Unit 10 I’d like some noodles.Section A(1a-2c)

Unit 10 I’d like some noodles.Section A(1a~2c)Hello, everyone! I am glad to be here to share my teaching plan with you. It’s also a good chance for me today. OK, I am going to say something about my teaching content.The title is“I’d like some noodles” from Unit 10,Section A(1a~2c).There are seven parts in my plan.Part One: Analysis of the teaching material and SsFirst I will talk about the teaching material and Ss.ⅠStatus and FunctionThis lesson is the first period of Unit 10. It talks about food, especially the kinds of noodles. Such a topic comes from our daily life; Ss must be very interested in it. I hope to create a relaxing and happy situation to make students learn how to order food.ⅡAnalysis of the studentsThe students in Grade 7 own some basic of English but not perfect. In the former class, they have learnt something about food. But their English learning level are different from each other. Some students are too shy to open mouths.Part Two: Teaching aimsNow I will talk about the teaching aims. I think they include three parts.1. Knowledge goals:(1) Learn the new words: would, I’d=I would, noodle，beef, mutton, cabbage, potato special, drink, large, size, bowl .(2) Master the target language to talk about food and describe food:What kind of noodles would you like ? I’d like＿noodles.What size bowl of noodles would you like ? I’d like a＿bowl of noodles.(3) Be able to distinguish the countable nouns and uncountable nouns.2. Ability goal:(1) Improve students’ listening, speaking and writing skills.(2) Improve students’cooperation and communication skills by learning how to take about food.3. Moral goal:(1) Arouse Ss’ interest in English.(2) Enable them to have a good eating habit.Part Three: The key and difficult pointsLet’s come to the teaching key and difficult points.ⅠThe key point1.M aser the key vocabulary, especially the names of food.2.U se the target language to ask for and give personal information correctly.ⅡThe difficult pointAnd I think the what questions and modal verb would is the difficult point.Part 3 Analysis of teaching methods1. Task-based method.2. Situation method3. Audio-visual method4. Group discussion.In order to create a real and lively environment, students can realize the happiness of learning English.Part 4: Analysis of learning methodsIn this lesson I will use pair work, group work to let the students take an active part in all kinds of activities. That is “Learning by doing, learning by using”. Let the students be the masters of the class teaching.Part 5: Analysis of teaching proceduresThere are 8 steps in this part.Before class, the learning guide will be given to students. And I will divide my class into groups for the group competition. While a student answer a question right, one score will be given to his group.Step 1. Lead-in1.Enjoy the English song.As this song is close to our topic and it helps to activate the atmosphere.2.Show the outcome of preview.Before class, students are asked to collect or draw pictures of fruit, meat, and vegetables, they should know how to read and spell these words by reading books or looking through the dictionary.In this step, students will share their outcome in groups. They can write the words on the blackboard and teach others to read.Purpose of my design: It’s to cultivate students’ independent study ability and develop their good habits of preview. By presenting the outcomes, I think it can get students’ attention successfully and review the learnt knowledge.Step 2. Presentation1. Learn several new words of food by showing pictures and ask students to focus on the pronunciation and spelling.2. Let students divide the food into countable and uncountable.Purpose of my design: By observing carefully, students can judge the words accurately and have a further study of nouns. Students will make less mistakes in talking about food.Step 3. Pre-listeningTask One: Welcome to the food paradise.Show many pictures of food, and ask students the following questions: What kind of fruits/ vegetables/ meat would you like? Then help students toanswer like this: I’d like some apples/ carrots/ chicken…Purpose of my design: In this step, students should pay attention to use of countable nouns and uncountable nouns.Task Two: Play a guessing gameTell students the teacher’s favorite food is noodle. Let students guess what kind of noodles would the teacher like by using: Are there any vegetables in the noodles? Is there any beef in the noodles? Then introduce different kinds of noodles.Task Three: Pair workShow some pictures of food, vegetables, meat and ask students to practicewith their partners like this:A: What kind of noodles would you like?B: I’d like beef and tomato noodles.Purpose of my design: The three tasks aim at the main words of food and how to ask for personal information about food, this is the key and difficult points of this lesson. In my opinion, this can arouse the students’ interest of study. Students are would like to take part in such activities and follow the teacher to practice again and again.Step 4 While-listening1. Let’s go to the noodles house. Have students match the words with the foods by themselves, help students answer like this: Special 1 has c(noodles), a(tomatoes) and b(beef).Purpose of my design: It’s to set the scene, test students’ knowledge and increase their vocabulary.2. Let students listen and guess what kind of noodles would the man like. Help students answer like this: He would like special 1: beef and tomato noodles.3. Listen again. Let students read after the tape and imitate the pronunciation and intonation. Then practice the conversation in pairs.Purpose of my design: It’s to help students recognize the target language in natural speech.4. Look at the picture of 2a, and ask the questions:(1) Are there any vegetables in the picture? What are they?(2) What size bowl of noodles do you see in the picture?Teacher writes down the words: small, medium and large. Let students guess the meaning. Then listen and check the names of foods you hear.5. Listen again and complete the sentences. Finish 2b.Purpose of my design: In this way, students can practice listening for specific items in conversations.Step 5 Post-listening1. Make a survey about noodle of the group members. Then fill in the table and give a report.In our group, I’d like …noodles.Ben would like…noodles …Purpose of my design: It can help the students to practice their communicative abilities.Step 7 EvaluationSelect the winner group and ask the other students to sing the winner song for this excellent group.Step 8 SummaryPurpose of my design: It’s to give students a clear idea of key points of this class.Part 6 Homework and blackboard design1.Homework：1.Ask your parents about what and where they would like to eat2.Please cook a bowl of noodles for your parents when you get home.Purpose of my design: Homework’s necessary. It’s to extend knowledge to real life.Part 7 Teaching reflectionsDuring the teaching course, I encourage the students to take part in different kinds of activities and help them build up confidence, especially the poor ones.As for the key points and difficult points, I make students practice and practice through tasks. Most students achieve the goal of this lesson.In a word, the class was comfortable, and the students were active.。