明确指出，基础教育阶段英语课程的任务之一是：激发和培 养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的 学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和 听、说、读、写技能，形成一定的综合语言运用能力。并强调从学生的学习 兴趣、 生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任 务型的教学途径，发展学生的综合语言运用能力，

2、使语言学习的过程为学生形成 积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的 过程。在本节课的设计上，我以对话教学作为这堂课的主线，贯穿课堂始终。一 切教学活动都围绕这一主线展开。在设计每一环节的活动时，都采用了适时适度 的评价方式，激发了学生的学习兴趣。 二、教学目标 1、 Language goals： (1)words and phrases： noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size, tofu,kind of (2)sentences

3、: What kind of noodles would you like? - Id likeandnoodles, please. What size would you like? - Id like abowl (of noodles) please. 2. Ability goals: (1) 能够掌握常见的食物名词，读懂有关食品的文章及菜单，学会点餐的礼貌表 达。 (2) 能够将学到的知识运用到现实的场景，提高独立自主的能力。 (3) 提高英语听说读写的基础能力。 3. Emotion goals: (1) 使同学们要礼貌待人、尊重他人，与服务人员平等交流。 (2) 通过各小组的对

4、话练习培养学生的合作精神。 (3) 使同学们明白中西方的审美差异和表达方式的差异，培养文化的包容性。 (4) 养成良好的饮食习惯。 (5)体会学习英语的乐趣，做到“在用中学” “在学中用” 。养成一个良好的饮食习 2 惯。 三、教材分析 本节课选自新目标英语七年级下第十单元，本单元围绕着订餐这一核心话题展开， 要求学生能够运用 would like 来表达自己对食物的需求，从而学会订餐，并且在学 习中培养学生的人际交往能力，倡导学生在日常生活中健康饮食，合理膳食。 四、学情分析 从心理特点来看，七年级学生心理不够成熟，社会经验不足，法律意识薄弱， 大部分学生家长包办过多过细，自我防范意识和能力

5、很差，农民工子女集中的学 校，因学生家庭环境等原因,安全隐患多。 从生理特点来看，七年级学生正处在身心发展、成长过程中，其情绪、情感、 思维、意志、能力及性格还极不稳定和成熟，具有很大的可塑性和易变性。同时， 我校学生理论知识比较薄弱，但思维活跃，课堂敢于发言，素质整体上呈现多层 次的特点。 从年龄特点来看，七年级学生好动、好奇、好表现，应采用形象生动,形式多样的 教学方法和学生广泛的，积极主动参与的学习方式，去激发学生学习的兴趣。 五、教学内容 1.words and phrases： noodles, mutton, beef, cabbage, potato, special, woul

6、d, would like, order, bowl, size, tofu,kind of 2.sentences: What kind of noodles would you like? - Id likeandnoodles, please. What size would you like? - Id like abowl (of noodles) please. 4. 掌握点餐的礼貌用语 5. 掌握 would like 的用法和名词的数的语法知识 六、教学重、难点 1、教学重点 （1）掌握本单元要求掌握的重点词汇及句型。 （2）掌握点餐的礼貌问答。 （3）掌握 would lik

7、e 用法和名词的数的语法知识 2、教学难点 通过 role-play 的方式掌握如何订餐等用语。 七、教学方法 1、情景教学法 2、任务型教学法 八、教学手段：Multimedia facilities, diagrams and handout. 九、教学过程 Pre-listening Step 1 Lead in Greet students and play a short video.Then show some pictures to the students about 3 health. Aim:Draw students attention and lead in this

8、lesson. Step 2 Lead in and practice Present some new words and let the students match the words with the pictures. Aim:Consolidate all the words and make students understand how to make noodles. Step 3 Do the pair work 1.Ask the students to make the short dialogue according to the pictures. A: What

9、would you like? B: Id like some. 2. Play a lucky turning game. A:What would you like? B: Id like. Aim:Make the pair work and play lucky turning game,let students learn how to make noodles. 4 Step 4 1.Look at the Picture in1a and match the words with the foods. Read the words on the left and look at

10、the pictures on the right. Write the letters of the food on the line. Then check the answers. 1. mutton_ 2. beef _ 3. noodles_ 4. chicken_ 5. cabbage_ 6. potatoes_ 7. tomatoes_ 8. carrots _ 2.Introduce three specials to the students. Aim:Through the exercise, students can improve their memory of the

11、 words. Ask the students to remember the words by the pictures.Students can master the expression and application of three kinds of special noodles easily. Through the pictures, students can express various kinds of noodles. 3、Do ask and answer. A: What kind of noodles would you like? B: Id like. 5

12、Aim:Create a situation, let the students participate in the activities and prepare for the next listening content. While-listening Step 5 Listen Play the recording. 1.Listen to the tape and try to predict what the conversation talk about. 1.Whats the relationship(关系)between the two people? 1b Listen

13、 and choose the correct answer. Whats the relationship(关系)between the two people? A.teacher and student B.waiter and customer（服务员和顾客） C.father and son 2. Listen and check () the noodles that the person orders. _ Special 1 beef and tomato noodles _ Special 2 chicken and cabbage noodles _ Special 3 po

14、tato and carrot noodles 3. Listen again and fill in the blanks. Waitress: ? Boy: Im not sure yet. Are there any vegetables in the ? Waitress: Yes, there are some . Boy: OK, Id like the , please. Aim:Listen to part 1b and mark the relationships between the characters and the noodles 6 they order. Let

15、 the students write the correct words and sentences quickly. 1.Play the recording for the students to listen and complete the sentences. 2.Play the recording twice. Ask the students to write down the words. 2a Listen and check () the names of the foods you hear. 1. _ noodles 2. _ beef 3. _ mutton 4.

16、 _ chicken 5. _ tomatoes 6. _ cabbage 7. _ potatoes 8. _ vegetables Aim: 1.Play the recording for the Students to listen and complete the sentences. 2.Play the recording twice. The first time Students just listen. And the second time,students listen and write down the words. 2b Listen again and comp

17、lete the sentences. chicken,medium,beef,tomato,large,potato，cabbage Boy: 1. Id like a _ bowl of noodles. 2. Id like _, _ and _ noodles. Girl: 1. Id like a _ bowl. 2. Id like _ and _ noodles, please. Aim: 1. Listening training, combining listening tasks with speaking and reading, training students co

18、mprehensive language ability and improving listening skills. 2. Ask students to find the key words and information through listening training. And complete the exercise. Let the students summarize their listening skills. Post-listening Step 6 Present some sentences on the big screen and ask students

19、 to make a dialogue in their groups. T:Role play the conversation in the front of the class. A:Can I help you? B:Yes, please. I like some noodles. A:What kind of noodles would you like? B:Id like . noodles. A:What size (bowl of noodles )would you like? 7 B:Id like a . bowl (of noodles),please.How mu

20、ch is it? A: Its . RMB. B: OK. I ll take it. A: Here you are. B: Thank you very much. Aim:Set up dialogue, use the method of cooperative learning in groups, cultivate students consciousness of cooperation and communication, achieve the language goal of this class, and highlight the communicative nat

21、ure of language. Step 7 Emotional education To keep healthy, we should eat more vegetables and fruits. And do more sports,too. Aim:Let the students realize the importance of health through proverbs and develop a balanced eating habit. Step 8 Homework 1.Make a survey（调查）. Ask your family what kind of

22、 noodles they would like. 2.Read the listening materials(2a.2b). 3.Make your favorite noodles at home. Aim:Review and consolidate what you have learned by doing surveys. 十、教学反思： 1. 亮点： (1) 在导入材料的选择方面，使用了舌尖上的中国小视频，吸引学生注意力， 紧贴本课主题。接着通过一些食物图片激发学生兴趣。导入自然，生动，具有趣 味性。 (2) 在情景创设方面，我创设了学生学习过的食物单词“制作”自己的“特色 面

23、” ，在这样的模拟情景中，学生主动实践，独立思考，很好的体味并运用了目标 语言，将简单的机械性学习上升为有意义学习。最后我又创设为忙碌的李晨设计 菜单这一环节，情景真实，贴近生活。在“店主”和“顾客”的角色扮演中，学 生进行自由式交际性操练，实现语言输出，语言技能到语言能力的转化。在次环 节中，能引导学生将有意义学习升华到交际学习，通过这一过程更培养了学生的 团队精神和合作能力。 (3) 本课我将各种活动设计成同桌 pair work 活动、 小组合作表演， 帮助学生学 8 会自主学习，学会与人或团体合作，培养创新意识以及具备科学的价值观。 2. 不足： (1) 评价部分没能够把过程评价和终结

24、性评价结合起来，对所学的知识也没有 进行系统的总结,教学中忽视了学困生的发展。 (2) 学生在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， 未能给学生充分思考的时间和充分想象的空间。教师包办了太多的事情，而学生 则过分依赖老师，这样，学生只能停留在机械模仿阶段，学生越来越懒与思考。 十一、板书设计 Unit 10 Do you like noodles? Section A (1a-2c) noodles,mutton,beef,cabbage,potato,chicken,tomato,carrot, special,would, would like, order. What would you like? Im not sure yet. Are there any vegetables in the beef noodles? Id like.