初中英语人教版七年级下册单元电子教案.doc

电子教案（导学案）-单元内容分析表年级： 七 学科： 英语 审批员（备课组长）： 单 元 解 析 第十单元 单元主题： Id like some noodles. 主备教师： 单元教材解析本单元的核心话题是询问他人的个人信息及订餐或叫外卖，教材围绕就餐展开，与学生的实际生活密切相关，易于引发学生用英语进行交流。单 元目 标提高学生听说的能力，培养学生自学的能力，在学习表达点菜订餐和购物等活动中培养合作的能力。单 元重 点学习日常生活中有关的食物名称的单词；学会 would like句型的特殊疑问句及其回答。单 元难 点感悟两个疑问句的相同点和不同点；灵活应用新句型模拟生活场景进行点菜、订餐、购物等对话。教学措 施兴趣活动策略：这节课我设计了成果展示、竞猜、表演、评比等多种活动方式来调动学生的学习兴趣；开放性教学策略：利用农村远程教育资源制作课件，给学生创设真实生动的生活环境，结合学生生活实际拓展学用渠道，充分开发课程资源； 采用“任务型”教学方法； 注重评价方式和鼓励措施。课时分 配Period1: SectionA1a-2d Period2:grammar focus-3c Period3 SectionB1a-1d，Self check 3 Period4 SectionB2a-Self Check电子教案（导学案） 个人主备和集体备课辅备（个人二次备课）课题： Unit 10 Id like some noodles, 备课时间： 年 月 日 教学时间： 年 月 日主备教师： 授课教师： 授课班级： 【教学目标】1. 知识目标：掌握新单词: noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes, large. 学会would like构成的疑问句及回答，并能够使用该语言进行交际对话。2. 能力目标： 提高学生听说的能力，培养学生自学的能力，在学习表达点菜订餐和购物等活动中培养合作的能力。3. 情感目标：“在用中学，在学中用”，在活动中让学生体会学习英语的乐趣，激发和培养学生学习英语的兴趣，树立学习英语的信心；模拟生活场景，在交流中增长学生生活经验，促进人际交往。【教学重点】学习日常生活中有关的食物名称的单词；学会 would like句型的特殊疑问句及其回答。【教学难点】感悟两个疑问句的相同点和不同点；灵活应用新句型模拟生活场景进行点菜、订餐、购物等对话。【教学准备】利用农村远程教育资源制作课件，给学生创设真实生动的生活环境，结合学生生活实际拓展学用渠道，充分开发课程资源；【教学方法】兴趣活动策略：这节课我设计了成果展示、竞猜、表演、评比等多种活动方式来调动学生的学习兴趣；. 采用“任务型”教学方法； 注重评价方式和鼓励措施。【教学课时】四个课时【教学过程】第 一 课 时【课时目标】1. 能够学习词汇：noodles, beef, chicken, mutton, potatoes, cabbage, tomatoes, would like etc. 2. 学习怎样用英语点餐和情态动词would用法 3. 能够听懂听力内容，完成任务。【教学过程】Step1.Warming upBrainstorming(头脑风暴) Try to speak out the names of food you know.Step 2：Presentation1.Learn the new words about food in 1a.2.Finish 1a, then check the answers.3.Look at the picture in 1a and learn the drills: -What would you like? - Id like some.Step3：ListeningListen and finish 1b. Check the answers.Step4: Pair workPractice the conversations in 1a .Then make your own conversations.Step5: Presentation1.Learn more food and the new words in 2a.2.Look at the pictures in 2a, try to ask and learn. eg:-What kind of noodles would you like? - Id like beef noodles, please. -What size would you like? - Small/Medium/Large, please.Step6: Listening1.Listen to 2a and check the food you hear.2.Go through the sentences in 2b. 3.Listen and finish 2b. Check the answers.Step7: Pair work1.Ask and answer questions with your partner. Finish 2c.2.Role-play the conversations in 2d.【课堂小结】Group work: 分析总结如何预定食物，并练习造句。 Notes:_ _【布置作业】 一填空1.Some _ (beef) is in the box. 2.Mutton _ (be) my favorite food.3.Bring me some _ (orange), and I want to make orange juice. 4.I like rice. But my sister _ (not like) it.二句型转换1. Id like some apples.(对画线部分提问) you like ?2. There are two glasses of milk on the table. (对画线部分提问) glasses of milk on the table?3. Theyd like an English-Chinese dictionary.(改为一般疑问句) like an English-Chinese dictionary?4. He would like to play tennis.(改为同义句) He _.5. Id like mutton and tomato noodles.(对画线部分提问) _ _ _ noodles would you like ?【板书设计】 英汉对对碰：Match each word with the right Chinese meaning.mango 黄瓜 pepper 西瓜 eggplant 芒果 cucumber 辣椒 watermelon 茄子 jelly 花生peanut 蘑菇lollipop 果冻chocolate 棒棒糖mushroom 巧克力第 二 课 时【课时目标】1.巩固上节课的单词，掌握本节课的单词和短语。2.掌握可数名词和不可数名词;grammer focus 3.并将所学知识学以致用。【教学过程】Step 1：Warming up归纳Section A部分语法重点；自学课文，勾画出重点和疑惑。Step2：Grammar Focus1.Give a summary about it.2.Try to recite it.(组长检查独学完成情况;教师反馈结果. )Step3：Presentation1.Go through sentences in 3a. Complete the conversation.2.Check the answers and practice the conversation.Step4：Group work1.Write questions and answers using the words in brackets. Finish 3b.2.Work in groups. Who would like the food in 3c? Write their names on the cards above the food.3.According to 3a, 3b, 3c, make your own conversations.(组内互相检查3a, 3b, 3c, ,做好展示的准备;组内交流、讨论完成任务)4.Show time: act out your conversations. 比一比哪个小组展示的更准确.eg:-Anna, What would you like to eat? - Id like beef noodles with carrots.-What size would you like? -A medium bowl, please.-Are there any ? - . 【课堂小结】并会表达自己的喜好和选择。 -May I take/ have your order? - (Yes.) Id like some. -What kind of noodles would you like? - Id like beef noodles, please. -What size would you like? - Large, please.【布置作业】一、单词挑战 点菜；命令_点菜_ 大小；尺码_ 碗_一（大）碗_豆腐_ (可食用的)肉)_I would = _ She would = _ 草莓_(复数) _二、按要求改写句子。1.Hed like a large bowl of porridge.(提问) _ _ bowl of porridge would he like?2.Can I help you? (同义句) _ can I _ _ you?3. Id like some orange juice.(一般疑问句) _ you _ _ orange juice?4. Id like beef and tomato noodles. _ _ _ noodles _ you like?第 三 课 时【课时目标】1.我能掌握本节课的单词及短语。2.熟练运用本节课句型。- I like dumplings, fish and orange juice.- I dont like onions, green tea or porridge. 3.我能预定食物,并会表达自己的喜好和选择。【教学过程】Step 1：Warming up- I like dumplings, fish and orange juice.- I dont like onions, green tea or porridge. Step2：Step1 Review & Lead-inGra mmar Focus1. 组长检查独学完成情况2. 教师反馈结果. Step3：Presentation1. Learn and finish 1a. Then try to remember the names of food.（组内互听互查朗读单词，纠正发音,做好展示朗读的准备.）2.Game: Quick action about the food. eg: A: 汤. B: soup.（组内交流、讨论完成任务：A)1b自由展示B)1c,1d规定展示在黑板上。比一比哪个小组展示的更准确.）3.Make sentences as following. Finish 1b. - I like dumplings, fish and orange juice.- I dont like onions, green tea or porridge.Step4：Listening1. Go through the food order fo rm in 1c.（听力讲解：建议：1.怎样做好听前准备；2. 给出自己的听力技巧）2.Listen and complete the food order form. Then check the answers.Step5：Pair workAsk and answer questions according to the order form.【课堂小结】Group work: 分析总结and 和or的联系区别,并举例说明。Notes:_ _【布置作业】一、翻译1. 肉_ 2. 绿茶_ 3. onion _4. 饺子_ 5. 橙汁_ 6.鱼 _7. 粥_ 8. 汤_9.煎饼_10.红茶_二、翻译：1.我喜欢饺子，鱼和橙汁。_.2.我不喜欢洋葱，绿茶和粥。_.第 四 课 时【课时目标】1. 我能根据文章内容找寻关键信息，提高自己的阅读能力。 2.对日常饮食能简单描述，培养写作能力及总结归纳的能力。3. 我能在与同伴的合作中，收获成功，提升自我。【教学过程】Step 1： Review & Lead-inQuestion1: When is your birthday? Question2: What do you do or eat on your birthday?Step 2：Presentation(1)Read the article about food traditions and complete the chart.(2)Read the article again and answer the questions in 2b.（组内互听互查朗读单词，纠正发音,做好展示朗读的准备.）(3) Group work: read the ad again, try to find the key points. （组内交流、讨论完成任务）Then say them out one by one. eg: around the world = all over the world the number of .Step3: Consolidation Read the key points and the article.Step4: Presentation(1)Go through the words in the box quickly. (2)Fill in the blanks in the ad with the words. Finish 3a. Check the answers.(3)Read the ad together.（针对展示方案, 组内成员积极思考,全员参与展示设计展示方式，组内预展.）Step5:WritingGroup work:1.