英语人教版七年级下册I`d like some noodles..doc

英语七年级（下册）人教版Go for itUnit10 Id like some noodles. Section A（II）教学设计 西安市第90中学 付洁Analysis of the teaching material: In this unit, students will learn to ask for and give personal information and ways of ordering food. Words of different food, which way consist of countable and uncountable nouns are taught. Students may also experience and learn the usage of “would like” pattern. Also, they should be able to construct simple conversations to the same topic. What Im presenting here is the second period of Section A, with the content of pages 56 and 57 in the coursebook. This part aims at drilling and consolidating these structures:l What kind of noodles would you like? Id like beef noodles, please.l What size bowl of noodles would he like? Hed like a small/medium/ large bowl of noodles.Also, its important to develop the students grammatical awareness of countable and uncountable nouns as what the coursebook requires in Grammar Focus.Based on the coursebook layout, listening and speaking skills will mainly be practiced and developed, together with practice in grammar. Our final and overall aim lies in developing students communicative ability in the topic of ordering food in the target language.Analysis of the students:The content of this period is closely related to the students lives and the topic deals with food, so it is helpful for the students to recall their everyday lives and to know more about food and matters in English. This can arouse their attention to the use of the target language through interactive and task-based teaching. In such a way, the teacher will try to develop the students listening and speaking skills, and to certain extent, their writing ability as well on the structures taught here.In my class, cooperative strategies and situational learning strategies will be used. Linguistic research studies have stated that these strategies and techniques lend themselves to effective language learning, and I will try my best to explore and make the most of them.Teaching aims:Knowledge Objectives: Patterns: a) What kind of noodles would you like? Id like beef noodles, please.b) What size bowl of noodles would he like? Hed like a small/medium/ large bowl of noodles.Vocabulary:a) Food words and relating mattersb) Students awareness of countable and uncountable nounsTopic: Ordering foodAbility Objectives: Improving students spoken English and enrich their language expressions in communication.Moral Objectives: Students learn to talk about how to order food and love life.Type of lesson: Listening and speaking classClass period: 45 minutesImportant points: a) The usage of target language: What kind of noodles would you like?Id like beef and tomato noodles, please.What size bowl of noodles would you like?Id like a small bowl of noodles.b) Guiding the students to learn the usage of “would like” pattern.Difficult points: a) The correct use of countable and uncountable nouns;b) The structure and usage of modal verb “would like”.Teaching methods: Situational Language Teaching, Brainstorming, CLT and TBLT.Learning methods: Peer collaboration, sense of using strategies, and opinion giving.Resources of teaching: Realia of food, tape recorder and multi-media equipment.Teaching Procedures:Teaching ProceduresWhat T does in classWhat Ss do in class(Ts expectation) Purpose of the designStep 1. Leading-in. T will benefit from the issue of Mothers Day to elicit the idea of making Mothers Day noodles for mother.The coursebook structures will be blended in the Mothers Day topic. T will ask the question: What kind of noodles would your mother like?They answer Ts question. For example: Shed like Lanzhou beef noodles. Its designed to help Ss review last lesson and arouse their interest in what they are learning in this class.Step 2. T will use a guessing game to motivate Ss to try to experience the key structures. 1) T shows some pictures about different types of food. (special 1, special 2, special 3, special 4)2) T will divide the Ss into groups of four to carry out speaking practice. They will, in groups of four, ask the questions and collect the answers, and try to remember the food words.1) To help Ss to practice more orally and have a richer input.2) To develop Ss collaborative skills.Step 3 Listening:1. Pre-listening Let students describe what they can see in the picture. 2. While-listening1) Listen for the first time to check the names of the foods Ss hear. Check the answers by asking them to read the words in order.2) Lead Ss to read the sentences of 2b. Then ask them to listen and fill the words they hear by listening to it for the second time.3) Talk about the answers with Ss.3. Post-listeningAsk two students to read the conversa- tions (tapescripts) in 2b. Then ask them to work in pairs to talk about the food they like.The teacher shows Ss an illustration and let them describe what they can see in it.1) Ask Ss to look at the picture and predict the food theyre going to hear.2) Play the listening material and ask Ss to carry out 2a task.Ask students to listen to the conversationswhile fulfilling the task the teacher designs.Check the answers.Listen to Ss carefully and give them some comments. Then walk around the classroom and give help if necessary.They will tell what they see according to the image.1) Make predictions.2) They will listen to the 2a material and will find out the words from the picture.Students do what the teacher guides them to do.(fill the words)Check the answers and correct the answers.They will read the conversations. And they will tell their favorite food frankly. Help Ss learn to predict the content of the listening with the aid of the illustration.To develop Ss strategy to predict answers by predicting what they will hear based on the food pictures.These tasks are designed to help Ss understand the key structures in this class and cultivate their ability of observation and critical thinking.Its designed to encourage Ss to use the target language in conversations.To help students practice the target language theyve learned.Step 4. Practice1. Ask Ss to finish the 2c task by themselves first and then ask them to make conversations in pairs.2. Ask some students to do more conversations in groups. Give comments.Help and give Ss comments. T will also encourage students to say more about the conversations. They talk with each other to discuss the answers.Practice more.In this case, Ss fluency and accuracy will be further drilled.Step 5. Role-play T will try to set up a situation in a restaurant and present a conversation on the blackboard with the sentences in the wrong order. Ss are asked to put the sentences in their correct order to form the conversation.2. Ask students to work in pairs to role play more conversations.Help students to understand other conversations.Practice in pairs first and then several pairs will role-play for the whole class.To help Ss to practice the target language to get the output.Step 6. SummaryAsk Ss to sum up what they learned in class.( Countable and uncountable nouns)Lead Ss to list what they have learned in this class, and enrich them with more words about food.Students will try to sum up what we learnt in class