初中英语人教版七年级下册Unit10 id like some noodles..docx

GO FOR IT 7B. Unit 10 Id like some noodles. Section A. 1a 2bI. Objectives:Let the students know how to order food. a). Students get to know the usage of countable nouns and uncountable nouns. b). Students learn some sentences to order food. c). Students practice reading and listening.II.Learningsituation analysis. Middle school students like studying, they also like showing themselves and competing with others. But sometimes they are lackself-confidence. I divide them into pairs and they can work together, this helps them to be more self-confidence. Most of the students can recite the knowledge well. They can also master the sentences well. But some students dont do well in distinguishing the countable and the uncountable nouns. Especially when they use nouns to describe other nouns, they cant always remember to use singular nouns. Some students cant use sentences expertly, so I give them many exercises. I also pay attention to the listening practice.III.Key points and difficult points. 1. would like 2 .Countable Nouns and Uncountable Nouns. 3.The modifiable nouns must be singular nouns. 4.What size would you like? Id like a large/medium/small one. 5.What kind of noodles would you like?.Teaching Procedures:Step 1:Lead in（eight minutes） 1.Ask two questions. Show some pictures of delicious food. Lead in where they like to eat, in a restaurant or at home? Then lead in how to order food in a restaurant. (class work)It can be like this:Do you like delicious food? “Yes.”“Do you like to eat at home or in a restaurant?”“At home / In a restaurant.” Write down “How to order food” on the blackboard. Then tell the students to imagine a scene.When we walk into a restaurant ,we will see a big menu on the wall. If I want to eat something, can I say “ I want this ,I want that.”After the students answer no. I will say they are right. 2. Have a review. Next I show some exercises and let them recite the words . First check the words with the partner. Then let several groups of students show the answers .3. Teacher shows an important word “cabbage” and some pictures. Let the students find out the knowledge point.环节说明本节课以情景来导入，首先问问学生喜欢在家吃还是在饭店吃，然后引入学习目标“如何点菜”。接下来设想我们走进一家饭店，首先看到的是墙上的菜单，那么想要吃什么东西能说我想吃这个、吃那个吗？当然不能了，于是导入单词的复习。首先是组内互相考察，然后选择几组同学背诵。最后教师重点讲解一个新单词“cabbage”，通过图片让同学们找出知识点，“cabbage”什么时候可数，什么时候不可数，最后再总结。Step 2: Learn new sentences (nine minutes) Imagine again , after we sit down the waiter will come to us . At this time do you know what he will say and what we should say. Then lead in sentences.Ask students to find some sentences that we can use to order food in 1a. So read the conversation together. Then students say the sentences they found and I write on the blackboard. After that I will show the students a video about “would like”. Let the students listen and recite the knowledge.环节说明本环节通过设计真实的场景，让学生思考点菜的句子该如何说，然后通过阅读1a 找出他们认为点菜时可以用的句子，并由老师挑选记录在黑板上，也是为了下面编对话做铺垫。接下来我给同学们播放一个微课短片，让同学们深入了解“would like ”用法。Step 3: Listeningpractice( one minute)1. Listen and check the noodles that the person orders.(single work)Ask the students to listen to the conversations in1btwo times and check the noodles that the person orders. Then check the answers. Let one group say the answer and other groups supplement.环节说明本环节的听力训练旨在训练学生把握对话大意，善于捕捉关键词句，排除冗余信息的技能。既提高了听能水平，还促进对语言的整体感悟力。Step 4: Make your own conversations.( eightminutes) 1.Show some pictures and ask students to make a conversation with the sentences on the blackboard.( pair work). Then two groups show their conversations. 2.Teacher points out one important knowledge point. Show two phrases and let the students find out the knowledge. At last the teacher sums up.环节说明本环节的对话训练是对以上所学内容的巩固，让学生熟练应用点菜的句式并且最后达到在真实的情景中能够自由交际。同时拓展一个难点，起修饰作用的名词要用单数形式。Step 5: Consolidate and promote（ nine minutes）1.ListeningpracticeAt the beginning, the teacher shows some sentences to the students. Let students read, translate and keep them in mind. Then listen to 2a and 2b two times. Because these sentences will appear in 2a and 2b. We have learned these words but we didnt learn the sentences. So I show the sentences first. Then let students show the answers. First，other groups supplement. Then the teacher points out the mistakes.（class work）环节说明本环节我首先指导了学生几个句子，这几个句子都是本节课的重点，需要特殊记忆。虽然之中的单词都学过，但是句子却没有见过。我先让同学们自己猜猜句子的意思，然后给予更正补充。记忆完毕后再开始听，接下来每部分听力分别听两遍，以此让学生进一步掌握本课时语言知识，提高听说技能。同时在教师引导下，学生互相学习，集思广益，取长补短，激发了学习的兴趣，培养了合作学习的策略。2. ExercisesShow 10 single choices. Let students do first and talk with the partner, then show the answers by groups. I may ask “Why”. If this group cant say it or makes a mistake. Other groups will supplement and the teacher will sum up.环节说明这部分巩固训练我充分发挥自主互助的学习特性，先让孩子们自己做，再和同桌师友进行探讨。接下来以小组的形式展示自己组的答案。个别难题我会让他们说说为什么，如果答不上或者答不完整的其他小组会补充说明。共性的难题我会总结说明。Step6: Summary ( three minutes)1. Ask the students to talk about