七年級上冊Unit2Lesson3《Foodwordsareinteresting》教學設計盛雅楠TeachingaimsKnowledgeobjectives：like...?like...?like...?eggplant,mushroom,tofu,potato,tomato,egg,milk,chicken,fish等。理解并區(qū)分可數(shù)名詞與不可數(shù)名詞的用法，掌握可數(shù)名詞單數(shù)變復數(shù)的基本規(guī)則（如一般加s、以o/es結尾的特殊變化等）。掌握“wouldlike”句型的含義及用法，能運用“Whatwouldyoulike...?”“Iwouldlike...?”“Wouldyoulike...?”進行詢問與回應。辨析“maybe”與“maybe”的用法差異。Abilityobjectives：能準確運用食物詞匯描述火鍋食材，用“wouldlike”句型完成關于“火鍋食材選擇”的對話交流。能讀懂LiMing與Jack在超市的對話，完成信息提取與填空任務。能通過小組合作進行角色扮演，運用所學詞匯和句型解決“采購火鍋食材”的真實場景問題。Affectiveobjectives：感受英語食物詞匯的趣味性，激發(fā)英語詞匯學習興趣。了解火鍋、豆腐等中餐元素的英語表達及文化背景，增強中餐文化認同感與傳播意識。ImportantandDifficultpointsImportantpoints：核心食物詞匯的認讀、拼寫與運用?？蓴?shù)名詞與不可數(shù)名詞的辨析及可數(shù)名詞單復數(shù)變化規(guī)則。“wouldlike”句型在交際場景中的靈活運用。Difficultpoints：名詞（如cabbage、chicken、fish）的可數(shù)/不可數(shù)用法區(qū)分。以“o”“f/fe”結尾的可數(shù)名詞復數(shù)變化特殊規(guī)則（如tomatotomatoes、knifeknives）?！癿aybe”與“maybe”的用法辨析及語境運用。Preparation多媒體課件（PPT）：包含美食導入圖片、視頻、詞匯圖片、對話文本、練習任務、單復數(shù)規(guī)則表格等。TeachingproceduresLeadin：美食激趣，引出主題（5分鐘）視覺沖擊：美食圖片導入播美食圖片（沸騰的火鍋全景、色彩豐富的食材拼盤：卷心菜、茄子、蘑菇、豆腐、土豆等，搭配牛奶、果汁等飲品），提問引導：“Lookatthesepictures!Whatdeliciousfoodisit?（這是哪種美味的食物？）”“Doyoulikehotpot?Whatdoyouusuallyputinhotpot?（你喜歡火鍋嗎？你通常會往火鍋里加什么？）”鼓勵學生用中文或簡單英語詞匯回應，激活生活經(jīng)驗。主題呈現(xiàn)教師總結：“Todaywe’lltalkabouthotpotandthefoodwords.You’llfindfoodwordsarereallyinteresting!板書課題：Unit2Lesson3Foodwordsareinteresting。Prereading：詞匯與語法，層層突破核心食物詞匯學習：圖文結合，具象認知播放PPT詞匯頁，結合食材圖片逐一呈現(xiàn)詞匯，標注單數(shù)/復數(shù)形式及讀音：可數(shù)名詞：acabbage/twocabbages,aneggplant/twoeggplants,amushroom/twomushrooms,apotato/twopotatoes,atomato/twotomatoes,anegg/foureggs不可數(shù)名詞：tofu（apieceoftofu/manypiecesoftofu）,milk（aboxofmilk/twoboxesofmilk）,water,juice重點講解名詞：cabbage：“生的/表種類時可數(shù)（threecabbages），做菜肴時不可數(shù)（adishofcabbage）”chicken/fish：“表動物時可數(shù)（twochickens/fourfishes），表肉類時不可數(shù)（somechicken/fish）”互動檢測：教師出示圖片，學生快速說出對應英語詞匯及單復數(shù)形式。語法聚焦1：可數(shù)名詞vs不可數(shù)名詞分類歸納：引導學生根據(jù)詞匯特點，將上述詞匯分為“可數(shù)名詞”“不可數(shù)名詞”兩類，教師總結，結合例句講解5類規(guī)則。句型呈現(xiàn)：“wouldlike”用法結合火鍋場景提問：“Whatwouldyoulikeforhotpot?（你想吃什么火鍋食材？）”，教師示范回答：“Iwouldlikesomecabbagesandtofu.（I’dlikesomecabbagesandtofu.）”拓展句型：詢問需求：Whatwouldyouliketobuyforhotpot?邀請建議：Wouldyoulikesomeeggplants?（肯定回應：Yes,please.否定回應：No,thanks.）師生互動：教師用不同食材提問，學生用句型回應。Reading：語境運用，深化理解（10分鐘）預測與閱讀出示LiMing和Jack在超市的場景圖，提問：“wherearethey”“Whataretheytalkingabout?（他們在談論什么？）”引導學生預測主題。播放對話音頻或讓學生齊讀文本，任務1：“Underlinetheinterestingfoodwords.（劃出有趣的食物詞匯）”細節(jié)梳理與練習任務2：LiMingandJackareatasupermarket.Jackwouldlikesome__________and_________forhotpot.Theytalkaboutfoodwords.Doesan_________looklikeabigegg?Domushroomslooklike___________?Dovegetableslooklike_________?Thefoodwordsareinteresting.Atlast,theygetsome_________.3：語法填空：TodayisSunday.LiMingandJackwouldliketohavehotpotforsupper.Nowthey31.____________(get)readyforthebigmeal.Therearemanydifferent32.___________(kind)ofvegetablesonthetable,suchasmushrooms,cabbages,tofu,sweet33._________(potato)andsoon.Bytheway,howfunnythese34.__________(name)are!Thehotpot35._________(be)reallyhot.Butthemushroomsdon'tlooklike36.____________(room)atall.Thevegetablesdon'tlooklike37._________(table),either.Tofugets38.__________(it)namefromChinese.Anyway,allthevegetablesaregoodfor39.__________(we).Everyone40.__________(enjoy)thedinner.語言點解析重點講解對話中的關鍵表達：take=buy（“買”，如Let'stakesome.）looklike（“看起來像”，如Itlookslikeabigegg.）Yougotme.（“你難住我了”）maybevsmaybe，結合例句練習：→Maybethemanis40yearsold.=Themanmaybe40yearsold.Practice：互動任務，學以致用機械練習：單復數(shù)轉換與句型仿寫單復數(shù)轉換：學生完成任務卡（如atomato→_____,twoknives→_____,somemilk→_____），小組核對。句型仿寫：用“wouldlike”寫3句話（如想要的火鍋食材、想買的東西、接受/拒絕邀請）。交際練習1：PairWork（結對對話）出示句型框架，學生兩人一組練習：A:Whatwouldyoulikeforhotpot?B:Iwouldlikesome________.A:Whatwouldyouliketobuyforit?B:I’dlikesome________.A:Wouldyoulikesome________?B:Yes,please./No,thanks.邀請23組展示。交際練習2：角色扮演“超市采購”小組任務：3人一組（顧客2人+店員1人），顧客用所學詞匯和句型采購火鍋食材，店員回應詢問，完成“采購清單”。Clerk：A:Whatwouldyouliketobuyforhotpot?CustomersB:I’dlikesomepotatoesandaboxofmilk.Clerk:Wouldyoulikesomemushrooms?Theyarefresh.CustomersA:No,thanks.Wedon’tneedmushrooms.小組展示后，生生互評亮點與不足。SummaryandHomework課堂小結師生共同梳理：核心詞匯：火鍋食材相關可數(shù)/不可數(shù)名詞；語法：名詞單復數(shù)變化規(guī)則、maybe與maybe區(qū)別；句型：“wouldlike”的詢問與回應。文化滲透：“HotpotandtofuarefromChina.Let’sspreadChinesefoodculture!（火鍋和豆腐源自中國，讓我們傳播中餐文化?。狈謱幼鳂I(yè)基礎作業(yè)：抄寫核心詞匯及單復數(shù)形式（1遍英文+1遍中文）；完成對話填空練習單訂正。拓展作業(yè)：和家人聊聊“想吃的