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1Unit3GettingTogetherTopic3Whatwouldyouliketodrink?SectionCThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:eat,out,eatout,dinner,havedinner,why,Whynot…?2.Learnsomeusefulsentencesabouthavingmealsandmakingsuggestions:(1)—Wouldyouliketohavedinnerwithme?—Yes,I’dliketo.(2)—Whatwouldyouliketoeat?—Letmesee.(3)—Whynothavesomefishandeggs?—Goodidea.(4)—Helpyourselftosomefish.—Thanks.(5)Hereyouare.Ⅱ.Teachingaids教具录音机/图片/投影仪/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:6分钟)通过歌曲、图片、师生互动等形式，培养学生的学习兴趣。复习重点知识，导入新课。1.(师生共唱歌曲《OldMcDonaldHadaShop》，调节课堂气氛，提高学生的学习兴趣。)2.(利用图片，快速复习食物名称。)T:Lookatthesepictures.Let’ssaythemoutasquicklyaspossible.S1:Rice.(教师出示rice图片。)S2:Hamburger.(出示hamburger图片。)S3:……23.(让学生两人一组模仿SectionB，2a，表演一段就餐对话，导入新课。)T:Welldone!Pleasemakeaconversationabouthavingmealswithyourpartner.ThenI’llasksomepairstoactitoutinthefront.Step2Presentation第二步呈现(时间:14分钟)通过创设情景、师生问答等形式，学习本课新单词及新句型。1.(师生问答，谈论学生的日常饮食，复习有关句型，并引出本课新知识。)T:Whatdoyouusuallyhaveforbreakfast?S1:Iusuallyhave…forbreakfast.T:Whataboutlunch?S1:Iusuallyhave…T:DoyouofteneatJiaoziforsupper?S1:Yes.Ilikeitverymuch.(板书并要求学生掌握。)eatT:S2,wouldyoulikesomeJiaozi?S2:Yes,please./No,thanks.T:S3,wouldyoulikesomevegetables?S3:Yes,please./No,thanks.T:S4,wouldyouliketohavebreakfastwithme?S4:Yes,I’dliketo.(帮助学生回答。)(板书并要求学生掌握。)—Wouldyouliketodosth.?—Yes,I’dliketo.(教师讲解其用法。师生操练。)T:Wouldyouliketohavelunchwithme?Ss:Yes,I’dliketo.T:Wouldyouliketohavedinnerwithme?Ss:Yes,I’dliketo.(板书并要求学生掌握。)dinner,havedinnerT:Wheredoyouoftenhavedinner?Ss:Ioftenhavedinnerathome.T:Iofteneatathome,too.ButsometimesIeatout.(板书并要求学生掌握。)eatoutT:S5,wouldyouliketoeatoutwithme?S5:Yes,I’dliketo.3T:Whatwouldyouliketoeat?S5:I’dlikesome…T:Whataboutsomechicken?S5:Goodidea.T:Icanalsosay“Whynothavesomechicken?”(板书并要求学生掌握。)—Whynotdosth.?—Goodidea.(师生操练。)T:S6,whynothavesomeapplejuice?S6:Goodidea.T:S7,whynothavesomefish?S7:Goodidea.T:Verygood,sitdown,please.S8,ifyouwanttoaskyourclassmatestoeatappleshere,whatdoyousay?S8:Helpyourselftosomeapples.Ss:Thankyou./Thanks.T:Good,butyoushouldsay:Helpyourselvestosomeapples.(教师应加重语气，强调yourselves。)(然后教师拿起一个苹果递给一个学生说。)T:Hereyouare.S9:Thankyou./Thanks.(板书并让学生猜测句子的意思，要求学生掌握。)Hereyouare.T:OK.Doyouwanttoknowwherethechildrenhavedinner?Pleaselistentothetapeandfindouttheanswer.2.(播放1a录音，学生听并找出答案。核对答案。)Step3Consolidation第三步巩固(时间:8分钟)通过角色表演，进一步巩固就餐用语，培养学生用所学语言进行交际的能力。1.(重播1a录音，让学生听录音，完成下列问题。)T:Listentothetapeagainandcompletethefollowingquestions.(1)Dotheyeatout?(2)Whatdotheyeat?(3)Dotheyhavesomedrinks?2.(再播1a，让学生跟读，注意语音语调，加深理解。)T:Listentothetapeagainandrepeat.Payattentiontothepronunciationandintonation.3.(角色表演：学生三人一组，分角色表演1a。然后挑选几组上台表演，并给予鼓励。完成41b。)T:OK.Nowpleasepracticethedialogingroupsofthree.ThenI’llasksomegroupstocometothefrontandrole-play.Step4Practice第四步练习(时间:9分钟)通过排序、填空和给句子配对等活动，帮助学生继续操练本话题的功能语言项目，以提高学生的综合语言运用能力。1.(看2的图画，对句子进行正确排序，核对答案。完成2。)T:Welldone.Next,lookatthepicturein2onPage74.Canyouguesswheretheyare?Ss:Theyareintheshop.T:Andwhatdotheysay?Readthefollowingsentencesfirst.Thenputthemintothecorrectordertomakeaconversation.(核对答案。)T:Boysandgirls,I’lldivideyouintotwogroups.Boysacttheboss.(教师可以用汉语解释boss。)Girlsactthecustomer.(教师用汉语解释customer。)Areyouready?Go.Boys:MayIhelpyou,sir?Girls:Yes,twohamburgers,please.Boys:Twohamburgers.Wouldyoulikesomethingtodrink?Girls:No,thanks.Boys:OK.16yuan,please.Girls:Hereyouare.2.(将3中的图贴在黑板上，师生讨论笑脸的含义。学生两人一组问答，然后完成3的文章。)T:Lookatthepicturesontheblackboard.Talkabouttheminpairs.(1)S1:Doyoulikechicken?S2:Yes,Ilikeitalittle.S1:Doyoulikehamburgers?S2:Yes,Ilikethemverymuch.(2)S3:Doyoulikefish?S4:Yes.It’smyfavoritefood.S3:Doyoulikebananas?S4:No,Idon’tlikethematall.T:Nicework!Nowlet’scompletethepassagein3.Thenwewillchecktheanswerstogether.(核对答案。)3.(用投影仪或小黑板展示4中两组句子，让学生配对，以提高他们对句子的运用能力，完成4。核对答案。)Step5Project第五步综合探究活动(时间:8分钟)通过接力活动及讨论学生的饮食情况，提高学生听说读写的综合语言技能。1.(接力比赛。)5(方案一：看谁说得对。)(教师念some，学生接食物类名词，且要注意是否加s。学生按座位顺序快速轮流说，食物名称不得重复，说错者退出比赛，最后剩下的同学为获胜者。)(方案二：比一比谁快。)(1)(事先准备两份内容相同的卡片，卡片上给出的是本话题的功能句。)(2)(将全班同学分成两组并站成两路纵队，每组的第一位同学用卡片上的第一个问题提问，第二位同学回答，然后第二位同学用卡片上的下一问题提问，第三位同学回答，问完问题的同学站到本队的最后，当再次轮到第一位同学提问时，一个赛程结束，教师记下两组分别花费的时间，花费时间短且问答准确率高的组获胜。)2.(让学生两人一组讨论自己的饮食情况，并模仿3写成短文。学生互评，然后教师挑选一个学生的作文进行点评。)3.Homework:(1)让学生运用所学的句型自己编一个关于就餐的对话，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：Whatwouldyouliketodrink?SectionCeatouthavedinner/havesupperHereyouare.Thanks.—Wouldyouliketodo…?—Yes,I’dlike/loveto.—Whynothavesomefishandeggs?—Goodidea.—Whataboutsomevegetables?—Goodidea.