Unit3Idlikealargepizza新目标七下英文教案.docx

1、Unit3Idlikealargepizza新目标七下英文教案Unit3Idlikealargepizza(新目标七下英文教案)Unit3:IdliealargepizzaLanguagegoalInihisunitstudentslearntoasforandgivepersonalinforation.Theyalsolearntoorderfood.Nelanguagehatouldyoulieonyourpizza?Id/Hed/Theydliepepperoni.naesoffoods:cheese,toatoes,ushroos,greenpeppers,pepperoni,oni

2、ons,oliresSectionAAdditionalaterialstobringtoclass:agazineadvertiseentorfoodpacageshoingapictureofapizzataperecordersandblantapesforstudentstouse.Shostudentsapictureofapizzaordraoneontheboard.Ashoanystudentsliepizza.Drathreedifferentsizedcirclesontheboard.Asindividualstudents,hatsizepizzaouldyoulie-

3、all,ediuorlarge?hentheyanser,pointtothesizetheyentionandsay.youdlieapizza.PronunciationnoteSaythepronunciationoftheordpizzaandhavestudentsrepeatitseveralties.Explainthatalthoughyououldexpectthetozstoaeazsound,theyactuallyaeasoundliearfolloedbys,Sotheordispronouncedpeet-sub.notpeez-zub.laThisactivity

4、introducestheeyvocabulary.Focusattentiononthethreepizzasinthepicture.Pointtoandreadthesigninfrontofeachpizza:Special1,Special2,andSpecial3.Thenpoint10thetoppingsoneachpizzaandreadtheletternexttoeachtopping.PointoutthenuberedlistofPizzaToppings.Sayeachordandasstudentstorepeatit.Thenasstudentstoatchea

5、chordonthelistithoneofthefoodsonapizza.Say,ritetheletterofeachfoodpictureafterthenaeofthefood.Pointoutthesapleanserafternuber1.youayishtohavestudentsorinpairsorsallgroupsIftheydonotnoostofthenaesofpizzatoppings.chectheansers.bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspoenco

6、nversation,Pointtothethreepizzas.Pointtoandreadthenaesofthethreespecials.Thenpointtothepizzasoneatatieandas.hattoppingsareonthispizza?confiransersorcorrectrongresponsesbysayingthelistofingredientsagain.Playtherecordingthefirsttie.Studentsonlylisten.Playtherecordingasecondtie.Thistie,asstudentstochec

7、thepizzathatthepersonordered.correcttheanser.1cThisactivityprovidesguidedoralpracticeilhthetargetlanguage.Astostudentstoreadthedialoguetotheclass.Saytheconversationithastudent.Asthestudenttobethepizzaaerhileyouorderthepizza.Asfordifferenttoppingsthanintheconversation.Asstudentstoorinpairs.Havestuden

8、tstaeturnsbeingthepizzaaerandthepersonorderingthepizza.Reindstudentstolistthesizeandthetoppingstheyreallylie.Studentspracticebothroles.Assoestudentstopresenttheirdialoguestotheclass.2aThisactivitygivesstudentspracticeinunderstandingtheeyvocabularyinspoenconversation.Pointtothefoodinthepictureandasst

9、udentstopointtoandnaeeachone.Explainthatstudentsillheararecordingofaconversation.Say,Thepeopleilltalaboutsoeofthefoods,buttheyillnottalaboutothers.Pleasecheconlytheonestheytalabout,Playtherecordingthefirsttie.Studentsonlylisten.Playtherecordingasecondtie.Thistie,asstudentsputachecarnexttoeachfoodent

10、ionedontherape.correcttheansers.bThisactivityprovideslisteningandritingpracticeusingthetargetlanguage.Pointtotheblanlines.Readeachstateent,sayingtheordblaneachtieyouetoablan.Playtherecordingandasstudentstolistenandritetheissingordineachblan.Pointoutthatalltheordstheyneedareinactivity2a,Theycanusethe

11、seordsasansersandtochectheirspelling.chectheansersbyhavingstudentsritethesentencesontheboard.2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.callattentiontotheexapleinthespeechbubbles.Asastudenttoreadtheexapletotheclass.Say,Nopracticeorderingtheindofpizzayoulie.UsethedialogueInactivit

12、y2basaodel.Helpstudentsfindpartners.Thensay,Firstreadthedialogueinactivity2btogether.Eachstudentcanbeboththepizzaaerandthecustoer.Thenaeyourondialogues.Tellhatyourealtylieonyourpizza.Aspairsofstudentstopresenttheirdialoguestotheclass.3aThisactivityprovidesreadingandoralpracticeusingtheargerlanguage.

13、callattentiontothequestionsabovethepizzaaersheadandthelistofansersabovetheboyshead.Asonestudenttoreadallthequestionstotheclass.Asanotherstudenttoreadalltheansers.Say,Nopleaseatcheachquestionithananser.Thefirstoneisdoneasasaple.Pointtonuber1andsay.canIhelpyou?Thenpointtoansercandsay,Idlieapizza,pleas

14、e.Asstudentstopletetheexerciseontheiron.Lessadvancedstudentsaybenefitfrodoingtheactivityinpairsorinsallgroups.chectheansers.bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Revieithstudentshotosaytheirphonenubers.riteseveralphonenubersontheboardandsaytheEnglishayofsayingtelephonenubers.

15、Itisalayscorrecttosaythenubersoneatatie:843-5038canbesaid,eight-four-tbree-five,oh,three,eight.Hoever,agroupoffournubersissoetiessaidintogroupsoftonubers.So843-5038issoetiessaid,eight-four-three-fifty,thirty-eight.Asstudentstoorinpairs.HelpstudentsdecidehoillbeStudentAandhoillbeStudentB.Asoneofthepa

16、irsofstudentstoreadthedialoguefroactivity3a.onestudentisthepizzaaerandassthequestions.Theotheristhecustoerandgivestheresponsesintheboo.Thensay.Noaeyouronconversations.StudentAassthequestions/Tornactivity3a.StudentBgivestrueansers.Afterstudentshavepletedthedialogueoneay,asthepartnerstoexchangerolesan

17、ddoitagain.Assoepairstoperfortheirdialoguefortheclass.SectionB1aThisactivityintroducesoreeyvocabulary.callattentiontothefoodonthetable.Asstudentstopointtoandnaeasanyofthefoodsaspossible.Pointtoandsaythenaesofanyfoodstheydontrecognize.Thenpointtotheordsonthelist.Saytheordsandasstudentstorepeattheords

18、.Afterthat,asstudentstoatcheachordithapicture.Say,ritetheletterofeachfoodpictureintheblaninfrontofthecorrectord.Asstudentsor,ovearoundtherooanseringquestionsasneeded.chectheansers.bThisactivityprovidesguidedoralpracticeusingeyvocabularyords.callattentiontothefoodonthetable.Say,Pleasecirclethethingsy

19、oulieandputanXinfrontofthethingsyoudontlie.henstudentsfinishthisstep,asstudentstoorithpartners.Pointtothespeechbubblesandastostudentstoreadthedialogue.Asthepartnerstelleachotherhattheylieanddontlie,ovearoundtherooonitoringtheiror.2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Pointout

20、theeightordsinactivitylaandsay,Forthisactivity,aryouransersinactivity1a.Say,youillhearaconversation.Aboyisorderingpizzafroapizzarestaurant.Asyoulisten,pleasecircleeachoftheordsinactivitylathatyouhearontherecording.Playtherecordingthefirsttie.Studentsonlylisten.Playtherecordingasecondtie.Thistieasstu

21、dentstocircleeachofthefoodsinactivitylathatisentionedinthedialogueonthetape.correcttheansers.bThisactivityprovideslisteningandritingpracticeusingthetargetlanguage.Say,Looattheorderforonpage82.hatinforationdoesitasfor?callonindividualstoanser.Thensay,Igoingtoplaytherecordingagain.Thistie,pleaseritedo

22、ntheinforationontheorderfor.youillberitingtheboysaddress,histelephonenuber,andthenaesofallthefooditesbeorders.Playtherecordingthefirsttie.Studentsonlylisten.Say,Theorderforhastheaddressfirst,telephonenubersecond,andthefoodorderthird.youillfilloutthebottopartoftheforbeforethetoppart.Playtherecordinga

23、secondtie.Thistie,asstudentstoriteouttheinforationonthefor.youayishtoplaythetapeorethanonceifanystudentsarenotabletopleteitthefirsttie.correcttheansers.2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Say,Looattheorderforonpage83.youillorinpairs.StudentA,youorinapizzarestaurant.AsStude

24、ntBquestionsandfillouttheorderfor.Reebertoasfortheaddressandtelephonenuber.StudentB,orderfoodanddrinthatyouliefrothelistinactivityla.Afterstudentspletethedialogueoneay,asthepartnerstoexchangerolesanddoitagain.Aspairsofstudentstoperfortheirdialoguefortheclass.教学反思：开放的课程呼唤开放的评价方式新的评价方式的改革，直接关系到新课程改革的成

25、败。因为不管我们的老师是穿新鞋走老路，或是穿新鞋走新路，或是拎着鞋新鞋走老路-但他们要走向哪里，走向何方？我们的评价方式就起着导向的作用。导向正确了，自然会引导我们的老师走向胜利的彼岸。但如果我们的导向错了，那将会使我们的改革南辕北辙，适得其反。看看我们现在的评价方式，和原来的比较几乎没有多大的改变。，仍然以考试成败论英雄。以考试成绩来考核老师自然无可非议，但除此之外，哪一条还能像考试成绩一样深深地影响领导对教师的评价呢？想不出来，怎么想也想不出来。甚至连我也怀疑，是不是就没有其他的方式了呢？要么还有一种更加合理的解释，那就是我可能至从当老师以来就只会教书，教书，除此之外，我也再没有值得引以自

26、豪的了。以成绩论英雄的后果我们也不难看见：一批头脑发达，但四肢不发达的学生被我们一批又一批地送进了高一级学校；一些只懂数理化而神经麻木的人才被我们输入到了社会的各行各业；一些认为唯有读书高的未来社会的主人也被我们一批一批的克隆出来-以成绩论英雄在我们教师最大的体现则是我们的老师坚持的认为学习好的就是好孩子，而成绩差的是应该开除人籍而应被教育淘汰的。因此，当老师面对无论任何一群学生，便会心安理得的把学生分这三、六、九等。事实告诉我们，学生在毕业走向社会后，“有头脸的”的学生有两类：类是原来在校成绩很优秀的，他们也是我们应试教育的优秀成果。第二类是反而是在学校时老师心目很调皮的爱迪生们。而在学校听

27、话的成绩平平的中等生，他们走向社会后，其成绩也大都成绩平平，和在学校时没什么两样。这样看来，以考试论英雄的结果，会埋没我们多少未来的英雄。第二，仍然以中考成绩为学校，为老师排队。能代初三课的老师都是好老师，中考成绩优秀的老师更是老师之中的天之骄子，中考成绩就是教育界的“哥德巴赫猜想”，其实每个老师的心中都有这种想法。但若把他作为唯一检验教学成绩的唯一标准就有点不对。上至领导下至老师，谁都会发表几句关于素质教育的高谈阔论，但一到关键时候，比如评职称上模范时，这就成了一条绕不过的坎。教育局对学校的评价，每年除了一次督导评估后，对学校和老师更有影响力的就是中考排队。我们从上到下都一直就这么坚持的认为

28、，只有成绩才是硬指标。谁再会去想现在成绩不好的学生将来他会不会成为爱迪生还是牛顿呢？教材换了，但我们仍可以用老办法去教，理念换了，我们还能用老观念去阐述。为什么？评价方式没有变，没人以多培养了几个有价值的农民为荣，而只以上几个一中为幸，我们用老办法同样能得到好的评价，谁还愿意去改变呢？看看这两年我们找不到工作的大学生，难道只是中国人多地少吗？如果文凭真的成了一纸证明，到那时我们才要醒吗！别再等到成绩无用时再来回忆我们曾经引以为豪的成绩单吧！中国需要的是有能力而不是单有文凭的人才，这一点我们应该有清醒的认识。教育要在中国超前发展，不仅仅是教育资金的提前投入，更重要的是教育意识的超前性，因为现在的

29、中国教育就是明天中国的经济。建立开放的评价体系，就是要使培养杰出农民和杰出学者的教师拥有同样的礼遇。建立开放的评价体系，就是要让成绩好的天才们和成绩差的爱迪生们能得到老师公平的对待。3aThisactivityprovidesreadingandritingpracticeusingthetargetlanguage,Asastudenttoreadthelistofordstotheclass.Readthenespaperad,sayingtheordblaneachtieyouetoablan.Say,Noriteaordfrothelistineachblan.Thefirstonei

30、sdoneforyou.Asstudentstoorontheiron.Astheyor,ovearoundtherooofferingassistanceasneeded.Goovertheanserstogetherbyhavingstudentsreadonesentenceeach.bThisactivityprovidesreadingandritingpracticeusingthetargetlanguage,Readthead,sayingtheordblaneachtieyouetoablan.Say,Noriteaordineachblan.Thefirstoneisdon

31、eforyou.Asstudentstoorontheiron.Astheyor,ovearoundtherooofferingassistanceasneeded.3cThisactivityprovidesritingpracticeusingthetargetlanguage.Asstudentstoloobacattheadinactivity3a.Asastudenttoreadittotheclass.Say,Nopleaseriteyouronad.youcanusesoeofthesentencesfroactivitySet,hutpleaseuseyourontypesofpixzaandchoosedifferentdrins.youcanalsochangetheprices.Asstudentsor.ovearoundtherooofferinglanguagesupportandanseringquestionsasneeded.Reviethefirstfeadsastheyarepleted.Helpstudentsaecorrections.Asthosehofinishfu-sttoritetheiradsontheboard.Say,