Unit4EatWell公開課一等獎創(chuàng)新教學設(shè)計（5份打包）-人教版英語七年級下冊第三課時GrammarFocus(3a～3d)

教學內(nèi)容

1．Talkaboutcountableanduncountablenouns.

2．Talkaboutthefoodstudentsliketoeatandreasons.

3．Knowthegrammar：alternativequestions.

教學目標

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：customer，serve，waitress，gowith，instead，pear，toomuch，sugarKeysentences：①—Whichwouldyoulikewithyourmeal，riceornoodles？—Noodles，please！②—Wouldyoulikejuiceorcoffee？—No，thanks.I'dlikeacupoftea.③—Whatdoyouusuallyhaveforbreakfast？—Iusuallyhavesomebreadandmilk.SometimesIhaveeggsandbeans.

LearningAbilities●Learntoaccuratelyunderstandthegrammaticalfunctionsandusagerulesofalternativequestions.●Learntoaccuratelydistinguishbetweencountablenounsanduncountablenouns.●Learntousethelearnedvocabularyandsentencepatternstoorderlyexpoundthereasonsforlikingacertainfood.

ThinkingQualities●Beabletoflexiblyapplycountablenounsanduncountablenounsandtheirrelatedgrammarrulesaccordingtothespecificcontextandexpressionrequirements.●Beabletoanalyzethemultiplefactorsthatoneselforotherslikeacertainfood.

CulturalAwareness●Understandthatdifferentcultureshavedifferentcharacteristicfoodsandrelateddietarycultures.●Understandthatcountableanduncountablepropertiesofcertainnounsareunderstoodanddefineddifferentlyindifferentcultures.

重難點

重點：

1．Studentsareabletoclearlyandaccuratelyclassifyalargenumberoflearnednounsascountableoruncountable.

2．Studentsareabletoaccuratelyunderstandthebasicgrammarrulesandanswerpatternsofalternativequestions.

難點：

1．Studentsareabletomastersomenounsthathavebothcountableanduncountableusages，andtheirmeaningsaredifferent，whichisdifficulttograsp.

2．Studentsareabletocorrectlymasterusagesofsomealternativequestions.

教學過程

Step1Review&Lead－in

Askstudentstoseeandsaythepicturesoffoodandsharetheirfavouritefood.

T：Whatisthis

Ss：…

T：Whatfooddoyoulike？Nowlet'stalkaboutfoodanddrinkstogether.

【設(shè)計意圖】老師通過讓學生認讀食物及介紹自己最喜歡的食物導(dǎo)入新課，既能讓學生復(fù)習已學的知識，同時也為接下來的學習作鋪墊。

Step2Grammar(3a)

Workon3a

1．Askstudentstoreadthesentencesinthegrammarboxbythemselvesandcirclethenounsforfoodanddrink.

2．Askstudentstodividethecountableanduncountablenouns.

【設(shè)計意圖】通過觀察總結(jié)，學生能夠辨別可數(shù)名詞和不可數(shù)名詞。

Step3Grammar(3b～3c)

Workon3b

1．Askstudentstocompletethejokeswiththecorrectformsofthenounsinbrackets.

2．Askstudentstosharetheiranswersinclassandtheteacherhelpstocorrecttheirmistakesifnecessary.

(Studentsmustreadthecompletesentences.)

Workon3c

1．Askstudentstocompletethepassagewiththecorrectformsofthenounsinbrackets.

T：Hereisanotherexerciseforyou.Let'slookat3c.Completethepassagewiththecorrectformsofthenounsinbrackets.

2．Askstudentstosharetheiranswersinclassandtheteacherhelpstocorrecttheirmistakesifnecessary.

【設(shè)計意圖】通過做練習，學生能夠?qū)δ繕苏Z法進行充分的理解和掌握。

Step4Speaking(3d)

Workon3d

Askstudentstoworkingroupsandpracticeofferingfoodanddrinktoeachother.

T：Imaginethatyourfriendsareatyourhome.Whatwouldtheyliketohave？Makeaconversationingroupsandofferfoodanddrinktothem.Youcanusethekeypointsontheblackboard.Youhavethreeminutes.Go!

【設(shè)計意圖】通過組內(nèi)成員編對話，學生能夠?qū)δ繕苏Z言進行口頭訓(xùn)練，培養(yǎng)并提升他們的語言交際能力。

Step5Summary

Askstudentstomakeasummaryofthesentencepatternsrelatedtoorderingfood.

【設(shè)計意圖】通過總結(jié)所學的知識點，學生能夠明確本節(jié)課所學的重難點知識。

Step6Homework

1．Dotheexercisesinstudents'workbooks.

2．Extended：Introduceyourfavouritefood.

板書設(shè)計

Unit4EatWell第三課時GrammarFocus(3a～3d)Countablenouns：bean，chip，cookie，dumpling，egg，noodle，strawberry，vegetableUncountablenouns：beef，bread，meat，mutton，pork，rice，sugar，tofu，milkCountable&Uncountablenouns：cake，sweet，tea，drink，fish，food，fruit，salad，cabbage，chickenKeysentences：①—WouldyoulikeAorB？—No，thanks.I'dlikeC.②—Whichwouldyoulikewithyourmeal，AorB？—B，please!③—Whatdoyouusuallyhaveforbreakfast？—Iusuallyhave…④Wouldyoulikethebillnow⑤Doyouservefish？

教學反思第五課時SectionB(2a～3d)

教學內(nèi)容

1．TalkaboutLisa'seatinghabits.

2．Talkabouthowtoimproveeatinghabits.

3．Makeamenuandrole－playorderingfoodatarestaurant.

教學目標

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：goodeatinghabits，ontime，allkindsofvegetables，softdrinks，drinkmorewater，colddishes，hotdishes，soup，desserts，menuKeysentences：①It'sbettertodrinkbeforeIgetthirsty.②—Wouldyoulikesomethingtodrink/eat？—Yes，please.③—Whatdrinksdoyouhave？—Wehaveteaandfourkindsofjuice.

LearningAbilities●LearntoaccuratelydescribewhattheyhavelearnedaboutLisa'seatingsituationusingappropriatevocabularyandsentencestructures.●Learntoapplytheexistingknowledgeabouthealthyeatingtoputforwardsuggestionsforimprovingeatinghabits.●Learntounderstandtheprocessoforderingfoodinarestaurant，thedifferentroleresponsibilitiesofcustomersandwaiters.

ThinkingQualities●BeabletoanalyzewhetherLisa'sdietstructureisreasonable.●Beabletothinkcriticallyabouttheexistingeatinghabits，andthenputforwardtargetedimprovementmeasuresbasedontheseproblems.●Beabletoconsidertherationalityofdishcombinations，suchasthecombinationofmeatandvegetables，thecombinationofflavors.

CulturalAwareness●Understandthatdifferentculturesmayhavedifferentstandardsandconceptsregardinghealthyeating.●Understandthatthedishcharacteristicsandorderingcultureofrestaurantsindifferentculturalbackgroundscanenhanceculturalawareness.

重點：

1．Studentsareabletoproposeimprovementmethodsonpooreatinghabitsinacertainlogicalorder.

2．StudentsareabletoclearlyandaccuratelydescribethecharacteristicsofLisa'seatinghabitsusingappropriatewordsandsentences.

3．Studentsareabletorole－playorderingfoodatarestaurantwithaccuratevocabularyandexpressions.

難點：

1．Studentsareabletousetargetedandaccuratelanguagestogiveadviceonhowtoimproveeatinghabits.

2．Studentsareabletouseaccuratevocabularyandexpressionstoclearlyexpresstheirpreferencesandneeds.

教學過程

Step1Review

1．Askstudentstodotheexercisesofthisunit.

2．TheteachercheckstheanswersandshowsthefalliblewordsorsentencepatternsonthePPT.

(Theexercisesmustincludethekeyanddifficultpointsandfalliblepoints.)

【設(shè)計意圖】通過練習的形式，學生能夠?qū)λ鶎W知識進行復(fù)習，對易錯知識進行總結(jié)并強化對易錯知識的理解。

Step2Presentation(2a～2c)

Workon2a

AskstudentstoreadLisa'spostandfindouthereatinghabits.

T：Lookatthepicture.ThisgirlisLisa.Lisawritesabouthereatinghabits.HowmanyeatinghabitsdoesLisawriteabout？Whatarethey？Readthepostandfindouttheanswers.

Workon2b

Askstudentstotalkabouttheireatinghabits.

T：WeknowaboutLisa'seatinghabits.Nowlet'stalkaboutourowneatinghabits.Whatgoodhabitsdoyouhave？Whatbadhabitsdoyouhave？Whatcanyoudotoimproveyoureatinghabits？Herearethreequestionsin2b.Thesequestionscanhelpyou.

Workon2c

Askstudentstousetheinformationfrom2btowritesomethingabouttheireatinghabits.

【設(shè)計意圖】通過分享自己的飲食習慣，學生能夠?qū)δ繕苏Z言進行充分的練習并鞏固所學知識，為寫作作鋪墊。

Step3Guidanceonwritingmethods

【典型例題】健康的飲食習慣對我們的健康非常重要，它能夠幫助人們預(yù)防很多疾病。請你根據(jù)以下提示，以“Eathealthily"為題，用英語寫一篇短文，向大家介紹如何養(yǎng)成健康的飲食習慣。

要求：

(1)包括提示中所有的寫作要點；

(2)條理清楚，行文連貫，可適當發(fā)揮；

(3)稿件中不能出現(xiàn)真實的人名和地名等信息；

(4)詞數(shù)：70左右。題目和開頭已給出，不計入總詞數(shù)。

◆◆思路點撥

◆◆范文欣賞

Eat__healthily

Healthy__eating__habits__are__important__to__us.So__how__can__we__develop__good__eating__habits

Firstofall，weneedtoknowwhatfoodishealthyandwhatfoodisnot.Usuallyfruitandvegetablesarehealthyandthefoodwithtoomuchsugarandfatisnothealthy.Thenwemusteatlesssweetfoodandlesssalt.Theymaymakeusputonweight.Keepingabalancedmealisnecessary.Weshouldeatnotonlyvegetablesbutalsomeat.Also，wemusthavebreakfasteveryday.Lastbutnotleast，wemusthaveourmealsontime.

Ibelievehealthyeatingisimportantforahealthybodyandmind.

【設(shè)計意圖】通過一篇典型例題的講解，用思維導(dǎo)圖的形式呈現(xiàn)，學生能夠了解如何謀篇布局來完成一篇寫作。

Step4Writing&Speaking(3a～3d)

Workon3a

Askstudentstoworkingroups，createarestaurantmenuaccordingtodifferentfoodtypes，andthentakenotes.

T：ZaZaBazaarinEnglandoffersmanydishesfromdifferentcountries.Nowimaginewegototherestaurant.Whatdishesdoyouwanttoorder？Nowworkingroupsandtalkaboutthedishesthatyouwanttochoose.ThedishesyouwantcanbefromChinaoranyothercountryliketheUnitedStatesandsoon.

Workon3b

Askstudentstomakeamenuandaddpricesorotherinformation.

T：Howmuchiseachdish？Whatingredientsareinthedishes？Whichcountryiseachdishfrom？Youcanalsoaddmoreinformationintothemenu.Nowmakeyourownmenuaccordingto3b.Herewego.

Workon3c

Askstudentstoswaptheirmenuswithanothergroup.Thenusethequestionsin3ctochecktheirmenusandmakerevisions.

T：Nowlet'senjoyyourmenus.Whatdoyouthinkofyourmenus？Thefourquestionsin3cwillhelpyoutocheckhowgoodyourmenusare.NowswapyourmenusbetweenGroup1and2，Group3and4，andGroup5and6.Let'sseewhichgroupdidagoodjob.

Workon3d

1．Askstudentstoworkwithapartnerfromadifferentgroup.Role－playorderingfoodatarestaurant.

T：Imaginewe'reatBazaarRestaurant.Workinpairsandrole－playhowtoorderfoodinthisrestaurant.First，youchooseyourpartnerfromanothergroup.Oneofyouwillbethecustomerandtheotherwillbethewaiterorwaitress.Createaconversationtoorderfood.Here'sanexamplein3d.Youcanalsousetheexpressionsorsentencepatternsinourbooks.

2．Pickthreeorfourpairstosharetheirconversationsinclass.

【設(shè)計意圖】通過組內(nèi)成員角色扮演進行點餐，學生能夠充分掌握本單元的目標語言。

Step5Summary

Askstudentstosummarizethekeysentencepatternsoforderingfood.

【設(shè)計意圖】通過總結(jié)所學的知識點，學生能夠明確本節(jié)課所學的重難點知識。

Step6Homework

1．Writeawritingtosharedifferentwaystoimproveeatinghabits.

2．Dotheexercisesinstudents'workbooks.

板書設(shè)計

Unit4EatWell第五課時SectionB(2a～3d)Menu

Colddishes：Staples：Hotdishes：Drinks：Soups：Desserts：

教學反思第四課時SectionB(1a～1d)

教學內(nèi)容

1．Talkaboutpeople'sgoodandpooreatinghabits.

2．Talkabouttheresultsofpooreatinghabitsandreasons.

3．Adviceonimprovingeatinghabits.

教學目標

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：salt，fat，improveyoureatinghabits，ahealthybodyandmind，forexample，fastfood，putonweight，makehealthybalancedmeals，afterall，too…to…Keysentences：①Eatingfastfoodlikepizzaandhamburgerstoooftenmaycauseheartproblemslater.②Theyaretoobusytoeatanything.③Itiseasytofeelsleepyandfindithardtofocusonourworkorstudiesifwedon'teatbreakfast.④Whydon'tyou…？⑤Afterall，anappleadaykeepsthedoctoraway.⑥Healthyeatingmeanseatinghealthyfoodandhavinggoodeatinghabits.

LearningAbilities●Learntomasterarichvocabularyrelatedtodiet，includingthenamesofvariousfoods，adjectivesdescribingeatinghabits.●Learntouseavarietyofsentencepatternstoelaborateoneatinghabits.●Learntouseappropriatesentencestructurestoexpressadvice.

ThinkingQualities●Beabletoobservetheeatingbehavioursofpeoplearoundandanalyzewhichonesbelongtogoodeatinghabitsandwhichonesarebad.●Beabletoanalyzethecausalconnectionsbetweenpooreatinghabitsandvarioushealthproblems.Understandwhyacertainbadhabitwillleadtoaspecificresult.●Beabletothinkandproposeeffectivesolutionstotheproblemofpooreatinghabits.

CulturalAwareness●Understanddifferencesinpeople'seatinghabitsunderdifferentculturalbackgrounds.●Understandthattheculturalbackgroundhelpstomaketheadvicemoreinlinewiththeactualsituationandmoreeasilyaccepted.

重難點

重點：

1．Studentsareabletouserichandaccuratevocabularyandappropriatesentencestructurestoclearlyelaborateonvariousgoodandpooreatinghabits.

2．Studentsareabletoclearlyandaccuratelyexplainthecausalconnectionsbetweenpooreatinghabitsandvarioushealthproblemsorotheradverseconsequences.

3．Studentsareabletogivetargetedadviceondifferentpooreatinghabits.

難點：

1．Studentsareabletotalkabouttheirgoodandbadhabitsandtheconsequenceswiththekeysentencepatterns.

2．Studentsareabletogiveproperadvicewithtargetedlanguages.

教學過程

Step1Lead－in

1．Showstudentsavideoofaperson'seatinghabitsandaskthemtotalkabouthiseatinghabitsinthevideo.

T：TheseareTom'seatinghabits.Whateatinghabitsdoeshehave？Nowlet'swatchthevideoandfindouttheanswers.

2．Askstudentstosharetheireatinghabits.

【設(shè)計意圖】通過視頻展示一個人的飲食習慣，充分調(diào)動學生的積極性；通過讓學生談?wù)撘曨l內(nèi)容，學生能夠?qū)λ鶎W知識進行復(fù)習鞏固，同時引入主題。

Workon1a

1．Askstudentstolistwhattheywanttoeattomorrowanddiscussiftheirchoicesarehealthy.

2．Askstudentstosharetheirdiscussion.

T：Whatareyougoingtoeattomorrow

Ss：…

T：Whichfoodyoueatarehealthy？Whichfoodyoueatareunhealthy？Nowdiscusswithyourpartners.

Step2Reading(1b～1c)

Workon1b

1．Askstudentstoreadthearticlefromaclinic'snewsletterandfindoutthenumbersofthepooreatinghabits.

T：ThisisawebpagefromJoyClinic'sNewsletter.Howmanypooreatinghabitsarementioned？Readthearticleandfindouttheanswer.

2．Askstudentstosharetheiranswersinclassandtheteacherhelpstocorrecttheirmistakesifnecessary.

Workon1c

1．Askstudentstoreadthearticleagainandcompletethetablewiththeinformationfromthearticle.

T：Whatpooreatinghabitsarementionedinthearticle？Whataretheresultsofthesebadhabits？Whatarethereasonsfortheseresults？Arethereanysuggestionsinthearticle

2．Askstudentstosharetheanswersandtheteacherhelpstocorrecttheirmistakesifnecessary.

(Studentsmustsharewithcompletesentences.TheteachershowsthekeysentencepatternsonthePPT.)

3．Askstudentstoretellthearticleaccordingtothetable.

【設(shè)計意圖】通過完成閱讀任務(wù)，學生能夠?qū)ξ谋居谐浞值睦斫獠⑻岣咦ト￡P(guān)鍵信息的能力。

Step3Speaking(1d)

Workon1d

1．Askstudentstoreadthearticleagainanddiscussthequestionsin1d.

2．Dividethestudentsintosomegroupsandletthemsharethediscussingresults.

【設(shè)計意圖】通過討論相關(guān)話題，學生能夠?qū)ξ谋緝?nèi)容進行更深層次的理解。

Step4Summary

1．AskstudentstofindthecorrespondingEnglishphrasesinthetextaccordingtotheChinesemeaningsonthePPT.

2．Askstudentstosharetheanswersandtheteacherhelpstocorrecttheirmistakesifnecessary.

【設(shè)計意圖】通過查找短語總結(jié)本單元所學的目標語言，學生能夠明確本節(jié)課的重難點知識。

Step5Homework

1．Findoutthreemorewaystoimproveyoureatinghabits.

2．Finishtheexercisesinstudents'workbooks.

3．Extended：Introduceyourfamily'seatinghabits.

板書設(shè)計

Unit4EatWell第四課時SectionB(1a～1d)

PooreatinghabitResultReasonfortheresultIdea/Advicehavefastfoodtoooftenfeelsleepy；hardtofocusneedfoodforenergyhavefruitforsnacks

教學反思第一課時SectionA(1a～1d)&Pronunciation

教學內(nèi)容

1．Talkaboutdifferentfoodstudentslike.

2．Talkaboutwhatstudentsliketohaveforbreakfast/lunch/dinner.

3．Talkaboutthepronunciationoftheletter“o”andthecombinations“oa，oo，ou，ow."

4．Talkabouttheintonationofthesentences.

教學目標

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：beefandcarrotdumplings，watermelonjuice，muttonandoniondumplings，noodleswithbeefandcabbage，coffee，chicken，bread，milk，cookie，beef，fishandchips，eggsandbeans，icecream，pizza，salad，yogurt，sandwichesKeysentences：①Janewouldliketohave…②—Whatdoyouusuallyhaveforbreakfast/lunch/dinner？—Iusuallyhave…for…

LearningAbilities●Learntomasterarichvocabularyrelatedtodietandfood，includingEnglishexpressionsofdifferenttypesoffoods.●Learntodescribewhatstudentsliketoeatatthesedifferentmeals.●Learntosummarizethepronunciationandintonation，findoutthegeneralrules，andformasystematicunderstandingoftheirpronunciationandintonationcharacteristics.

ThinkingQualities●Beabletocategorizethefoodsaccordingtothetypes.●Beabletohaveaclearerunderstandingofthecharacteristicsofvariouseatinghabitsbycomparingthedifferencesinthefoodtheyeatamongdifferentpeople.●Beabletoanalyzethepronunciationrulesoflettersandcombinationsindifferentwordsandsummarizethegeneralpronunciationrulesandspecialcases.

CulturalAwareness●Understanddifferentcharacteristicfoodsandpreferencesforfoodsofdifferentcountriesandregions.●Understandtheinheritanceandchangeoffoodculturaltraditions.●Recognizethatallkindsofdietarycultureshavetheirownrationalityofexistenceanduniquevalues.

重難點

重點：

1．Studentsareabletoexpressthefoodtheylikewiththewordsandphrases：beefandcarrotdumplings，watermelonjuice，muttonandoniondumplings，noodleswithbeefandcabbage，coffee，chicken，bread，milk，cookie，beef，fishandchips，eggsandbeans，icecream，pizza，salad，yogurt，sandwiches

2．Studentsareabletoaskandanswerwhatfoodtheyhaveformealswiththesentencepatterns：①…wouldliketohave…②—Whatdoyouusuallyhaveforbreakfast/lunch/dinner？—Iusuallyhave…for…

3．Studentsareabletosummarizethepronunciationrulesoftheletter“o”andthecombinations“oa"“oo”“ou"and“ow”andcorrectlyreadnewwordsbyapplyingtheserules.

難點：

1．Studentsareabletoaccuratelydescribetheirfavouritefoodwithrelatedlanguages.

2．Studentsareabletousecorrectsentencepatternstotalkabouttheirmeals.

3．Studentsareabletocorrectlyreadnewwordsbyapplyingtheserulesofthecombinations“oa"“oo”“ou"and“ow”．

教學過程

Step1Lead－in

1．Showpicturesofdifferentfoodandaskstudentstheirfoodpreference.

T：Whatisthis

S1：It'sawatermelon.

T：Doyoulike…？

S2：…

2．LeadstudentstoreadthenewwordsonthePPT.

(Shownewwordsrelatedtofoodontheblackboard：watermelon，cabbage，mutton，cookie，onion，dumpling)

Workon1a

1．Askstudentstolookatthepicturesin1aandwritethefoodsintheboxunderthepictures.

2．Askstudentstoreadthewordsandtheteacherhelpstocorrecttheirpronunciationsifnecessary.

3．Askstudentstotalkaboutthefoodtheylike.

T：Whichfooddoyoulike？Whydoyoulikeit

Ss：…

【設(shè)計意圖】老師通過圖片導(dǎo)入新課，讓學生對食物有關(guān)的單詞有了更加直觀的認識，幫助學生更快地記住新單詞。

Step2Listening&Speaking(1b～1d)

Workon1b

1．Askstudentstolistentothefirstconversationin1bandtickwhatLiMengandJanewouldlikeforlunch.

T：Lunchtimeiscoming.LiMengandJanearetalkingabouttheirfavouritefoodforlunch.WhatfoodanddrinkwouldLiMengandJaneliketohave？Now，let'slistentotheconversationandfindouttheanswers.

2．Askstudentstosharethefoodanddrinktheywouldliketohaveforlunch.

Workon1c

1．AskstudentstolistentothesecondconversationandfindoutwhatJanehasforbreakfast，lunchanddinner.

T：JaneisagirlfromEngland.WhatdoesJaneliketohaveforbreakfast？Whataboutlunchanddinner？Nowlet'slistentothesecondconversationandfindoutJane'sbreakfast，lunchanddinner.WriteBforbreakfast，LforlunchandDfordinnernexttothefoodyouhear.

2．Askstudentstosharetheiranswersandtheteacherhelpstocorrecttheirmistakesifnecessary.

3．Askstudentstomakeasummaryaboutthewordsandsentencepatternsaboutthefoodforbreakfast，lunchanddinneraccordingtothelisteningscriptsof1c.

(Theteacherwritesthekeywordsandphrasesontheblackboard：breadandmilk，eggsandbeans，beef，chicken，fishandchips，sandwiches，juice，yogurt，pizza，salad，icecream，coffee)

Workon1d

1．Askstudentstomakeaconversationwiththeirdeskmatestotalkaboutthebreakfast，lunchanddinnertheyhave.

T：Whatdoyouhaveforbreakfast，lunchordinner？Makeaconversationinpairs.Thesentencepatternsin1dmayhelpyou.

2．Choosethreeorfourpairsofstudentstosharetheirconversations.

【設(shè)計意圖】通過聽錄音查找食物以及兩人問答的形式，學生能夠在對話中熟練運用目標句型。

Step3Pronunciation&Speaking(1～2)

1．Showstudentsthephoneticsymbolsoftheletter“o"andthecombinations“oa，oo，ou，ow.”

2．Askstudentstoreadthemingroupsandfindouthowthesecombinationspronounce.

(Theteachershowsthephoneticsymbolsonebyone.)

T：Lookatthesewords.Howdoes“o"pronounceinthesewords

Ss：//

T：Howdoes“oa”pronounceinthesewords

Ss：…

Workon1

1．Askstudentstolistentotherecordingandrepeataftertherecording.

2．Askstudentstoaddonemorewordtoeachgroup.

T：Doyouknowotherwordswith“o，oa，oo，ou，ow”thathavethesepronunciations？Pleaselistoneineachgroup.

Ss：…

Workon2

1．Askstudentstolistentotherecordingandpayattentiontotheintonationofeachsentence.

2．Askstudentstoreadaftertherecording.

【設(shè)計意圖】通過跟讀音標及句子，學生能夠通過感官理解和掌握音標和語調(diào)知識。

Step4Summary

1．Askstudentstomakeasummaryaboutwhattheyhavelearnedtoday.

2．Askstudentstodotheexercisesaboutwhattheyhavelearnedtoday.

【設(shè)計意圖】通過練習和總結(jié)，學生能夠明確本節(jié)課的重難點知識。

Step5Homework

1．Finishthetaskpaper.

2．Extended：Askyourparentsabouttheirfavouritefood.

板書設(shè)計

Unit4EatWell第一課時SectionA(1a～1d)&PronunciationKeywordsandphrases：beefandcarrotdumplings，watermelonjuice，muttonandoniondumplings，noodleswithbeefandcabbage，coffee，chicken，breadandmilk，cookie，beef，fishandchips，eggsandbeans，icecream，pizza，salad，yogurt，sandwichesKeysentences：①…wouldliketohave…②—Whatdoyouusuallyhaveforbreakfast/lunch/dinner—Iusuallyhave…for…

教學反思第二課時SectionA(2a～2e)

教學內(nèi)容

1．TalkabouthowTomchoosesmealsforthefamily.

2．Talkabouthowtoorderfoodinarestaurant.

3．Knowthegrammar：alternativequestions.

教學目標

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：Beijingroastduck，hotpot，strawberrycake，food，cabbage，juice，tea，Dongpopork，Gongbaochicken，beefnoodles，drink，fishsoup，salad，yogurtKeysentences：①—Whatwouldyouliketoeat？—Gongbaochicken.②—Wouldyoulikeahottofudishoracoldone？—Ahottofudish，please.③Whichsoupwouldyoulike，chickenorfish？—Fish，please！

LearningAbilities●Learntograspkeywords，phrasesandsentencesrelatedtofoodanddiet.●Learntousesentencepatternswithpolitelanguagetocommunicatewiththewaiter.

ThinkingQualities●BeabletoanalyzethefactorsthatTommayconsiderwhenchoosingmealsforthefamily.●Beabletointegratevariousinformationsuchasone'stastepreferences，appetiteduringtheprocessoforderingfood.

CulturalAwareness●Understandthattherearedifferencesinthechoiceoffamilymealsunderdifferentculturalbackgrounds.●Awarethatrestaurantserviceculturesvaryfromcountrytocountryandregiontoregion.

重點：

1．StudentsareabletointroduceTom'schoicesforthefamilyinarestaurant.

2．Studentsareabletoaccuratelyusevocabularyrelatedtofoodanddietandappropriatesentencestructurestodescribetheselectionprocess.

3．Studentsareabletounderstandthebasicstructureofalternativequestions.

難點：

1．Studentsareabletobefamiliarwiththewholeprocessoforderingfood，includingaskingforthemenu，inquiringaboutdishinformation.

2．Studentsareabletoaccuratelyidentifyandcorrectlyusealternativequestionstoorderfood.

教學過程

Step1Lead－in(Memorytest)

Theteachershowsamenuofarestaurantandasksstudentstosaythenamesofthefoodsonthemenu.

T：Lookatthepicturehere.ThisisamenufromZhenbutongRestaurant.Whatfoodcanyouseeonthemenu

Ss：…

【設(shè)計意圖】老師通過借助生活中常見的菜單來引導(dǎo)學生記憶單詞，并有效地引入新課。

Step2Listening&Speaking(2a～2c)

Workon2a

1．Askstudentstolistentotheconversationandcirclethecolouredwordstheyhear.

T：Tom'sfamilyareatarestaurant.Heistalkingtoawaiter.Nowlet'slistentotheconversationandcirclethecolouredwordsyouhear.

2．Askstudentstosharetheanswersandtheteacherhelpstocorrecttheirmistakesifnecessary.

Work