仁爱英语七上TopicWouldyoulikesomethingtodrink篇

仁爱英语七上TopicWouldyoulikesomethingtodrink篇

Topic 3 What would you like to drink?‎ Section A The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. (1)Learn some words about food and drink:‎ fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger ‎(2)Learn some other new words and phrases:‎ yourself/yourselves, help oneself (to), would, about, What about …? all right, for, idea, good idea ‎2. Talk about having meals and making suggestions:‎ ‎(1)—Help yourselves!‎ ‎—Thank you.‎ ‎(2)—Would you like some …?‎ ‎—No, thanks.‎ ‎(3)—What would you like to eat/drink?‎ ‎—Apple juice, please.‎ ‎—I’d like …‎ ‎(4)—Milk for me, please.‎ ‎—Me, too.‎ ‎(5)—What about some …?‎ ‎—Good idea.‎ ‎3. Learn countable nouns and uncountable nouns.‎ Ⅱ. Teaching aids 教具 图片/实物/录音机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12分钟)‎ 利用图片和实物，通过师生问答的形式，激活学生的英语思维，调动学生的积极性，并导入新课。‎ ‎1. (教师出示图片，复习表示食物的单词。)‎ T: Hello, boys and girls. I know you learnt many words about food, now look at the pictures. What’s this in English?(图片上为一红色苹果。)‎ S1: It’s an apple.‎ T: Good. What color is it?‎ S1: It’s red.‎ T: Do you like it?‎ S1: Yes, I do./ No, I don’t.‎ ‎(教师以同样的方法，复习orange(s), banana(s), egg(s), cake(s)。)‎ ‎2. (教师摆放几个水果，如：oranges, bananas, apples, 引起学生的兴趣。)‎ T: (教师拿一个苹果) I have an apple.‎ T: (教师手捧几个苹果) I have some apples.‎ T: (换成几个橘子) I have some oranges.‎ T: (换成几个香蕉) I have some bananas.‎ ‎(教师引导学生说：I have some …)‎ S2: I have some books.‎ S3: I have some friends.‎ S4: I have some pens.‎ ‎…‎ ‎3. (教师手拿橘子，请一个学生进行如下对话。)‎ T: S5, do you like oranges?‎ S5: Yes, I do.‎ T: Do you want some oranges?‎ S5: Yes, I do.‎ T: (把橘子给S5) Here you are.‎ S5: Thanks.‎ ‎4. (学生积极性已被调动，教师趁热打铁。)‎ T: Do you want some oranges?‎ Ss: Yes, I do.‎ T: OK. Now, please look at the blackboard.‎ ‎(板书)‎ Do you want some oranges?=‎ T: We can say it like this:‎ ‎(在等号后面板书并领读。)‎ Would you like some oranges?‎ ‎(师生交换角色，引出Would you like some …?的答语。)‎ T: S6, please say “would you like some …?”‎ S6: OK. Would you like some oranges?‎ T: Yes, please.‎ S6: Would you like some cakes?‎ T: No, thanks.‎ ‎(教师表扬S6并给他/她一个橘子。)‎ T: Now, boys and girls. Do you understand?‎ Ss: Yes.‎ T: OK. Let’s try. S7, would you like some oranges?‎ S7: Yes, please./No, thanks.‎ T: S8, would you like some apples?‎ S8: Yes, please./No, thanks.‎ ‎(教师在Would you like some oranges?后面板书。)‎ 肯定回答：Yes, please.‎ 否定回答：No, thanks.‎ ‎(导入‎1a。)‎ Step 2 Presentation 第二步 呈现(时间:13分钟)‎ 利用图片、创设情境以及肢体语言等方式学习生词和新句型。引导学生运用观察、归纳和实 践等方法学习语言知识，感悟语言功能。‎ ‎1. (教师出示食物图片，并在食物下方写上英语。)‎ T: S1, would you like some chicken? (教师手持chicken图片。)‎ S1: Yes, please./ No, thanks.‎ ‎(教师把图片贴在黑板上，教学该单词，并要求学生掌握。)‎ T: S2, would you like some rice? (教师手持rice图片。)‎ S2: Yes, please./ No, thanks.‎ ‎(把图片贴在黑板上，教学该单词，并要求学生掌握。)‎ ‎(用同样的方法，教授fish, juice, milk, water, vegetable, bread, hamburger。)‎ ‎(板书)‎ fish, chicken, rice, juice, milk, water, vegetable, bread, hamburger ‎2. (为学生创设情境，引出句型。)‎ ‎ T: S3, look! There are many kinds of foods here, are you hungry? (手拍腹部。)‎ ‎ S3: Yes.‎ T: What do you want to have?(作吃东西状，提示该学生。)‎ S3: I want some …‎ ‎(板书)‎ What do you want to have?=‎ I want some …=‎ ‎(教师继续提问。)‎ T: S4, there are many kinds of drinks here. Are you thirsty?(作喝水动作，提示该学生。)‎ S4: Yes.‎ T: What do you want to drink?‎ S4: I want some …‎ ‎(板书)‎ drink What do you want to drink?=‎ I want some …=‎ ‎3. (让学生观察前面的Do you want some …?部分，引导学生说出以上句子的同义句，并板书。)‎ What do you want to have?=What would you like to have?‎ I want some … =I would like some …‎ What do you want to drink?=What would you like to drink?‎ I want some … =I would like some …‎ ‎(师生互动操练板书的句型。)‎ T: S5, what would you like to have?‎ S5: I would like some …‎ ‎(操练完毕，教师说明I would like通常写成I’d like，板书，领读，并要求学生掌握。)‎ I would like=I’d like T: Can you say some sentence patterns like this: I’d like some apples.‎ ‎(学生模仿)‎ S6: I’d like some …‎ ‎4. (待四个学生操练完毕，教师总结，提问，引出另一句型What about …?)‎ T: Different people like different foods and drinks, S6 would like …, S7 would like …, S8‎ ‎ would like …, S9 would like …(教师叫S10) What about you, S10?‎ S10:I’d like some …(教师帮助回答。)‎ T: Would you like some …?‎ S10:No, thanks.‎ T: What about some …?‎ S10:Good idea.(帮助学生回答。)‎ ‎(教师板书，解释What about的用法。)‎ What about …?‎ Good idea.‎ ‎5. (看图猜句子，教师展示一幅用餐图片，图中主人正请客人用餐，在主人头上画一云状话语框，用纸片盖住Help yourselves。)‎ T: Guess, what will he say?‎ S11: Do you want some rice?‎ S12: Would you like some …?‎ S13: What do you want to have?‎ S14: What would you like to have?‎ S15: What would you like to drink?‎ ‎…‎ ‎ (学生积极发言，教师最后掀开纸片露出Help yourselves。板书并要求学生掌握。)‎ Help yourself/yourselves.‎ ‎(先让学生猜意思，然后教师解释含义及用法。)‎ ‎(教师拿几个橘子，走到一个学生旁边。)‎ T: Help yourself to some oranges. (教师示意那个学生拿一个橘子。)‎ S16: Thank you.‎ ‎(做同样的活动，直到教师手里橘子被拿完。)‎ ‎6. (播放‎1a录音，让学生找出所听到的表示食物或饮料的名词，并核对。)‎ ‎ T: OK. Listen to the tape and find out the words about food and drink you hear. Try, please.‎ ‎7. (要求学生再听‎1a录音并跟读，注意语音语调。)‎ ‎ T: Good. Listen and repeat. Please pay attention to the pronunciation and intonation.‎ ‎(用英语解释部分生词并板书，要求学生掌握。)‎ all right=OK Milk for me.‎=I’d like some milk.‎ Me, too.=I’d like some milk, too.‎ Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ 通过填表格、观察讨论等活动，培养学生观察力，巩固所学语言知识。‎ ‎1. (读‎1a，填1b表格，核对答案，完成1b。)‎ ‎ T: Please read ‎1a again. Find out what Michael, Maria and Jane want to have. Then fill out the table.‎ ‎2. (教师出示小黑板，黑板上写有食物和饮料的名称，并按可数名词和不可数名词归类。让学生观察小黑板并讨论，然后说出观察结果，引出可数名词与不可数名词。)‎ Group A: Countable nouns Group B: Uncountable nouns ‎ some eggs some fish ‎ some cakes some rice ‎ some apples some bread ‎ some hamburgers some chicken ‎ some vegetables some apple juice ‎ some oranges some water ‎ some bananas some milk T: Now, let’s look at the blackboard together! Who can tell me the differences between Group A and Group B?‎ Ss:There is an “s” in the words in Group A, but in Group B there isn’t the letter.‎ T: Well done. But do you know why?‎ Ss:Sorry. We don’t know.‎ ‎(教师稍作解释。)‎ ‎3. (看图找物。教师展示一幅用餐图片，让学生找出所学的食物类名词。)‎ T: Look at the picture. What kind of food can you see?‎ S1: I can see some cakes.‎ S2: I can see some vegetables.‎ S3: …‎ ‎…‎ ‎(教师提醒学生，注意使用正确形式。)‎ ‎4. (播放3录音，让学生先配对，再按可数名词与不可数名词归类。完成3。)‎ ‎ T: Well done! Now, please listen to 3. Then match the food and drink with the words, next divide them into countable nouns and uncountable nouns.‎ ‎(核对答案。)‎ Step 4 Practice 第四步 练习(时间:8分钟)‎ 通过角色表演，听力练习及情景表演，强化训练本节课的功能用语和新单词。‎ ‎1. (角色表演，学生四人一组操练‎1a对话，然后教师挑选一组表演该对话。)‎ ‎ T: Let’s role-play. Please practice the dialog in ‎1a in groups of four. Then I’ll choose one group to come to the front and act it out.‎ ‎2. (播放2录音，完成2。)‎ ‎ T: Very good. Here’s another conversation about having meals. (教师可以用汉语解释having meals。) Please listen to the tape and write down the words about food and drinks. Are you ready? Please go.‎ ‎ (核对答案。)‎ ‎3. (情景表演：晚上你的朋友到你家用餐，请你和朋友一起表演就餐对话。)‎ ‎ T: Nice work. Imagine one of your friends comes to your home to have supper this evening. Can you make a conversation with your friend? You can use these useful expressions: Help yourself! Would you like … ? What would you like …? I don’t like … What about …? Good idea. …‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ 通过采访和讨论等活动，把学习英语与学生生活有机结合起来，培养他们的健康意识。‎ ‎1. (采访活动)‎ ‎ (1)(教师先示范，然后学生四人一组，进行采访，并填写4表格。)‎ ‎ (2)(‎ 汇报结果：教师先展示一个学生的采访结果。然后挑选几个学生朗读他们的调查报告。)‎ ‎ T: In the lesson, we learned some names about food and drink. Now let’s work in groups of four. Ask your three classmates what they would like to eat and drink. Then write them down to fill out the table in 4. You can begin like this: S1, what do you like to eat?‎ ‎ S1: I like some vegetables and fish.‎ ‎ T: What do you like to drink?‎ ‎ S1: I like some milk.‎ ‎ T: Good! I’ll choose some of you to report it like this: X X likes to eat vegetables. X X likes to drink some milk. Do you understand? Please go!‎ ‎2. (讨论：我们应该吃什么食物才是最健康的？)‎ ‎(教师可以设计如下内容，学生讨论后连线。)‎ ‎(教师出示小黑板。)‎ fish make us clever (使人聪明)‎ chicken make us healthy (使人健康)‎ milk make us fat (使人变胖)‎ eggs make us sleep well (帮助入睡)‎ vegetables juice hamburgers ‎ T: Let’s look at the small blackboard. Please discuss and match.‎ ‎ (核对答案。)‎ ‎3. Homework:‎ ‎(1)熟读‎1a对话。‎ ‎(2)对自己的家人做一个调查，制作如4表格。‎ 板书设计：‎ What would you like to drink?‎ Section A Help yourself/yourselves. What about …?‎ I would like … =I’d like … Good idea.‎ Do you want some oranges?=Would you like some oranges?‎ Yes, please./ No, thanks.‎ What do you want to have?= What would you like to have?‎ I want some …=I would like some …‎ What do you want to drink?= What would you like to drink?‎ I want some …=I would like some …‎ ‎ Section B The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words and phrases:‎ ‎ usually, breakfast, lunch, supper, food, may, take, order, take one’s order, sir, something, glass, a glass of, wait, moment, wait a moment, let, well ‎2. Talk about having meals and ordering food:‎ ‎(1)What do you usually have for breakfast, Michael?‎ ‎(2)May I take your order, sir?‎ ‎3. Go on talking about offering, accepting and refusing.‎ ‎(1)It’s my favorite food. I like Chinese food very much.‎ ‎(2)—Would you like something to drink?‎ ‎—Yes. A glass of apple juice, please./No, thanks.‎ Ⅱ. Teaching aids 教具 图片/录音机/图钉/小黑板/彩色粉笔/实物/菜单 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:6分钟)‎ 通过游戏，复习Section A，激发学生学习英语的兴趣，培养他们的观察能力。‎ ‎(玩游戏，复习已学词汇，培养学生速记能力与观察能力。)‎ ‎(方案一)(少了什么？教师准备若干食物卡片，并将这些卡片一一展示，学生逐一读出卡片上的食物名称，然后将卡片抽去一张让学生快速辨认，看少了哪一张，教师可以问What’s missing?学生只需回答单词。)‎ T: Are you ready? Go! (教师先拿出卡片让学生快速看一眼，然后合卡，抽卡，再呈现给学生。) What’s missing?‎ S1: Chicken.‎ ‎(重复活动，复习词汇。)‎ ‎(方案二)(找区别：教师准备A，B两幅相似的用餐图片，让学生快速看一眼A图然后收起来，并出示B图，提问学生What’s the difference?学生可以用I can see some … (a/an …) in Picture A, but I can’t see them (it) in Picture B.教师示范。)‎ T: You can begin like this:‎ ‎ I can see an apple in Picture A, but I can’t see it in Picture B.‎ ‎ I can see some fish in Picture A, but I can’t see it in Picture B.‎ ‎(对找出最多区别的同学给予表扬。)‎ Step 2 Presentation 第二步 呈现(时间:12分钟)‎ 设置情境，引出新句型。‎ ‎1. (教师戴上服务生的帽子和领结，手里拿着一支笔和一张菜单，通过对话引出新词汇。)‎ T: Boys and girls, can you guess what I do?‎ Ss: You are a cook.‎ T: No, I’m not a cook. I am a waiter/waitress.(教师解释waiter和waitress。)‎ ‎(然后教师展示一张饭店菜单。)‎ T: What’s this in English?‎ S1: It’s an order.(教师帮助学生说出an order，板书并要求学生掌握。)‎ order ‎2. (情景表演：教师请三位同学扮演顾客，到讲台来。教师在课前将讲台桌装饰成餐桌，并在上面放一些食品，如鸡蛋、蛋糕、一杯牛奶、一杯苹果汁……)‎ T: S2, S3, S4, please come to the front.‎ S2,3,4: OK.‎ T: S2, would you like some eggs?‎ S2: Yes, please./No, thanks.‎ T: S3, what would you like to drink?‎ S3: A glass of apple juice, please.(学生可能会回答apple juice，帮助学生回答a glass of apple juice。解释glass，板书并要求学生掌握。)‎ glass T: S4, would you like something to drink?(板书并解释something, 要求学生掌握。)‎ something S4: A glass of milk. Thanks.‎ ‎3. (教师另请两名男生，到讲台前。)‎ T: S5, S6, please come to the front.‎ S5,6:OK.‎ T: May I take your order, sir?(教学may, take, sir板书并要求学生掌握。)‎ may ,take, sir S5: Some eggs, please.‎ S6: Some cakes, please.‎ T: Would you like something to drink?‎ S5: A glass of apple juice, please.‎ S6: A glass of milk, please.‎ T: OK. Wait a moment, please.(教师讲解wait a moment，板书并要求学生掌握。)‎ wait a moment ‎4. (播放‎2a录音，让学生判断说话者的身份，并指出录音中提到哪些食物和饮料。)‎ ‎ T: Well, now listen to the dialog, and guess what the woman does. And what the food and drink are mentioned in the dialog.‎ ‎5. (再放‎2a录音，让学生跟读，注意语音语调。)‎ ‎ T: Good! Now listen again and repeat. Pay attention to the pronunciation and intonation.‎ ‎6. (学生两人一组根据‎2a对话，画出不懂之处。)‎ ‎ T: OK. Now practice the dialog with your partner. Then underline the sentences you don’t understand.‎ ‎7. (教师解答学生疑问，完成‎2a。)‎ T: Do you know another way of saying“Would you like something to drink?”‎ S7: What would you like to drink?‎ S8: What do you want to drink?‎ ‎(教师板书)‎ What would you like to drink? = What do you want to drink?‎ ‎=Would you like something to drink?‎ ‎(以同样方式让学生说出Would you like something to have?的同义句。)‎ T: Good. Can you tell me another way of saying“Would you like something to have?”‎ Ss: What would you like to have?/What do you want to have?‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ 通过表演，巩固‎2a，完成2b。培养学生听说读写的综合语言技能。‎ ‎1. (角色表演：教师挑选几组表演‎2a对话。)‎ ‎2. (情景剧表演：教师提供几个单词，学生自由发挥，但要运用所学句型。)‎ ‎(小黑板出示。)‎ 场所：restaurant(餐馆)‎ 人物：Michael, Jane, Kangkang, a waiter/waitress 必用词汇：may, would, chicken, milk, what about, something, wait ‎ T: Well done! Now look at the small blackboard. Suppose you are Michael, Jane, Kangkang and a waiter/waitress. You are at the restaurant. Please come to the front and act out. You can use the words on the blackboard and expressions about offering, accepting and refusing you have learnt, volunteers? (鼓励学生积极参与。)‎ ‎3. (让学生自己先试着填写2b中的空格，画出不懂之处，然后教师解决学生所提疑问。)‎ ‎4. (待学生完成后，核对答案，让学生两人一组表演2b。完成2b。)‎ ‎ T: Very good. Let’s check the answers now. Next, please go on acting with your partner. One acts the rabbit, and the other acts the monkey.‎ ‎ (教师可以用英语解释Something to drink?=Would you like something to drink?用汉语解释What do you usually have for lunch?)‎ Step 4 Practice 第四步 练习(时间:11分钟)‎ 学习三餐饮食习惯的表达，进一步巩固所学句型和单词。‎ ‎1. (教师出示三张钟表简图，分别是早上7∶00，中午12∶00，下午5∶00，内容都是一家人吃饭的情景。)‎ T: (出示图片1)It is seven o’clock in the morning.‎ ‎(出示图片2)It is twelve o’clock at noon.‎ ‎(出示图片3)And it is five o’clock in the afternoon. Are you clear?‎ Ss: Yes.‎ T: (手持图片1) Do they wait for a bus?‎ Ss: No.‎ ‎(教师解释wait for …，板书并要求学生掌握。)‎ wait for… ‎ T: What do they do?‎ Ss: … (学生会用汉语回答。)‎ T: They have breakfast.‎ ‎(板书，让学生猜测词义，然后领读，要求学生掌握。)‎ breakfast T: (出示图片2) They have lunch.‎ ‎(板书，让学生猜测词义，然后领读，要求学生掌握。)‎ lunch T: (出示图片3) They have supper.‎ ‎(板书，让学生猜测词义，然后领读，要求学生掌握。)‎ supper ‎(联系实际，板书学生在校用餐的时间, 并提问。)‎ in the morning / 8:00 at noon / 12:‎00 in the afternoon / 5:30‎ T: (手指8:00) What do you do at this time?‎ Ss: We have breakfast.‎ T: (手指12:30) What do you do at this time?‎ Ss: We have lunch.‎ T: (手指5:30) What do you do at this time?‎ Ss: We have supper.‎ ‎(提问一名学生)‎ T: I know, you often have breakfast at eight. What do you usually have for breakfast? (手拿些食物做吃饭动作，帮助学生理解。)‎ S1: I often have … for breakfast.‎ ‎(教师板书解释并领读，要求学生掌握usually。)‎ usually, What do you usually have for breakfast?‎ T: S2, what do you usually have for lunch?‎ S2: I usually have … for lunch.‎ T: S3, what do you usually have for supper?‎ S3: I usually have … for supper.‎ ‎(教师总结。)‎ T: Different people like different foods and drinks. I like Jiaozi. It’s my favorite food.‎ ‎(板书并解释food，教学该句并要求掌握。)‎ food It’s my favorite food.‎ T: That means I like Jiaozi very much.‎ ‎(问学生)‎ T: S4, what’s your favorite food?‎ S4: My favorite food is rice/chicken …‎ T: S5, what’s your favorite drink?‎ S5: My favorite drink is milk/juice …‎ T: Well. S6, do you know what Michael’s favorite food is?‎ S6: Sorry, I don’t know.‎ T: OK. Now let’s come to learn ‎1a, and then you can find the answer.‎ ‎2. (播放‎1a录音，完成下列表格，板书。)‎ ‎ T: OK. Please listen to the tape. Then fill out the table on the blackboard.‎ Name For Breakfast For Lunch For Supper Michael ‎3. (重放‎1a录音，学生跟读，注意语音语调。完成‎1a。)‎ ‎ T: Listen again and repeat. Pay attention to the pronunciation and intonation.‎ ‎4. (学生两人一组根据‎1a编对话并表演。)‎ ‎ T: Well. Now work in pairs and make a conversation similar to ‎1a.‎ Step 5 Project 第五步 综合探究活动(时间:8分钟)‎ 结合学生用餐习惯，开展探究和讨论活动，提高学生学习和运用语言的能力。‎ ‎1. (学生分组，调查组内同学的用餐习惯。然后每组选一个代表，汇报调查结果，完成1b。)‎ ‎ T: OK. Now we know what Michael usually have for three meals. Now please ask your classmates about their three meals and fill out the table in 1b. Then I’ll ask some of you to report it like this: X X usually has … for breakfast. He/She usually has … for lunch, and has … for supper. You can ask and answer after the following example.‎ ‎ Example:‎ ‎ A: What do you usually have for …?‎ ‎ B: I usually have … .‎ ‎2. (听3录音，学唱歌曲，拓展食物和饮料类名词。)‎ ‎3. Homework:‎ ‎(1)把Section A，B中表示建议、接受和拒绝的语句抄在练习本上。‎ ‎(2)把Section A，B中所有食物类名词，按可数名词和不可数名词分类列在练习本上。‎ 板书设计：‎ What would you like to drink?‎ Section B Wait a moment, please. What do you usually have for …?‎ have breakfast It’s my favorite food.‎ have lunch May/Can/Could I …?‎ have supper Would you like something to drink?‎ ‎ Yes. A glass of …, please. ‎ ‎ ‎ Section C The main activity is ‎1a. 本课重点活动是‎1a。‎ Ⅰ.Teaching aims and demands 教学目标 ‎1. Learn some new words and phrases:‎ eat, out, eat out, dinner, have dinner, why, Why not …?‎ ‎2. Learn some useful sentences about having meals and making suggestions:‎ ‎(1)—Would you like to have dinner with me?‎ ‎—Yes, I’d like to.‎ ‎(2)—What would you like to eat?‎ ‎—Let me see.‎ ‎(3)—Why not have some fish and eggs?‎ ‎—Good idea.‎ ‎(4)—Help yourself to some fish.‎ ‎—Thanks.‎ ‎(5)Here you are.‎ Ⅱ. Teaching aids 教具 录音机/图片/投影仪/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:6分钟)‎ 通过歌曲、图片、师生互动等形式，培养学生的学习兴趣。复习重点知识，导入新课。‎ ‎1. (师生共唱歌曲《Old McDonald Had a Shop》，调节课堂气氛，提高学生的学习兴趣。)‎ ‎2. (利用图片，快速复习食物名称。)‎ ‎ T: Look at these pictures. Let’s say them out as quickly as possible.‎ ‎ S1: Rice.(教师出示rice图片。)‎ ‎ S2: Hamburger.(出示hamburger图片。)‎ ‎ S3: …‎ ‎…‎ ‎3. (让学生两人一组模仿Section B，‎2a，表演一段就餐对话，导入新课。)‎ ‎ T: Well done! Please make a conversation about having meals with your partner. Then I’ll ask some pairs to act out in the front.‎ Step 2 Presentation 第二步 呈现(时间:14分钟)‎ 通过创设情景，师生问答等形式，学习本课新单词及新句型。‎ ‎1. (师生问答，谈论学生的日常饮食，复习有关句型，并引出本课新知识。)‎ ‎ T: What do you usually have for breakfast?‎ ‎ S1: I usually have … for breakfast.‎ ‎ T: What about lunch?‎ ‎ S1: I usually have …‎ ‎ T: Do you often eat Jiaozi for supper?‎ ‎ S1: Yes. I like it very much.‎ ‎ (板书并要求学生掌握。)‎ eat ‎ T: S2, would you like some Jiaozi?‎ ‎ S2: Yes, please./No, thanks.‎ ‎ T: S3, would you like some vegetables?‎ ‎ S3: Yes, please./No, thanks.‎ ‎ T: S4, would you like to have breakfast with me?‎ ‎ S4: Yes, I’d like to.(帮助学生回答。)‎ ‎ (板书并要求学生掌握。)‎ ‎—Would you like to do sth.?‎ ‎—Yes, I’d like to.‎ ‎ (教师讲解其用法。师生操练。)‎ ‎ T: Would you like to have lunch with me?‎ ‎ Ss: Yes, I’d like to.‎ T: Would you like to have dinner with me?‎ Ss: Yes, I’d like to.‎ ‎(板书并要求学生掌握。)‎ dinner, have dinner T: Where do you often have dinner?‎ Ss: I often have dinner at home.‎ T: I often eat at home, too. But sometimes I eat out.‎ ‎(板书并要求学生掌握。)‎ eat out T: S5, would you like to eat out with me?‎ S5: Yes, I’d like to.‎ T: What would you like to eat?‎ S5: I’d like some …‎ T: What about some chicken?‎ S5: Good idea.‎ T: I can also say“Why not have some chicken?”‎ ‎(板书并要求学生掌握。)‎ ‎—Why not do sth.?‎ ‎—Good idea.‎ ‎(师生操练。)‎ T: S6, why not have some apple juice?‎ S6: Good idea.‎ T: S7, why not have some fish?‎ S7: Good idea.‎ T: Very good, sit down, please. S8, if you want to ask your classmates to eat apples here. What do you say?‎ S8: Help yourself to some apples.‎ Ss: Thank you./Thanks.‎ T: Good, but you should say: Help yourselves to some apples. (教师应加重语气，强调yourselves。)‎ ‎(然后教师拿起一个苹果递给一个学生说。)‎ T: Here you are.‎ S9: Thank you./Thanks.‎ ‎(板书并让学生猜测句子的意思，要求学生掌握。)‎ Here you are.‎ T: OK. Do you want to know where the children have dinner? Please listen to the tape and find out the answer.‎ ‎2. (播放‎1a录音，学生听并找出答案。核对答案。)‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ 通过角色表演，进一步巩固就餐用语。培养学生用所学语言进行交际的能力。‎ ‎1. (重播‎1a录音，让学生听录音，完成下列问题。)‎ ‎ T: Listen to the tape again and complete the following questions.‎ ‎(1) Do they eat out?‎ ‎(2) What do they eat?‎ ‎(3) Do they have some drinks?‎ ‎2. (再播‎1a，让学生跟读，注意语音语调，加深理解。)‎ ‎ T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation.‎ ‎3. (角色表演：学生三人一组，分角色表演‎1a。然后挑选几组上台表演，并给予鼓励。完成1b。)‎ ‎ T: OK. Now please practice the dialog in groups of three. Then I’ll ask some groups to come to the front and role-play.‎ Step 4 Practice 第四步 练习(时间:9分钟)‎ 通过排序、填空和给句子配对等活动，帮助学生继续操练本话题的功能语言项目，以提高学生的综合语言运用能力。‎ ‎1. (看2的图画，对句子进行正确排序，核对答案。完成2。)‎ ‎ T: Well done. Next, look at the picture in 2 on Page 74. Can you guess where they are?‎ ‎ Ss: They are in the shop.‎ ‎ T: And what do they say? Read the following sentences first. Then put them into the correct ‎ order to make a conversation.‎ ‎ (核对答案。)‎ ‎ T: Boys and girls, I’ll divide you into two groups. Boys act the boss. (教师可以用汉语解释boss。) Girls act the customer. (教师用汉语解释customer。) Are you ready? Go.‎ ‎ Boys: May I help you, sir?‎ ‎ Girls: Yes, two hamburgers, please.‎ ‎ Boys: Would you like something to drink?‎ ‎ Girls: No, thanks.‎ ‎ Boys: OK. 16 yuan, please.‎ ‎ Girls: Here you are.‎ ‎2. (将3中的图贴在黑板上，师生讨论笑脸的含义。学生两人一组问答，然后完成3的文章。)‎ ‎ T: Look at the pictures on the blackboard. Talk about them in pairs.‎ ‎ (1)S1: Do you like chicken?‎ S2: Yes, I like it a little.‎ S1: Do you like hamburgers?‎ S2: Yes, I like them very much.‎ ‎ (2)S3: Do you like fish?‎ S4: Yes. It’s my favorite food.‎ S3: Do you like bananas?‎ S4: No, I don’t like them at all.‎ T: Nice work! Now let’s complete the passage in 3. Then we will check the answers together.‎ ‎(核对答案。)‎ ‎3. (用投影仪或小黑板展示4中两组句子，让学生配对，以提高他们对句子的运用能力，完成4。核对答案。)‎ Step 5 Project 第五步 综合探究活动(时间:8分钟)‎ 通过接力活动及讨论学生的饮食情况，提高学生听说读写的综合语言技能。‎ ‎1. (接力比赛。)‎ ‎(方案一：看谁说得对。)‎ ‎(教师念some，学生接食物类名词，且要注意是否加s。学生按座位顺序快速轮流说，食物名称不得重复，说错者退出比赛，最后剩下的同学为获胜者。)‎ ‎(方案二：比一比谁快。)‎ ‎(1)(事先准备两份内容相同的卡片，卡片上给出的是本话题的功能句。)‎ ‎(2)(将全班同学分成两组并站成两路纵队，每组的第一位同学用卡片上的第一个问题提问，第二位同学回答，然后第二位同学用卡片上下一问题提问，第三位同学回答，问完问题的同学站到本队的最后，当再次轮到第一位同学提问时，一个赛程结束，教师记下两组分别花费的时间，花费时间短且问答准确率高的组获胜。)‎ ‎2. (让学生两人一组讨论自己的饮食情况，并模仿3写成短文。学生互评，然后教师挑选一个学生的作文进行点评。)‎ ‎3. Homework:‎ ‎ (1)让学生运用所学的句型自己编一个关于就餐的对话，并写在练习本上。‎ ‎ (2)询问亲友，或上网查询本地有哪些名菜。‎ 板书设计：‎ What would you like to drink?‎ Section C eat out have dinner/have supper Here you are. Thanks.‎ ‎—Would you like to do …? —Yes, I’d like/love to.‎ ‎—Why not have some fish and eggs? —Good idea.‎ ‎—What about some vegetables? —Good idea.‎ ‎ ‎ Section D The main activities are 1, ‎2a and 4. 本课重点活动是1，‎2a和4。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some phonetic symbols:‎ ‎/h/, /r/, /w/, /j/‎ ‎2. Learn some new words and a phrase:‎ dear, kind, such as, be ‎3. Review ordering food and having meals.‎ Ⅱ. Teaching aids 教具 录音机/单词卡片/多媒体课件/投影仪或小黑板/图片/信封 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12分钟)‎ 通过竞赛、表演、游戏等方式，帮助学生进一步巩固本话题的功能语言。‎ ‎1. (头脑风暴，复习本话题所有的词汇。)‎ ‎ (将学生分成四组，组之间进行抢答。若某一组员回答不上来，组内其他组员三秒内有一次机会给予帮助。若无人帮助，机会转给其他组。答对一次，画一面红旗，评出优胜组，并颁发“最佳团体奖”。培养学生集体荣誉感。)‎ T: Hello, boys and girls. Do you remember all the words in the topic? Now let’s PK. I’ll divide you into four groups. Try your best to speak out the word quickly when I say it in Chinese. The group which get the most red flags will be winner. Are you clear? Please go.‎ ‎(教师示范。)‎ T: 鸡肉 S1: chicken T: 鱼肉 S2: fish ‎2. (男女挑战赛，复习本话题的句型。)‎ ‎(把全班分成男、女两大组，每组依次各出一人，采用一问一答式，相互交换，每个人只有一次机会，问一句或答一句可得一面红旗，组内相同的问句不能超过三次，否则违规。)‎ T: OK. Now boys can make a challenge for girls by asking and answering. You can use the important sentences in the topic. You can begin like this:‎ ‎(教师和一学生示范。)‎ T: Would you like some eggs?‎ S3: Yes, please. /No, thanks.‎ ‎(交换角色。)‎ S3: Here you are.‎ T: Thank you.‎ ‎(教师观察，若本话题所有句型均已提到，且大部分学生已参与，即可停止。)‎ ‎3. (即兴表演：三人一组，其中一人为waiter/waitress，运用所学就餐用语，演一个在酒店/饭店用餐的短剧。)‎ ‎4. (给单词贴尾巴，复习可数名词与不可数名词。)‎ ‎(教师把以前所学和本单元所有表示食物/饮料类的名称写在动物形的纸板上，贴在黑板上，然后把s写在部分尾巴形的纸板上；另一部分尾巴什么也不写，表示不加s，即不可数名词。给动物贴上正确的尾巴。)‎ ‎5. (教师出示一封信，引入新课题。)‎ ‎ T: What’s this?‎ ‎ Ss: It’s a letter.‎ ‎ T: Yes, do you know how to write an English letter? (用汉语翻译此句。)‎ ‎ Ss: No, we don’t know.‎ ‎ T: OK. I’ll teach you how to write an English letter today. (老师做写的动作。)‎ ‎ (导入‎2a。)‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ 学习‎2a短文。帮助学生了解并掌握英文信件的书写格式，拓展他们的文化视野。‎ ‎1. (教师用幻灯片出示各种形式的英文信件，让学生整体感知。也可以打印出来，让学生传阅, 了解英文写作的多样性。)‎ T: Look at these letters and see how English people write letters. ‎ ‎2. (教师用课件或黑板展示英文信件的基本框架。)‎ Dear …,‎ ‎ ×××××××××××××××××××××××××××××××××××××××××××××××××××××××××‎ Yours,‎ ‎×××‎ ‎(板书并要求学生掌握。)‎ dear ‎ T: Do you know this word?‎ Ss: Yes. 亲爱的。(随着大众媒体的传播，学生都知道它。)‎ ‎(教师解释。)‎ T: In English letters, we usually use (翻译该词) this word to start a letter, not only say it to young men or young women, but also to old people or kids.‎ ‎(教师举例。)‎ T: Dear … (用班上学生的姓名，有男也有女。)‎ ‎(教师提醒学生注意“Dear … ,”的标点符号。)‎ Dear Sam, √‎ Dear Sam: ×‎ ‎(教师指着小黑板/课件中信的正文部分。)‎ T: This is the body of a letter. Here you can write something that you want to tell the receiver.‎ ‎(用同样的方法，讲解信的结尾及签名。)‎ T: This part is the end of a letter. People usually use “Yours,” and the writer has to write his/her ‎ name here.‎ ‎(教师展示几封内容简短的英语信件，以增强学生印象，了解文化常识。)‎ ‎3. (教师展示两幅图片，一幅是一个凶神恶煞的壮汉正对一个弱者大动干戈，另一幅是一个 小朋友正给一个流浪汉食物。)‎ T: Do you like this man? (出示图片。)‎ Ss: No. We don’t like him at all.‎ T: Neither do I. Because he is not kind. What about the boy? (出示另一图片。)‎ Ss: We like him very much.‎ T: Good. The boy is very kind.‎ ‎(板书让学生猜测词意，然后领读并要求学生掌握。)‎ kind ‎(然后教师用be kind to说出下列四句话，帮助学生加深对kind的理解，以此引出生词be。)‎ 例如:‎ T: We should be(用汉语翻译该词) kind to other people.‎ Teachers should be kind to students.‎ We should be kind to our parents.‎ We should be kind to each other.‎ ‎(板书，解释，然后领读，要求学生掌握。)‎ be (am, is, are)‎ ‎(教师用汉语解释be的用法，并举例。)‎ T: I’m glad to be here. I’m happy to be with you. Are you glad to be a student of mine? Do you want to be a teacher when you grow up?‎ ‎(教师在叙述时，应重读be，突出be动词。)‎ ‎4. (播放‎2a录音，学生跟读，并画出有用的短语。)‎ ‎ T: OK. Here’s a letter for Jack. Do you want to know who writes it? Please listen to the tape and repeat. Then underline the useful phrases.‎ ‎ (核对答案。)‎ ‎ T: Who is the letter from?‎ ‎ Ss: Jane.‎ ‎ T: Right. We know the phrases in the letter are very important, such as be kind to, have dinner, be glad to be here. Can you remember them?‎ ‎ Ss: Yes.‎ ‎ (教师板书such as让学生猜测其意，然后领读并要求学生掌握。)‎ such as Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ 根据关键词，复述‎2a。完成2b并学习四个辅音。‎ ‎1. (让学生再读短文，回答下面两个问题，加深对‎2a的理解。)‎ ‎ T: Please read ‎2a again. Then answer the following questions.‎ ‎(1) Does Jane often have dinner with her friends?‎ ‎(2) What does she like to eat?‎ ‎ (核对答案。)‎ ‎2. (要求学生根据关键词复述信的内容，完成‎2a。)‎ ‎ (小黑板出示关键词。)‎ Dear, in China, many friends, kind, have dinner, like Chinese food, such as … , be nice, be ‎ very glad to be here, Yours, Jane ‎3. (让学生根据‎2a给自己的朋友写一封信。提醒学生注意格式。教师检查完毕，选几位学生大声朗读自己的信件，完成2b。)‎ ‎4. (教师将1的例词写在黑板上，让学生读出单词，并注意画线部分辅音字母的读音。)‎ ‎/h/ head hand have house ‎/r/ red ruler sorry river ‎/w/ welcome worker woman watch ‎/j/ your young yellow year ‎5. (播放1录音，学生跟读。)‎ ‎6. (小组活动。把全班同学分成四组，为上述音标补充单词，每一组同学就某个音标补充单词。)‎ ‎ T: OK, you do very well. Now let’s add other words to each phonetics. For example, Group 1 adds words to /h/. Group 2 adds words to /r/. Group 3 adds words to /w/. Group 4 adds words to /j/. Do you understand? You can find the words in your books.‎ ‎ Ss: Yes.‎ ‎ T: OK. Let’s begin.‎ ‎…‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ 通过听说读写等练习，在不同情境中练习目标语言，展开任务型活动，培养学生综合运用语言的技能。‎ ‎1. (找同义句。在本单元中，学习了不少同义句，让学生掌握这些句子，明白英语这门语言的灵活性。)‎ ‎ (用小黑板或投影仪，列出下列句子。)‎ A ‎(1) Why not have some milk?‎ ‎(2) What would you like to drink?‎ ‎(3) What would you like to eat?‎ ‎(4) I like Chinese food very much.‎ ‎(5) I want some bread.‎ ‎(6) Would you like to have dinner with me?‎ ‎(7) Would you like some eggs?‎ B A. Do you want some eggs?‎ B. What about having dinner with me?‎ C. I’d like some bread.‎ D. Chinese food is my favorite.‎ E. Would you like something to eat?‎ F. Would you like something to drink?‎ G. What about some milk?‎ ‎ T: Nice work. Well, in the topic we know many same meaning sentences. Please look at the blackboard, read the sentences in Column A first, and then find the same meaning sentences in Column B.‎ ‎ (学生配对完毕后，教师核对答案并作解释。)‎ ‎2. (口头翻译句子，让学生加深对句型的记忆。)‎ ‎ T: Please change the sentences into Chinese or English orally. S1, please. Would you like some milk?‎ ‎ S1: 你想要点牛奶吗？‎ ‎ T: 你想喝点什么吗？S2, please.‎ ‎ S2: What would you like to drink?/Would you like something to drink?‎ ‎…‎ ‎(对于表现好的学生要给予表扬，对于有困难者，要给予提示。鼓励他们尽量开口说英语。)‎ ‎3. (播放3b录音，让学生跟读，模仿语音语调，加深巩固。)‎ ‎4. (教师从3b中抽取五个句子听写，完成3b。)‎ T: Now, let’s have a dictation.‎ ‎(1)Would you like something to drink?‎ ‎(2)What do you usually have for breakfast?‎ ‎(3)May I take your order, sir?‎ ‎(4)Help yourself to some fish.‎ ‎(5)Wait a moment, please.‎ ‎5. (学生看‎3a，朗读单词，掌握可数名词与不可数名词。教师可适当补充，完成‎3a。)‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ 通过组织英语角活动，为学生提供实际运用英语的机会，提高学生的学习兴趣和语言运用能力。‎ ‎1. (小小英语角，带着任务去交谈。)‎ ‎(教师把学生分成六人一组，组织一个小英语角，不准用汉语。运用前面所学知识，谈论家庭、食物。教师在各小组间走动，提供帮助，鼓励学生大胆发言，完成4(1)中表格。)‎ T: Boys and girls, would you like to go to the English Corner with me? (可以用汉语解释the English Corner。)‎ Ss: Yes. We’d like to.‎ T: OK. Now I’ll divide you into many groups, six members in a group. Talk about your family members, food and drink at the English Corner using the questions, such as: (1) What does your father/mother/ … do? (2) Where does he/she work? (3)What’s his/her favorite food? (4) What does he/she usually like to drink? … You can only speak English at the English Corner. Then fill out the table in 4(1).‎ ‎2. Homework：‎ ‎(1)找一些自己的玩具、书刊，带到学校，以备下节课使用。‎ ‎(2)(把本单元所学的食物类名词归类。)‎ 第一种方法：按食物和饮料归类。‎ 第二种方法：按可数与不可数归类。‎ ‎(3)根据4(1)中谈话内容，写作文，四十个词左右。教师要求作文必须用真实姓名，且必须写其他人，内容要包括他人的个人信息，家庭信息。完成4(2)。‎ 板书设计：‎ What would you like to drink?‎ Section D have… for… (三餐名称) They are all kind to me.‎ be glad to be here I like Chinese food very much, such as …‎ be kind to sb. I’m very glad to be here.‎ have dinner with sb. ‎ something to eat/drink ‎ ‎