初一下册Unit 10 I’d like some noodles.听说课·教学设计进入阅读模式加微信点我咨询
万变不离宗，花式活动放轻松
——人教版初一下册Unit 10 I’d like some noodles.听说课
教材是实现教学目标的重要材料和手段。在教学中，教师要善于根据教学的需要，认真解读教材活动目的，创造性地对教材加以适当的取舍和调整。对于活动组织形式，教师可以灵活变动，紧密联系学生的实际生活，选择具有时代气息的语言材料和丰富多彩的表现形式，创设尽量真实的语言运用情景，设计生动活泼有趣、互动性较强的语言学习活动，提高学生的学习兴趣和学习动机。本文以人教版初一下册Unit 10 I’d like some noodles.听说课教学为例进行教学设计。
Teaching Objectives:
Knowledge objectives:
Students can get to know words about food.
Students know how to express food they like and dislike.
Ability objective:
Students can ask food that others like and dislike and give answers.
Emotional objectives:
Students will have a good habit of diet.
Teaching key points and difficult points:
Key point:
Students can ask food that others like and dislike and give answers.
Difficult Point:
Students will have a good habit of diet.
Teaching procedures:
Step 1 Lead-in
Greet students and ask students to play a touching game. Show students pictures of different goods. Each group can have a set of pictures. The teacher gives the order, and students need to touch the food mentioned. See which group is fastest and correct.
(Justification: Touching game can attract students’ attention to the class. Students can also review words they have learned.)
Step 2 Pre-listening
1. Show students the picture in 1a. Ask them to match words with pictures.
2. Work in pair. Ask students to talk about the food they like and dislike. The teacher shows them dialogue pattern.
(Justification: In this step, students can get closer to the the topic. By working with their partners, students can begin to talk according to their own situation so that their ability of expressing themselves can be improved.)
Step 3 While-listening
1. Listen to the tape and complete the order form. Ask students to work in group. Each group is given a set of cards with different choices for the blank in the order form. After listening to the tape, students must choose correct information and stick the card on the form.
2. Listen to the tape again and check the answers.
3. Listen to the tape for the third time. Ask students to read after the tape and pay attention to the stress, pronunciation, intonation.
(Justification: Through three times for listening, students can get to deal with detail information in the listening material. At the same time, their speaking ability can be improved after the tape. Asking students to pay attention to the intonation which can help students understand the tone of warning. Group working can reduce difficulty in listening. )
Step 4 Post-listening
Role play. Suppose that you go to a restaurant with your friends. Act out what will happen. Show them dialogue patterns.
(Justification: In this step, students can use what they learned in the previous steps. Role play can help students get emerged in the real situation and talk in a more communicative way.)
Step 5 Summary and homework
Summary: Invite one student to summarize what we have learned today.
Homework: Know about your parents’ diet. Ask them what they like and dislike. Share the next class.
Blackboard design:
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