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1、Lesson 22 In the Restaurant一、教材依据冀教版（衔接三年级起点）七年级上册 Unit4 第四课。二、设计思想本课采用采用竞赛和配音的方式训练口语，传统的机械的操练不能激发学生的学习热情，采用竞赛和配音的方式进行操练，大大提高了学生学习的积极性；采用交际法，学习语言的目的就是为了交际，而且本节课的中心任务是购物，购物就必须与人交际。交际法是遵循学生按自然顺序习得语言的方法。交际法重视在实践运用中掌握语法，此种教法效果良好，是当代语言教学的一种重要教法；采用任务型教学，任务型教学是让学生在完成一个或一系列真实的交际任务过程中，通过运用语言，达到掌握语言的目的。学生为了完成
2、交际任务而学习、使用语言，学生有明确的学习动机，所以学习积极性较高，学习效果较好。而传统的语言教学采用假设、纸上谈兵式的教法不能激发学生的兴趣。教学内容分析：Lesson22 In the Restaurant 是冀教版七年级上册Unit4 第 4 课。本课围绕着本单元谈论饮食这一话题设计各种教学活动，通过商店购物，餐厅就餐的情景操练，复习巩固本单元所学的饮食名词，强化运用购物论价，吃饭点菜的交际用语。同时通过各种不同的任务设计，让学生主动参与到教学活动中来，从而在一种轻松、愉快的环境里接受新的知识。学生情况分析：学生们前面已经学习了大量的饮食名词，这就为展开本课教学做了很好的铺垫。本课通过大
3、量的图片，活动或表演，激发学生的学习兴趣，使学生大胆参与到教学活动中来，经过听、说、读、写的全面训练，让学生很自然的学习和运用饮食词汇及语言，较容易达成“口言心声” 。但本课篇幅较长，许多语句较长难懂，将给学生带来理解和口头表达上的双重难度，这就需要老师的点拨和强调以及一定量的强化练习。三、教学目标、Knowledge aims:(1)、Learn some new words:Waitress can coke order fourteen eleven beef dumpling something problem menu bottle (2)、 Learn some useful ph
4、rases:in the restaurant a can/bottle of be ready to do sth. rice with fish(3)、Learn some useful sentences:1). Are you ready to order? 2). Would you like something to drink/eat? 3). How much is/are/for ?4). No problem .(4)、 Learn some useful expression: 1)- Are you ready to order? -Yes, please.2)- Ho
5、w much are the noodles? - yuan. 3)- Thanks! -Youre welcome. 4) -What would you like? -Id like.5)- Would you like something to drink/eat? -yes, please./No.thanks.2、Ability aims:Learn to talk about what people would like(to buy/eat/drink).3、Emotion aims:(1) To develop the study interests(2) To encoura
6、ge students to express and show themselves 四、教学重点（Important Points）Buying things and talking about the price. 五、教学难点（Difficult Points）Master how to order food .六、教学方法情景教学法 任务型教学法七、学习方法小组合作 疯狂阅读八、教学准备各种饮料、食品、水果的图片；录音机；笑脸、哭脸（奖励用品） 。九、教学过程设计Step 1 Warming up1.Play an English song named for the students
7、, ask them to sing together.（英语课上播放歌曲，可以很好的激发学生的学习兴趣，让他们积极参与，本课这样设计，也是为了自然的导入新课。 ）3. Free talk ( at the supermarket/morning market )（学生们对于在超市，早市交际内容前两课已经学过，通过这一话题的讨论，可以极大的激发学生的积极性，引起共鸣，尤其是中下等学生，让他们积极参与，体验成功。 ）4. Show some pictures and let the students review and learn some food by saying“What would
8、you like?” “ I would like”. (考虑到本课的主题是谈论饮食，这就需要用到大量的饮食名词，对学生以前接触到的加以复习，顺便学习新词，既可以巩固旧知识，同时也为下面的现在进行时的教学做好铺垫，为学生运用扫清障碍。)Step 2 Presentation（1）T ：We feel hungry and thirsty. We want to eat and drink, but we can only see them, we cant have. So what to do? S: Buy. T: Where to buy? (show the picture) S: R
9、estaurant . T: How to buy? S: T: Lets see a short movie and tell me what food they buy. （通过以上的热身活动，学生们已经完全消除了恐惧感，兴趣盎然.）(2) T: Tell me what food they buy. S: Chicken noodles and dumplings. T: Would you like something to drink? S: Yes. They would like some water and some apple juice.(这时候再导入新语言，他们就可以大胆
10、发表自己的见解，我对他们的每一种说法都不急于否定，而是鼓励、引导他们给出正确的答案。在接触新知识时，是允许学生犯错误的，学生在此基础上得出的答案，印象会更为深刻。同时学生们的探究能力可得到很好的培养和提高。 ）(3) Show some other pictures, point to the pictures and let them try to ask and answer: -Whats this? -Its_. -How much for_? -_yuan. - I like it a lot. -Ill take_. -I d like - - OK. Here you are.
11、-Thank you. -Youre welcome. (学生们这时已初步清楚购物问价及买多少的表达方式，通过老师的点拨，学生们就可以在交际情境中充分感受语言结构和基本用法。)(4)Role-play and then let the students talk about the pictures in pairs.(分组角色扮演情景模拟练习，这样的活动既可以培养学生的合作意识，又能在情景中进行交际，练习了本节课的重点。)(5)Act out as the roles.(学习语言的关键就是让学生能在“做中学”(learning by doing)，通过有限而真实的的课堂实践活动，注意观察别人
12、的行动，能准确地用英语来表达，同时学生又可以不断提高自己的为交际而运用语言的能力。)Step3 Listening A)Li Ming would like _. They are _ yuan. He wants to drink _.B)Jack would like _. They are _ yuan. He wants to drink _.(任务型听力要求学生分别听两个情景，同时根据理解填空，既促进了学生对课文理解，又加强了听力训练。) Step 4 PracticePractise reading as roles together.(整体感知课文)Step 5 Reading(
13、A) Group work -Reading and tell true (T) or false (F) as small groups of four: 1. Li Ming and Jack have lunch in a restaurant. ( )2. Li Ming would like some porridge. ( )3. Jack has carrot and egg dumplings for lunch. ( )4. Jack wants to drink some water. ( )5. Li Ming has chicken noodles and some w
14、ater for lunch. ( )(B) Let the leader of each group answer one by one.(让学生小组分工协作完成阅读任务，后派代表依次回答问题，体现任务型教学模式。在活动中，由于分工协作，人人都有任务，且根据个人特点来相应承担，使所有学生都能参与其中。学生通过阅读对文章产生一定的感性认识，再通过思考获得理性认识，再做判断。培养学生观察、理解、分析能力，增进学生之间友谊。 ）Step 6 Practice(A)Be crazy to read(B) Practise crazily1.Its lunch/breakfast/supper tim
15、e.2. Are you ready to order?3. I would like some dumplings/rice/noodles.4. Id like a sandwich and some milk for lunch.5. Would you like a bowl of noodles?6. Would you like something to drink/eat? -.7. Do you like rice with fish?8. How much for /is/are (这种训练，既可以调节课堂气氛，又可以训练培养学生的语感，同时又解决了本节课的难点，还避免了汉语翻译的尴尬，更重要的是传授了一种学习方法与理念，使原本枯燥的机械操练变得生动有趣，学生也更乐于接受。)Step7 Work togetherIts lunch time . Li Ming and Jenny are hungry . They go to a restaurant .Waiter: _order?Li Ming: Yes, please. _ dumplings. Whats your favourite food,
