Food and drink Lesson 75-2教學(xué)設(shè)計示例（精選16篇）

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇1

　　Lesson 76教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）學(xué)習(xí)元音字母e和字母組合ee，ea的發(fā)音。

　　（2）初步接觸句子重音練習(xí)。

　　（3）小結(jié)表示征求意見、表達(dá)愿望的用語。

　　2.能力目標(biāo)

　　（1）能夠正確讀出含有元音字母e和字母組合ee，ea的單詞。

　　（2）熟練運(yùn)用本單元中表示意見、表達(dá)愿望的用語。

　　3.情感目標(biāo)

　　培養(yǎng)學(xué)生愛惜糧食的美德。

　　二、教具

　　錄音機(jī)；音標(biāo)卡片。

　　三、課堂教學(xué)設(shè)計

　　1.利用第75課圖片進(jìn)行問答練習(xí)。(參閱上課教案)

　　2.教師出示[i：], [e]等音標(biāo)卡片，學(xué)生認(rèn)讀。放課文第一部分錄音，學(xué)生跟讀兩遍。讓學(xué)生自己小結(jié)元音字母e及字母組合ee，ea的發(fā)音，并讓學(xué)生舉出其他例詞，之后做習(xí)題2。

　　3.教師扼要解釋句子重音的作用，以及什么詞應(yīng)該在句子中重讀。放課文第二部分錄音，學(xué)生跟讀兩遍，加強(qiáng)對學(xué)生模仿的指導(dǎo)。

　　4.做課文中聽力練習(xí)。打開練習(xí)冊，學(xué)生邊聽錄音邊做練習(xí)1。錄音放3遍。最后在全班核對答案。

　　5.指導(dǎo)學(xué)生自己閱讀復(fù)習(xí)要點(19)，教師小結(jié)在復(fù)習(xí)要點中列出的不可數(shù)名詞，以及征求意見、表示愿望的用語和句型。

　　6.指導(dǎo)學(xué)生做練習(xí)冊其他習(xí)題。

　　7.布置作業(yè) 

　　完成練習(xí)冊習(xí)題。

　　8.小測驗

　　1)聽寫本單元中要求四會的單詞和主要句型；2)以練習(xí)冊7第5課習(xí)題4為示例，要求學(xué)生編寫對話。

　　四、難點講解

　　不可數(shù)名詞

　　在英語中，有一部分表示物質(zhì)或抽象意義的名詞，叫做不可數(shù)名詞。它們沒有復(fù)數(shù)形式。例如：milk, water, tea等。在句中以單數(shù)形式出現(xiàn)。但我們可以借助含有量詞的短語來表示物質(zhì)名詞的量。(參閱第73課難點講解部分)

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇2

　　Lesson 73教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)：

　　（1）掌握表示食物的詞匯，如water, meat, milk, rice 等。

　　（2）掌握句型：It's time to do sth.

　　2.能力目標(biāo)：

　　（1）能夠熟練運(yùn)用本節(jié)課中所學(xué)到的有關(guān)食物的詞匯。

　　（2）初步了解不可數(shù)名詞的用法。

　　3.情感目標(biāo)：

　　培養(yǎng)學(xué)生愛惜糧食的美德。

　　二、教具

　　錄音機(jī)；與本課生詞有關(guān)的圖片；幾只茶杯(或瓶子、玻璃杯)。

　　三、課堂教學(xué)設(shè)計

　　1.值日生報告。

　　2.放課文第一段錄音，教師先提一個問題：What's the time? 放一遍錄音，學(xué)生回答教師的問題。再放錄音，學(xué)生跟讀兩遍。

　　教師解釋對話中 It's time to… 這一句話，并板書以下時間和動詞短語：

　　7∶30 go to school 8∶00 go to the classroom

　　4∶00 play games 5∶00 go home 10∶00 go to bed

　　要求學(xué)生利用所給時間和動詞短語編小對話。例如：

　　S1：It's 7∶30 now.

　　S2：Oh, it's time to go to school.

　　S1：OK, let's go!

　　S2：Yes, let's.

　　其他對話形式同上。

　　3.利用準(zhǔn)備好的圖片(如果沒有，可利用課本中插圖)，教本課詞匯。在學(xué)生基本會讀以后，教師解釋rice，tea等不可數(shù)名詞在使用中的注意事項，并借助事先準(zhǔn)備好的茶杯等實物，引導(dǎo)出 cups of tea等短語，借助圖片，引導(dǎo)出 some rice等，以增加直觀效果。

　　打開練習(xí)冊，指導(dǎo)學(xué)生用筆頭形式做習(xí)題2。

　　4.教師可反復(fù)利用手中實物或圖片，不斷變換，要求學(xué)生用英語表達(dá)：

　　T：(舉起一碗米飯的圖片)

　　Ss：some rice

　　T：(換成幾只茶杯)

　　Ss：three cups of tea (four, five etc.)

　　這個練習(xí)可集體與個人形式相結(jié)合。

　　5.指導(dǎo)學(xué)習(xí)做練習(xí)冊其他習(xí)題。

　　6.布置作業(yè) 

　　1)抄寫生詞；2)完成練習(xí)冊習(xí)題。

　　四、難點講解

　　a cup of tea 一杯茶

　　tea, milk, orange, water等詞是不可數(shù)名詞，本身沒有復(fù)數(shù)形式。要表示它的量的多少，可借助 a cup/bottle/glass of等短語。如果是兩杯茶，三瓶牛奶，可將cup, bottle等詞變?yōu)閺?fù)數(shù)形式。例如：

　　two cups of tea 兩杯茶

　　five bottles of milk 五瓶牛奶

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇3

　　Lesson 75教學(xué)設(shè)計示例

　　Step 1 Revision

　　1 Check Homework.

　　2 Revise the What would you like? dialogue in SB, Lesson 74, Part 2 and ask students about others' choices: What would he / she like? What about him / her? etc.

　　3 Revise countable and uncountable nouns.

　　Step 2 Presentation

　　Ask three students from the class to come up and be an example for “make a survey” in SB Page 13, Part 1. First have S 1 ask S2, What would you like for supper? S2 answers, I would like …. Next, have S3 ask S 1, What would (name) / he /she like for supper? S 1 answers, He / She would like …. Be sure that S3uses the correct pronoun for he / she.

　　Step 3 Make a survey

　　1 Have students work in pairs to fill out the survey.

　　2 Have students switch partners as in the above demonstration, and ask each other What would your friend like for supper? As the students are working in pairs, walk around and make sure they are using the correct pronoun he / she when answering.

　　Step 4 Presentation

　　1 Show the students some food items, or pictures of foods (e. g. 3 oranges, 4 eggs, etc.). Ask What's the English for these? etc. Get them to tell you about size, weight, colour, etc. by asking Can you describe them? Are they big /small? What colour are they? etc.

　　2 Ask How many apples (etc.) can you see? Help them to answer I can see four. Add or take away objects as you ask questions. Explain that How many :..? is only used with plurals of countable nouns, e.g. apples, cakes, bottles, cups, etc. Teach piece(s) .

　　Step 5 Look, ask and answer

　　1 Ask How many … can you see? but the answer should be I can see only one / two / three …. Teach I can't see any in the same way.

　　2 SB Lesson 75, Part 2. Say Look at the picture please. How many … can you see? Help the students to answer I see only …. and I see …. according to the picture.

　　3 Have students work in pairs and describe the picture to each other, using I can / can't see …. Encourage them to ask as many questions as they can, especially about things they can't see in the picture.

　　Step 6 Practice

　　In pairs, have the students do a role-play. One of the students will be a doctor and the other will be the patient. Explain patient. Something is wrong with the patient's eyes. The doctor is checking his / her eyes. As he / she is checking the patient's eyes, the student asks how many … do you see?

　　Step 7 Game

　　This game should be played quite fast. Show the students some objects (e.g. 3 bananas) and ask How many bananas can you see? They must answer Three straight away. Sometimes show them some objects (e.g. 4 apples) and ask How many pears can you see? They must say I can't see any. If they are wrong they must sit down.

　　Step 8 Workbook

　　SB Page 85, Wb Lesson 75, E. 1-3. You may start with Ex. 2 and revise all the food and drink words taught so far. Draw the students' attention to the countable and uncountable nouns. E. 2 and 3 both show how to identify the quantity of uncountable nouns.

　　Homework

　　Write down the sentences in Ex. 3 in the exercise book.

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇4

　　Lesson 74教學(xué)設(shè)計示例

　　Note: If you want something, say I'd like … when asking for it. I'd like =I would like. If you want to offer something, say Would you like … ? What would you like?

　　Step 1 Revision

　　1 Revise food and drink words.

　　2 Revise breakfast, lunch and supper.

　　3 Check Homework.

　　Step 2 Presentation

　　1 Tell the students they are in a restaurant. You are the waiter. Ask What would you like? Teach I'd like …, please. Say Here you are. Get the students to practise in pairs.

　　2 Ask some pairs to act out their dialogues, then ask What would he / she like? Help the students to answer He / She would like ….

　　Step 3 Practice

　　Action chain:

　　A: I'm hungry/thirsty.

　　B: What would you like?

　　A: 1'd like some rice / bread / meat / a bag of milk / a bottle of juice, etc.

　　B: I'm hungry / thirsty.

　　C: What would you like? etc.

　　Step 4 Presentation

　　1 Teach Would you like a cup of tea / bag of milk / a glass of water? Use flashcards (or real objects) and gestures. Help the students to answer Yes, please. Then help them to say No, thanks.

　　Note: In an English speaking country, if somebody asks you Would you like something to eat / drink? the response is Yes, please. /No, thanks. They usually mean what they say. It is unlike in China where the Chinese would say No, thanks. even if they are hungry or thirsty, to show politeness.

　　2 Repeat using some cakes/meat/rice, etc. Explain that some is used for plural nouns and uncountable nouns. Explain uncountable. Give examples in Chinese. Do Wb Lesson 73, Ex. 2 again and revise all the uncountable nouns taught so far.

　　Step 5 Ask and answer

　　1 SB Page 12, Part 1, Speech Cassette Lesson 74. Books closed! Say Listen, please. Ask What would the boy/girl like for breakfast? Play the tape. Check the answers (a glass of milk, some cakes and an egg).

　　2 Play the tape again and have the students repeat.

　　3 In pairs, have the students read the dialogue and substitute the appropriate words from the boxes for the words in italics in the dialogue. Be sure to walk around the class and give help as needed. Encourage the students to say what, they think. Add more food and drink words if possible. Optional words and expressions are not required in the exams. If there are difficulties, avoid the optional vocabulary.

　　Step 6 Read and act

　　1 SB Page 12, Part 2, Speech Cassette Lesson 74. With books closed, have the students listen to the tape. Say Listen, please. Ask What would the people like to drink? Check the answers (a bottle of apple juice, and a glass of orange juice).

　　2 Divide the class into groups of three. Explain in Chinese that the woman is a saleswoman.

　　3 Give the students time to read through the dialogue and practise acting it out. The students do not need to keep the dialogue exactly as it is, but may substitute other foods or drinks for the food and drink words in the dialogue. Have several students act out their dialogue for the class.

　　Step 7 Workbook

　　SB Page 84, Wb Lesson 74, E. 1-2. After reading through the dialogue in Ex. 1, the students should answer the questions without looking at the text. Get some pairs to give their performance when they have prepared their dialogues as required in Ex. 2.

　　Homework

　　Revise the new language in this unit. Finish off the Workbook exercises.

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇5

　　Lesson 74教學(xué)設(shè)計示例

　　Note: If you want something, say I'd like … when asking for it. I'd like =I would like. If you want to offer something, say Would you like … ? What would you like?

　　Step 1 Revision

　　1 Revise food and drink words.

　　2 Revise breakfast, lunch and supper.

　　3 Check Homework.

　　Step 2 Presentation

　　1 Tell the students they are in a restaurant. You are the waiter. Ask What would you like? Teach I'd like …, please. Say Here you are. Get the students to practise in pairs.

　　2 Ask some pairs to act out their dialogues, then ask What would he / she like? Help the students to answer He / She would like ….

　　Step 3 Practice

　　Action chain:

　　A: I'm hungry/thirsty.

　　B: What would you like?

　　A: 1'd like some rice / bread / meat / a bag of milk / a bottle of juice, etc.

　　B: I'm hungry / thirsty.

　　C: What would you like? etc.

　　Step 4 Presentation

　　1 Teach Would you like a cup of tea / bag of milk / a glass of water? Use flashcards (or real objects) and gestures. Help the students to answer Yes, please. Then help them to say No, thanks.

　　Note: In an English speaking country, if somebody asks you Would you like something to eat / drink? the response is Yes, please. /No, thanks. They usually mean what they say. It is unlike in China where the Chinese would say No, thanks. even if they are hungry or thirsty, to show politeness.

　　2 Repeat using some cakes/meat/rice, etc. Explain that some is used for plural nouns and uncountable nouns. Explain uncountable. Give examples in Chinese. Do Wb Lesson 73, Ex. 2 again and revise all the uncountable nouns taught so far.

　　Step 5 Ask and answer

　　1 SB Page 12, Part 1, Speech Cassette Lesson 74. Books closed! Say Listen, please. Ask What would the boy/girl like for breakfast? Play the tape. Check the answers (a glass of milk, some cakes and an egg).

　　2 Play the tape again and have the students repeat.

　　3 In pairs, have the students read the dialogue and substitute the appropriate words from the boxes for the words in italics in the dialogue. Be sure to walk around the class and give help as needed. Encourage the students to say what, they think. Add more food and drink words if possible. Optional words and expressions are not required in the exams. If there are difficulties, avoid the optional vocabulary.

　　Step 6 Read and act

　　1 SB Page 12, Part 2, Speech Cassette Lesson 74. With books closed, have the students listen to the tape. Say Listen, please. Ask What would the people like to drink? Check the answers (a bottle of apple juice, and a glass of orange juice).

　　2 Divide the class into groups of three. Explain in Chinese that the woman is a saleswoman.

　　3 Give the students time to read through the dialogue and practise acting it out. The students do not need to keep the dialogue exactly as it is, but may substitute other foods or drinks for the food and drink words in the dialogue. Have several students act out their dialogue for the class.

　　Step 7 Workbook

　　SB Page 84, Wb Lesson 74, E. 1-2. After reading through the dialogue in Ex. 1, the students should answer the questions without looking at the text. Get some pairs to give their performance when they have prepared their dialogues as required in Ex. 2.

　　Homework

　　Revise the new language in this unit. Finish off the Workbook exercises.

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇6

　　Lesson 73教學(xué)設(shè)計示例

　　Note: To suit the needs of different levels of students, the SB provides additional words in the optional parts marked with asterisks, e.g. Page 11, Part 3 of SB Lesson 73. If your class is not ready for them, do not require your students to learn the optional words. The additional words are not required on the exams.

　　Step 1 Revision

　　1 Revise telling the time. Practise What's the time? It's a quarter to /past seven. or six forty-five /seven fifteen. It's time for …. It's time to ….

　　2 Revise favourite. Practise What's your favourite colour / book?

　　3 Check Homework.

　　Step 2 Presentation

　　Bring in the following objects, or pictures of the objects: rice, bread, meat, cake, a cup of tea, a glass of water, a bottle of juice and a bag of milk.

　　Books closed. Do not open them until Step 4. Teach hungry. Say: I am very hungry. I would like some rice. Teach rice, bread, meat and cake using either pictures or the real objects. Ask Are you hungry too? What would you like? Explain the meaning of this question. At this stage it is enough to have the students understand it. They may answer the question by saying some rice/bread. Teach thirsty. Now say I am thirsty, I want a bottle of juice. Teach a cup of tea, a bag of milk, a glass of water and a bottle of juice using pictures or the real objects. Ask Are you thirsty too? What would you like? The students should answer I want a bag of milk / a glass of water.

　　Step 3 Practice

　　Action chain:

　　A: What's the time?

　　B: It's 12:10.

　　A: Oh, it's time for lunch. I'm hungry.

　　B: Have some rice / bread / milk …, please.

　　A: Thank you.

　　B: What's the time?

　　C: It's 6:30.

　　B: Oh, it's time for supper, etc.

　　Step 4 Read and say

　　1 SB page 11, Part 1, Speech Cassette Lesson 73. Books closed! Say Please listen for the answer to this question. Ask What time is it? Play the tape and check the answers. Then play the tape again for students to listen and repeat.

　　2 Now have the students practise reading the dialogue in pairs.

　　Step 5 Presentation

　　1 Books closed! Using the objects and pictures again ask What's this in English? It's rice. What is it? Explain in Chinese that the article a is only used with a container, e.g. a bottle of / a cup of, etc., but meat, bread, etc. have no a because they are uncountable. See Pages 174-175 of the SB for reference on grammar.

　　2 Repeat with What are these? They're cakes /bottles of juice. What are they? Explain in Chinese that words like cake, cup, bottle, glass, etc. are countable. Say two bottles of juice, three cups/ glasses of water, not two bottles of juices, three cups /glasses of waters.

　　Step 6 Read and learn

　　1 Read the words in Part 2. Students repeat. Let them study the words for a short time. Then books closed! Ask What things do we eat? What things do we drink? Help the students to remember the new words. Get them to add more things ( apples, bananas, etc.) and to use bottles, cups / glasses of, some, etc. Get the students to say bottles, some bottles, three or four bottles of juice / water, etc.

　　2 If time allows, have the students work in pairs and write a dialogue of their own using the dialogue in Part 1 as a model. Encourage them to use the food and drink in their own dialogue.

　　Step 7 Ask and answer

　　1 SB Page 11, Part 3* is optional. If you think your class can benefit from this, you may take up this part. Use pictures or flashcards to teach hamburger, noodles, potato chips, dumplings, coke, apple juice and coffee.

　　2 In this activity, the students need to get out of their seats and walk around. Have the students ask five students, preferably, students they don't usually talk to in class, what their favourite food is. Give the students about 10 minutes to do this activity, then have them return to their seats. Ask several students what they discovered. For example, ask Lan Wei, who did you ask? What is his / her favourite food / drink? Have the student answer as follows: Her / his favourite food / drink is ….

　　Step 8 Workbook

　　SB Page 83, Wb Lesson 73. E 1-3. Ex. 2 helps revise countable and uncountable nouns. When doing Ex. 3 remind the students to use the plural form of countable nouns to refer to the category. Ex. 4 is optional.

　　Homework

　　Do Ex. 1 of Wb Lesson 73 in the exercise book.

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇7

　　Lesson 76教學(xué)設(shè)計示例

　　Step 1 Revision

　　1 Revise the names of foods and drinks. Practise using eat and drink. Say For breakfast I drink 2 glasses of milk. For lunch I eat a bowl of rice and for supper I eat some meat. Ask: What do you have for breakfast, lunch and dinner? Write the question on the Bb. In pairs have the students answer this question.

　　2 Revise What would you like? Would you like some bread? etc.

　　3 Revise How many apples can you see? etc.

　　4 Check Homework.

　　Step 2 Spelling and pronunciation

　　SB Page 14, Part 1, Speech Cassette Lesson 76 (Phonic Reading Work). Books closed. Follow the same steps as in Lesson 68, Steps 2-3, in the TB. Use flashcards rather than going straight to the book.

　　Note: When pronouncing the words fourteen and forty it is important to make sure the students pronounce the /n/ at the end of fourteen and the /i/ at the end of forty. Also, for many English speakers, especially Americans, the /t/ in forty is pronounced as a /d/ such as /fordi/. This is the same for all the numbers ending with -ty except for the number twenty.

　　Step 3 Practice

　　Practise the difference between -teen and -ty. Write two columns on the Bb as follows:

　　Ⅰ Ⅱ

　　13 30

　　14 40

　　15 50

　　16 60

　　17 70

　　18 80

　　19 90

　　Say a number (e.g. 16）. The students should hold up one finger (because 16 is in column one). Repeat with other numbers, then get the students to work in pairs.

　　Step 4 Sentence stress

　　SB Page 14, Part 2, Speech Cassette Lesson 76. Books closed. Tell the students to listen for the stresses. Play the tape. Then play it again and get students to repeat, showing the stress with a gesture. Practise as much as necessary. Point that only key words are stressed. (See Appendix in TB 1 A, Page 159.)

　　Step 5 Listening

　　SB Page 14, Part 3, Listening Cassette Lesson 76. Wb Lesson 76 Ex: 2. Have the students read the questions before you play the tape. Check the answers orally.

　　Listening Text

　　(Doorbell)

　　TIM: Oh, hello, Li Shan. Glad to see you.

　　LI SHAN: Hello, Tim. Glad to see you, too!

　　TIM: Please come in and have a seat. Would you like something to eat? I have some nice apples and pears here.

　　LI SHAN: Thank you very much! I'd like an apple, please.

　　TIM: Here you are. Would you like some bread, too?

　　LI SHAN: Yes, please.

　　TIM: Good! Here are some pieces of bread.

　　LI SHAN: Thank you. Two pieces, please.

　　TIM: What about something to drink?

　　LI SHAN: A glass of water, please.

　　TIM: OK. Here you are.

　　LI SHAN: Thanks.

　　The answers are: 1 C; 2 C; 3 B; 4 C.

　　Step 6 Find the food and drink words

　　SB Page 14, Part 4. Assign this as Homework. Answers: (across) 1 tea; meat; 2 bread; 3 orange; pear; 4 cake; 6 milk; water; 7 apple. (down) 1 rice; 17 banana.

　　Step 7 Read and act

　　1 SB Lesson 76, Part 5*. Teach the phrase order food. Ask and write this question on the Bb. What do Lucy and Lily order to eat? Say Please listen. Play the tape. Check for the correct answer (a hamburger, potato chips and ice cream). Read the dialogue aloud together after the recording.

　　2 Divide the class into groups of four and have the students practise and act out the dialogue. Instruct the students that the “man” is the waiter in a restaurant.

　　Step 8 Read and write

　　Note: Skimming is a reading strategy that you use to read over something quickly to get the main idea about what the passage, story or book is about. When skimming a short passage, the students should only read the first couple of sentences, a sentence in the middle of the passage and the last sentence. When reading the sentence, they don't need to read all the words, just the words that carry the meaning.

　　1 SB Lesson 76, Part 6 *. This first step is a silent reading activity, that will help your students with the reading. strategy of skimming. Have the students use this passage to practise skimming. First explain skimming in Chinese. Tell the students that skimming will help them to read faster. When they read, they are to only look for the main idea, and are not to read every word. They should skip over “l(fā)ittle” words such as a, and, the, etc. because these words do not carry the main idea of the text. Say Let's skim this passage. Start to read when I say “Go. ” Stop reading when I say “Stop. ” OK, go. Give the students one minute to skim. Ask What is the passage about? (Mike, and what he eats in China. - Answers may vary, but as long as the students get the main idea, the answer is OK.)

　　2 In pairs, have the students fill out the form. Walk around the room and give help when needed. Check the answers, write them on the Bb.

　　3 Read the passage aloud together as a class.

　　Step 9 Checkpoint 19

　　Go through Checkpoint 19. Make sure the students understand countable and uncountable nouns. Refer to SB1B Pages 174 -175 , for the notes on Nouns.

　　Step 10 Workbook

　　SB Page 86, Wb Lesson 76, E. 1 and 3-6. Ex. 1 should be done as a class for pronunciation practise. E. 4-6 can be done in pairs. For each of the exercises, have the students work together to fill in the blanks and then pratcise the dialogues. Be sure to wander around the room and give help as needed. For each exercise you may choose several pairs to give their dialogue for the class. E. 7 and 8 are optional.

　　Step 11 Test

　　Write the following dialogue on the board. Have the students copy it down and fill in the blanks with an appropriate answer. Instruct them that they may not use the same answer twice. Answers will vary, but as long as they are appropriate, mark them correct.

　　A: I'm hungry, what's for supper?

　　B: I am cooking ________,________ and ________.

　　A: Mm, it looks good! What about something to drink?

　　B: What do you want? A: I would like ________.

　　B: I'm sorry, we don't have any.

　　A: That's OK, then I would like a_________ of _________.

　　B: We have that. Would you like something else for supper?

　　A: Do we have any ________?

　　B: Yes, I would like that too!

　　Homework

　　Finish up the Workbook exercises.

　　Revise the dialogues in the Wb exercises.

　　Some ideas for extra practice or enrichment

　　1 To practice skimming, bring in extra pieces of literature, maybe fairy tales, or articles from magazines. Make 5 or 6 copies of the material. Divide the students into small groups of 5-6 students and give each student in each group the same material. Tell them that they will practise skimming. Review how to skim (see note in lesson 76, Step 8). Then give the class one or two minutes to skim the material (time may vary according to the length of the article). Then have each group discuss what they skimmed. Students will probably have slightly different ideas concerning what the material is about. However, by doing this exercise in a group, the whole group should be able to come up with the main idea.

　　2 Music is always good to use to “spice up” your lessons. Students are very interested in music in English, and there are many tapes and CDs in China that have songs in English from popular singers. If the song is simple, you can teach it, or part of it to your students. If the song is more complex, play it for your students and have them use it for extra listening practice, writing down the words they hear. Or you may make a list of several of the words in the song on the Bb and have the students listen for them in the song. For this unit, the song, “Scarborough Fair” by Simon and Garfunkel works nicely because it discusses herbs that are used when preparing food. You can buy this tape in a music shop here in China

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇8

　　Lesson 74教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）掌握句型：1) What would you/he/she like? 2) Would you like…? 3) I/He/She'd like… 4)What about…?

　　（2）語法：繼續(xù)學(xué)習(xí)不可數(shù)名詞的用法。

　　2.能力目標(biāo)

　　（1）能夠很快地辨別出哪些是可數(shù)名詞，哪些是不可數(shù)名詞。

　　（2）熟練運(yùn)用本節(jié)課中有關(guān)征求意見、表達(dá)愿望的用語。

　　3.情感目標(biāo)

　　培養(yǎng)學(xué)生愛惜糧食的美德。

　　二、教具

　　錄音機(jī)；一些食物和飲料的圖片。

　　三、課堂教學(xué)設(shè)計

　　1.復(fù)習(xí)。重復(fù)上一課步驟4。

　　2.教師手持食物和飲料的圖片，問某個同學(xué)：Would you like some bread? 讓學(xué)生猜這句話意思。如猜不出，教師可加以解釋，并板書這個句子。如果這個同學(xué)答：Yes，則請他(或她)站在前面，手持畫有幾個面包的圖片，面向大家。

　　問答繼續(xù)進(jìn)行。先后請4位同學(xué)，手里各持一張表示自己想要的食物(或飲料)的圖片。這時教師手指這4位同學(xué)，向全班提問：

　　T：What would… like?

　　讓學(xué)生猜這句話含義，并板書這句話。啟發(fā)大家按前面4位同學(xué)手中圖畫的內(nèi)容，分別答出：

　　…would like some bread… would like some apples, etc.

　　教師可以再問這4位同學(xué)一次，啟發(fā)他們分別用以下句型回答問題：

　　T：…, what would you like?

　　S1：I'd like some bread.

　　3.打開課本，按課文第一部分所列的問題，兩人一組先找出答案，然后進(jìn)行問答練習(xí)。請幾組同學(xué)讀出自己的小對話。

　　4.指導(dǎo)學(xué)生看課文第二部分插圖，教師解釋當(dāng)時的情景，并教本課生詞。

　　5.放課文錄音。教師先板書一個問題：

　　What would they like?

　　學(xué)生聽兩遍錄音，回答教師的問題。再放錄音，學(xué)生跟讀兩至三遍。

　　6.教師重點講解本課表示征求意見、表達(dá)愿望的幾個主要句型。

　　7.兩人一組，用課文第三部分所提供的替換詞，編新的小對話。請兩組同學(xué)表演。

　　8.指導(dǎo)學(xué)生做練習(xí)冊習(xí)題，教師重點講解習(xí)題2的內(nèi)容。

　　9.布置作業(yè) 

　　1)抄寫生詞、練習(xí)朗讀本課對話，牢記本課主要句型；2)完成練習(xí)冊習(xí)題。

　　四、交際用語

　　1.Can I help you? 您要點什么？

　　這是一句服務(wù)用語，類似的句子還有：What can I do for you? 例如：

　　A：What can I do for you? 您要點什么？

　　B：I'd like some cakes, please. 我要些蛋糕。

　　2.What would you like? 你喜歡要點什么？

　　這是很客氣的用語，來征求對方意見。服務(wù)人員，如：售貨員、飯店服務(wù)員等在工作中經(jīng)常使用這種語言。

　　如果家里來了客人，你請別人吃東西時，也可以使用這句話，讓客人根據(jù)個人愛好去選擇食品。詢問對方是否喜歡吃某種食品，使用這個句型的一般疑問形式。如：

　　Would you like some bananas? 你吃點香蕉嗎？

　　當(dāng)表示自己想要什么東西時，可以用 I would like…這個句子來表達(dá)。例如：

　　I would like a cup of tea, and four cakes, please. 我想要一杯茶，四塊蛋糕。

　　在口語中，I would like通常縮略為：I'd like…

　　3.What about something to eat? 來點吃的東西怎么樣？

　　在這個短語中，動詞不定式to eat放在something之后，起定語作用。可以理解為吃的東西。而something to drink就是喝的飲料了。

　　something是不定代詞，不定代詞被定語修飾時，一般定語要后置。例如：

　　That's something very old. 這東西太舊了。

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇9

　　Lesson 73教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)：

　　（1）掌握表示食物的詞匯，如water, meat, milk, rice 等。

　　（2）掌握句型：It's time to do sth.

　　2.能力目標(biāo)：

　　（1）能夠熟練運(yùn)用本節(jié)課中所學(xué)到的有關(guān)食物的詞匯。

　　（2）初步了解不可數(shù)名詞的用法。

　　3.情感目標(biāo)：

　　培養(yǎng)學(xué)生愛惜糧食的美德。

　　二、教具

　　錄音機(jī)；與本課生詞有關(guān)的圖片；幾只茶杯(或瓶子、玻璃杯)。

　　三、課堂教學(xué)設(shè)計

　　1.值日生報告。

　　2.放課文第一段錄音，教師先提一個問題：What's the time? 放一遍錄音，學(xué)生回答教師的問題。再放錄音，學(xué)生跟讀兩遍。

　　教師解釋對話中 It's time to… 這一句話，并板書以下時間和動詞短語：

　　7∶30 go to school 8∶00 go to the classroom

　　4∶00 play games 5∶00 go home 10∶00 go to bed

　　要求學(xué)生利用所給時間和動詞短語編小對話。例如：

　　S1：It's 7∶30 now.

　　S2：Oh, it's time to go to school.

　　S1：OK, let's go!

　　S2：Yes, let's.

　　其他對話形式同上。

　　3.利用準(zhǔn)備好的圖片(如果沒有，可利用課本中插圖)，教本課詞匯。在學(xué)生基本會讀以后，教師解釋rice，tea等不可數(shù)名詞在使用中的注意事項，并借助事先準(zhǔn)備好的茶杯等實物，引導(dǎo)出 cups of tea等短語，借助圖片，引導(dǎo)出 some rice等，以增加直觀效果。

　　打開練習(xí)冊，指導(dǎo)學(xué)生用筆頭形式做習(xí)題2。

　　4.教師可反復(fù)利用手中實物或圖片，不斷變換，要求學(xué)生用英語表達(dá)：

　　T：(舉起一碗米飯的圖片)

　　Ss：some rice

　　T：(換成幾只茶杯)

　　Ss：three cups of tea (four, five etc.)

　　這個練習(xí)可集體與個人形式相結(jié)合。

　　5.指導(dǎo)學(xué)習(xí)做練習(xí)冊其他習(xí)題。

　　6.布置作業(yè) 

　　1)抄寫生詞；2)完成練習(xí)冊習(xí)題。

　　四、難點講解

　　a cup of tea 一杯茶

　　tea, milk, orange, water等詞是不可數(shù)名詞，本身沒有復(fù)數(shù)形式。要表示它的量的多少，可借助 a cup/bottle/glass of等短語。如果是兩杯茶，三瓶牛奶，可將cup, bottle等詞變?yōu)閺?fù)數(shù)形式。例如：

　　two cups of tea 兩杯茶

　　five bottles of milk 五瓶牛奶

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇10

　　Lesson 76教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）學(xué)習(xí)元音字母e和字母組合ee，ea的發(fā)音。

　　（2）初步接觸句子重音練習(xí)。

　　（3）小結(jié)表示征求意見、表達(dá)愿望的用語。

　　2.能力目標(biāo)

　　（1）能夠正確讀出含有元音字母e和字母組合ee，ea的單詞。

　　（2）熟練運(yùn)用本單元中表示意見、表達(dá)愿望的用語。

　　3.情感目標(biāo)

　　培養(yǎng)學(xué)生愛惜糧食的美德。

　　二、教具

　　錄音機(jī)；音標(biāo)卡片。

　　三、課堂教學(xué)設(shè)計

　　1.利用第75課圖片進(jìn)行問答練習(xí)。(參閱上課教案)

　　2.教師出示[i：], [e]等音標(biāo)卡片，學(xué)生認(rèn)讀。放課文第一部分錄音，學(xué)生跟讀兩遍。讓學(xué)生自己小結(jié)元音字母e及字母組合ee，ea的發(fā)音，并讓學(xué)生舉出其他例詞，之后做習(xí)題2。

　　3.教師扼要解釋句子重音的作用，以及什么詞應(yīng)該在句子中重讀。放課文第二部分錄音，學(xué)生跟讀兩遍，加強(qiáng)對學(xué)生模仿的指導(dǎo)。

　　4.做課文中聽力練習(xí)。打開練習(xí)冊，學(xué)生邊聽錄音邊做練習(xí)1。錄音放3遍。最后在全班核對答案。

　　5.指導(dǎo)學(xué)生自己閱讀復(fù)習(xí)要點(19)，教師小結(jié)在復(fù)習(xí)要點中列出的不可數(shù)名詞，以及征求意見、表示愿望的用語和句型。

　　6.指導(dǎo)學(xué)生做練習(xí)冊其他習(xí)題。

　　7.布置作業(yè) 

　　完成練習(xí)冊習(xí)題。

　　8.小測驗

　　1)聽寫本單元中要求四會的單詞和主要句型；2)以練習(xí)冊7第5課習(xí)題4為示例，要求學(xué)生編寫對話。

　　四、難點講解

　　不可數(shù)名詞

　　在英語中，有一部分表示物質(zhì)或抽象意義的名詞，叫做不可數(shù)名詞。它們沒有復(fù)數(shù)形式。例如：milk, water, tea等。在句中以單數(shù)形式出現(xiàn)。但我們可以借助含有量詞的短語來表示物質(zhì)名詞的量。(參閱第73課難點講解部分)

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇11

　　Lesson 75教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）掌握句型：How many… can you see?

　　（2）復(fù)習(xí)基數(shù)詞。

　　2.能力目標(biāo)

　　能夠熟練運(yùn)用句型How many… can you see?

　　3.情感目標(biāo)

　　培養(yǎng)學(xué)生愛惜糧食的美德。

　　二、教具

　　錄音機(jī)；上一課使用過的圖片等。

　　三、課堂教學(xué)設(shè)計

　　1.復(fù)習(xí)。根據(jù)第74課第一部分的插圖與學(xué)生進(jìn)行問答練習(xí)。

　　2.打開書，學(xué)生看圖。教師就圖片內(nèi)容與學(xué)生進(jìn)行如下問答：

　　T：What can you see in the picture? (規(guī)定站起來的學(xué)生只說出一樣?xùn)|西。)

　　S：I can see some…

　　T：How many… can you see? (教師解釋生詞。)

　　S：I can see…

　　學(xué)生兩人一組，依照上述方法進(jìn)行問答練習(xí)。請幾組同學(xué)表演自己的答案。教師穿插問幾個圖上沒有的問題，例如：How many bags can you see(bikes, cars etc.)?指導(dǎo)學(xué)生答出：I can't see any.

　　3.打開練習(xí)冊，指導(dǎo)學(xué)生做練習(xí)冊習(xí)題。要求學(xué)生用筆頭形式完成習(xí)題2、3。4.布置作業(yè) 

　　1)抄寫生詞；2)完成練習(xí)冊習(xí)題。

　　四、難點講解

　　1.How many…?

　　由 How many…開頭的特殊疑問句，后面要加上相應(yīng)名詞的復(fù)數(shù)形式。例如：

　　1) How many cakes can you see? 你能看到多少塊蛋糕？

　　2) How many bananas are there on the table? 桌子上有多少香蕉？

　　如果對不可數(shù)名詞提問，應(yīng)借助一些短語。例如：

　　How many glasses of water can you see on the table? 在桌子上你能看到多少杯水？

　　2.some和any的用法。

　　一般情況下some用在肯定句中，any用在否定句及疑問句中。例如：

　　1) I'd like some apples, please. 我想要些蘋果。

　　2) A：Can you see any pears on the table? 在桌子上你能看到梨嗎？

　　B：No, I can't see any. 不，看不到。

　　some也可用在疑問句中。例如：

　　Would you like some oranges? 你想要點桔子嗎？

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇12

　　Lesson 74教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）掌握句型：1) What would you/he/she like? 2) Would you like…? 3) I/He/She'd like… 4)What about…?

　　（2）語法：繼續(xù)學(xué)習(xí)不可數(shù)名詞的用法。

　　2.能力目標(biāo)

　　（1）能夠很快地辨別出哪些是可數(shù)名詞，哪些是不可數(shù)名詞。

　　（2）熟練運(yùn)用本節(jié)課中有關(guān)征求意見、表達(dá)愿望的用語。

　　3.情感目標(biāo)

　　培養(yǎng)學(xué)生愛惜糧食的美德。

　　二、教具

　　錄音機(jī)；一些食物和飲料的圖片。

　　三、課堂教學(xué)設(shè)計

　　1.復(fù)習(xí)。重復(fù)上一課步驟4。

　　2.教師手持食物和飲料的圖片，問某個同學(xué)：Would you like some bread? 讓學(xué)生猜這句話意思。如猜不出，教師可加以解釋，并板書這個句子。如果這個同學(xué)答：Yes，則請他(或她)站在前面，手持畫有幾個面包的圖片，面向大家。

　　問答繼續(xù)進(jìn)行。先后請4位同學(xué)，手里各持一張表示自己想要的食物(或飲料)的圖片。這時教師手指這4位同學(xué)，向全班提問：

　　T：What would… like?

　　讓學(xué)生猜這句話含義，并板書這句話。啟發(fā)大家按前面4位同學(xué)手中圖畫的內(nèi)容，分別答出：

　　…would like some bread… would like some apples, etc.

　　教師可以再問這4位同學(xué)一次，啟發(fā)他們分別用以下句型回答問題：

　　T：…, what would you like?

　　S1：I'd like some bread.

　　3.打開課本，按課文第一部分所列的問題，兩人一組先找出答案，然后進(jìn)行問答練習(xí)。請幾組同學(xué)讀出自己的小對話。

　　4.指導(dǎo)學(xué)生看課文第二部分插圖，教師解釋當(dāng)時的情景，并教本課生詞。

　　5.放課文錄音。教師先板書一個問題：

　　What would they like?

　　學(xué)生聽兩遍錄音，回答教師的問題。再放錄音，學(xué)生跟讀兩至三遍。

　　6.教師重點講解本課表示征求意見、表達(dá)愿望的幾個主要句型。

　　7.兩人一組，用課文第三部分所提供的替換詞，編新的小對話。請兩組同學(xué)表演。

　　8.指導(dǎo)學(xué)生做練習(xí)冊習(xí)題，教師重點講解習(xí)題2的內(nèi)容。

　　9.布置作業(yè) 

　　1)抄寫生詞、練習(xí)朗讀本課對話，牢記本課主要句型；2)完成練習(xí)冊習(xí)題。

　　四、交際用語

　　1.Can I help you? 您要點什么？

　　這是一句服務(wù)用語，類似的句子還有：What can I do for you? 例如：

　　A：What can I do for you? 您要點什么？

　　B：I'd like some cakes, please. 我要些蛋糕。

　　2.What would you like? 你喜歡要點什么？

　　這是很客氣的用語，來征求對方意見。服務(wù)人員，如：售貨員、飯店服務(wù)員等在工作中經(jīng)常使用這種語言。

　　如果家里來了客人，你請別人吃東西時，也可以使用這句話，讓客人根據(jù)個人愛好去選擇食品。詢問對方是否喜歡吃某種食品，使用這個句型的一般疑問形式。如：

　　Would you like some bananas? 你吃點香蕉嗎？

　　當(dāng)表示自己想要什么東西時，可以用 I would like…這個句子來表達(dá)。例如：

　　I would like a cup of tea, and four cakes, please. 我想要一杯茶，四塊蛋糕。

　　在口語中，I would like通常縮略為：I'd like…

　　3.What about something to eat? 來點吃的東西怎么樣？

　　在這個短語中，動詞不定式to eat放在something之后，起定語作用。可以理解為吃的東西。而something to drink就是喝的飲料了。

　　something是不定代詞，不定代詞被定語修飾時，一般定語要后置。例如：

　　That's something very old. 這東西太舊了。

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇13

　　Lesson 76教學(xué)設(shè)計示例

　　Step 1 Revision

　　1 Revise the names of foods and drinks. Practise using eat and drink. Say For breakfast I drink 2 glasses of milk. For lunch I eat a bowl of rice and for supper I eat some meat. Ask: What do you have for breakfast, lunch and dinner? Write the question on the Bb. In pairs have the students answer this question.

　　2 Revise What would you like? Would you like some bread? etc.

　　3 Revise How many apples can you see? etc.

　　4 Check Homework.

　　Step 2 Spelling and pronunciation

　　SB Page 14, Part 1, Speech Cassette Lesson 76 (Phonic Reading Work). Books closed. Follow the same steps as in Lesson 68, Steps 2-3, in the TB. Use flashcards rather than going straight to the book.

　　Note: When pronouncing the words fourteen and forty it is important to make sure the students pronounce the /n/ at the end of fourteen and the /i/ at the end of forty. Also, for many English speakers, especially Americans, the /t/ in forty is pronounced as a /d/ such as /fordi/. This is the same for all the numbers ending with -ty except for the number twenty.

　　Step 3 Practice

　　Practise the difference between -teen and -ty. Write two columns on the Bb as follows:

　　Ⅰ Ⅱ

　　13 30

　　14 40

　　15 50

　　16 60

　　17 70

　　18 80

　　19 90

　　Say a number (e.g. 16）. The students should hold up one finger (because 16 is in column one). Repeat with other numbers, then get the students to work in pairs.

　　Step 4 Sentence stress

　　SB Page 14, Part 2, Speech Cassette Lesson 76. Books closed. Tell the students to listen for the stresses. Play the tape. Then play it again and get students to repeat, showing the stress with a gesture. Practise as much as necessary. Point that only key words are stressed. (See Appendix in TB 1 A, Page 159.)

　　Step 5 Listening

　　SB Page 14, Part 3, Listening Cassette Lesson 76. Wb Lesson 76 Ex: 2. Have the students read the questions before you play the tape. Check the answers orally.

　　Listening Text

　　(Doorbell)

　　TIM: Oh, hello, Li Shan. Glad to see you.

　　LI SHAN: Hello, Tim. Glad to see you, too!

　　TIM: Please come in and have a seat. Would you like something to eat? I have some nice apples and pears here.

　　LI SHAN: Thank you very much! I'd like an apple, please.

　　TIM: Here you are. Would you like some bread, too?

　　LI SHAN: Yes, please.

　　TIM: Good! Here are some pieces of bread.

　　LI SHAN: Thank you. Two pieces, please.

　　TIM: What about something to drink?

　　LI SHAN: A glass of water, please.

　　TIM: OK. Here you are.

　　LI SHAN: Thanks.

　　The answers are: 1 C; 2 C; 3 B; 4 C.

　　Step 6 Find the food and drink words

　　SB Page 14, Part 4. Assign this as Homework. Answers: (across) 1 tea; meat; 2 bread; 3 orange; pear; 4 cake; 6 milk; water; 7 apple. (down) 1 rice; 17 banana.

　　Step 7 Read and act

　　1 SB Lesson 76, Part 5*. Teach the phrase order food. Ask and write this question on the Bb. What do Lucy and Lily order to eat? Say Please listen. Play the tape. Check for the correct answer (a hamburger, potato chips and ice cream). Read the dialogue aloud together after the recording.

　　2 Divide the class into groups of four and have the students practise and act out the dialogue. Instruct the students that the “man” is the waiter in a restaurant.

　　Step 8 Read and write

　　Note: Skimming is a reading strategy that you use to read over something quickly to get the main idea about what the passage, story or book is about. When skimming a short passage, the students should only read the first couple of sentences, a sentence in the middle of the passage and the last sentence. When reading the sentence, they don't need to read all the words, just the words that carry the meaning.

　　1 SB Lesson 76, Part 6 *. This first step is a silent reading activity, that will help your students with the reading. strategy of skimming. Have the students use this passage to practise skimming. First explain skimming in Chinese. Tell the students that skimming will help them to read faster. When they read, they are to only look for the main idea, and are not to read every word. They should skip over “l(fā)ittle” words such as a, and, the, etc. because these words do not carry the main idea of the text. Say Let's skim this passage. Start to read when I say “Go. ” Stop reading when I say “Stop. ” OK, go. Give the students one minute to skim. Ask What is the passage about? (Mike, and what he eats in China. - Answers may vary, but as long as the students get the main idea, the answer is OK.)

　　2 In pairs, have the students fill out the form. Walk around the room and give help when needed. Check the answers, write them on the Bb.

　　3 Read the passage aloud together as a class.

　　Step 9 Checkpoint 19

　　Go through Checkpoint 19. Make sure the students understand countable and uncountable nouns. Refer to SB1B Pages 174 -175 , for the notes on Nouns.

　　Step 10 Workbook

　　SB Page 86, Wb Lesson 76, E. 1 and 3-6. Ex. 1 should be done as a class for pronunciation practise. E. 4-6 can be done in pairs. For each of the exercises, have the students work together to fill in the blanks and then pratcise the dialogues. Be sure to wander around the room and give help as needed. For each exercise you may choose several pairs to give their dialogue for the class. E. 7 and 8 are optional.

　　Step 11 Test

　　Write the following dialogue on the board. Have the students copy it down and fill in the blanks with an appropriate answer. Instruct them that they may not use the same answer twice. Answers will vary, but as long as they are appropriate, mark them correct.

　　A: I'm hungry, what's for supper?

　　B: I am cooking ________,________ and ________.

　　A: Mm, it looks good! What about something to drink?

　　B: What do you want? A: I would like ________.

　　B: I'm sorry, we don't have any.

　　A: That's OK, then I would like a_________ of _________.

　　B: We have that. Would you like something else for supper?

　　A: Do we have any ________?

　　B: Yes, I would like that too!

　　Homework

　　Finish up the Workbook exercises.

　　Revise the dialogues in the Wb exercises.

　　Some ideas for extra practice or enrichment

　　1 To practice skimming, bring in extra pieces of literature, maybe fairy tales, or articles from magazines. Make 5 or 6 copies of the material. Divide the students into small groups of 5-6 students and give each student in each group the same material. Tell them that they will practise skimming. Review how to skim (see note in lesson 76, Step 8). Then give the class one or two minutes to skim the material (time may vary according to the length of the article). Then have each group discuss what they skimmed. Students will probably have slightly different ideas concerning what the material is about. However, by doing this exercise in a group, the whole group should be able to come up with the main idea.

　　2 Music is always good to use to “spice up” your lessons. Students are very interested in music in English, and there are many tapes and CDs in China that have songs in English from popular singers. If the song is simple, you can teach it, or part of it to your students. If the song is more complex, play it for your students and have them use it for extra listening practice, writing down the words they hear. Or you may make a list of several of the words in the song on the Bb and have the students listen for them in the song. For this unit, the song, “Scarborough Fair” by Simon and Garfunkel works nicely because it discusses herbs that are used when preparing food. You can buy this tape in a music shop here in China

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇14

　　Lesson 75教學(xué)設(shè)計示例

　　一、教學(xué)目標(biāo) 

　　1.知識目標(biāo)

　　（1）掌握句型：How many… can you see?

　　（2）復(fù)習(xí)基數(shù)詞。

　　2.能力目標(biāo)

　　能夠熟練運(yùn)用句型How many… can you see?

　　3.情感目標(biāo)

　　培養(yǎng)學(xué)生愛惜糧食的美德。

　　二、教具

　　錄音機(jī)；上一課使用過的圖片等。

　　三、課堂教學(xué)設(shè)計

　　1.復(fù)習(xí)。根據(jù)第74課第一部分的插圖與學(xué)生進(jìn)行問答練習(xí)。

　　2.打開書，學(xué)生看圖。教師就圖片內(nèi)容與學(xué)生進(jìn)行如下問答：

　　T：What can you see in the picture? (規(guī)定站起來的學(xué)生只說出一樣?xùn)|西。)

　　S：I can see some…

　　T：How many… can you see? (教師解釋生詞。)

　　S：I can see…

　　學(xué)生兩人一組，依照上述方法進(jìn)行問答練習(xí)。請幾組同學(xué)表演自己的答案。教師穿插問幾個圖上沒有的問題，例如：How many bags can you see(bikes, cars etc.)?指導(dǎo)學(xué)生答出：I can't see any.

　　3.打開練習(xí)冊，指導(dǎo)學(xué)生做練習(xí)冊習(xí)題。要求學(xué)生用筆頭形式完成習(xí)題2、3。4.布置作業(yè) 

　　1)抄寫生詞；2)完成練習(xí)冊習(xí)題。

　　四、難點講解

　　1.How many…?

　　由 How many…開頭的特殊疑問句，后面要加上相應(yīng)名詞的復(fù)數(shù)形式。例如：

　　1) How many cakes can you see? 你能看到多少塊蛋糕？

　　2) How many bananas are there on the table? 桌子上有多少香蕉？

　　如果對不可數(shù)名詞提問，應(yīng)借助一些短語。例如：

　　How many glasses of water can you see on the table? 在桌子上你能看到多少杯水？

　　2.some和any的用法。

　　一般情況下some用在肯定句中，any用在否定句及疑問句中。例如：

　　1) I'd like some apples, please. 我想要些蘋果。

　　2) A：Can you see any pears on the table? 在桌子上你能看到梨嗎？

　　B：No, I can't see any. 不，看不到。

　　some也可用在疑問句中。例如：

　　Would you like some oranges? 你想要點桔子嗎？

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇15

　　Lesson 75教學(xué)設(shè)計示例

　　Step 1 Revision

　　1 Check Homework.

　　2 Revise the What would you like? dialogue in SB, Lesson 74, Part 2 and ask students about others' choices: What would he / she like? What about him / her? etc.

　　3 Revise countable and uncountable nouns.

　　Step 2 Presentation

　　Ask three students from the class to come up and be an example for “make a survey” in SB Page 13, Part 1. First have S 1 ask S2, What would you like for supper? S2 answers, I would like …. Next, have S3 ask S 1, What would (name) / he /she like for supper? S 1 answers, He / She would like …. Be sure that S3uses the correct pronoun for he / she.

　　Step 3 Make a survey

　　1 Have students work in pairs to fill out the survey.

　　2 Have students switch partners as in the above demonstration, and ask each other What would your friend like for supper? As the students are working in pairs, walk around and make sure they are using the correct pronoun he / she when answering.

　　Step 4 Presentation

　　1 Show the students some food items, or pictures of foods (e. g. 3 oranges, 4 eggs, etc.). Ask What's the English for these? etc. Get them to tell you about size, weight, colour, etc. by asking Can you describe them? Are they big /small? What colour are they? etc.

　　2 Ask How many apples (etc.) can you see? Help them to answer I can see four. Add or take away objects as you ask questions. Explain that How many :..? is only used with plurals of countable nouns, e.g. apples, cakes, bottles, cups, etc. Teach piece(s) .

　　Step 5 Look, ask and answer

　　1 Ask How many … can you see? but the answer should be I can see only one / two / three …. Teach I can't see any in the same way.

　　2 SB Lesson 75, Part 2. Say Look at the picture please. How many … can you see? Help the students to answer I see only …. and I see …. according to the picture.

　　3 Have students work in pairs and describe the picture to each other, using I can / can't see …. Encourage them to ask as many questions as they can, especially about things they can't see in the picture.

　　Step 6 Practice

　　In pairs, have the students do a role-play. One of the students will be a doctor and the other will be the patient. Explain patient. Something is wrong with the patient's eyes. The doctor is checking his / her eyes. As he / she is checking the patient's eyes, the student asks how many … do you see?

　　Step 7 Game

　　This game should be played quite fast. Show the students some objects (e.g. 3 bananas) and ask How many bananas can you see? They must answer Three straight away. Sometimes show them some objects (e.g. 4 apples) and ask How many pears can you see? They must say I can't see any. If they are wrong they must sit down.

　　Step 8 Workbook

　　SB Page 85, Wb Lesson 75, E. 1-3. You may start with Ex. 2 and revise all the food and drink words taught so far. Draw the students' attention to the countable and uncountable nouns. E. 2 and 3 both show how to identify the quantity of uncountable nouns.

　　Homework

　　Write down the sentences in Ex. 3 in the exercise book.

Food and drink Lesson 75-2教學(xué)設(shè)計示例 篇16

　　Lesson 73教學(xué)設(shè)計示例

　　Note: To suit the needs of different levels of students, the SB provides additional words in the optional parts marked with asterisks, e.g. Page 11, Part 3 of SB Lesson 73. If your class is not ready for them, do not require your students to learn the optional words. The additional words are not required on the exams.

　　Step 1 Revision

　　1 Revise telling the time. Practise What's the time? It's a quarter to /past seven. or six forty-five /seven fifteen. It's time for …. It's time to ….

　　2 Revise favourite. Practise What's your favourite colour / book?

　　3 Check Homework.

　　Step 2 Presentation

　　Bring in the following objects, or pictures of the objects: rice, bread, meat, cake, a cup of tea, a glass of water, a bottle of juice and a bag of milk.

　　Books closed. Do not open them until Step 4. Teach hungry. Say: I am very hungry. I would like some rice. Teach rice, bread, meat and cake using either pictures or the real objects. Ask Are you hungry too? What would you like? Explain the meaning of this question. At this stage it is enough to have the students understand it. They may answer the question by saying some rice/bread. Teach thirsty. Now say I am thirsty, I want a bottle of juice. Teach a cup of tea, a bag of milk, a glass of water and a bottle of juice using pictures or the real objects. Ask Are you thirsty too? What would you like? The students should answer I want a bag of milk / a glass of water.

　　Step 3 Practice

　　Action chain:

　　A: What's the time?

　　B: It's 12:10.

　　A: Oh, it's time for lunch. I'm hungry.

　　B: Have some rice / bread / milk …, please.

　　A: Thank you.

　　B: What's the time?

　　C: It's 6:30.

　　B: Oh, it's time for supper, etc.

　　Step 4 Read and say

　　1 SB page 11, Part 1, Speech Cassette Lesson 73. Books closed! Say Please listen for the answer to this question. Ask What time is it? Play the tape and check the answers. Then play the tape again for students to listen and repeat.

　　2 Now have the students practise reading the dialogue in pairs.

　　Step 5 Presentation

　　1 Books closed! Using the objects and pictures again ask What's this in English? It's rice. What is it? Explain in Chinese that the article a is only used with a container, e.g. a bottle of / a cup of, etc., but meat, bread, etc. have no a because they are uncountable. See Pages 174-175 of the SB for reference on grammar.

　　2 Repeat with What are these? They're cakes /bottles of juice. What are they? Explain in Chinese that words like cake, cup, bottle, glass, etc. are countable. Say two bottles of juice, three cups/ glasses of water, not two bottles of juices, three cups /glasses of waters.

　　Step 6 Read and learn

　　1 Read the words in Part 2. Students repeat. Let them study the words for a short time. Then books closed! Ask What things do we eat? What things do we drink? Help the students to remember the new words. Get them to add more things ( apples, bananas, etc.) and to use bottles, cups / glasses of, some, etc. Get the students to say bottles, some bottles, three or four bottles of juice / water, etc.

　　2 If time allows, have the students work in pairs and write a dialogue of their own using the dialogue in Part 1 as a model. Encourage them to use the food and drink in their own dialogue.

　　Step 7 Ask and answer

　　1 SB Page 11, Part 3* is optional. If you think your class can benefit from this, you may take up this part. Use pictures or flashcards to teach hamburger, noodles, potato chips, dumplings, coke, apple juice and coffee.

　　2 In this activity, the students need to get out of their seats and walk around. Have the students ask five students, preferably, students they don't usually talk to in class, what their favourite food is. Give the students about 10 minutes to do this activity, then have them return to their seats. Ask several students what they discovered. For example, ask Lan Wei, who did you ask? What is his / her favourite food / drink? Have the student answer as follows: Her / his favourite food / drink is ….

　　Step 8 Workbook

　　SB Page 83, Wb Lesson 73. E 1-3. Ex. 2 helps revise countable and uncountable nouns. When doing Ex. 3 remind the students to use the plural form of countable nouns to refer to the category. Ex. 4 is optional.

　　Homework

　　Do Ex. 1 of Wb Lesson 73 in the exercise book.