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《I'd like some noodles. Section B 3a-Self Check》作业设计方案（第一课时）一、作业目标1. 复习并巩固食物类单词，如：noodles，rice，meat，fish，vegetables等。
2. 提高学生听说读写的能力，能够运用所学知识进行简单的食物点餐对话。
3. 培养学生的合作意识和自主学习能力。
二、作业内容1. 听读练习：学生听录音并跟读课文，熟悉课文中的对话内容。
2. 单词记忆：学生自行制作单词卡片，记忆并理解食物类单词。
3. 角色扮演：学生以小组为单位，模拟餐馆点餐的场景，进行角色扮演和对话练习。
4. 写作练习：学生仿照课文中的句式，为自己或家人设计一份简单的菜单，并书写下来。
5. 拓展阅读：学生阅读与食物相关的英语短文，增加阅读量，提高英语阅读能力。
三、作业要求1. 独立完成：学生需独立完成作业，不得抄袭。
2. 小组合作：小组内需进行合理分工，确保每个成员都有参与和展示的机会。
3. 时间控制：学生应合理安排时间，按时完成各项作业任务。
4. 反馈评价：学生需在完成作业后，对自己的作业进行自我评价，并记录在作业本上。
四、作业评价1. 评价标准：作业完成情况、单词记忆效果、对话练习质量、菜单设计的合理性、阅读理解程度。
2. 评价方式：教师评价与学生互评相结合，针对每位学生的作业给出综合评价。
3. 反馈应用：根据评价结果，教师将对学生普遍存在的问题进行集中讲解，帮助学生更好地掌握知识。
同时，优秀的作业将作为范例进行展示，激励学生继续努力。
五、作业反馈部分1. 学生需在完成作业后，认真总结自己在作业中存在的问题和不足，并制定改进方案。
2. 学生应积极向小组成员或老师寻求帮助，解决作业中的困难和疑惑。
3. 学生应按时提交作业，如未能按时提交，请及时与老师沟通，说明原因。
通过本次作业的设计，旨在通过多元化的作业形式，让学生在复习巩固基础知识的同时，提高他们的听说读写能力，并培养他们的合作意识和自主学习能力。
《I'd like some noodles. Section B 3a-Self Check》作业设计方案（第一课时）一、作业目标1. 复习并巩固食物类单词，如：noodles，rice，meat，fish，vegetables等。
2. 提高学生听说读写的能力，能够运用所学知识进行简单的食物点餐对话。
3. 培养学生的合作意识和自主学习能力。
二、作业内容1. 听读练习：学生听录音带或观看视频，跟读课文中的食物点餐对话，熟悉日常用语。
2. 词汇积累：学生抄写课文中出现的关于食物的单词，加深记忆。
3. 角色扮演：学生以小组为单位，模拟餐馆点餐场景，进行角色扮演，互相评价。
4. 写作练习：学生根据家庭饮食习惯，写一篇简单的菜单，包括早餐、午餐和晚餐的食物，提高写作能力。
5. 预习作业：预习下一课时的课程内容，提出疑问和难点，做好课堂准备。
三、作业要求1. 独立完成：学生需独立完成的作业，培养自主学习的能力。
2. 小组合作：小组内成员要积极配合，共同完成角色扮演作业，提高合作意识。
3. 书写规范：写作练习时，要求字迹工整，书写规范，以提高自己的写作水平。
4. 反馈问题：作业后，学生需将作业中的疑难问题反馈给老师，以便老师及时调整教学策略。
四、作业评价1. 课堂检查：老师在下次上课时，抽查学生的作业完成情况，并进行点评和打分。
2. 小组互评：小组之间互相评价对方的作业，取长补短，共同进步。
3. 个人进步：记录学生每次作业的完成情况，观察学生的进步，给予适当的表扬和奖励。
五、作业反馈1. 学生提交作业后，老师会及时批改，并将作业中的问题反馈给学生，帮助学生更好地了解自己的学习情况。
2. 学生根据老师的反馈和自己的实际情况，及时调整学习策略，加强薄弱环节的学习，提高学习效率。
3. 学生对作业设计方案提出建议和意见，以便老师不断完善教学方案，提高教学质量。
通过以上作业设计方案，旨在帮助学生复习巩固食物类单词，提高听说读写能力，并培养他们的合作意识和自主学习能力。
七年级英语下册Unit 10 I’d like some noodles Section A（第1课时）教学设计一. 教材分析人教版七年级英语下册Unit 10主要教授关于食物和饮料的词汇以及相关的交际用语。
本节课Section A主要是引入这个话题，并通过对话形式展示日常生活中的人物角色以及他们喜欢的食物和饮料。
本节课的主要目标是让学生能够听懂、说出一系列的食品和饮料的名称，并能够用“I’d like some…”的结构来表达自己的喜好。
二. 学情分析七年级的学生已经初步掌握了英语的基础知识，对于日常的交流已经有了一定的掌握。
但是对于一些特殊的食品和饮料的名称可能还没有接触过，因此在教学的过程中需要特别注意词汇的解释和操练。
同时，学生对于新的语法结构“I’d like some…”可能还需要一定的指导和练习才能熟练掌握。
三. 教学目标1.能够听懂、说出并正确书写本节课所学的食品和饮料的名称。
2.能够用“I’d like some…”的结构来表达自己的喜好。
3.能够通过听、说、读、写的训练，提高自己的英语交际能力。
四. 教学重难点1.生词的记忆和掌握，特别是那些特殊的食品和饮料的名称。
2.语法结构“I’d like some…”的运用，需要学生能够在实际的交际中正确使用。
五. 教学方法采用交际法，通过模拟日常生活中的场景，让学生在实际的语言环境中学习英语，提高他们的听、说、读、写的能力。
同时，采用任务驱动法，通过各种小任务让学生在实践中学习和掌握英语。
六. 教学准备1.准备相关的食品和饮料的图片，用于展示和教学。
2.准备角色扮演的场景，让学生能够在实际的语言环境中学习和使用英语。
3.准备小任务，让学生能够在实践中学习和掌握英语。
七. 教学过程1.导入（5分钟）通过展示一些食品和饮料的图片，引导学生谈论他们喜欢吃的食物和饮料。
2.呈现（10分钟）展示本节课的主要内容，通过图片和文字的形式呈现本节课的主要词汇和句子结构。
Unit 10 I’d like some noodles.Period 1 Section A（1a-2d）必背单词1.potato n. 土豆；马铃薯→ potatoes( 复数)2.bowl n. 碗→ one（large）bowl of 一（大）碗3.noodle n.( 常用复数形式) 面条4.special n. 特色菜；特价品adj. 特别的；特殊的→ Special 1 1 号特色菜5.yet adv.( 常用于否定句或疑问句) 还；仍然rge adj. 大号的；大的7.order n.&v. 点菜；命令8.size n. 大小；尺码9.beef n. 牛肉必背短语10.would like( 表示意愿) 愿意；喜欢11.take one’s order 点菜必背句子12.—What would you like ？您想要什么？—I’m not sure yet.我还不确定。
13.—What kind of noodles would you like?你想要哪一种面？—I’d like beef noodles, please.请给我牛肉面。
14.May I take your order?可以点菜了吗？15.—What size would you like?你要多大碗的？—Large, please.请给我大碗的。
Period 2 Section A（Grammar Focus-3c）必背单词1.meat n.（可食用的）肉必背句子2.—Would you like a large bowl?你想要大碗的吗？—Yes, please.是的，请。
Period 3 Section B（1a-1d）必背单词1. fish n. 鱼；鱼肉→ fishes/fish( 复数) → some fish 一些鱼肉2. dumpling n. 饺子3. pancake n. 烙饼；薄饼必背句子4. I don’t like onions, green tea or porridge.我不喜欢洋葱、绿茶和粥。
Unit 10 I’d like some noodles.Section A(1a~2c)Hello, everyone! I am glad to be here to share my teaching plan with you. It’s also a good chance for me today. OK, I am going to say something about my teaching content.The title is“I’d like some noodles” from Unit 10,Section A(1a~2c).There are seven parts in my plan.Part One: Analysis of the teaching material and SsFirst I will talk about the teaching material and Ss.ⅠStatus and FunctionThis lesson is the first period of Unit 10. It talks about food, especially the kinds of noodles. Such a topic comes from our daily life; Ss must be very interested in it. I hope to create a relaxing and happy situation to make students learn how to order food.ⅡAnalysis of the studentsThe students in Grade 7 own some basic of English but not perfect. In the former class, they have learnt something about food. But their English learning level are different from each other. Some students are too shy to open mouths.Part Two: Teaching aimsNow I will talk about the teaching aims. I think they include three parts.1. Knowledge goals:(1) Learn the new words: would, I’d=I would, noodle，beef, mutton, cabbage, potato special, drink, large, size, bowl .(2) Master the target language to talk about food and describe food:What kind of noodles would you like ? I’d like＿noodles.What size bowl of noodles would you like ? I’d like a＿bowl of noodles.(3) Be able to distinguish the countable nouns and uncountable nouns.2. Ability goal:(1) Improve students’ listening, speaking and writing skills.(2) Improve students’cooperation and communication skills by learning how to take about food.3. Moral goal:(1) Arouse Ss’ interest in English.(2) Enable them to have a good eating habit.Part Three: The key and difficult pointsLet’s come to the teaching key and difficult points.ⅠThe key point1.M aser the key vocabulary, especially the names of food.2.U se the target language to ask for and give personal information correctly.ⅡThe difficult pointAnd I think the what questions and modal verb would is the difficult point.Part 3 Analysis of teaching methods1. Task-based method.2. Situation method3. Audio-visual method4. Group discussion.In order to create a real and lively environment, students can realize the happiness of learning English.Part 4: Analysis of learning methodsIn this lesson I will use pair work, group work to let the students take an active part in all kinds of activities. That is “Learning by doing, learning by using”. Let the students be the masters of the class teaching.Part 5: Analysis of teaching proceduresThere are 8 steps in this part.Before class, the learning guide will be given to students. And I will divide my class into groups for the group competition. While a student answer a question right, one score will be given to his group.Step 1. Lead-in1.Enjoy the English song.As this song is close to our topic and it helps to activate the atmosphere.2.Show the outcome of preview.Before class, students are asked to collect or draw pictures of fruit, meat, and vegetables, they should know how to read and spell these words by reading books or looking through the dictionary.In this step, students will share their outcome in groups. They can write the words on the blackboard and teach others to read.Purpose of my design: It’s to cultivate students’ independent study ability and develop their good habits of preview. By presenting the outcomes, I think it can get students’ attention successfully and review the learnt knowledge.Step 2. Presentation1. Learn several new words of food by showing pictures and ask students to focus on the pronunciation and spelling.2. Let students divide the food into countable and uncountable.Purpose of my design: By observing carefully, students can judge the words accurately and have a further study of nouns. Students will make less mistakes in talking about food.Step 3. Pre-listeningTask One: Welcome to the food paradise.Show many pictures of food, and ask students the following questions: What kind of fruits/ vegetables/ meat would you like? Then help students toanswer like this: I’d like some apples/ carrots/ chicken…Purpose of my design: In this step, students should pay attention to use of countable nouns and uncountable nouns.Task Two: Play a guessing gameTell students the teacher’s favorite food is noodle. Let students guess what kind of noodles would the teacher like by using: Are there any vegetables in the noodles? Is there any beef in the noodles? Then introduce different kinds of noodles.Task Three: Pair workShow some pictures of food, vegetables, meat and ask students to practicewith their partners like this:A: What kind of noodles would you like?B: I’d like beef and tomato noodles.Purpose of my design: The three tasks aim at the main words of food and how to ask for personal information about food, this is the key and difficult points of this lesson. In my opinion, this can arouse the students’ interest of study. Students are would like to take part in such activities and follow the teacher to practice again and again.Step 4 While-listening1. Let’s go to the noodles house. Have students match the words with the foods by themselves, help students answer like this: Special 1 has c(noodles), a(tomatoes) and b(beef).Purpose of my design: It’s to set the scene, test students’ knowledge and increase their vocabulary.2. Let students listen and guess what kind of noodles would the man like. Help students answer like this: He would like special 1: beef and tomato noodles.3. Listen again. Let students read after the tape and imitate the pronunciation and intonation. Then practice the conversation in pairs.Purpose of my design: It’s to help students recognize the target language in natural speech.4. Look at the picture of 2a, and ask the questions:(1) Are there any vegetables in the picture? What are they?(2) What size bowl of noodles do you see in the picture?Teacher writes down the words: small, medium and large. Let students guess the meaning. Then listen and check the names of foods you hear.5. Listen again and complete the sentences. Finish 2b.Purpose of my design: In this way, students can practice listening for specific items in conversations.Step 5 Post-listening1. Make a survey about noodle of the group members. Then fill in the table and give a report.In our group, I’d like …noodles.Ben would like…noodles …Purpose of my design: It can help the students to practice their communicative abilities.Step 7 EvaluationSelect the winner group and ask the other students to sing the winner song for this excellent group.Step 8 SummaryPurpose of my design: It’s to give students a clear idea of key points of this class.Part 6 Homework and blackboard design1.Homework：1.Ask your parents about what and where they would like to eat2.Please cook a bowl of noodles for your parents when you get home.Purpose of my design: Homework’s necessary. It’s to extend knowledge to real life.Part 7 Teaching reflectionsDuring the teaching course, I encourage the students to take part in different kinds of activities and help them build up confidence, especially the poor ones.As for the key points and difficult points, I make students practice and practice through tasks. Most students achieve the goal of this lesson.In a word, the class was comfortable, and the students were active.。
