新目标人教版英语七年级下册第十单元第一课时教学设计新部编版+刘汉军

—1—人教版新目标七年级英语下册Unit10教案Unit 10I’d like some noodles.Period 1 Ⅰ.Teaching Aims and Demands Knowledge Objects Key vocabulary. Ta rget language. 2. Ability Object Train 2. Ability Object Train students’students’students’ listening and speaking skills. listening and speaking skills.3. Moral Object Noodles are popular with people. They are trad itional Chinese food. Ⅱ. Teaching Key Points Key vocabulary, espe cially the names of food. Countable and uncountable nouns. Ⅲ. Teac hing Difficulties Train hing Difficulties Train students’students’students’ listening and speaking skills. listening and speaking skills. Ⅳ. Teac hing Methods Listening and speaking methods. Scene teaching methods Ⅴ. T eaching Aids A tape recorder . Ⅵ. Teaching Procedures Step Ⅰ. Warming-up and lead-in Oral speech.→ I like I like…I’…I’…I’d like some noodles. Step d like some noodles. Step Ⅱ. New words learning Step Ⅲ. Presentation (1a) 1. Write the letter after the name of the food. 2. Have students match the words with the foods on their 初一全科目课件教案习题汇总语文数学英语历史地理own. 3. Go over the answers. StepⅣ. Listening (1b) Listen and put a check before the noodles the m an ordered. StepⅤ. Pairwork(1c) Ask students to practice similar conversation s in pairs. Students take turns to be the customer and the noodles ma ker . StepⅥ. Summary and homework Remember the words and practice the target language.Period 2Ⅰ.Teaching Aims and Demands 1. Knowledge Objects Target language Ability Object Train Ability Object Train students’students’students’ listening and speaking skills. Train stude listening and speaking skills. Train stude nts’nts’ communicative competence. Moral Object Noodles are popular communicative competence. Moral Object Noodles are popular with people. They are traditional Chinese food. Ⅱ. Teaching Key Poi nts T h e t a r g e t l a n g u a g e u s e d f o r a s k f o r a n d g i v e p e r s o n a l information. Order food. Ⅲ. Teaching Difficulties Train Train students’students’students’ listening and speaking skills. Train listening and speaking skills. Train listening and speaking skills. Train students’students’students’ commu commu nicative competence. Ⅳ. Teaching Methods Listening and speaking methods. Scene teaching methods Ⅴ. T eaching Aids A tape recorder Ⅵ. Teaching Procedures Step Ⅰ. Warming-up and revision Oral speech and free talk. StepⅡ. Listening (2a 2b) 1. . Listening (2a 2b) 1. YY o u ’r e t o listen and check the names of the foods you hear on the tape. 2. Play the recording twice. Then che ck the answers. 3. P lay th e s ame record ing ag ain. Lis t en carefully and fill in the blanks. StepⅢ. Pairwork (2c,2d) 1. Work with a partner. One is a customer and t he other is a waiter. 2. Invite several pairs of students to act out the ir conversations in front of the class. 3.Have some students role-p lay the conversations in pairs,then explain it to the class. StepⅣ. Grammar Focus G u i d et h e s t u d e n t s t o m a k e s o m e s e n t e n c e s w i t h I ’d , H e ’d and and They’d.They’d.They’d. Step StepⅤ. Conversation practice (3a ,3b) 1. You are to match each question wi th an answer. 2. Get students to do the task in pairs. 3. Put students i nto pairs. One is working in a noodles h o u s e. T h e o t h e r i s t h e c u s t o m e r. G e t t h e p a i r s t o s t a r t t h e activity . Ste pⅥ. Summary and homework 1. S u m m a r yt h e t a r g e t l a n g u a g e w e ’v e l e a r n e d i n t h i s class. 2. Reread the conversa tion in 3a. try to recite it. 3. Write down the conversation in 3c.Period 3Ⅰ. T . Teaching Aims and Demands Knowledge Objects Key vocabulary eaching Aims and Demands Knowledge Objects Key vocabulary . T . Tar ar get language. 2. Ability Object Train get language. 2. Ability Object Train students’students’ listening and speaking skill s. Train s. Train students’students’students’ communicative competence. 3. Moral Object Every communicative competence. 3. Moral Object Every one should choose foods which are good for h is health. Ⅱ. T eachi ng Key Points Learn how to ask for and give personal information an d write down the information. Ⅲ. Teaching Difficulties Learn howto ask for and give personal information and write down the i nformation. Ⅳ. Teaching Methods Practicing methods. Scene teach ing methods Ⅴ. T eaching A ids A tape recorder Ⅵ. Teaching Procedures StepⅠ.Warming-up and lead-in Oral speech. Describe one .Warming-up and lead-in Oral speech. Describe one’’s preferenc es. StepⅡ. New words learning. Porridge onion fish pancake Step Ⅲ. Presentation (1a 1b) 1. Match the words with the pictures. Write the letter of the food on the blank line before its name.2. Circle the things you like in the picture. And make an “×”“×” nex nex t to the things you t to the things you don’t don’t don’t like. Step like. StepⅣ. Listening (1c,1d) 1. Listen carefully and circle in activity 1a th e words that you hear on the tape. 2. Play the same recording again. W Write down the rite down the rite down the customer’s customer’s customer’s address, telephone number and what he or address, telephone number and what he or ders. 3.Check the answers. StepⅤ. Pairwork (2a) 1. Put students into pairs. Ask questions abo ut what they door eat on their birthdays. 2. Invite more advanced students t o demonstrate how to do the activity o demonstrate how to do the activity. Step . StepⅥ.Summary and homework Remember the key words and target la nguage.Period 4Ⅰ. T . Teaching Aims and Demands Knowledge Objects Learn to read and eaching Aims and Demands Knowledge Objects Learn to read and write an ad for House of Dumplings. 2. Ability Object Train student s’s’ reading and writing skills. Train reading and writing skills. Train reading and writing skills. Train students’students’students’ integrating skills. 3. Moral integrating skills. 3. Moral Object Keep healthy. Ⅱ. Teaching Key Points Learn how to order fo od. Learn to write an ad for House of Dumplings. Ⅲ. T . Teaching Diffic eaching Diffic ulties Learn how to order food. Learn to write an ad for House of D umplings. Ⅳ. Teaching Methods reading and writing methods. Practi cing methods Ⅴ. T eaching A ids A tape recorder Ⅵ. Teaching Procedure s Step I. Warming-up and revision Oral speech and dictation. Step II.R eading and answering(2b,2c) Do 2b:Ask students to read the article and complete the c h a r t ,t h e n c h e c k t h e a n s w e r s.E x p l a i n t h e k e y p o i n t s t o the class. D o 2c :H a v e s t u d e n t s r e a d t h e a r t i c l e a g a i n a n d a n s w e r t h e questions,then check the answers. Step III. Reading (3a) Fill in the blank lines, usi ng words from the box. Get students to complete the paragraph on t heir own. Step IV . Writing (3b,3c) 1. W r i t e y o u r o w n a d. P l e a s e u s e t h e a d i n a c t i v i t y 3a a s a model. 2. Us e the sample version in activity 1c to demonstrate how to order a meal. 3.Have some students to read their ads to the class. Step V . P airwork Let students work in pairs to order meal. Students p ractice both roles. Step VI. Summary and homework Order food.Period 5Ⅰ. T . Teaching Aims and Demands Knowledge Objects Reaching Aims and Demands Knowledge Objects R e v i e w t h e n a me s o f f o o d s a n d d r i n k s , t h e t a rg e t l a n g u a g e used to order food, ask for and give personal information and design an ad.2. Ability Object Train 2. Ability Object Train students’students’students’ communicative competence.3. Moral communicative competence. 3. Moral Object Noodles, a kind of fast food, helps save a lot of time. And it ’s ’s delicious and rich in nutrient, thank the inventor. Ask your family delicious and rich in nutrient, thank the inventor. Ask your family members or classmates what they’d they’d like to eat. In this way, you like to eat. In this way, you will understand each other better. Ⅱ. Teaching Key Points Review all the key words and order food. Review to ask for and give person al information. Ⅲ. Teaching Difficulties Order food, design an ad fo r House of Dumplings. Ⅳ. Teaching Methods Practicing methods. Ⅴ. T eaching A ids Ⅵ. Teaching Procedures Step Ⅰ.W arming-up Step Ⅱ. Review the key vocabulary Give students several minutes to me morize the key vocabulary . Large, medium, noodles, beef, mutton, chic ken, cabbage, potatoes, tomatoes, dumplings, soup, green tea, orang e juice. StepⅢ. Self Checks1, 2 ,3 D oS e l f C h e c k 1. A s k s t u d e n t st o c h e c k a l l t h e w o r d s t h e y know. Write five new word s in their V ocab-builder. Do Self Check2. Ask students to complete th—7—e task,then h a v e s o me s t u d en ts r e a d th e 3 co n v e r s at io n s t o t h e c l as s i n pairs. D o S e l f C h e c k 3. A s k s t u d e n t s t o w r i t e a c o n v e r s a t i o n w i t h the help of the clues in pairs,t hen have some pairs read their conversations to the class. StepⅣ. Review the target language Make a conversation use the target la nguage. What kind of noodles would you like?→I’d I’d like beef noodles. What size bowl of noodles would you like? like beef noodles. What size bowl of noodles would you like?→I’d I’d like a small/medium/large bowl of noodles. like a small/medium/large bowl of noodles. like a small/medium/large bowl of noodles. What’s What’s What’s your address? your address? →My address is My address is ….….…. Get several pairs of students to act out their conv Get several pairs of students to act out their conv ersations. StepⅤ.Summary and homework Summary the language .Summary and homework Summary the language we’ve we’ve we’ve learned learned in this unit. Finish 3c as your homework.。

前言：该教学设计（教案）由多位一线国家特级教师根据最新课程标准的要求和教学对象的特点结合教材实际精心编辑而成。

实用性强。

高质量的教学设计（教案）是高效课堂的前提和保障。

（最新精品教学设计）Unit 10I’d like some noodles教学课题第一课时Section A(1a-2d)教学目标【知识目标】Important words:noodle,beef,potato,special,would,yet,large,order,size,bowl Important phrases:would like,take one’s order,one (large) bowl ofImportant sentences:1.—What would you like?—I’m not sure yet.2.—Are there any vegetables in the beef soup?—Yes.There are some tomatoes.3.What size would you like?4.We’d also like gongbao chicken and some mapo tofu with rice. 【能力目标】1.能够用英语点菜。

2.能够询问和回答多大碗的食物。

3.能够区分并使用可数名词与不可数名词。

【情感目标】培养学生讲文明、讲礼貌的良好品德。

教学重难点1.点菜所用句型。

2.询问和回答多大碗的食物。

3.可数名词与不可数名词。

教学过程◆Step 1Work on 1a1.Teacher shows some pictures of foods.(见课件)2.Ask the students to read the words together.3.Ask students to match the word s with the foods.4.Make a conversation:(见课件)A:What would you like for lunch?B:I’d like the beef noodles,please.5.Ask several students to make similar conversations.◆Step 2Listening1.Listen and check(√) the noodles that the person orders in 1b.(见课件)2.Work on 1cLet students practice the conversation in 1a with their partner. Then make their own conversations.3.Ask students to listen and check(√) the names of the foods they hear in 2a.(见课件)4.Listen again and complete t he sentences in 2b.(见课件)5.Check the answers:(1)large(2)chicken(3)potato(4)cabbage(5)medium(6)beef(7)tomato◆Step 3Work on 2cAsk students to ask and answer questions with their partners using the information in 2a.◆Step 4Role-play1.Ask students to read the conversation and answer the questions.(见课件)What soup do they have?What size bowl would they like?What else would they like?2.Check the answers:(1)Beef and tomato soup.(2)Large bowl.(3)One gongbao chicken and one mapo tofu with rice.3.Ask students to role-play the conversation in groups.。

Unit 10 I’d like some noodles.Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size, tofu能掌握以下句型：①—What would you like?②—I'm not sure yet. Are there any vegetables in the beef noodles?③May I take your order?④—Can we have two bowls of beef soup then?—Sure. What size would you like?—Medium, please.2) 能了解以下语法：情态动词would的用法；3）能掌握订餐或叫外卖等的用语.2. 情感态度价值观目标：体会学习英语的乐趣，做到“在用中学”“在学中用”.养成一个良好的饮食习惯.二、教学重难点1. 教学重点：1) 学习掌握本课时的重点词组及表达方式.2) 引导学生们做听、说的训练.2. 教学难点：通过role-play的方式掌握如何订餐等用语.三、教学过程Ⅰ. Warming-up and lead in1. Watch a video program about food and vegetables.2. Ask and answer: What's your favorite food/drink/vegetables?Ⅱ. Presentation1. (show some pictures of food on the big screen)Present some new words and expressions to the Ss.2. Ss learn the new words and expressions by themselves and try to remember them.3. Work on 1a:Read the words on the left and look at the pictures on the right. Write the letters of the food on the line. Then check the answers.Ⅲ. Game (Guess the food.)(Show some pictures of food on the big screen)Let Ss guess what food it is.Ss try to guess the food and learn the words.Ⅳ. ListeningT: In the following conversation, one man is ordering some food. Now, let’s listen to the tape, find out the right noodles the person orders.Play the recording for the Ss to listen and check the answers.Ⅴ. Pair work1.Present the conversation in 1b on the big screen and ask Ss to practice it.2. Make their own conversations using the noodles in the picture.3. Let some pairs act out their conversations.Ⅵ. Listening1. Work on 2a;T: Now, look at the pictures on the right, listen to the conversations and check the names of the foods you hear.(Play the recording for the first time, students only listen carefully.Then, listen to the recording again, and check the names of the foods.Check the answers. )2. Work on 2b:(Play the recording for the Ss to listen and complete the sentences.)Play the recording twice. The first time Ss just listen. And the second time, Ss listen and write down the words.(If necessary, use the pause button to help Ss)3. Check the answers.Ⅶ. Pair work1. Ask and answer questions with your partner. Use the information in 2a.2. Show the conversations of 2a on the big screen to the Ss.3. Make a model for the Ss.T: What kind of noodles would you like?S1: I'd like beef noodles, please.…3. Ss work in pairs and practice the conversations.Ⅷ. Role-play1. Ask Ss to read the conversation in 2d and find the answer to this question：What would they like?(They would like one large bowl of beef soup, one gongbao chicken, and one mapo tofu with rice.)2. Check the answers with the Ss.3. Ss work with their partners and role-play the conversation.VIII. Language pointsIX. ExercisesHomework1. Review the words and expressions in this period.2. Role-play the conversation in 2d.3. Write a short conversation to order some noodles you like in a restaurant.板书设计：Section A (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 继续练习运用如何订餐或叫外卖等的用语.2) 根据所提供的材料能运用所学的知识来补全对话.3) 总结复习订餐时所用句型结构.2. 情感态度价值观目标：体会学习英语的乐趣，做到“在用中学”“，在学中用”.养成一个良好的饮食习惯.二、教学重难点1. 教学重点：1) 总结订餐所用语言及句子结构.2) 学习理解情态动词would的用法.3) 通用所学的知识在实际情境中订餐.2. 教学难点：1) 在较为真实的订餐语境中会运用学过的语言知识来补全对话.2) 能掌握订餐的用法，并在实际情境中运用.三、教学过程Ⅰ. Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习.①你想要什么面条？______________________________________请给我来牛肉面.________________________②你想要什么碗的？_______________________请给我来中碗的. ________________________________③你想来一个大碗吗? ____________________________________好的.______________________④在西红柿鸡蛋汤里有肉吗? _______________________________不，没有._______________________⑥I’d = ____________⑦She’d = _________⑧不可数名词有：bread, milk, water, _____________________________⑨既是可数又是不可数的名词：salad, chicken, ice cream, ______________2. Ss finish off the sentences and check the answers by themselves.3. 自主探究II. 探究乐园一、would like意为“想要某物”，常用句式结构：1. 你想要点什么？What ______ you ______?我想要一杯茶.____ _____ a cup of tea.你想要什么面条？What ____ of noodles _____ you like?你想要多大号的毛衣？What ____ of sweater ______ you like?（以上句型为有礼貌、委婉地表达征求对方的要求）2.Wo uld you like …? 你想要……吗？这也是用来向对方有礼貌地语气委婉地征求对方要求的句型.其答语为：Yes, please. /OK. /No, thanks.你想要一些牛奶吗？______ you _____ some milk?是的，谢谢./ 不，谢谢.Yes, _______. / No, _______.【拓展】Would you like to do sth.? 你愿意做某事吗？用来有礼貌地向对方提出建议或邀请的句型.答语常为“Yes, I’d like to.”“Sorry, …”二、可数名词与不可数名词1. 可数名词：可数名词有单数、复数之分.其复数形式一般要加-s或-es.如：potato—_______; tomato—__________2. 不可数名词没有复数形式，只有单数形式.如：some ______ (米饭)；a lot of _____ (牛肉)(1) 不可数名词表示数量的多少时，必须与表示数量的名词连用，即“数词+表示数量的名词（可数名词）+ of + 不可数名词”，如：两玻璃杯果汁三碗米饭_____ ______ of juice _____ ______ of rice(2) 不可数名词做主语时，谓语动词只能用单数形式.例如：在碗里有一些羊肉汤.There _____ _____ mutton soup in the bowl.【拓展】如果不可数名词前有复数名词短语修饰时，谓语动词须用复数形式.如：房间里有两袋子大米.______ ______two bags of rice in the room.Ⅲ. Practice1. Work on 3a. Tell Ss to complete the conversation with sentences on the right.2. Ss work by themselves and complete the conversation.3. Check the answers with the Ss.4. Let Ss practice the conversations in pairs.Ⅳ. Practice1. Work on 3b.Tell Ss to write questions and answers using the words in the brackets.Give a model to the Ss.What kind of noodles would you like?2. 指导：看提示词，确定句子是对什么事情提问，检查句子的语序是否正确.最后，再根据自己的实际情况回答些问题.3. Practice the conversation with your partners.Ⅴ. Survey1. Look at the pictures. There are four kinds of special foods.Who would like them, please make survey of you classmates.2. Give Ss a model:S1: Anna, What would you like?S2: I'd like beef noodles with cabbage.…3. Write the result on a piece of paper and write a report.4. Read your report in your group.Ⅵ. ExerciseHomework1. Remember the sentences in Grammar Focus.2. Make some conversations to ask your friends what food they would like. Write ashort conversation.板书设计Section B (1a-2c)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：world, answer, different, cake, candle, age, blow, blow out, if,will, UK, candy, lucky, popular, cut up idea2) 能掌握以下句型：①The answer would be different in different countries.②The number of candles is the person's age.③In China, it's getting popular2. 情感态度价值观目标：体会学习英语的乐趣，做到“在用中学”“在学中用”.了解世界各地的饮食文化，生日文化等事情，使学生们具有初步的世界文化观念.二、教学重难点1. 教学重点：1) 通过进行听、说的训练，来提高学生们综合运用所学知识的能力.2) 通过读、写的训练，来让学生们能真正在实际活动中运用所学的知识.2. 教学难点听力训练与阅读训练三、教学过程Ⅰ. Warming- upLet’s watch a video and learn.Ⅱ. Presentation1. (show some pictures of food on the big screen)Present some new words and expressions to the Ss.2. Ss learn the new words and expressions by themselves and try to remember them.3. Work on 1a:Read the words in the chart and look at the pictures below. Write the letters of the foods or drinks on the line. Then check the answers.4. Let Ss try to remember the new words and expressions.Ⅲ. Pairwork1. Circle the things you like in 1a. Put an х next to the things you don’t like Then tellyou partner what you like and don't like.Sa: I like dumplings, but I don't like noodles.Sb: Well, I like fish but I don't like meat.2. Work in groups. Talk about what you like and what you don’t like.3. Make a list of things every one likes and dislikes in your group. Then give areport to your classmates:In our group, Sa likes dumplings but she doesn't like noodles. Sb likes fish but she doesn't like meat. …4. Let some Ss give their report.Ⅳ. ListeningWork on 1c:1. Ask Ss to read the ORDER FORM carefully.2. Play the tape for the Ss to listen and complete the food order form.(Play the recording for the first time, students only listen carefully.Then, listen to the recording again, and write down the names of the foods. )Work on 1d:Listen again. Use the pause button to check the answers with the Ss.Ⅴ. Group work1. Work in groups. Discuss what do you do or eat on your birthday?2. Ss take turns to talk about it.S1: I usually get many nice gifts from my parents. I usually have a nice dinner ina restaurant.S2: My parents usually buy me some nice books and school things on my birthday.S3: ….3. Write down what your group members do on their birthday. And give a report tothe class.In my group, S1… S2… S3…Ⅵ. Presentation1. (show some pictures of the new words in the passage on the big screen)Present some new words and expressions to the Ss.2. Ss learn the new words and expressions by themselves and try to remember them. Ⅶ. Reading1. Fast readingTrue or False2. Careful readingRead the passage complete the chart below.阅读指导：首先，读表格，记住这四空格，分别是在美国及中国人们在过生日时所吃的食物及他们的特殊含义.其次，带着问题去仔细读短文，并在短文中寻找相关问题的回答依据.然后，根据相关依据，将答案写在空格处.3. Read the messages again. Find the answers to the questions in 2c.阅读指导：首先，读这四个问题，记住这四个问题.其次，带着问题去仔细读短文，并在短文中寻找相关问题的回答依据.然后，根据相关依据，写出问题的答案.Check the answers with the Ss.VIII. Language pointsIX. ExerciseHomework1. Remember the new words and expressions in this period.2. 用下列词汇造句：1) around the world2) in different countries3) the number of 4) blow out5) in one go 6) come true7) get popular 8) cut up板书设计：Section B (3a-Self Check)一、教学目标：1. 语言知识目标：1) 继续练习运用如何订餐或叫外卖等的用语.2) 根据所提供的材料能运用所学的知识来补全对话.3) 总结复习订餐时所用句型结构.2. 情感态度价值观目标：体会学习英语的乐趣，做到“在用中学”“在学中用”.了解世界各地的饮食文化，生日文化等事情，使学生们具有初步的世界文化观念.二、教学重难点1. 教学重点：1) 通过进行听、说的训练，来提高学生们综合运用所学知识的能力.2) 通过读、写的训练，来让学生们能真正在实际活动中运用所学的知识. 2. 教学难点阅读训练与写作训练三、教学过程Ⅰ. Warming- up and revision1. Check the homework and have a dictation of the new words and expressions.2. Let some Ss retell the passage in 2b.Ⅱ. Writing1. Read the ads in 3a. Fill in the blanks with the words in the box.阅读指导：首先，明白方框里单词的意思；其次，阅读这个小广告，了解其大意；然后，认真读每一个句子，根据上下文及空格前后的关键词来确定空格处的意思.并确定应用哪个单词填空.最后，再通读一遍广告内容，看短文是否通顺恰当.2. 学生们按老师所指导的方法，认真阅读短文，并用正确的单词填空.3. Check the answers.III. Writing1. Make sure the Ss know what to do.(Imagine you have a special restaurant, write the foods and prices.)2. Ss work by themselves and try to write the foods and prices.3. 指导：可先列出食物名称，然后，再写出价格.最后，再用英语写出来.e.g. burgers: 3$ soup: 1$We have nice burgers for three dollars. The soup is only one dollar.4. Let some Ss read out their sentences.IV. Writing1. Write an ad for you restaurant. These sentences structures may help you.2. Let Ss read the sentences first, and try to remember them.3. Let Ss make a list of the food and drinks in your restaurant.4. Use the sentences structures and write the ad.5. Let some Ss read out their ad. Show some good ad on the big screen as a model. V. Self Check 11. Make sure Ss know what to do.Put the words you learned in different groups.2. Check the answers.VI. Self Check 21. Tell Ss they'll read some interesting jokes. Read the jokes below and fill in theblanks with "there be" structure.2. 指导：这里是考查there be句型中的主谓一致原则及近主语原则的知识.3. Ss read the jokes and fill in the blanks.4. Check the answers with the Ss.5. Let Ss act out the joke for fun.Ⅷ. Making a conversation1. If you are in a restaurant. What should the waiter say to you？What should yousay to the waiter to order? Now look at the clues below and write a conversation.2. Ss read the clues and try to write a conversation.3. Check the answers with the Ss.VIII.PracticeHomework1. Review the new words and phrases of this unit.2. Write a short ad for your uncle's noodle restaurant.板书设计。

Unit 10 I like some noodles!Section A (1a—2c)一、教学目标1. 能够熟练掌握本课重点词汇：noodle, beef, potato, special, would, yet, large, order, size, bowl2. 熟练掌握本课重点句型：(1) —What would you like?—I’m not sure yet.(2) —What kind of noodles would you like?—I’d like beef noodles, please.(3) —What size would you like?—I’d like a small bowl.3. 能够听懂人们就餐时点菜的对话，培养学生提取关键信息的能力。

4. 能够熟练运用目标语言谈论常见食物和点餐。

5. 培养学生养成一个良好的饮食习惯，注意营养均衡、合理搭配。

二、教学重点及难点重点：能够听懂人们就餐时点菜的对话，培养学生提取关键信息的能力。

难点：能够熟练运用目标语言谈论常见食物和点餐。

三、教学过程四、板书设计Unit 10 I like some noodles!第1课时Section A (1a—2c)Key words: noodle, beef, potato, special, would, yet, large, order, size, bowl Key sentences:1. —What would you like?—I’m not sure yet.2. —What kind of noodles would you like?—I’d like beef noodles, please.3. —What size would you like?—I’d like a small bowl.。

3.教师针对学生的表现给予针对性的反馈和建议，强调重点知识，纠正错误。
（五）作业布置
课后作业布置如下：
1.复习本节课所学词汇和句型，进行口头练习，加强记忆。
2.完成一篇关于健康生活的小短文，要求运用所学知识。
3.预习下一节课内容，提前了解相关知识。
作业的目的是巩固所学知识，培养学生的自主学习能力，提高英语综合运用能力。同时，通过作业的布置，引导学生关注健康生活，将所学内容与实际生活相结合。
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：1.利用多媒体教学资源，如图片、视频等，创设生动、有趣的情境，让学生在情境中感受英语学习的乐趣；2.设计丰富多样的教学活动，如小组竞赛、角色扮演等，激发学生的学习兴趣和竞争意识；3.鼓励学生积极参与课堂讨论，及时给予表扬和肯定，增强他们的自信心；4.结合学生的生活实际，让他们在学习过程中感受到英语的实用价值，从而提高学习动机。
3.通过播放一段关于就医场景的短视频，让学生预测视频中的对话内容，激发他们的好奇心。
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.呈现本节课的核心词汇，如sick, health, fever等，通过图片、例句等形式展示词汇含义，让学生跟读、模仿。
2.引导学生观察并总结现在进行时态的构成和用法，通过实际例子进行讲解，让学生感知现在进行时态用于描述正在进行的动作或状态。
七年级英语下册（人教版）Unit10第1课时（SectionA1a2c）说课稿
一、教材分析
（一）内容概述
本节课的教学内容来自人教版七年级英语下册Unit 10的教学内容，具体为Section A 1a-2c。这一单元的主题是“健康生活”，旨在帮助学生了解健康的重要性，培养良好的生活习惯。本节课在整个课程体系中扮演着重要的角色，它在前一单元学习了日常活动的基础上，进一步引入了与生活息息相关的健康话题，为后续单元关于身体部位和疾病的讨论打下基础。

Unit 10 I’d like some noodles.I. Teaching Contents: Unit 10 I’d like some noodles.II: Analysis of the Teaching Material1.Status and functionThe topic of this unit is about food. The students will learn how to order food or take-away. In this unit, the s tudents will be able to use “would like” to express their need for food and learn how to ask others’ information and provide their personal information during the process.2.Teaching aims and demands（1）Knowledge objectsa.T o master how to order food or take-away;b.T o master the modal verb “would” and “what” questions.c.T o master the usage of countable nouns and uncountable nouns.（2）Ability objectsa.To use “would like” to talk about the need for food.b.To improve students’ ability of communication and social pra ctice.(3) Sensibility objects:Let the students experience the happiness of learning English, cultivate their abilityto do things and foster the spirit of cooperation in group activities.3.Teaching difficult points and focus:（1）Key words and target language and structures;（2）To master the usage of countable nouns and uncountable nouns;（3）To use “would like” to express their need for food and learn how to order food.III. Target Language(1) What kind of noodles would you like?I’d like beef and tomato noodles, please.(2) What size bowl of noodles would you like?I’d like a large / medium / small bowl of noodles.(3) What is your address?My address is…IV. Vocabularylarge, noodles, beef, chicken, mutton, potatoes, cabbage, dumplings, porridge, soup, green tea, orange juice, would like, address, kind, size, bowl.V. Teaching TimeFive periods。

3.利用多媒体展示不同场景的假期图片，如：海滩、山区、乡村、露营等，让学生预测本节课将学习的内容，为新课的导入营造良好的氛围。
（二）讲授新知（500字）
1.教师带领学生一起学习本节课的核心词汇和短语，如：holiday, vacation, beach, mountain, countryside, camp, exciting, boring, activity等，通过图片、例句等形式帮助学生理解和记忆。
三、教学重难点和教学设想
（一）教学重难点
1.重点：掌握本节课的核心词汇和短语，如：holiday, vacation, beach, mountain, countryside, camp, exciting, boring, activity等；学会使用一般过去时描述过去发生的事情。
难点：正确运用一般过去时，尤其是动词过去式的变化规则。
4.提高听力理解能力，能听懂并获取与假期活动相关的信息。
5.提高口语表达能力，能够与他人用英语分享自己的假期经历。
（二）过程与方法
1.通过小组合作、讨论等方式，让学生在实践中掌握英语交流技巧。
2.利用图片、情景等教学资源，激发学生的学习兴趣，引导学生主动参与课堂活动。
3.运用任务型教学法，设置各种任务，让学生在完成任务的过程中，培养解决问题的能力和合作精神。
4.注重个体差异，因材施教，针对不同学生的实际情况进行教学。
5.运用多媒体教学手段，提高课堂教学效果。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和自信心，使他们能够积极参与课堂活动，主动与他人用英语交流。
2.引导学生学会分享，关心他人，培养合作精神。
3.培养学生对自然、生活的热爱，懂得珍惜美好时光。

3.Show students some pictures of vegetables. And teach themthese new words,potatoes, tomatoes, cabbage, Carrots. Ask them What kind of vegetables would you like? Help them to answer I would like….. Then give them 2 minutes to practice with their partners.
Check the answers
Step IV.
1、Look at the three bowls of noodles. Ask :What ingredients are in these noodles ?
2、Play the recording the first time .Students only listen.
B: I’d like medium bowl of noodles, please.
3.Ability Objects
Train students’ listening andoralspeaking skills.
4.Moral Object
Noodles are popular with people. They are traditional Chinese food.
I’d how them some pictures of food.Teach some new words, hamburgers, noodles, rice. Andask them, What kind of food would you like? Help them to answer I would like…. Then give them 2 minutes to practice with their partners.

设计意图
Step 1
Lead-in
Show a movie then ask:
What would you like?
Let students watch it
利用一段影片直接导入新课
Step 2
Target guidance learning
1、Show them some picture s of food. Teach some new words,
What would you like ? I’d like …
What kind of noodles would you like?
What size would you like?
五、教法选择与学法指导
情景教学法，任务型教学法，小组讨论法。
六、资源准备
幻灯片。
七、教学过程
教学
任务
教师活动
学生活动
Look at the three bowls of noodles. Then make own sentences.
2、Listening.
Ss listen to the tape and do it.
通过图片再次让学生再次熟悉所学的知识点。
听力训练。
Step4
PracticeΒιβλιοθήκη 1、Read the conversation in the picture in1a.
B:
A: What size would you like
B:
九、总结和帮助（反思及改进）
经过同仁点评，受益匪浅。为避免一边教单词一边教句子的困难；缺少对学生的情感教育。我对教学进一步改进为，导入新课（看小视频）——学新词——学点餐的句子——综合应用——评价反馈。中间添加单词教学和情感教学，教育引导学生学会交际和科学膳食。

Unit 10 I’d like some noodlesSection A(1a-1c)教学设计王丽萍一、教材依据人教版新目标英语七年级下Unit 10 I’d like some noodles.二、学情分析本课以谈论面条为主要内容，贴近学生日常生活，比较容易激起学生的学习兴趣，在上学期学生已经学会了可数名词、不可数名词的用法，并掌握了一定的蔬菜和肉类的词汇，为本课的学习奠定了良好的基础。

三、设计思想旨在改变学生消极、被动地学习为积极主动地学习，变苦学为乐学，让学生真正成为学习的主人，从而提高教学效率。

培养学生的主体性、创造性、参与性和合作性，提高学生整体素质为目标，通过诱导学生主动参与，引导学生自主探索，启发学生发现规律，达到开发学生潜能的目的。

四．教学目标通过教学引导学生学会用英文表达如何定餐。

1．认知目标重点词汇：noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes ·重点句型：what questions and modal verb wouldA: What would you/ he/ she like? B: I’d/ He’d/ She’d like some noodles.2．能力目标培养运用英语交际的能力，让学生把所学到的语言知识和生活实际联系起来，使学习过程生活化。

·培养学生探究，合作的参与意识。

3. 情感目标体会英语学习的乐趣，做到“在用中学，在学中用”。

•引导学生应该拥有一个健康的饮食习惯。

五、教学重难点1. The main points:A: Key words: noodles would beef mutton chicken cabbage tomato potato carrot B: What questions and modal verb would2 .The difficult points：What questions and modal verb would.六、教学策略1、教学方法直观教学法、情景教学法、小组讨论法、任务型教学法、表演法2、学习策略合作学习七、教学准备录音机、多媒体八、教学过程Step One：Warm-up It is my first time to come to Guanzhuang, and I have heard that the food here is very great, so I want to have a try!Step Two:Presentation Teach the new words.Step Three: Drill 1a,1b on the textbookStep Four: Practice What rice would you like? Special riceStep Five: Consolidation Some practiceStep Six: Review九、教学探讨与反思本节课在教师合理有趣的引导下，以学生为主体，贴近生活做练习，充分激发学生的学习兴趣，将自主学习、合作学习、探究学习有机结合，培养学生自主学习的能力，同时模拟各种情景，让学生在听、说、读、写中得到全面锻炼。

Unit 10: Where did you go on vocation?（教学设计）一、教材分析本课是《新目标英语》七年级下册Unit 10 的第一课时，本单元进一步学习过去时态的用法，以Holidays and vacations 为话题，通过单元教学使学生学会从places, activities, weather, food, feelings等方面谈论stayed at home, went to the mountains等假日活动。

本课是该单元的第一课时，是一节听说课，同时，也是一节语言实践拓展课。

二、教学目标[知识目标]1.掌握以下的重点词汇：New York City ,museum, camp ,summer camp[能力目标]1．学会用一般过去时谈论过去发生的事情。

2．学会谈论节假日的活动。

3．学会以日记的形式记录一天的活动并表达感想。

[情感目标]1. 引导学生客观地评价身边所发生的事情，渗透荣辱观。

2. 培养团队合作精神。

三、教学重难点：教学重点：New York City ,museum, camp ,summer camp教学难点：-Where +did+主语+go on vacation?-主语+ 动词过去式+其他….四．教学方法1.听说法2.交际法五．教学用具PPT课件六、教学过程及方法Step1.Greating and warming upGood monring,boys and girls.I’m very happy to know you today.Are you happy?Now,L et’s s ing a song and do some actions.Step2.Lead in1. Free talk: What did you do last Saturday?How was your weekend?2. Repeat students’ answers and write them on the blackboard, underline the verbs. Say, we use these words to talk about things that happened in the past.3. Draw a table, write down some verbs. Ask a student to tell the past forms of the words.Step3. Teach the new wordsShow some pictures to students .let’s guess.Do you know where is it?Ask students to read and spell the words after the teacher.And then,Let Ss make some sentences with these new words.Step4.Practice the drill and verb phrases1a: Match activities with the pictures (a-g).1. Ask a student to read the activities in 1a.2. Finish 1a.3. Check the answers.1）stayed at home 2) went to the New York City 3)visited my uncle4)went to summer camp 5)went to the mountains6)went to the beach 7)visited museumStep5.1b: Listen and number the people (1-5) in the picture.1. Point out the names, and read them.2. Play the recording the first time. Students only listen. The second time, ask them to write the numbers of the names in the picture.3. Check the answers.1)Tina 2) Brad 3) Sally 4) Xiang Hua 5) TomStep6.Tast1c: Pair work: where did the people in activity 1a go on vocation?Make conversations.1. Point out the example conversation and ask the students to read the conversation together.2. Practice the dialogue in the picture with a student.3. Ask students to work with a partner; make their own conversations about the pictures.4. Ask some students to show their conversations.A:Hi,Tina.Long time no see.B:Hi,Tom.Nice to see you again.A:How was your vocation?B:It was great.A: Where did you go on vacation?B: I went to the mountains. What about you?A:…Step7.Summary本课学习了新句型“W here did you go on vacation?”和新单词“New Yorkcity,camp.summer camp,museum”并进行了大量的操练，希望学生进一步利用本课时所学内容进行口语交际。

3.教学步骤：
a.教师播放听力材料，学生完成相应的听力练习，如听音填空、听音排序等。
b.教师组织口语练习，如角色扮演、小组讨论等，让学生在实际情境中运用所学知识。
（五）总结归纳
1.教学活动：教师引导学生回顾本节课所学内容，总结季节词汇、一般现在时的用法和听力技巧。
2.设计意图：巩固所学知识，提高学生的归纳总结能力。
3.教学步骤：
a.教师提问：“What did we learn today?”引导学生回顾所学内容。
b.教师邀请学生分享学习心得，总结季节词汇和一般现在时的用法。
c.教师强调听力技巧，鼓励学生在课后继续练习，提高英语水平。
五、作业布置
1.书面作业：根据本节课的学习内容，要求学生完成以下书面作业：
a.抄写本节课所学的季节词汇和短语，每个写5遍，以加深记忆。
二、学情分析
针对人教版七年级英语下册Unit10 Section A 1a-1c，学生在经过前面几个单元的学习后，已经具备了一定的词汇和语法基础，能够运用一般现在时描述日常活动。但在具体运用词汇和语法结构表达季节特点及活动时，仍存在一定难度。此外，学生在听力理解和口语表达方面，水平参差不齐，需要针对不同学生进行有针对性的教学。
c.以相同方式，引导学生认识和描述夏天、秋天和冬天的特点。
（二）讲授新知
1.教学活动：教师通过PPT展示本节课的新词汇和短语，结合课本内容，讲解一般现在时的用法。
2.设计意图：帮助学生掌握描述季节的词汇和语法结构，为后续的口语表达和听力训练打下基础。
3.教学步骤：
a.教师展示新词汇，如“spring, summer, fall, winter, warm, cool, hot, cold”等，引导学生跟读并记忆。

2. Play the recording for the second time, students listen and write down the words. If necessary, use the pause button to help students.
3. Check the answers.
2. Show two pictures. Ask the students:
Do you like thesevegetables and fruits?
Do you know thesevegetables and fruits?
Ⅱ.感知
体验
StepI:Presentation(呈现新知识)
1.Showsome pictures of food on the big screen. Present some new words and expressions to the students.
2. Listen to the recording again, and check the names of the foods.
3. Check the answers.
StepⅡ.Work on 2b
1. Play the recording for the first time. Students just listen.
Play the recording for the students to listenandcheck the answers.
StepⅢ. Practice
Work on 1c.
1. Present the conversation in 1b onthebig screen and ask students to practice it.

英语人教版七年级下册Unit10第一课时教学设计英语人教版七年级下册Unit 10 第一课时教学设计一、教学目标- 知识目标：学生能够掌握关于物质和质量的基本单词和短语，了解物质的分类，掌握描述物质状态的词汇。

- 能力目标：学生能够运用所学词汇和句型描述物质的性质和状态。

- 情感目标：培养学生对科学知识的兴趣，培养合作意识和团队合作精神。

二、教学重难点- 教学重点：研究关于物质和质量的词汇和短语，掌握描述物质状态的词汇。

- 教学难点：培养学生运用所学词汇和句型描述物质的能力。

三、教学过程1. 导入（10分钟）- 利用图片、实物等呈现一些常见物质，引导学生产生一些关于物质的问题，如“什么是物质？物质有哪些不同的特点和性质？”- 让学生以小组讨论的方式共享他们的观点和问题。

2. 新课呈现（15分钟）- 出示PPT，呈现与物质和质量相关的单词和短语，如"matter, solid, liquid, gas, weight"等，通过图片和简短的解释让学生初步了解这些词汇的含义。

- 播放与物质状态相关的视频，让学生通过观察和思考来理解不同物质状态的特点。

3. 情境演示（20分钟）- 学生分组，每组派出一名代表进行情境演示。

- 情境设定：每组代表扮演不同状态的物质，利用肢体语言和动作来表达物质状态。

全班同学根据代表的表演猜测出物质的状态，并说出相关的词汇。

- 教师辅助学生理解并纠正学生的发音和使用词汇的错误。

4. 任务合作（25分钟）- 学生再次分组，每组给出一个由物质状态词汇组成的小对话。

- 学生以小组为单位，相互表演对话，并且开展讨论，探讨不同物质状态下的特点和变化。

- 教师在小组讨论过程中指导学生正确使用词汇，并及时给予反馈和帮助。

5. 扩展延伸（10分钟）- 让学生找寻身边不同物质状态的例子，比如固体（铅笔、课桌）、液体（水、果汁）、气体（气球、石桌）。

- 学生自由发言，用英语描述所找到的物质的状态，并分享他们的观点和体会。

人教版新目标英语七年级下册《Unit 10 I’d like some noodles》优质课教学设计一. 教材分析人教版新目标英语七年级下册《Unit 10 I’d like some noodles》主要介绍了日常生活中的食物和饮料。

本节课以食物和饮料为主题，通过学习让学生能够熟练运用一般现在时表达喜好，并能够进行简单的购物交流。

本节课的主要内容有：食物和饮料的词汇，一般现在时的表达方式，以及如何用英语进行购物。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听、说、读、写能力。

但是，对于一些食物和饮料的词汇以及一般现在时的运用可能还不够熟练。

因此，在教学过程中，需要注重词汇的教学和语法点的讲解，同时，引导学生进行实际操作，提高他们的实际运用能力。

三. 教学目标1.知识目标：学生能够掌握本节课的食物和饮料词汇，理解一般现在时的表达方式，并能够运用所学知识进行简单的购物交流。

2.能力目标：学生能够听、说、读、写本节课的词汇和句型，提高他们的英语表达能力。

3.情感目标：通过本节课的学习，学生能够培养对英语的兴趣，增强自信心，提高合作意识。

四. 教学重难点1.重点：食物和饮料的词汇，一般现在时的表达方式。

2.难点：一般现在时的运用，购物场景的交流。

五. 教学方法采用任务型教学法，情境教学法，分组合作学习法，以及游戏教学法等多种教学方法，激发学生的学习兴趣，提高他们的参与度和积极性。

六. 教学准备1.教师准备：准备好食物和饮料的图片、实物，以及相关的教学材料。

2.学生准备：预习本节课的词汇和句型，准备好笔记本和文具。

七. 教学过程1.导入（5分钟）教师通过展示一些食物和饮料的图片，引导学生进行观察和思考，激发他们的学习兴趣。

然后，询问学生他们喜欢什么食物和饮料，引出本节课的主题。

2.呈现（10分钟）教师展示本节课的食物和饮料词汇，以及一般现在时的表达方式，引导学生进行观察和理解。

Unit 10 I’d like some noodles.Section A (1a-2d)一、教学目标1. 掌握下列词汇：noodle, mutton, beef, cabbage, potato, special, would, would like, yet, large, order, take one’s order, size, bowl, one (large) bowl of, tofu2. 掌握下列句型：(1) —What would you like? —I’d like some noodles.(2) —Are there any vegetables in the beef noodles? —Yes, there are some tomatoes.(3)—May I take your order? —Yes, please.(4)—What size would you like? —I’d like a large bowl of noodles.(5)—What kind of noodles would you like? —I’d like chicken, potato and cabbage noodles.3.掌握各种食物名称和点餐的基本表达。

4.通过听说活动，使学生学会在相应的语境中运用核心句型和重点词汇进行初步的口头语言输出。

5.采用编造对话、角色扮演等灵活多样的学习方式，激发学习英语的兴趣。

二、教学重点及难点重点：1. 能正确使用would like，并能就食物进行询问和点餐。

2. 能正确使用不定代词some, any。

3. 能正确使用what引导的特殊疑问句。

难点：运用目标语言对食物进行询问和点餐。

三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1. Warming-up1.Lead Ss to recall some words about food.T: Hello, everyone! Let’s begin our class. What do you usually eat for breakfast/lunch/dinner? What kind of food do you like best? What kind of Western food do you like best?Now let’s discuss your favorite food in your groups.2.Choose a few Ss to talk about their favorite food.T: OK. Now can you guess what we’ll learn today? Stand up and tell me your answers.【设计意图】帮助学生在脑海中构建起与食物相关的词汇体系，顺利引入今天的主题。

3.教师关注学生的个体差异，给予个性化的指导，帮助学生掌握适合自己的学习方法，形成自主学习的能力。
4.教师利用多媒体教学资源，创设生动、真实的语言环境，激发学生的学习兴趣，提高学生的学习效果。
（三）情感态度与价值观
1.学生在学习过程中，感受到英语学习的乐趣，培养积极的学习态度，增强自信心。
2.学生通过了解和谈论家庭成员的职业、爱好等，学会尊重和理解他人，培养良好的人际交往能力。
2.教师对学生的学习过程和成果进行全面、客观的评价，关注学生的个体差异，给予针对性的指导和建议。
3.创设良好的评价氛围，引导学生相互评价，学会欣赏他人的优点，提高学生的自信心和团队协作能力。
4.定期对学生的学习进步进行总结，为学生提供展示自我的机会，激发学生的学习动力，促进学生的持续发展。
四、教学内容与过程
3.设置具有挑战性的任务，鼓励学生通过合作、探究，解决问题，如：“Design a poster about your dream job and share it with your classmates.”
（三）小组合作
小组合作策略在本课时中的应用如下：
1.教师将学生分成若干小组，确保每个小组成员在能力、性格等方面具有一定的互补性，有利于小组成员之间的相互学习。
3.教师引导学生学习一般现在时态，并以2a-2d的对话为例，讲解如何用一般现在时态描述人物的职业、爱好等，让学生在实际语境中运用所学知识。
（三）学生小组讨论
1.教师将学生分成小组，要求每个小组成员用一般现在时态描述自己的家庭成员及其职业、爱好等，并进行小组内分享。
2.各小组挑选一名代表，向全班展示小组成果，其他小组成员进行评价，教师给予反馈和指导。
本案例通过故事导入、角色扮演等活动，创设了与学生生活紧密相关的真实语境。这样的设计不仅有助于激发学生的学习兴趣，还能让学生在实际语境中自然地运用所学知识，提高英语听说能力。