仁爱7年级上 Unit3 Topic 3 Section B 教案

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some useful words and expressions

    may, take, order, take one’s order, sir, something, wait, moment, wait a moment, usually, breakfast, lunch, supper, favorite.

2. Talk about ordering food and having meals.

(1)May I take your order, sir?

(2)What do you usually have for breakfast, Michael?

(3)What do you usually have for lunch/supper?

3. Learn more expressions about offering, accepting and refusing.

(1)Would you like something to drink?

Yes. A glass of apple juice, please.

(2)It’s my favorite food. I like Chinese food very much.

Ⅱ. Teaching aids 教具

图片/录音机/图钉/小黑板/彩色粉笔/实物/录像/菜单

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，营造轻松的课堂气氛。)

T:   Good morning, class.

Ss: Good morning, Mr./Miss …

T:   How are you today?

Ss: Fine, thanks.

T:   Please sit down.

Ss: Thank you.

2. (玩游戏，复习已学的词汇，培养学生瞬间记忆能力。)

(1)老师拿出食物图片，介绍游戏规则及玩法：

老师每次拿五张图片，让学生快速看一下，然后老师把图片合起来，并去掉其中一张，然后问：What’s missing?学生只要回答单词即可。

T: Are you ready? Go! (老师先拿五张图片让学生快速看一眼，然后合卡，抽卡，再呈现给学生) What’s missing?

S₁: Chicken.

(重复活动，复习词汇)

(2)找不同：
老师出示两张有食品的图片A和B，让学生快速看一下，然后收起图片，学生用I can see some …(a/an …) in picture A, but I can’t see them(it) in picture B.

(老师示范：)

T: I can see an apple in picture A, but I can’t see it in picture B. I can see some fish in picture A, but I can’t see it in picture B.

(对找出不同点最多的同学进行表扬。)

3. (情景表演：老师演主人，三位学生演客人。)

T:   Help yourselves.

Ss: Thank you.

T:   S₂, would you like some eggs?

S₂: Yes, please./No, thanks.

T:   S₃, what would you like to drink?

S₃: A glass of apple juice./A glass of milk.

T:   S₄, what about you?

S₄: I’d like some …

4. (播放一小段人们去饭店吃饭的录像/录音，引出新话题。)

T:    Are they eating at home? (做吃饭动作帮助学生理解。)

Ss: No, they aren’t.

T:  Where are they eating?

Ss: In a …(学生不会说hotel，老师及时补充。)

T:     They are eating in a hotel like …(在like后面举几个当地有名的酒店/饭店名称并板书hotel。)

hotel

 

Step 2  Presentation 第二步  呈现(时间:10分钟)

1. (老师展示图片，引出新词汇。)

T:   What does she do? (图片上是一女服务员)

Ss: She is a cook.

T:   No, she isn’t a cook. She is a waitress, and this is a waiter.(出示图片，上有一男服务员。) They often help people in a hotel.

(老师口头解释waitress和waiter的意思。)

2. (老师展示一张饭店的菜单。)

T:   What’s this in English?

Ss: It’s a …(老师帮助说出order并板书。)

order

(教学该单词，老师出示各种各样的order供学生参考。)

3. (老师走向一学生，拿起他/她的文具。)

T:   May I take your pen? (教师做拿走状)

(若学生不明白，可改成 Can I take your pen? 并板书。)

May I …?=Can I …?=Could I …?

S₁: Sure.

T:   May I take your book? (教师拿起书并装着要拿走。)

S₂: Sure.

(板书take，并叫学生猜其意思；若猜不出，则多做几个动作提示。)

take

4. (老师在小黑板上写四个问句A、B、C、D让学生选择。)

A. Could you tell me your name? B. What do you do? C. May I take your order, sir? D. May I have some milk?

T:   (老师示意一学生站起。) She is a waitress, which one does she often say, A, B, C or D?

S₂: C.

T:   You’re right. (把选项C用彩色粉笔划上波浪线并教学该句，师生换位，引出May I take your order之答语。)

S₃: May I take your order, sir?

T:   Rice and chicken, please.

S₄: May I take your order, sir?

T:   A glass of apple juice, please.

(老师总结：)

T:   We often answer “May I take your order?” with the words about food and drinks. Now, let me see. (老师拿笔和纸走向一名学生。) May I take your order, sir?

S₁: Bread and eggs.

(S₅扮waiter, S₆扮顾客。)

S₅: (模仿上述活动) May I take your order, sir?

S₆: Some milk and chicken.

5. (老师设置夸张的情景，教授新单词。)

情景一：

T: Ouch! Something in my shoes. (老师手里预备一颗图钉，弯腰，起身，展示。) Oh! It’s a nail!

(板书something)

something

情景二：

T: (老师揉眼睛) What’s in it? (换另一支藏有一颗图钉的手揉眼睛，假装做从眼睛里拉出某物的样子。) My God! It’s a nail, too! (让学生猜something之意思，如果暂时猜不出，老师可做更多动作边做边说。)

T: Something in my pocket (然后出示物品). Something in my bag. Something in the desk. Something in the box, etc.

6. (看图猜句子，引出新句子。)

(老师出示一张图片：一辆刚刚启动的汽车，一个人跟在汽车后面奔跑，边跑边叫。)

T: What does the man say?

Ss: … (学生答不出，老师板书，带读并解释。)

Wait a moment, please.

T: Who often says this sentence?

Ss: Waiter/Waitress. (老师可出示图片帮助学生。)

T: You’re very clever. (给予适度地表扬，让学生有成就感。)

(二人表演运用该句型。)

S₇: May I take your order?

S₈: Milk and bread.

S₇: OK. Wait a moment, please.

7. (播放1a录音，让学生判断说话者的身份，并指出录音中提到哪些食物/饮料。)

8. (重放1a录音，让学生跟读，模仿地道的语音语调，并标出重读。)

9. (学生两人一组根据1a进行对话，划出不懂之处。)

10. (老师解决学生所提疑问，完成1a。)

Step 3  Consolidation 第三步  巩固(时间:8分钟)

1. (角色表演：学生二人一组熟读并背诵1a之对话，然后老师挑选几组表演1a。)

2. (情景剧表演：老师提供几个单词，演员自由发挥，但要运用所学句型。)

(用小黑板出示。)

场所：hotel 人物：Michael, Jane, Kangkang, a waiter 必用词汇：may, would, chicken, milk, what about, something, wait

3. (让学生自己先试着填写1b中的空格。)

4. (待学生完成后，让学生听录音，比较自己填写的单词与所听到的单词，核对答案，完成1b。)

Step 4  Practice 第四步  练习(时间:10分钟)

1. (老师出示三张钟表简图，分别是早上7∶00，中午12∶00，下午5∶00，内容都是一家人在吃饭的情景。)

T:   (出示图片1)This is seven o’clock in the morning.

(出示图片2)This is twelve o’clock at noon.

(出示图片3)And this is five o’clock in the afternoon. Are you clear?

Ss: Yes.

T:   (手持图片1) Do they wait for a bus?

Ss: No.

T:   What do they do?

Ss: … (学生不会回答，但他们知道意思。)

T:   They have breakfast.

(板书)

have breakfast

T:   (出示图片2) They have lunch.

(板书)

have lunch

T:   (出示图片3) They have supper.

(板书)

have supper

(教学这三个词组)

(联系学生实际，板书学生在校用餐的时间, 并提问。)

in the morning ：8∶00   at noon：12∶30   in the afternoon：4∶30

T:   (手指8∶00) What do you do at this time?

Ss: We have breakfast.

T:   (手指12∶30) What do you do at this time?

Ss: We have lunch.

T:   (手指4∶30) What do you do at this time?

Ss: We have supper.

(叫一学生)

T:   I know, you often have breakfast at eight. What do you often have for breakfast? (手拿些食物做吃饭动作，帮助学生理解。)

S:  I often have … for breakfast.

(老师板书)

often=usually

(教学usually)

T:   S₁, what do you usually have for lunch?

S₁: I usually have … for lunch.

T:   S₂, what do you usually have for supper?

S₂: I usually have … for supper.

(老师总结)

T:   Different people like different foods and drinks. I like Jiao zi. It’s my favorite food.

(板书并解释该生词。)

favourite=like very much

(问学生)

T:   S₃, what’s your favorite food?

S₃: My favorite food is rice/chicken …

T:   S₄, what’s your favorite drink?

S₄: My favorite drink is milk/juice …

2. (播放2a录音，完成下列表格，板书。)

Name	For Breakfast	For Lunch	For Supper
Michael

3. (重放2a，学生跟读，模仿语音语调。完成2a。)

4. (连线配对，完成4。)

Step 5  Project 第五步  综合探究活动(时间:7分钟)

1. (学生分组，调查组内同学的用餐习惯，运用2b的示范，完成2b之表格，然后每组选一个代表，汇报调查结果，完成2b。)

2. (观察3之图片，先各自填好内容，然后两人交换，分别用第三人称转述同伴的生活习惯。)

(例如：老师拿一个学生的课本，用第三人称转述。)

××× likes fish, milk and hamburger. He/She likes … He/She doesn’t like … His/Her favorite food is …

(学生们照示范，完成该活动，完成3。)

3. Homework:

(1)把section A，B中表示提供，接受，拒绝的语句抄在练习本上。

(2)把section A，B中所有食物类名词，按可数名词和不可数名词分类列在练习本上。

板书设计：

 

Would you like something to drink? Section B Wait a moment, please.             favorite=like very much have breakfast                          May/Can/Could I…? have lunch                                 Would you like something to drink? have supper                              What do you usually have for…?