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人教版Unit 10 I’d like some noodles.Period 1Ⅰ.Teaching Aims and DemandsKnowledge ObjectsKey vocabulary. Target language.2. Ability ObjectTrain students’ listening and speaking skills.3. Moral ObjectNoodles are popular with people. They are traditional Chinese food.Ⅱ. Teaching Key PointsKey vocabulary, especially the names of food. Countable and uncountable nouns.Ⅲ. Teaching DifficultiesTrain students’ listening and speaking skills.Ⅳ. Teaching MethodsListening and speaking methods.Scene teaching methodsⅤ. Teaching AidsA tape recorder.Ⅵ. Teaching ProceduresStepⅠ. Warming-up and lead-inOral speech.→I like…I’d like some noodles.StepⅡ. New words learningStepⅢ. Presentation (1a)1. Write the letter after the name of the food.2. Have students match the words with the foods on theirown.3. Go over the answers.StepⅣ. Listening (1b)Listen and put a check before the noodles the man ordered.StepⅤ. Pairwork(1c)Ask students to practice similar conversations in pairs.Students take turns to be the customer and the noodles maker.StepⅥ. Summary and homeworkRemember the words and practice the target language.Period 2Ⅰ.Teaching Aims and Demands1. Knowledge ObjectsTarget languageAbility ObjectTrain students’ listening and speaking skills.Train students’ communicative competence.Moral ObjectNoodles are popular with people. They are traditional Chinese food.Ⅱ. Teaching Key PointsThe target language used for ask for and give personalinformation.Order food.Ⅲ. Teaching DifficultiesTrain students’ listening and speaking skills.Train students’ communicative competence.Ⅳ. Teaching MethodsListening and speaking methods. Scene teaching methodsⅤ. Teaching AidsA tape recorderⅥ. Teaching ProceduresStepⅠ. Warming-up and revisionOral speech and free talk.StepⅡ. Listening (2a 2b)1. You’re to listen and check the names of the foods you hear on the tape.2. Play the recording twice. Then check the answers.3. Play the same recording again. Listen carefully and fill in the blanks.StepⅢ. Pairwork (2c,2d)1. Work with a partner. One is a customer and the other is a waiter.2. Invite several pairs of students to act out their conversations in front of the class.3.Have some students role-play the conversations in pairs,then explain it to the class.StepⅣ. Grammar FocusGuide the students to make some sentences with I’d, He’d and They’d.StepⅤ. Conversation practice (3a ,3b)1. You are to match each question with an answer.2. Get students to do the task in pairs.3. Put students into pairs. One is working in a noodles house. The other is the customer. Get the pairs to start the activity.StepⅥ. Summary and homework1. Summary the target language we’ve learned in this class.2. Reread the conversation in 3a. try to recite it.3. Write down the conversation in 3c.Period 3Ⅰ. Teaching Aims and DemandsKnowledge ObjectsKey vocabulary. Target language.2. Ability ObjectTrain students’ listening and speaking skills.Train students’ communicative competence.3. Moral ObjectEveryone should choose foods which are good for his health.Ⅱ. Teaching Key PointsLearn how to ask for and give personal information and write down the information.Ⅲ. Teaching DifficultiesLearn how to ask for and give personal information and write down the information.Ⅳ. Teaching MethodsPracticing methods. Scene teaching methodsⅤ. Teaching AidsA tape recorderⅥ. Teaching ProceduresStepⅠ.Warming-up and lead-inOral speech. Describe one’s preferences.StepⅡ. New words learning.Porridge onion fish pancakeStepⅢ. 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 “×” next to the things you don’t like.StepⅣ. Listening (1c,1d)1. Listen carefully and circle in activity 1a the words that you hear on the tape.2. Play the same recording again. Write down the customer’s address, telephone number and what he orders.3.Check the answers.StepⅤ. Pairwork (2a)1. Put students into pairs. Ask questions about what they door eat on their birthdays.2. Invite more advanced students to demonstrate how to do the activity.StepⅥ.Summary and homeworkRemember the key words and target language.Period 4Ⅰ. Teaching Aims and DemandsKnowledge ObjectsLearn to read and write an ad for House of Dumplings.2. Ability ObjectTrain students’ reading and writing skills.Train students’ integrating skills.3. Moral ObjectKeep healthy.Ⅱ. Teaching Key PointsLearn how to order food.Learn to write an ad for House of Dumplings.Ⅲ. Teaching DifficultiesLearn how to order food.Learn to write an ad for House of Dumplings.Ⅳ. Teaching Methodsreading and writing methods. Practicing methodsⅤ. Teaching AidsA tape recorderⅥ. Teaching ProceduresStep I. Warming-up and revisionOral speech and dictation.Step II.Reading and answering(2b,2c)Do 2b:Ask students to read the article and complete the chart,then check the answers.Explain the key points to the class.Do 2c:Have students read the article again and answer the questions,then check the answers.Step III. Reading (3a)Fill in the blank lines, using words from the box.Get students to complete the paragraph on their own.Step IV. Writing (3b,3c)1. Write your own ad. Please use the ad in activity 3a as a model.2. Use 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. PairworkLet students work in pairs to order meal. Students practice both roles.Step VI. Summary and homeworkOrder food.Period 5Ⅰ. Teaching Aims and DemandsKnowledge ObjectsReview the names of foods and drinks, the target language used to order food, ask for and give personal information and design an ad.2. Ability ObjectTrain students’ communicative competence.3. Moral ObjectNoodles, a kind of fast food, helps save a lot of time. And it’s delicious and rich in nutrient, thank th e inventor.Ask your family members or classmates what they’d like to eat. In this way, you will understand each other better. Ⅱ. Teaching Key PointsReview all the key words and order food.Review to ask for and give personal information.Ⅲ. Teaching DifficultiesOrder food, design an ad for House of Dumplings.Ⅳ. Teaching MethodsPracticing methods.Ⅴ. Teaching AidsⅥ. Teaching ProceduresStepⅠ.Warming-upStepⅡ. Review the key vocabularyGive students several minutes to memorize the key vocabulary.Large, medium, noodles, beef, mutton, chicken, cabbage,potatoes, tomatoes, dumplings, soup, green tea, orange juice.StepⅢ. Self Checks1, 2 ,3Do Self Check1. Ask students to check all the words they know. Write five new words in their V ocab-builder.Do Self Check2. Ask students to complete the task,then have some students read the 3 conversations to the class in pairs.Do Self Check3. Ask students to write a conversation with the help of the clues in pairs,then have some pairs read their conversations to the class.StepⅣ. Review the target languageMake a conversation use the target language.What kind of noodles would you like? →I’d like beef noodles.What size bowl of noodles would you like?→I’d like a small/medium/large bowl of noodles.What’s your address? →My address is ….Get several pairs of students to act out their conversations. StepⅤ.Summary and homeworkSummary the language we’ve learned in this unit.Finish 3c as your homework.。
可编辑修改精选全文完整版“聚焦教与学转型难点”的高效课堂教学设计课题名称：Unit10 I’d like some noodles（第一课时）姓名工作单位年级学科七年级教材版本一、教学难点内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）本堂课主要学习日常生活中有关的食物名称的单词noodles, mutton, beef, cabbage, potato，tomato, chicken等，掌握large, medium, small等描述分量大小的单词；学会would like句型的特殊疑问句及其回答。
难点:灵活应用新句型模拟生活场景进行点菜等对话。
二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）英语新课程标准指出，基础教育阶段英语课程的总目标是培养学生的综合语言运用能力，而它又以学生语言知识、语言技能、学习策略、情感态度和文化意识五个方面的综合素养为基础。
根据总目标，结合本课教学内容及学生实际，我确定这节课的教学目标为：1、知识目标掌握新单词: noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes, large.学会由would like构成的两个疑问句及回答，并能够使用该语言进行交际对话2、能力目标学生英语听说能力能够提高学生在角色扮演、自编对话的过程中锻炼表演能力和语言组织能力3、情感目标“从做中学”，在活动中学生能体会到学习英语的乐趣，树立学习英语的信心；模拟生活场景，在交流中增长生活经验，促进人际交往。
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）七年级学生有一定的语言基础，在小学英语学习和七年级上册英语学习中掌握了一定量的单词和句型，如hamburger, salad, ice-cream, egg,etc.What’s your favorite food ?What would you like ?他们充满好奇，有较强的求知欲、模仿能力和表现欲望。
Unit10 I’ d like some noodles.课标要求：基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。
七年级学生达到的目标应该是：对英语学习表现出积极性和初步的自信心。
能听懂有关熟悉话题的语段和简短的故事。
能与教师或同学就熟悉的话题（如学校、家庭生活）交换信息。
能读懂小故事及其他文体的简单书面材料。
能参照范例或借助图片写出简单的句子。
能参与简单的角色扮演等活动。
能尝试使用适当的学习方法，克服学习中的困难。
能意识到语言交际中存在的文化差异。
单元内容分析：本单元以“食物”为话题，在这一单元里，学生们将学习用英语询问他人喜欢的食物以及谈论自己喜欢吃的食物。
本单元的内容贴近学生的日常生活，比较容易激发学生学习英语的兴趣。
在上学期学生已经学会了可数名词与不可数名词的用法，并掌握了一定的蔬菜和肉类的词汇，为本科的学习奠定了良好的基础。
在secti on A中主要运用what would you like？来学问他人喜欢的食物名称，并引出本单元的重要食物名称。
在此部分中，学生们将通过what kin d of noodles would you、he she like？等句型来进一步询问他人喜欢吃的食物类型和种类。
Section B 中学生将学习更多食物的名称。
此部分还通过两篇应用文复习了本单元的目标语言。
教学目标：1.知识目标：单词及短语：noodle, mutton, beef, cabbage, potato, special, would, would like, yet, large, order, size, bowl, tofu, meat, dumpling, porridge, onion, fish,pancake, world, answer, different, cake, candle, age, blow, if, will, candy,lucky, popular, idea, the UK, take one’s order/ have one’s order, aroundthe world, make a wish, blow out, cut up, bring good luck to, a bowl ofbeef soup, gongbao chicken, mapo tofu, in the mutton noodles, the numberof, the birthday person, come true, put a candy in a birthday cake, havecake on your birthday, a symbol of long life, be the same.句型：What kind of noodles would you/he/she like?I’d/He’d/She’d like … noodles.What size bowl of noodles would he like?He likes a large/ medium/small bowl, please.Would you like a large bowl? Yes, please.Is there any meat in the tomato and egg soup?No, there is no soup. / No, ther e isn’t any.May I take your order?The answer would be different in different places.语法： 1. Would like2. 可数名词和不可数名词的用法。
2014人教新目标英语七下unit 10《I ’d like some noodles 》period 2 教案一．教学内容学习单词juice dumpling porridge tea rice soup onion fish 等单词。
把握句型What kind of noodles would you like? I ’d like beef noodles. Wh at size bowl of noodles would you like? I ’d like large bowl of noodles. Can I help you?二．教学目的和要求要求学生把握有关食物的单词，学会表达What kind of noodles woul d you like? I ’d like beef noodles. What size bowl of noodles would you like? I ’d like large bowl of noodles. Can I help you? 借助图片，要求学生们把握大小碗的讲法。
把握可数不可数名称的用法，培养学生的归纳能力。
学会点餐和应答对话，强调礼貌用语。
三．教学重点和难点 单词经历和点餐对话。
四．教学过程 Step1 Revision:Revise the food words.Revise: What kind of noodles would you like? I ’d like … What size bowl of noodles would you like?I ’d like … Step 2: Practice . Practice2a/2b.Look at the picture .What ’re they doing in 3a?Read all the questions and all the answers yourselves.Now please match each question with an answer. Check the answers. Step3: Practice有关以往知识：__________________________________________________________________ ______________________ __________________________________________________________________ 个性化教学思路及改进建议：____________________________________________________________________________________________________________________________________ ______________________ ____________________________________________________________________________________________________________________________________ ______________________ ______________________ ______________________Read the conversation again in 3a.Now make your own conversation.Perform their own conversations for the class.Step 4: GameLook at the four different bowl of noodles on the table. Ask: What i ngredients are in it ?Divide the students into groups of four. Ask and answer.Find out the most popular noodles in each group and report.Step5:HomeworkReview the new words and sentence patternsMake a new conversation according to 3a and write down.瞬时灵感或困惑：_______________________ _______________________ __________________________________________ ______________________ _______________________ _______________________ ____________________。
人教新目标版英语七下Unit 10《I’d like some noodles》（Section A grammarfocus-3c）教学设计一. 教材分析人教新目标版英语七下Unit 10《I’d like some noodles》主要介绍了关于餐厅点餐的交际用语。
本节课的主要内容是让学生掌握情态动词can的用法，能够用情态动词can询问对方能否做某事，以及用情态动词can回答对方的问题。
同时，学生还需要掌握关于 noodles, rice, chicken, beef等食物的表达方式。
本节课的教学重点是让学生能够正确使用情态动词can进行交际，教学难点是让学生能够熟练运用情态动词can进行询问和回答。
二. 学情分析七年级的学生已经掌握了情态动词can的基本用法，能够用情态动词can表达自己的能力。
但是，学生在实际交际中，还不能熟练运用情态动词can进行询问和回答。
因此，在教学过程中，需要通过各种教学活动，让学生在实际交际中运用情态动词can，从而提高学生的交际能力。
三. 教学目标1.知识目标：学生能够掌握情态动词can的用法，能够用情态动词can询问对方能否做某事，以及用情态动词can回答对方的问题。
学生还能够掌握关于 noodles, rice, chicken, beef等食物的表达方式。
2.能力目标：学生能够在实际交际中，熟练运用情态动词can进行询问和回答。
3.情感目标：通过本节课的学习，学生能够增强对英语学习的兴趣，提高自信心。
四. 教学重难点1.重点：学生能够正确使用情态动词can进行交际。
2.难点：学生能够熟练运用情态动词can进行询问和回答。
五. 教学方法本节课采用任务型教学法，通过各种任务活动，让学生在实际交际中运用情态动词can，从而提高学生的交际能力。
同时，采用合作学习法，让学生在小组合作中完成任务，培养学生的团队协作能力。
六. 教学准备1.教师准备：教师需要准备教学PPT，包括情态动词can的用法介绍，以及关于 noodles, rice, chicken, beef等食物的图片。
人教新目标版2013—2014年度下学期七年级英语教案主备人：备课时间：2014年月日成员：Unit 10 I’d like some noodles.Period 1(Section A 1a—1c)Ⅰ.Teaching Aims and DemandsKnowledge Objects: Key vocabulary. Target language.2. Ability ObjectTrain students’ listening and speaking skills.3. Moral ObjectNoodles are popular with people. They are traditional Chinese food.Ⅱ. Teaching Key PointsKey vocabulary, especially the names of food.Countable and uncountable nouns.Ⅲ. Teaching DifficultiesTra in students’ listening and speaking skills.Ⅳ. Teaching MethodsListening and speaking methods. Scene teaching methodsⅤ. Teaching AidsA tape recorder.Ⅵ. Teaching ProceduresStep One：GreetingsStep Two：Warm-upLet’s do some sports.(do as the teacher’s order)Step Three: Lead inT: After doing these sports , I’m tired. I’m hungry. Are you tired? Are you hungry?Ss: Yes.T:So, what would you like to eat?T: Let’s go to the restaurant to have a big meal．There are some specials there. You can choose whatev er you like”.Step Four：Section A - 1a1、show some pictures of these words and match the words with the pictures，finish section A 1a. Cabbage chicken mutton beef potatoes tomatoes carrot noodlespractice the drills “What would you like? I’d like---.”Step Five：SectionA-1b1.T: If you have lots of money, what would you like?Ss：“I’d like---.”T：“A car ? A computer ?……？”T：“If I have lots of money，I’d like to open a big noodle house．Look，this is a noodle house. A big nice noodle house! There are some great specials.Special1 is beef and tomato noodles.Special2 is cabbage and chicken noodles。
Unit10 I’d like some noodles.Section A 知识讲解一、would like “想要”(表委婉的语气)，相当于want。
would like an apple (=want an apple)would like to play soccer (=want to play soccer)1. would 情态动词, 没有人称和数的变化, 可与人称代词缩写为’d,与其它情态动词一样可帮助完成疑问句和否定句。
如:I’d like some beef.她想去打乒乓球。
She would like to play ping-pang.2、Would like 句型总结1) would like + n. = want + n.e.g.--What would you like?--I’d like some drinks.=What do you want ?I want some drinks.2) would like to do = want to doeg: --What would you like to do today?-- Ｉwould like to play basketball.=What do you want to do today?Ｉwant to play basketball.3)would like sb.to do sth.=want sb.to do sth.--Ｉwould like you to go with me.= Ｉwant you to go with me.她想要羊肉和卷心菜面条。
She’d like mutton and cabbage noodles.3. Would you like sth? 是提建议的一种句型，如需用一些, 用some而不用any。
肯定回答是: Yes, please. /All right. / Yes. / OK.其否定回答是: No, thanks.--Would you like some bananas?-- Yes, please. / No, thanks.4. 一般疑问句: 情态动词would 提前: Would sb. like sth. / to do sth.?eg: She would like to go shopping.Would she like to go shopping?5. 否定句: would 后+not would not like n.would not like to doeg: I would not like the red tea.They would not like to swim this afternoon.二、May I take your order?/Can I help you?1) 服务用语,不同的服务场合翻译成不同的意思。
