英语人教版七年级下册i`d like some noodles.doc

新目标英语 七年级下 Unit 8 Id like some noodles教学设计 第一步：头脑风暴 要求学生围绕本节主题noodles,在规定的时间内，联系实际生活经验，站在消费者的角度，说说去吃面条一般都会考虑哪些问题？目的是使得学生在脑海中构造下一步活动需要的单词关系图，拓展思路，发散思维，培养学生尽可能地去分析问题的能力。 T: Now, Lets start. Last period we talked about “dumplings”. Today our topic is “noodles”. First of all, lets have a brainstorm. Lets talk on what you usually consider when you are going to eat noodles. Time limit is only one minute. S1: Environment of the House of noodles. S2: Flavor. S3: Is there a parking lot? S4: Size of bowls. S5: Delicious or not. S6: Music. S7: Popular or not. (幻灯片自动切换显示时间到。)Ok, time is up. So, there are so many factors that we need to consider. Let us focus on these two points: size of bowls and flavor, Okay? 第二步： 根据头脑风暴呈现的关系图，出示本节重点句型，结合单词进行语言点的初步感知与练习。设计目的是明确本节课主要内容中的重点，突出语法中的关键点。 T: Here I have five kinds of noodles.(呈现五种面条单词卡片) Ss: (read after teacher) T: What kind of noodles would you like? Try to use this pattern: I would like ( 板书重点句型号What kind of noodles would you like? I would like ) Ss: I would like T: And here I have three size bowls: small, medium and large. What size bowl of noodles would you like? Try to use this pattern: I would like a bowl. ( 板书重点句型号 what size bowl of noodles would you like? I would like a bowl.) Ss: ( answer one by one) I would like a 本环节重点关注头脑风暴中提到的面条口味和碗的大小，从而让学生的思维由考虑所有因素过渡到关注重点要素。在问答过程中学生初步感知句型，教师关注学生的发音和语气语调。 第三步： 引出学习任务-开面店，鼓励学生努力尝试，争取得到面店营业执照，然后出示开面店前期准备的三个基本步骤。 T: So I can see you all want to eat noodles, right? Well, do you want to earn money? Come on, set up your own house of noodles. By this way, you can eat all kinds of noodles and you can get lots f money. Do you want to have a try? Try to get the license! Here we have three steps: Step 1: to know market demand Step 2: to test the market Step 3: to advertise T: Do you have confidence? Come on, Lets go! 步骤一： 了解市场需求阶段 环节一是通过分析提供的数据-调查录音，确定最受欢迎的面条口味和需求量最大的碗型，从而推出特色面。此任务的学习角度是目标语言的感知和听力训练，并结合学习材料进行认读练习。 T: Our task is to know what kind of noodles and size of noodles are the most popular. Here we have all from Class 5. Listen to the conversations and tick in the boxes. Ss: ( Listen to the tape and fill in the chart) T: (after finishing, ask) so, what size bowl of noodles does customer A like? What kind of noodles does customer A like? So, which is the most popular? Ss: Medium size bowl tomato and egg noodles. T: Lets make it our special, Ok? 环节二是通过分析数据表，利用信息差活动验证环节一的结论。此任务的学习角度是目标口语训练，同时也有认读练习。 Here we have another data from Class 3. Its an information gap activity. With your partner, complete the data. (Students work with their partners ask and answer questions) ( After completing the data, make some demonstration.) Ss: (sum up) From data 2, we can see that medium size bowl of tomato and egg noodles are the most popular, which is the same with data.) 步骤二：内部试营业阶段 提供店内就餐与电话定餐两种场景，分三种难度-难度适中，有一点儿难和比较难，供学生和同伴商量，根据自己的情况去选择。先朗读情景对话，然后尝试根据自己的理解表演出来。此任务综合了重点句型以外的交际辅助句型，学习角度是交际口语训练。 T： Now, Lets begin our second step: to test the market. Here we have three kinds of situations, one is normal, one is a little bit difficult, one is challenging. Discuss with your partner, choose one situation, and try to perform. Ss read three conversations quickly then choose one to perform, then make some demos. 广告宣传阶段： 为了让下一步的经营更红火，进入广告宣传阶段，并为完成任务的学生颁发营业执照。学习角度为阅读，写作，最后是能力拓展-通过口头呈现广告，扩大影响，锻炼宣传能力。 T: Good idea. Here I have some advertisements which are not finished. Work with your partners, complete the advertisements with your wonderful imagination and creativity. 在这一环节，学生充分发挥了