资源简介

(共22张PPT)
Eat Well
UNIT 4
What do we like to eat
Section A (2a-2e)
授课人：姚 斯
Language Competence
语言能力
Be able to listen and distinguish the intonation in sentences accurately.
能够听辨并准确认读句子读音的音调
1
Thinking Quality
思维品质
Be able to order ,recommend dishes and give some advice of healthy eating
能够学会点餐流程、菜品推荐及健康饮食建议
3
Learning Ability
学习能力
Be able to play roles with partners through conversation.能够获取对话中关键信息与同伴进行角色扮演
2
Cultural Awareness
文化意识
Be able to cooperate with classmates and know about the awareness of assistance
能够与同学积极合作，培养同学之间互帮互助的意识
4
Learning Goals
学习目标
Candy
Let's go together !
Hello ! Everyone .I'm a tour guide(导游) . I will show you around Songtao.
There are many kinds of delicious foods and drinks in Songtao. Would you like to have？
salad
dumplings
hot pot
mutton
beef noodles
yogurt
juice
Beijing roast duck
Mapo tofu
fish soup
Gongbao chicken
tea
strawberry
Dongpo pork
chicken and cabbage salad
Beijing roast duck cabbage Dongpo pork fish soup
hot pot ; juice Gongbao chicken salad
strawberry cake; tea; beef noodles ; yogurt;
Food Drink
Beijing roast duck; cabbage; Dongpo pork; hot pot ;
Gongbao chicken; strawberry cake; beef noodles ; salad;
fish soup;
juice;
tea;
yogurt;
Pre-listening
2d
Think and discuss
What food and drink would you like to order at a restaurant
I'd like to order......
waiter
waitress
1. Where are they
2. How many people are there
3. What is the waitress doing
At a restaurant.
There are four people.
She is taking orders(点餐).
Look and guess
Pre-listening
Pre-listening
Dad
Mum
Tom
Waitress
Waiter: Hello! What would you like to order / eat
Tom: What about Gongbao chicken We often have it in America, but it may taste different here. I'd like to try it.
Dad: Good idea!
Mum: Do you have anything with tofu
Waiter: Yes. Would you like a hot tofu dish or a cold one
Mum: A hot tofu dish, please.
Waiter: We have Mapo tofu. Would you like that
Mum: Yes, please. We should also order some vegetables / a salad.
Dad: How about a chicken and cabbage salad
Tom: That sounds good. Can we order / get soup too
Dad: OK. Let's see ... Which soup would you like, chicken or fish
Mum: Fish, please!
Dad: Sure. Now, would you like rice or dumplings / noodles
Tom: Rice, please.
Mum: OK. Let’s get that.
Listen to the conversation and circle the coloured words you hear.
Listen and circle
Pre-listening
While-listening
2a
2b
Read the conversation and complete the table.
Person Choice for the family meal
Tom
Mum
Dad
Waiter: Hello! What would you like to order / eat
Tom: What about Gongbao chicken We often have it in America, but it may taste different here. I'd like to try it.
Dad: Good idea!
Mum: Do you have anything with tofu
Waiter: Yes. Would you like a hot tofu dish or a cold one
Mum: A hot tofu dish, please.
Waiter: We have Mapo tofu. Would you like that
Mum: Yes, please. We should also order some vegetables / a salad.
Dad: How about a chicken and cabbage salad
Tom: That sounds good. Can we order / get soup too
Dad: OK. Let's see ... Which soup would you like, chicken or fish
Mum: Fish, please!
Dad: Sure. Now, would you like rice or dumplings / noodles
Tom: Rice, please.
Mum: OK. Let’s get that.
Listen to the conversation and circle the coloured words you hear.
Pre-listening
2a
2b
Read the conversation and complete the table.
Person Choice for the family meal
Tom
Mum
Dad
Gongbao chicken; rice
Mapo tofu; fish soup
a chicken and cabbage salad
Do you think they eat healthily(健康地)
What would Tom/Tom‘s mum/Tom’s dad like to have
He/She would like to......
would like to do 想要做某事
Waiter: Hello! What would you like to order
Tom: What about Gongbao chicken We often have it in America, but it may taste different here. I'd like to try it.
Dad: Good idea!
Mum: Do you have anything with tofu
Waiter: Yes. Would you like a hot tofu dish or a cold one
Mum: A hot tofu dish, please.
Waiter: We have Mapo tofu. Would you like that
Mum: Yes, please. We should also order a salad.
Dad: How about a chicken and cabbage salad
Tom: That sounds good. Can we order soup too
Dad: OK, Let's see…Which soup would you like, chicken or fish
Mum: Fish, please!
Dad: Sure. Now, would you like rice or noodles
Tom: Rice, please.
Mum: OK. Let's get that.
taste （系动词）尝起来
选择疑问句
Would like...or...
order v. 预定点餐
Let’s get that.
让我们吃这个
Language points
Pre-listening
Post-listening
try to do sth 尽力做某事
try doing sth 尝试做某事
try one’s best to do sth
尽某人最大努力做某事
try on 试穿
记笔记
Listen to the conversation again and pay attention to the intonation in the alternative questions. Then role-play it.
Waiter: Hello! What would you like to order
Tom: What about Gongbao chicken We often have it in America, but it may taste different here. I’d like to try it.
Dad: Good idea!
Mum: Do you have anything with tofu
Waiter: Yes. Would you like a hot tofu dish or a cold one
Mum: A hot tofu dish, please.
Waiter: We have Mapo tofu. Would you like that
Mum: Yes, please. We should also order a salad.
Dad: How about a chicken and cabbage salad
Tom: That sounds good. Can we order soup too
Dad: OK. Let’s see ... Which soup would you like, chicken or fish
Mum: Fish, please!
Dad: Sure. Now, would you like rice or noodles
Tom: Rice, please.
Mum: OK. Let’s get that.
Listen and mark the intonation
Pre-listening
Post-listening
2a
↘
↘
↘
↘
↘
↘
↘
↘
↘
↘
↘
↘
Would like ...or...
选择疑问句：音调前升后降
长兴中学美味餐厅
（Changxing Middle School Restaurant ）
1. beef noodles:-----------$12
2.Beijing roast duck:------$58
3. cabbage: ---------------$3.9
4. Dongpo pork:----------$24.50
5. hot pot:-----------------$108.50
6.mutton noodles:--------$13
7. Gongbao chicken:------$28
8. salad:--------------------$16
9. strawberry cake:--------$6.50
10.dumplings:-------------$10
Drink
11. fish soup:--------------$16
12.tea:---------------------$3.00
13. juice:-------------------$7
14. yogurt:----------------$6.00
Waiter: Welcome to our restaurant! Here is a menu for you. What would you like to have
Customer 1: I would like___________________.
Waiter: What would you like to eat
Customer 2: I'd like______________please. Do you have fish soup
Waiter: Of course. Would you like______________or_______________
Customer 3: I would like to have_____________please.
Changxing Middle School Restaurant Menu
P28
Food
长兴中学美味餐厅菜单
Summary
A good diet is the best medicine!
良好的饮食是最好的良药
模仿朗读2a并有感情地背诵。
根据2d、2e部分的词汇和对话，结合自己喜好编写一段新的对话。
Must do
Choose to do
Homework新人教版七下Unit4 Section A(2a-2e)教学设计
学科 英 语 年级 七年级 课 型 听说课 设计者 姚斯
课题 新人教版七年级下册Unit4 Section A（2a-2e）What do we like to eat 课时 1课时(40分钟)
课标要求 - 语言能力：学生要掌握餐厅点餐的相关句型，如“What would you like to order ”等，以及重点食物词汇，能在相应情境中准确运用。- 文化意识：理解中餐点餐礼仪，对比中西点餐习惯差异，增强对多元文化的认知。- 思维品质：通过听力信息提取与角色扮演等活动，提升逻辑推理与交际能力。- 学习能力：借助合作学习与任务迁移，培养语言运用与归纳能力。
教材分析 - 内容：2a要求学生听对话圈出彩色单词；2b要求读对话完成表格，记录人物点餐信息；2c要求再听对话注意语调并进行角色扮演；2d让学生思考并记录在餐馆点餐的食物并讨论；2e是模拟餐厅顾客与服务员的对话，要求用特定句式交流。 - 目的：通过系列与餐厅点餐相关的听说读写练习，帮助学生掌握点餐的英语表达，提升在真实情境中用英语交流的能力，增强跨文化交际意识。 - 结构：这是关于餐厅点餐主题的综合语篇，通过多样化练习让学生从不同角度学习和练习相关语言知识，各部分相互关联，从听力逐渐过渡到读、说、写练习，形成完整学习链。
学情分析 - 知识基础：学生在之前的学习中掌握了一些基础食物词汇及简单日常对话，对健康饮食有一定了解，但缺乏系统的点餐表达能力。 - 学习特点：七年级学生喜欢互动活动，对饮食文化差异等内容感兴趣，但在学习抽象语法概念时可能会有困难，部分学生易混淆英语表达。 - 能力水平：经过一段时间的英语学习，学生具备一定的听说读写能力，但在语言的准确性和流利性方面有待提高，在口语表达时可能面临词汇量不足、语法错误等问题。
核心素养目标 （一）语言能力目标1. 学生能够听懂关于在餐厅点餐的对话，识别并理解相关词汇，如“Gongbao chicken（宫保鸡丁）”“tofu（豆腐）”“salad（沙拉）”“soup（汤）”“rice（米饭）”“juice（果汁）”等 。2. 能够正确朗读和运用所学词汇、句型进行点餐相关的对话交流，如：“What would you like to eat/drink ” “I'd like...” “Would you like... or... ” 等句型。 3. 能准确模仿听力材料中的语音、语调，特别是选择疑问句的语调。（二）学习能力目标1. 通过听力、口语练习，培养学生获取关键信息和表达个人需求的能力。 2. 引导学生积极参与小组活动，学会合作学习，提高自主学习能力和解决问题的能力 。（三）思维品质目标1. 鼓励学生在点餐情境中，根据自身喜好和实际情况做出合理选择，培养批判性思维。2. 通过分析对话信息，提升逻辑思维能力，如梳理对话中人物的点餐内容和顺序。（四）文化意识目标1. 了解中西方饮食文化的差异，如菜品的种类、用餐习惯等。2. 感受中国美食文化的魅力，增强对本国文化的认同感和自豪感 。
教学重点 1. 掌握与食物、饮料相关的重点词汇以及点餐常用句型。2. 理解并正确运用选择疑问句询问对方的食物选择，并掌握其语调。
教学难点 1. 在实际情境中熟练运用所学句型进行自然流畅的交流，避免中式英语表达。2. 区分可数名词和不可数名词在点餐句型中的正确使用，如：“I'd like some apples.” （可数名词复数）和 “I'd like some water.” （不可数名词） 。
教学方法 1. 情境教学法：创设餐厅点餐的真实情境，让学生在情境中感受和运用英语，提高语言实际运用能力。2. 任务驱动法：设计多样化的任务，如听力任务、口语任务、小组讨论任务等，激发学生的学习兴趣和主动性，培养学生完成任务的能力和合作精神。3. 直观教学法：利用图片、音频、视频等多媒体资源，直观展示教学内容，帮助学生更好地理解和记忆，增强教学效果。
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一 导入（Lead - in）（3分钟） 乘坐高铁前往松桃县，由我扮演导游Candy带领大家去享受当地美食。T: Boys and girls, Welcome to take this train. The next station is Songtao Railway Station. Now I am a tour guide.I will show you around Songtao. There are many kinds of delicious foods and drinks in Songtao. Would you like to have？Let's go together ! ...... 1. 模拟乘坐高铁，跟随老师（扮演导游Candy）的引导，想象自己前往松桃县。2. 倾听老师（导游）对松桃县有各种美食饮品的介绍。3. 回应老师提出的“是否想要品尝松桃美食饮品”的询问，和老师一起“前往”体验松桃美食。 1. 情境创设：通过创设乘坐高铁前往松桃县、教师扮演导游的情境，营造出真实有趣的学习氛围，激发学生的学习兴趣和参与热情，使学生更投入到接下来的活动中。2.角色代入：教师扮演导游这一角色，增加了互动性和亲近感，同时让学生有机会以游客的身份参与活动，通过角色代入更好地理解和体验相关的语言和情境，提升学习的效果。
环节二 词汇学习（Vocabulary Learning）（8分钟）通过播放松桃的视频并展示当地美食的图片，如北京烤鸭（Beijing Roast Duck）、饺子（dumplings）、沙拉（salad）、羊肉（mutton）、火锅（hot pot）、牛肉面（beef noodles）、酸奶（yogurt）、果汁（juice）、麻婆豆腐（Mapo tofu）、鱼汤（fish soup）、东坡肉（Dongpo pork）等。引导学生说出自己认识的食物名称并学习新词汇。通过玩游戏来学习并巩固词汇。思考并讨论2d中的词汇T: What food and drink would you like to order at a restaurant 1. 观看播放松桃的视频，浏览展示的当地美食图片。2. 说出自己认识的食物名称，参与学习新词汇的过程。 3. 参与玩游戏，在游戏中学习并巩固词汇。 4. 思考教师提出的问题“在餐馆里你想要点什么食物和饮料”，并就2d中的词汇展开讨论。S1:Beijing Roast Duck.S2: dumplings.S3:muttonS4:.....S: I'd like to order...... 直观呈现与兴趣激发：通过播放松桃的视频和展示当地美食图片，直观地呈现各种食物，吸引学生注意力，激发学生对词汇学习的兴趣，使学生更愿意参与到学习活动中。游戏辅助巩固：利用游戏来学习和巩固词汇，改变了传统单调的学习方式，增加学习的趣味性和互动性，让学生在轻松愉快的氛围中强化对词汇的记忆，提高学习效果。
环节三 听前活动（Pre-listening） 教师Candy扮演服务员在餐厅点餐。呈现Tom和家人的点餐场景，把书本的男服务员换成教师Candy进行点餐 T: There are three people from America coming to Songtao.Now they are at our restaurant. Who are they Where are they How many people are there What is the waitress doing Ss: At a restaurant.Ss: There are four people.Ss: She is taking orders 1.出现Tom和家人的点餐场景，创设出一个生动的餐厅点餐情境，自然地导入听力主题，吸引学生的注意力，激发学生对即将进行的听力内容的兴趣和好奇心。2.建立熟悉感：将书本中的男服务员换成教师本人进行点餐，使学生对情境更加熟悉和亲近，减少陌生感，有助于学生更轻松地参与到后续的听力活动中，提高听力理解的效果。
环节四 听中活动（While-listening） 听对话2a圈出标有颜色的单词，并注意句子的语音语调。 T: Listen to the conversation and circle the coloured words you hear核对答案，邀请学生说出所听到的彩色单词，教师在黑板上记录并再次强调发音。T: Now, let's check the answers. Who can tell me which coloured words you heard S1: I heard “Gongbao chicken” and “tofu”.T: Very good. “Gongbao chicken” and “tofu”. Let's read these two words again. 1. 听对话2a，圈出听到的标有颜色的单词，同时注意句子的语音语调。2. 在核对答案环节，被邀请的学生说出自己所听到的彩色单词 ，如示例中S1说出了“Gongbao chicken”和“tofu”。3. 跟着老师再次朗读被强调发音的彩色单词。 1.强化词汇学习：通过核对答案，邀请学生说出听到的彩色单词，教师记录并强调发音，进一步强化学生对这些词汇的记忆和正确发音，加深对词汇的理解和掌握。 2.促进课堂互动：在核对答案的过程中，邀请学生参与回答，增加了学生的课堂参与度，促进了师生之间的互动和交流，营造积极的学习氛围。
环节五 听后活动（Post-listening） 1)读对话2a并完成2b的表格，写出Tom及家人所点的餐 T: What would Tom/Tom‘s mum/Tom’s dad like to have T: Do you think they eat healthily 讲解2a的语法知识点模仿录音朗读2a对话，标注语音语调。全体同学再朗读一遍。全班分为四组，分别模仿对话中的人物进行角色扮演朗读。小组活动。播放本校食堂视频，呈现学生用餐场景。 将学生分成小组，每组4人。布置小组任务：呈现本校美味餐厅菜单，学生根据菜单进行点餐. 角色扮演四人一组进行对话其中一人是服务员，其他三人是顾客。T: Are you hungry now Would you like to have something Let’s go to Changxing Middle School Restaurant.小组成员讨论并完成角色分配，期间教师巡视各小组，观察学生的讨论情况，适时提供语言支持和建议 。每个小组展示点餐程序 1. 阅读对话2a并完成2b的表格，写出Tom及家人所点的餐，并思考他们的饮食是否健康。2. 学习并理解2a中的语法知识点。3. 模仿录音朗读2a对话，标注语音语调，然后全体同学再次朗读对话。之后全班分为四组，分别模仿对话中的人物进行角色扮演朗读。4. 观看播放的本校食堂视频，了解学生用餐场景。5. 学生分成每组4人的小组，根据本校美味餐厅菜单进行点餐，进行角色扮演对话，其中一人扮演服务员，其他三人扮演顾客。小组成员讨论并完成角色分配，最后每个小组展示点餐程序。 1. 巩固听力内容：通过读对话并完成表格，让学生回顾Tom及家人所点的餐，强化对听力信息的理解和记忆。2.语音语调训练：模仿录音朗读并标注语音语调，进行角色扮演朗读，培养学生正确的语音、语调，提高口语表达能力。3.培养语言运用能力：学生根据菜单进行点餐，模拟真实的点餐场景，提高在实际情境中运用英语进行交际的能力。4.教师指导与反馈：教师巡视各小组，观察学生的讨论情况，适时提供语言支持和建议，及时给予学生指导和反馈，帮助学生更好地完成任务。
总结评价 与学生一起回顾本节课所学的重点词汇和句型，如食物、饮料词汇以及点餐常用句型 “What would you like to eat/drink ” “I'd like...” “Would you like... or... ” 等 。T: Class, let's summarize what we have learned today. Who can tell me some of the new words we learned S6: Gongbao chicken, tofu, salad...T: Great. And what about the sentence patterns S7: What would you like to eat/drink I'd like...
分层作业 基础作业：模仿朗读2a并有感情地背诵。 拓展作业：根据2d、2e部分的词汇和对话，结合自己喜好编写一段新的对话。
板书设计
教学反思 在本节课的教学过程中，通过多种教学方法和活动，学生对在餐厅点餐的相关英语表达有了较好的掌握，积极参与课堂互动，达到了一定的教学目标。但在教学中也发现一些问题，如部分学生在实际交流中仍存在语法错误和表达不流利的情况，在今后的教学中应加强口语练习和语法巩固；小组活动时，个别学生参与度不高，后续需要进一步引导学生学会合作学习，确保每个学生都能在课堂中有所收获。
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