仁爱7年级上 Unit3 Topic 3 Section C 教案

The main activities is 1a. 本课重点活动是1a。

Ⅰ.Teaching aims and demands 教学目标

1. Learn some useful words and expressions:

eat, out, eat out, dinner, have dinner, love, let, why, why not…?

2. Learn more expressions about offering, accepting and refusing:

(1)—Would you like to have dinner with me?

  —Yes, I’d love to.

(2)—Why not have some fish and eggs?

  —Good idea.

(3)—Here you are.

  —Thanks.

3. Review offering, accepting and refusing:

(1)May I take your order?

(2)Help yourself to some fish.

(3)Would you like something to drink?

         Yes, please./No, thanks.

Ⅱ. Teaching aids 教具

录音机/图片/投影仪/小黑板/宣传单/麦当劳和肯德基的标识

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间:10分钟)

1. (师生问候，活跃气氛。)

T: Good morning, everyone.

Ss: Good morning, Mr./Miss …

T:   Do you have a good breakfast?

Ss: Yes.

T:   Do you want to study English well?

Ss: Yes.

T:   Good. Let’s study Section C. (板书于黑板正中央。)

Section C

2. (听歌曲《Old McDonald Had a Shop》，复习单词，提高学习兴趣，听两遍。完成3。)

第一遍：正常速度，把歌曲中所提到的食物/饮料名称写下来。

第二遍：慢速逐句听，补充第一遍没有听到的词汇。

(老师提问)

T:   What do you hear?(手指耳朵，帮助学生理解。)

S₁: Rice, hamburger.

S₂: Fish, … (学生不会说有些食物名称。)

(老师出示图片，无需板书，学生只要知道即可。)

T:   Hot dog, coke and French fries. Do you like them?

Ss: Yes.

(老师展示麦当劳和肯德基的标识。)

T:   Do you know them?

Ss: Yes.

T:   Can you find them in …(说出当地城市名称。)

Ss: Yes./No.

T:   Where are they from?

S_s:  The U.S.A. .(也许学生不知道，此时老师应帮助他们回答。)

3. (快速提问，利用学生的思维定势，从他们的错误中引出新内容。)

T:   S₃, would you like some apples?

S₃: Yes, please./No, thanks.

T:   S₄, would you like some chicken?

S₄: Yes, please./No, thanks.

T:   S₅, would you like to have breakfast with me?

S₅: (不假思索) Yes, please./No, thanks. (老师及时引导学生)

T:   I’m afraid, you can’t answer the question like this. You can say “Yes, I’d love to.” or “Sorry, I…”.

(老师板书)

Would you like to do sth.?

(老师解释)

T:   We usually say “Yes, I’d love to.” to answer(用汉语解释该词) “Would you like to do sth.?”

(把答语板书在问句之下。)

Would you like to do sth.? Yes, I’d love to.

(老师解释)

T:   “Love” means (用汉语解释该词) “like”.

(板书)

love=like

(老师举例，加深理解)

T:   I like apples. I love apples.

I like chicken. I love chicken.

(师生操练)

T:   Would you like to have a glass of milk?

Ss: Yes, I’d love to.

T:   Would you like to help me?

Ss: Yes, I’d love to.

T:   Would you like to have chicken for supper?

Ss: Yes, I’d love to.

Step 2  Presentation 第二步  呈现(时间:10分钟)

1. (老师拿一张当地酒店/饭店宣传单问一学生。)

T:   S₁, do you usually have supper here? (手指宣传单)

S₁: No, I don’t.

T:   Where do you often have supper?

S₁: At home.

(老师总结)

T:   We often have supper at home. We don’t have enough money, (老师做没有钱的提示性动作。) but sometimes (用汉语翻译该词) we don’t eat (做吃饭动作) at home. We eat (重复动作，让学生理解更深入。) in a hotel like … (列举几个学生知道的酒店/饭店名称。)

(问学生，看他/她是否理解eat)

T:   S₂, do you eat your supper in …(列举几个学生熟悉的酒店/饭店名称)

S₂: No, I don’t.

(老师板书eat)

eat eat out

(教师解释)

T:   “Eat out” means (用汉语翻译该词) “Not eat at home, but in a hotel like …(列举名称).”

(叫一学生，翻译老师说的话。)

T:   S₃, please translate my words into Chinese.

S₃: OK.

T:   I often eat out.

S₃:       我通常在外吃饭。(老师鼓掌给予鼓励，其他人也明确地知道了eat out的意思。)

2. (教师板书一个句子，叫成绩稍好的人翻译，以旧带新。)

  (板书)

A: What about some milk? B: Good idea.

T:   S₄, please say them in Chinese.

S₄: OK. A：喝点牛奶怎么样？B：好主意。

T:   Very good. Sit down, please. (老师继续) We say “What about …” to give a suggestion (用汉语翻译)。

Can we find another way(用汉语翻译) to say “What about …” to give a suggestion? (稍停片刻，引起学生注意然后自答。) We can say “Why not do sth.” (在上述板书A句后面划一等号，板书)

A: What about some milk?=Why not have some milk? B: Good idea.

(老师解释Why not …之用法及回答也用：Good idea.)

(师生操练)

T:   S₅, why not have some apple juice?

S₅: Good idea.

T:   S₆, why not have some chicken?

S₆: Good idea.

(生生对练)

S₇: S₈, why not have some eggs?

S₈: Good idea.

3. (播放1a录音，听听共有几个说话者，分辨他们的角色，如：主人，客人，服务员。)

Step 3  Consolidation 第三步  巩固(时间:10分钟)

1. (重播1a录音，完成下列问题，出示小黑板。)

1. Where do they have dinner? 2. What do they eat? 3. Do they have some drinks?

2. (让学生读1a。加深理解，提出问题，解决问题，完成1a。板书如下)

have dinner=have supper Here you are. Thanks.

  (解释板书内容。)

3. (角色表演：学生三人一组，先熟记1a之对话，然后挑选几组，分角色表演1a，其他同学做评委，看哪个组表演得最好，并给予鼓励。完成1a和1b。)

4. (比拼记忆力：不看课本，学生自愿上讲台，背诵所有学过的就餐用语，在规定时间内说得最多最正确的同学被评为“好记星”。)

5. (句子归类：老师用小黑板或投影仪呈现以下句子，要求学生正确归类，如offering, accepting, refusing, ordering, having meals。)

(1)Help yourself. (2)Yes, please. (3)No, thanks. (4)Would you like some apples? (5)Would you like something to eat/drink? (6)It’s my favorite food. (7)May I take your order? (8)I’d like some rice and chicken for supper.

(待学生完毕后，师生共同核对答案。)

Step 4  Practice 第四步  练习(时间:10分钟)

1. (看2之图画，把句子正确排序，核对答案完成2。)

2. (自由表演：不限制人数，学生自由组合，运用Section A-C之知识，自编自演一个小品，若学生有不当之处，老师当时不要打断，等表演完毕，师生共同讨论，看看有哪些错误，老师对这些错误要明确解释，以给后面将要表演的同学提个醒，要评出最佳组合，若有可能，老师可以给他们留影。)

3. (用投影仪展示两组句子，让学生正确配对，以提高他们对句子的正确运用能力，可以多对一。)

Group A                               Group B 1. Would you like some eggs?             A. Good idea. 2. Here you are.                                          B. A glass of orange juice 3. Help yourselves.                                      C. Yes, please. 4. What would you like to drink?                  D. I don’t like chicken at all. 5. Why not have some milk?                        E. Rice, please. 6. What about some chicken?                       E. I’d like some eggs for supper. 7. Would you like something to eat?              G. Thank you. 8. What would you like to eat? 9. Would you like something to drink? 10. What would you like for supper?

Step 5  Project 第五步  综合探究活动(时间:5分钟)

1. (方案一：看谁画得好。)

老师把学生分成四个组，每个组选一名代表，画出老师所报之食物类单词，画得最好的

组获胜。

2. (方案二：看谁说得对。)

 老师念some，学生接食物类名词，且要注意是否加s。老师一次从一个组挑一个人，四

个人为一轮，对的组，画一个红旗，红旗数最多的组获胜。

3. (方案三：教学3之歌曲。)

4. Homework:

  1. 让学生运用所学的句型自己编一个对话，并写在练习本上。

  2. 询问亲友，或上网查询本地有哪些名菜。

板书设计：

Would you like something to drink? Section C eat out                                             have dinner=have supper Here you are.                                    Thanks. —Would you like to do…?                 —Yes, I’d love to. —What about some milk?                  —Good idea. —Why not have some milk?              —Good idea.