Food and drink Lesson 761教学设计示例.docx
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FoodanddrinkLesson761教学设计示例
FoodanddrinkLesson76-1教学设计示例
Lesson76教学设计示例
Step1Revision
1 Revisethenamesoffoodsanddrinks.Practiseusingeatanddrink.SayForbreakfastIdrink2glassesofmilk.ForlunchIeatabowlofriceandforsupperIeatsomemeat.Ask:
Whatdoyouhaveforbreakfast,lunchanddinner?
WritethequestionontheBb.Inpairshavethestudentsanswerthisquestion.
2ReviseWhatwouldyoulike?
Wouldyoulikesomebread?
etc.
3 ReviseHowmanyapplescanyousee?
etc.
4CheckHomework.
Step2Spellingandpronunciation
SBPage14,Part1,SpeechCassetteLesson76（PhonicReadingWork）.Booksclosed.FollowthesamestepsasinLesson68,Steps2-3,intheTB.Useflashcardsratherthangoingstraighttothebook.
Note:
Whenpronouncingthewordsfourteenandfortyitisimportanttomakesurethestudentspronouncethe/n/attheendoffourteenandthe/i/attheendofforty.Also,formanyEnglishspeakers,especiallyAmericans,the/t/infortyispronouncedasa/d/suchas/fordi/.Thisisthesameforallthenumbersendingwith-tyexceptforthenumbertwenty.
Step3Practice
Practisethedifferencebetween-teenand-ty.WritetwocolumnsontheBbasfollows:
Ⅰ Ⅱ
13 30
14 40
15 50
16 60
17 70
18 80
19 90
Sayanumber（e.g.16）.Thestudentsshouldholduponefinger（because16isincolumnone）.Repeatwithothernumbers,thengetthestudentstoworkinpairs.
Step4Sentencestress
SBPage14,Part2,SpeechCassetteLesson76.Booksclosed.Tellthestudentstolistenforthestresses.Playthetape.Thenplayitagainandgetstudentstorepeat,showingthestresswithagesture.Practiseasmuchasnecessary.Pointthatonlykeywordsarestressed.（SeeAppendixinTB1A,Page159.）
Step5Listening
SBPage14,Part3,ListeningCassetteLesson76.WbLesson76Ex:
2.Havethestudentsreadthequestionsbeforeyouplaythetape.Checktheanswersorally.
ListeningText
（Doorbell）
TIM:
Oh,hello,LiShan.Gladtoseeyou.
LISHAN:
Hello,Tim.Gladtoseeyou,too!
TIM:
Pleasecomeinandhaveaseat.Wouldyoulikesomethingtoeat?
Ihavesomeniceapplesandpearshere.
LISHAN:
Thankyouverymuch!
I’dlikeanapple,please.
TIM:
Hereyouare.Wouldyoulikesomebread,too?
LISHAN:
Yes,please.
TIM:
Good!
Herearesomepiecesofbread.
LISHAN:
Thankyou.Twopieces,please.
TIM:
Whataboutsomethingtodrink?
LISHAN:
Aglassofwater,please.
TIM:
OK.Hereyouare.
LISHAN:
Thanks.
Theanswersare:
1C;2C;3B;4C.
Step6Findthefoodanddrinkwords
SBPage14,Part4.AssignthisasHomework.Answers:
（across）1tea;meat;2bread;3orange;pear;4cake;6milk;water;7apple.（down）1rice;17banana.
Step7Readandact
1 SBLesson76,Part5*.Teachthephraseorderfood.AskandwritethisquestionontheBb.WhatdoLucyandLilyordertoeat?
SayPleaselisten.Playthetape.Checkforthecorrectanswer（ahamburger,potatochipsandicecream）.Readthedialoguealoudtogetheraftertherecording.
2 Dividetheclassintogroupsoffourandhavethestudentspractiseandactoutthedialogue.Instructthestudentsthatthe“man”isthewaiterinarestaurant.
Step8Readandwrite
Note:
Skimmingisareadingstrategythatyouusetoreadoversomethingquicklytogetthemainideaaboutwhatthepassage,storyorbookisabout.Whenskimmingashortpassage,thestudentsshouldonlyreadthefirstcoupleofsentences,asentenceinthemiddleofthepassageandthelastsentence.Whenreadingthesentence,theydon’tneedtoreadallthewords,justthewordsthatcarrythemeaning.
1 SBLesson76,Part6*.Thisfirststepisasilentreadingactivity,thatwillhelpyourstudentswiththereading.strategyofskimming.Havethestudentsusethispassagetopractiseskimming.FirstexplainskimminginChinese.Tellthestudentsthatskimmingwillhelpthemtoreadfaster.Whentheyread,theyaretoonlylookforthemainidea,andarenottoreadeveryword.Theyshouldskipover“little”wordssuchasa,and,the,etc.becausethesewordsdonotcarrythemainideaofthetext.SayLet’sskimthispassage.StarttoreadwhenIsay“Go.”StopreadingwhenIsay“Stop.”OK,go.Givethestudentsoneminutetoskim.AskWhatisthepassageabout?
（Mike,andwhatheeatsinChina.-Answersmayvary,butaslongasthestudentsgetthemainidea,theanswerisOK.）
2 Inpairs,havethestudentsfillouttheform.Walkaroundtheroomandgivehelpwhenneeded.Checktheanswers,writethemontheBb.
3 Readthepassagealoudtogetherasaclass.
Step9Checkpoint19
GothroughCheckpoint19.Makesurethestudentsunderstandcountableanduncountablenouns.RefertoSB1BPages174-175,forthenotesonNouns.
Step10Workbook
SBPage86,WbLesson76,Exx.1and3-6.Ex.1shouldbedoneasaclassforpronunciationpractise.Exx.4-6canbedoneinpairs.Foreachoftheexercises,havethestudentsworktogethertofillintheblanksandthenpratcisethedialogues.Besuretowanderaroundtheroomandgivehelpasneeded.Foreachexerciseyoumaychooseseveralpairstogivetheirdialoguefortheclass.Exx.7and8areoptional.
Step11Test
Writethefollowingdialogueontheboard.Havethestudentscopyitdownandfillintheblankswithanappropriateanswer.Instructthemthattheymaynotusethesameanswertwice.Answerswillvary,butaslongastheyareappropriate,markthemcorrect.
A:
I’mhungry,what’sforsupper?
B:
Iamcooking________,________and________.
A:
Mm,itlooksgood!
Whataboutsomethingtodrink?
B:
Whatdoyouwant?
A:
Iwouldlike________.
B:
I’msorry,wedon’thaveany.
A:
That’sOK,thenIwouldlikea_________of_________.
B:
Wehavethat.Wouldyoulikesomethingelseforsupper?
A:
Dowehaveany________?
B:
Yes,Iwouldlikethattoo!
Homework
FinishuptheWorkbookexercises.
RevisethedialoguesintheWbexercises.
Someideasforextrapracticeorenrichment
1 Topracticeskimming,bringinextrapiecesofliterature,maybefairytales,orarticlesfrommagazines.Make5or6copiesofthematerial.Dividethestudentsintosmallgroupsof5-6studentsandgiveeachstudentineachgroupthesamematerial.Tellthemthattheywillpractiseskimming.Reviewhowtoskim（seenoteinlesson76,Step8）.Thengivetheclassoneortwominutestoskimthematerial（timemayvaryaccordingtothelengthofthearticle）.Thenhaveeachgroupdiscusswhattheyskimmed.Studentswillprobablyhaveslightlydifferentideasconcerningwhatthematerialisabout.However,bydoingthisexerciseinagroup,thewholegroupshouldbeabletocomeupwiththemainidea.
2 Musicisalwaysgoodtouseto“spiceup”yourlessons.StudentsareveryinterestedinmusicinEnglish,andtherearemanytapesandCDsinChinathathavesongsinEnglishfrompopularsingers.Ifthesongissimple,youcanteachit,orpartofittoyourstudents.Ifthesongismorecomplex,playitforyourstudentsandhavethemuseitforextralisteningpractice,writingdownthewordstheyhear.OryoumaymakealistofseveralofthewordsinthesongontheBbandhavethestudentslistenfortheminthesong.Forthisunit,thesong,“ScarboroughFair”bySimonandGarfunkelworksnicelybecauseitdiscussesherbsthatareusedwhenpreparingfood.YoucanbuythistapeinamusicshophereinChina
教学建议
教学内容分析
本单元的核心教学项目是“提供帮助”和“请求帮助”，同时涉及对物品的描述。
第65课是本单元的第一课，也是新学期开学的第一节英语课。
第一部分内容是教师MrGreen与值日生HuMing的对话，通过对全班学生出勤情况的了解，复习上一学期所学的知识，进而引出本单元的重点语法项目：
HuMing，couldyouhelpme？
第二部分通过猜测游戏，引出不定代词one的用法，复习has的用法。
第66课，第一部分对话引出本单元的核心教学项目：
Letmehelpyou．（提供帮助）重点语言项目：
That’sabigbox．Isitheavy？
It’slight/empty．第二部分的两组对话引出了另一个核心教学项目：
Couldyouhelpme，please？
（请求帮助）以及其他语言项目：
Iwanttotake…to…／Let’sput…in…Canyoucarryit/Certainly!
第67课的三段对话，意思连贯，教学重点仍是本单元的核心教学项目，同时也引出新的语言项目：
Thisbag/boxistoobig/heavy.Wecan’tcarryit.There!
Nowgivemeabottleoforangejuice,please.
第68课是复习课，第一、二部分是单词的拼写、发音及重音方面的练习。
第三、四部分是用英语描述娃娃以及自己身体的各部分名称。
第五、六部分的两段对话仍是对本单元的核心教学项目的重点练习。
教学重难点
1．句型：
1）Letmehelpyou.Letmecarryit.2）Couldyouhelpme,please?
3）Thisboxistooheavy.
2．日常交际用语：
请求帮助和提供帮助。
本单元的重点是掌握提供帮助，请求帮助的交际用语。
难点是形容词的用法。
重难点和疑点分析
（一）重点、难点
单词及短语
full,light,too,carry,bottle,big,small,listento
1.full在本单元作“满的”讲，其反义词是empty．例：
（l）Theboxisfull．
（2）Thebottlesisempty.Couldyougivemeafullone？
full还可以作“饱的”讲，其反义词是hungry．I’mnohungry，Iamfull．
2.light在本单元作形容词用，意思是“轻的”，其反义词是heavy．例：
Theboxislight,itisn’theavy．
light还可以作名词，其意思是“灯”。
What’sthat？
It’salight．
3.listento作“听，倾听”讲，要与hear区别开来。
Listentohimcarefully,butIhearnothing．
句子
1.TodayisTuesday,February18th．
2.CouldIhaveafullone,please?
本句中的could可以用can来代替。
CouldI…？
或CanI…？
都是用来征求对方是否允许自己做某事。
但could比can语气要委婉。
3.Iwanttotakesomebookstotheclassroom．
“want”是“想要”的意思。
wanttodosth．“想要做某事”
wantsth．“想要某物” wansb．todosth．“想要某人做某事”
4.Couldyouhelpme,please?
5.Nowgivemeabottleoforange,please.
givesb.sth.=givesth.tosb.
语法
学习形容词的用法。
（二）疑点
1.Iseveryoneheretoday?
（1）该句是日常用语中用来询问或了解“出勤”、“出席”情况的。
其肯定回答形式为：
Yes,weareallheretoday．或Yes,allarehere;；其否定回答为：
No．或No，…isnohere．
（2）当everyone作主语时，谓语动词用第三人称的单数形式。
2.Pleaseletmehelpyou
以let开头的祈使句常用来表示说话人的建议、请求、命令等。
“Letsb.dosth．”意思是“让某人于某事”，“sb．”用宾格。
例如：
Lethimplaygames./Letthemhavealookatthesepictures.
3.Hereyouare,Dad.
4.Whataboutthisblueone?
Whatabout...?
用来征求意见或询问消息，后面可直接跟名词、代词、动名词。
例
升级会员 