TeachingContents:

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Teaching Contents:

Unit 10 I’d like some noodles.

II: Analysis of the Teaching Material

1.Status and function

The topic of this unit is about food. The students will learn how to order food or take-away. In this unit, the students will be able to use “would like” to express their need for food and learn

how to ask others’ information and provide their personal information during the process.

2.Teaching aims and demands

（1）Knowledge objects

a. To master how to order food or take-away;

b. To master the modal verb “would” and “what” questions.

c. To master the usage of countable nouns and uncountable nouns.

（2）Ability objects

a. To use “would like” to talk about the need for food.

b. To improve students’ ability of communication and social practice.

(3) Sensibility objects:

Let the students experience the happiness of learning English, cultivate their ability to do things and foster the spirit of cooperation in group activities.

3.Teaching difficult points and focus:

（1）Key words and target language and structures;

（2）To master the usage of countable nouns and uncountable nouns;

（3）To use “would like” to express their need for food and learn how to order food.

III. Target Language

(1) What kind of noodles would you like?

I’d like beef and tomato noodles, please.

(2) What size bowl of noodles would you like?

I’d like a large / medium / small bowl of noodles.

(3) What is your address?

IV Vocabulary

large, noodles, beef, chicken, mutton, potatoes, cabbage, dumplings, porridge, soup, green tea, orange juice, would like, address, kind, size, bowl.

The first period I .

Teaching Aims and Demands

1.Knowledge objects

(1)Key words: noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes.

(2)Target Language:

What kind of noodles would you like?

I’d like beef and tomato noodles, please.

(3)Listening practice and speaking practice

Individual

design

(4)To learn the countable and uncountable nouns.

2.Ability objects

To train students’ ability of listening and speaking.

II. Teaching Focuses

1. To learn the names of food and the countable and uncountable nouns;

2. To learn how to order food;

3. To make pair work.

III. Teaching Procedures

Step 1.Greeting and Presentation

Show a picture and let the students answer the questions below:

1) Can you see these delicious food ?

2) Do you like these foods?

3）Can you read it? can you remember it?

Step2. Presentation

1. Teach the new words of food used in noodles.

Individual design

2. Look at the numbered list of ingredients. Read and repeat.

3. Ask students to match each word with the foods in 1a.

Step3. Presentation

Present the target language as following:

A: What kind of noodles would you like?

B: I’d like beef and tomato noodles, please.

Step4 make a survey

Ask students to survey the classmates like and dislike ,and give a report .

Step5role play

1Read the conversation above.

2Ask students to work in pairs. One person is the waiter, the other one is the customer. Then let them perform the conversation in front of the classroom.

Step6. discuss and learn

1Show many kind of Tibetan food in picture. Ask: What is this? What Tibetan food would you like ?

Step7 task

1.Suppose today is my birthday ,ask student get ready for it. choose 3students join the task.

2.ask 2 groups student one make a food list and another go shopping .

Step8. Homework

1.Review the knowledge learned in this period.

2.Copy the new words.

3.make 5 sentences would

教学实践反思

众所周知，我们学英语的最终目的是为了交际，是为了活用。比如说模仿对话内容，这个阶段主要是让学生以小组合作学习为主，运用新学到的知识，来引导学生结合实际，综合运用并提高他们语言知识的能力,但是往往一节课下来，总会感觉一些或多或少的遗憾和想法。???????一、学生的参与度不均衡???????一节课下来，大部分学生都能积极投入到课堂教学中来，????????并积极举手发言课堂气氛比较活跃，调动了大部分学生听课的积极性，因此合作教学对提高学生实际的语言交流能力、以及与他人的合作能力有很大的促进作用。但很明显的，????????语言表达能力强的学生参与的机会相对要多，?代表小组汇报的机会也多，????????而另有一些学生却习惯于当听众，被动地接受别人的观点。很少发表自己的个人意见，也就是说在小组合作学习中学生的参与度不均衡。这部分学生主要是学习困难生，由于基础差，他们有积极参与活动的愿望，但往往力不从心，不能自如地表达自己的观点，或因为自卑而羞于表达。因此如何为这类学生多创造表达的机会，如何积极引导这类学生主动地动起来又兼顾其他表达能力强的学生，有效地组织好课堂教学，也是一个很突出的急待解决的问题。???????二、个别学生的合作不主动???????教师在开展教学活动时，个别小组出现“冷清”的场面，这些学生只顾自己独立思考，停留在独立学习的层次上，没有发挥合作学习的优势，使合作流于形式。出现上述情况，从合作学习的参与者——教师的角度分析主要是教师的设计和引导不恰当、或小组的编排不够合理等。从合作学习的参与者---学生的角度分析，主要是学生还没有掌握基本的合作技能，或者合作意识淡薄，角色的落实不到位，，或合作能力不强，合作精神不够。因此作为教师既要注意到每个合作小组成员的合理编排，????????又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正的调动起来。???????三、因此教师应该要把握好合作学习的度???????合作学习作为一种新的课堂组织形式，????????但要注意合作学习的度，不能走过场、凑热闹。小组合作要留给学生充足的思考和讨论时间，否则会导致合作不充分，并使问题的讨论仅仅只是停留在表层理解而缺乏深度。尤其是最后一步在联系实际生活的过程中，更给学生留足足够的时间，要注意对学生的创新能力和合作能力的培养，要让学生先独立思考，然后再在小组内合作交流。????????让学生在独立思考的同时进行合作学习，?让他们尝到互相学习、共同进步的甜头。而在学生进行小组活动时教师应该是学生合作的参与者，????????学生有问题应及时对学生进行点拨引导。?

英语组扎西措

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