(word完整版)人教版七年级英语下册第八单元教学设计
人教版七年级英语下册第八单元教学设计 年级 科目 主备人 内容
七年级 英语 冯清 Unit 8
共性备课 个性备课
教 材 分 析 本单元的教学主要内容是：学习“问路指路”的常用表达方式 ，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。 本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
学 情 分 析
学生现有的能力与已掌握的知识： 学生在上学期已经学过词汇：big, small, old, new, 句型： Where is …? It’s in/on/under/ … 指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。 教 学 设 计
教学目标 1.语言知识 词汇：A,重点掌握表示建筑物种类的名词, 如post office, hotel, bank, supermarket, street, pay phone, avenue, B、掌握如下描绘性形容词及方位副词，如clean, quiet, dirty, busy, right, left, down, along, C、方位介词, 如next to, across from, in front of, near, between, behind D、短语，如 turn right, turn left, go down, go on, walk along, go along 重点句型：Is there a bank near here? Yes, there is a bank on Center Street. Where’s the supermarket? It’s next to the library. Is there a pay phone in the neighborhood?Yes, it’s on Bridge Street on the right. 2、 语言技能 1） 能看着图片说话出建筑物的名称； 2） 能运用一般现在时询问街道上某一场所的位置； 3） 能够运用所学语言为他人指明 某一场所的路线； 4） 能够描述某一场所各建筑物之间的位置关系； 5） 能够利用地图向他人介绍自己所居住的社区； 3、学习策略 1） 利用老师所提供的图片做出简单的判断，学习相关方位介词以及描绘性形容词。 2） 通过与同学交流，学会使用问路指路，对地点特征做出简单描述的句型。 4、 情感态度 1）通过各小组的对话练习培养学生的合作精神； 2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系； 教学重难点： there be 句型用法及其肯定，否定回答; 课时安排 第一课时：完成Section A 1a-2d 第二课时：Section A Grammar Focus-3c
第三课时：完成Section B 1a-2c
第四课时：完成B 3a-Self Check Unit 8 Is there a post office near here? Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around 能掌握以下句型： 1. ① —Is there a hospital near here? —Yes, there is. ② The pay phone is across from the library. ③ The pay phone is between the post office and the library. 2) 能了解以下语法： —— Where 引导的特殊疑问句及其答语。 ——学会There is / are…。Is/are there..的句型及用法。 2. 情感态度价值观目标： ① 通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。 ② 通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进行交际. 二、教学重难点 1. 教学重点： ①Where 引导的特殊疑问句。 ②there be 句型的肯定式、一般疑问句及其回答方式。 ③方位介词的用法。 2. 教学难点： 方位介词的用法。 三、教学过程 Ⅰ. Lead-in: T: Hello, everyone, please think about prepositions for position S: in, on…… T: Good, today we are going to learn other prepositions for position and several nouns. Please look at the following new words. post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around At first, ask a few students to try to read them, then the teacher corrects their pronunciations. Ⅱ. Presentation: 1. T: Hello, class, how to say about a general question and negative of “there be” S: When it is a general question, “be” should be put in the first word of a sentence. When it is negative, it should add “not” behind “be”. T: T: Excellent, then please think about What a positive answer and a negative answer are? S: A positive answer is “Yes, there is “or “Yes, there are.” A negative answer is “No, there isn’t “, or “No, there aren’t.” T: Good. Now please finish the following exercises: 1) There ______ (be) a lot of books on the desk. 2) There ______ (be) a bank and two ________ (library) on the street. 3) ______ ________ (有) a post office near here? Ⅲ. Listening: T: Now let’s listen to the tape, and circle the places you hear in 1a. (听力指导：做好听力题的两个关键：一是听前看图片或者文字材料；二是听时抓住关键词。) Listen again: finish the following dialogues: Conversation 1: A: Is there a restaurant _______ on Bridge Street? B: Yes, _________ ________. Conversation 2: A: _______ there a post office ________ here? B: Um, Yes, there ______. ___________ one on Long Street. Conversation 3: A: Is there a ______________ on Center Street? B: No, __________ _______. IV. Listening: 1. Work on 2a; T: Now, look at 2b, listen and fill in the blanks with the words in the box. The students check the answers. 2. Check the answers: Ⅶ. Pair work 1. Ask the Ss to ask and answer questions about the places in 1a on page 43. Ⅷ. Role-play 1. Ask Ss to look at the conversations in 2d. Then Ss read the conversations by themselves and try to find out difficulties and suspicious. 2. T:
七年级下册英语Unit8教案及说课稿设计
七年级下册英语Unit8教案及说课稿设计第一篇：七年级下册英语Unit 8教案及说课稿设计说课稿设计一、说教材（一）教材概述本课是人教版新目标英语七年级下册Unit 8 I‟d like some noodles.第一课时。
本单元的中心话题是学会如何在饭店订餐以及进行简单的广告或海报的简单写作，本课时要求掌握基本点餐需要的词汇及基本用语，如面条，饮料等的种类及碗的大小的表达。
主要语言点要求掌握would like的用法，列出具体句型。
通过本课的学习进一步培养学生的跨文化意识和语言综合运用能力。
（二）教学目标1、知识与能力目标（1）、语言知识目标：通过学习是学生掌握并能熟练运用四会三会词语、句型，并对可数名词和不可数名词的进一步学习与区分。
Words: noodle beef cabbage potato special size bowl muttonSentences: What kind of noodles would you like? / What size bowl of noodles would you like?I‟d like some ….（2）、语言技能目标：能运用所学词汇、句型点餐，能在真实情景中熟练运用。
2、过程与方法目标：培养学生自主学习的能力、语言综合运用能力、听力、英语会话能力、与他人合作的能力。
3、情感态度与价值观目标：通过创设真实的点餐情景，让学生身临其境感受和体验，使语言学以致用，做到“在用中学，在学中用”，激发学生的学习积极性。
体会在活动中学习英语的乐趣。
培养学生乐于与他人合作的精神及养成科学的饮食习惯。
4、文化意识目标：通过对中、西方在饮食及用餐方面异同的对比，对祖国饮食文化能有更深刻的了解。
乐于了解异国文化，加强对文化差异的理解与认识。
5、学习策略目标：通过学习，使学生在一定程度上形成自主学习、探究学习、合作学习的习惯，有效培养学生的英语思维能力。
（三）、教学重点与难点重点：1、学习日常生活中有关食物的名称。
Unit8Reading1教学设计2023-2024学年人教版七年级英语下册
Unit8 Reading 1 教学设计2023-2024学年人教版七年级英语下册一、教学内容本节课为人教版七年级英语下册Unit8 Reading 1，主要内容围绕着“Mother's Day”这一主题展开。
本课通过讲述一个关于母亲节的故事，让学生们了解并感受母爱的伟大。
文章中，主人公通过为母亲制作礼物，表达了对母亲的爱和感激之情。
本节课的主要目的是通过阅读，提高学生的英语听说读写能力，同时让他们理解并学会表达对母亲的感激和爱意。
教学内容主要包括以下几个部分：1. 词汇学习：学生需要掌握与母亲节相关的词汇，如“Mother's Day”、“gift”、“love”等。
2. 句型练习：通过阅读，学生要学会使用一般现在时表达习惯性动作，如“I usually spend...with my mother.”。
3. 阅读理解：学生需要理解文章的主旨大意，掌握文章的基本情节，并能回答相关问题。
4. 口语表达：学生能够在课堂上用英语谈论母亲节，表达自己对母亲的爱和感激。
5. 写作练习：学生能结合自己的生活实际，写一篇关于母亲节的短文，表达对母亲的爱。
6. 文化拓展：学生了解母亲节的文化背景，学会在适当场合表达对母亲的敬意和爱意。
二、核心素养目标本节课旨在提高学生的英语学科核心素养，主要包括以下几个方面：1. 语言能力：通过阅读和讨论，学生能够运用所学词汇和句型，流畅地表达关于母亲节的想法和情感。
2. 思维品质：通过回答问题和撰写短文，学生能够发展分析、判断和推理的能力，理解母爱的伟大，并形成自己的观点。
3. 文化意识：通过学习母亲节的相关文化背景，学生能够增强对文化差异的敏感性，理解并尊重不同的文化习俗。
4. 学习策略：学生能够运用有效的阅读策略，如预测、扫描和略读，提高阅读理解能力，同时培养自主学习和合作学习的能力。
三、学情分析针对人教版七年级英语下册Unit8 Reading 1，本节课的内容是关于“Mother's Day”的阅读文章。
初中英语人教版七年级下册Unit8 SectionB 1a-1d教学设计
Unit8 Is there a post office near here?Section B 1a-1d 教学设计一、教学目标1. 知识与技能: 1) Master words, phrases and language points. 2) Practice listening and speaking skills.2. 过程与方法: 1) Let the students work in pairs to learn the cooperative learning. 2) Task-based teaching approach. 3)Autonomous learning and cooperative investigation.3. 情感态度与价值观: Let the students learn how to ask for and give directions correctly.二、教学重难点1. New words and expressions.2. How to give directions on the street.三、教学过程I. Warming upTask1. Read and try to write the new words and the phrases on P46.Task2. Finish 1a.Match the words with the pictures.II. Pre-taskTask1. Free talk. Discuss your school or your neighbor. A: Where is the …? B: It is ……… A: Is there a…? B: Yes, there is. Just go along Long Street. ..../ No, there isn’t. There is one on Center Street.Task2. Pair work (1b) Ask your partner about where he or she lives. 参考句型：A: Is there a…? B: Yes, there is/ No, there isn’t.III.While-listeningTask1. 1b. Listen and write the places in 1c you hear.Task2. 1c. Listen again. Fill in the blanks.Task3. Read after the tape.IV. Post-taskTask1. Read 1c aloud and role-play.Task2. Finish 1d. V. Summary Sum up what we have learned today. 1. Words and phrases. 2. Describe how to get to a place. VI. Homework 1. Review the words and phrases. 2. Go on reciting 1c. 2. Preview 2a-self check.。
初中英语人教版七年级下册《Unit8_SectionA(2d-3c)》教案
Ss try to translate these sentences by themselves.
通过让学生翻译更多的there be句型结构，多数学生能从中感悟there be句型结构的用法以及表达含义。
Step 3
Work on 3a and
当句子的主语是由几个并列的名词构成时，动词be由第一个名词确定，即“就近原则”。
2.Ss do some exercises in class.
体现对学生归纳总结的思维能力的培养，让学生将零碎的知识进行整合并归纳。
体现基础知识的当堂检测与及时反馈，并让学生能再次巩固本和运用堂课的基础知识。
课堂小结
本单元围绕街坊邻里的话题涉及不同层次的语言实践活动，教会学生能在实际的生活中在街上问路并为他人指路的语言运用和交际能力。通过学习，能正确使用there be句型询问或描述事物的所在位置，能正确使用where引导的特殊疑问句询问事物的具体位置和能正确使用各种方位介词表述事物的具体位置。Section A部分重点是与社区环境和设施相关的词汇、方位介词以及there be句型的一般疑问句及其回答。该部分的教学难点使学生如何正确的运用方位介词描述各社区设施的地理位置。本部分的Grammar Focus表格呈现了单元重点语法功能，包括there be结构、where引导的特殊疑问句、描述某个场所或建筑物位置关系的方位介词及短语。活动3a是一个控制性的练习，要求学生观察地图，并根据图中建筑物的位置回答相关问题。3b是一个半控制性练习，要求学生根据3a图片内容造句，描述各种建筑物的位置关系。3c是一个游戏，也具有一定的开放性，要求学生利用课本的单元主题图询问和猜测同伴所选择的观点，训练学生在真实的语境中使用方位介词的能力，同时也增加的语言的趣味性。
人教版英语七年级下册Unit8Isthereapostofficenearhere第V课时教学设计
四、教学内容与过程
（一）导入新课
1.教师通过向学生展示一张本地地图，引发学生对周围环境的关注，提出问题：“Can you find any familiar places on this map?”，让学生尝试用英语描述地图上的地点，为新课的学习做好铺垫。
2.各小组根据任务要求，结合所学知识，编排一段关于问路和指路的对话。学生可以自主设计场景，如：在商场、公园、学校等地方迷路了，如何用英语求助和指引。
3.教师巡回指导，关注每个小组的讨论情况，及时解答学生的疑问，给予建议和鼓励。
（四）课堂练习
1.教师为学生设计一系列关于问路和指路的练习题，包括填空、选择、匹配等题型，让学生独立完成。
二、学情分析
针对本章节的教学内容，结合七年级学生的英语学习实际情况，进行以下学情分析：
1.学生在七年级上册的学习中，已经掌握了基本的英语语法、词汇和日常交际用语，具备一定的英语基础。但在实际场景中运用英语进行问路和指路的能力仍有待提高。
2.七年级学生对新鲜事物充满好奇，学习兴趣较浓厚。通过设置真实的问路和指路场景，能激发学生的学习兴趣，提高他容相关的课后作业，如：制作问路和指路的微视频、编写对话等，巩固所学知识，提高学生的实践能力。
7.教学评价：采用多元化的评价方式，如：课堂表现、课后作业、小组合作、实践活动等，全面评价学生的英语水平。
8.关注情感态度：在教学过程中，关注学生的情感态度，营造轻松愉快的学习氛围，帮助学生克服心理障碍，提高英语学习兴趣。
3.能够根据地图和实际场景进行问路和指路，并能在实际情境中进行简单的交流。
4.提高学生的听说能力，使他们能够在实际生活中更好地运用英语进行沟通。
初中英语七年级下册Unit8SectionA教学设计新部编版.docx
精品教学教案设计| Excellent teaching plan教师学科教案[ 20–20学年度第__学期]任教学科： _____________任教年级： _____________任教老师： _____________xx市实验学校初中英语七年级下册 Unit 8 Section A教学设计一教材依据人教版（新目）七年下册第八元第一。
在改的背景下，本套教材避免了程的缺点，了学生的趣、等，能合，近生活，插生活，重了学生的情感。
本我英程要从学生的学趣、生活和知水平出，倡体、践、参与、合作与交流的学方式和任型的教学途径，展学生的合言运用能力二设计思想面向全体学生，在老和引下，通多媒体各种片帮助学生加深所学言的理解，激学生用英行交流的情，通等形式，充分学生的极性，注重程价，促学生展。
形成一定的合言用能力。
三教学目标本元的教学目是，学会餐或叫外，学会他人的个人信息，学会向他人提供自己的个人料，学会面条和子写宣广告。
本是第一，首先，拿一些学生熟知的食物Do you like／want bananas?来入I ’d lik e ⋯ .Then show a picture of noodles and ask would you like some noodles?从而引入新内容I’d like some noodles.利用多媒体，采用任型教学法，通等形式，充分学生的极性，学生自主掌握教学目1.认知目标A .Vocabulary;would ,I’d=I would ,noodle, beef,mutton,cabbage,potato,special,drink,large,size,bowl.B. Sentence:A)-What kind of noodles would you like?– I ’d like beef and tomato noodles.– What size bowl of noodles would he like?– I ’d like a large／mekium／small bowl of noodles2.能力目标：学生如何餐和表达自己的喜好。
新人教版七年级英语下册 Unit8六课时-优质教案.doc
Unit 8 Is there a post office near here ?Section B 3a—Self Check (写作课)Teaching and Learning Goals：In this lesson , the students will learn how to give directions on the street and how to write them .Teaching and learning steps:Step1 PreviewLook at P47, first ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.1.我家在图书馆的对过._____________________________________________________2.我经常在我家附近的超市买东西.______________________________________________________ 3.超市在邮局和图书馆之间.______________________________________________________ 4.我最喜欢的地方是公园.______________________________________________________ 5.为了达到那里,沿着大桥路走,在北街向左转,它在右边._____________________________________________________ Step2.Pre-writing activities1.Review and lead in:1 ) BrainstromTry to think of words about places in our neighborhood as many as possible and talk about their positions.Examples: There is a bank in our neighborhood. On the left of it is a post office.Some places: school, supermarket, mall, park, zoo, airport, bridge, etc. (设计意图：通过让学生对地理位置的回顾,为下一环节的写作做好知识储备。
人教版英语七年级下Unit 8 Section B课程教学设计
Unit 8 Is there a post office near here? Section B教学设计ⅠTeaching goals:ⅰKnowledge and skills:1.To enable the students to master the new words and phrases in this part:along, go along, turn, right, left, turn right/ left, crossing2.To lead the students to master the drills in this part:①Is there a hotel near here ?②Just go along Bridge Street and turn left when you see the library .③It’s on the right.④Turn right at the first crossing and the restaurant is on your left , across from the pay phone.ⅱProcess and steps:1. To help Ss talk about the places and locations with the target language.2. To enable students to ask and give directions using the sentence pattern.ⅲEmotional attitude and values1.To help Ss increase their ability of communication, cooperation and exploration by expressing their own opinions with the target language.2.To make Ss get happiness by giving help to others.ⅡTeaching important pointsThe important points in this part are the prepositions of places, the names of different places, and making conversations with the target language.ⅢTeaching difficult pointsThe difficult points in this part is asking and giving directions with the prepositions and the sentences.ⅣTeaching methods and learning methodsFor teaching methods, I will use Task-based teaching method, communication teaching method and situational teaching method to help fulfill the teaching goals.For learning methods, I will lead the students to study the materials by using the cooperative learning method and autonomous learning method to help the students to fulfill their learning goals.ⅤTeaching procedureIn this part, I will arrange 6 stepsStep 1 Warm-upIn this part, I will tell the students a story about a man who is asking me how to get to the Sanxing Group. Then I ask them if they have met a people like that. After answering , I go on asking if they can help a person in English. Then I will lead them to review the materials they have learnt in the last class.Step 2 Pre-teaching1.Lead the students to review the places according to the PPT, and lead them to read together.2.Lead the students to review the position phrases according to the PPT3.Lead the students to learn the new words and phrases according to the signs and ways in the PPT.Step 3 While-teaching1.Listening practice: after reviewing, enable the students to practice helping a manaccording to the listening materials, activity 1b.Before listening: I will lead the students to read the map first, and enable them to be familiar with the map.I will lead them to listen to it two times: the first time, I will lead the students to find out what the stranger is looking for. For the second time, I will enable the students to find out the two places which is for A and which is for B.2.Group work①Give each group a card paper. There is a blank map on the paper.②I will read twelve sentences for the students, and the group should listen to itcarefully to fill in the blank map③After that, I will enable four groups to put their cards up on the blackboard.Check the answers.3.Pair workAccording to the map, enable the students to make a dialogue with theirdeskmates. I will give them a structure. Before showing, the pair should tell others where they are.4.Group workTo help Linda to find her way①According to the map in their group, I will give each group a small card. Onthis card, there is a destination. Enable the students to work in group to draw a proper line for Linda to find her way.②Before doing this, I will give them an example to help them.③Check 3groupsStep 4 After-teachingHome draw activity①Give the students several minutes to draw a map of their homes. They can drawthe map like the map card in their groups.②Lead the students to write some sentences by using the structures I give in the PPT③Let them tell me the way to their homes by using the language structures theyhave practiced in this class.④Show 3 groups in this part.Step 5 Feeling goalConclude the contents they have learned in this class. And give them the feeling goal:Giving rose to others will remain fragrant aftertaste at our own hand!赠人玫瑰，手留余香Step 6 Homework1.Perfect (完善) your home map and your description.2.Put up your home map in your school to help others to find it.。
人教版七年级英语下册教学设计：Unit8SectionB2a—2c
（3）结合语境，创设真实情景，让学生在实际交流中运用所学语法结构，提高语法运用能力。
2.针对听力教学，采用以下设想：
（1）提前为学生提供相关话题的背景知识，降低听力理解的难度。
（2）设计梯度性听力任务，引导学生逐步提高听力技巧。
4.学生自主阅读课文2b，了解不同国家的节日活动，教师进行巡回指导，解答学生的疑问。
5.教师引导学生关注课文2c中的语法现象，如：一般现在时态的用法，并通过实例进行讲解和练习。
（三）学生小组讨论
1.教师组织学生分成小组，讨论以下问题：
a. What festivals do you know? Can you introduce them to us?
二、学情分析
针对人教版七年级英语下册Unit 8 Section B 2a—2c的内容，学情分析如下：
七年级学生经过上半学期的英语学习，已具备一定的词汇量和语法基础，能够进行简单的英语交流。在此基础上，学生对本节课的话题“节日活动”具有较强的兴趣和好奇心，有利于激发学生的学习热情。然而，学生在实际运用英语进行话题讨论时，可能存在以下问题：
2.重点：提高听力技巧，如：预测、关键词定位、细节理解等；通过阅读理解，获取文章主旨大意，捕捉文章细节信息。
难点：在听力过程中，快速捕捉关键信息，并进行有效记录；在阅读过程中，准确理解文章内涵，提炼关键信息。
（二）教学设想
1.针对词汇和语法教学，采用以下设想：
（1）利用图片、实物等直观教具，引导学生形象记忆词汇，提高记忆效果。
1.通过小组合作、讨论、分享的方式，激发学生的学习兴趣，培养学生合作学习的意识。
2.运用任务型教学法，设计不同层次的听说读写活动，引导学生积极参与，提高学生的英语实际运用能力。
人教版英语七年级下册 英文教案 Unit 8
Unit 8 I’d like some noodles.Language goal:●In this unit students learn to order food. Learn to ask for and give personalinformation.New languages:1. Master the new words about food.2. New target language:What kind of noodles would you like?I’d like beef and potato noodles, please.What size bowl of noodles would he like?He’d like a large/medium/small bowl of noodles.What’s your address? My address is…3. Be able to make the countable and uncountable nouns clear, and use them.4. Learn to order the food.Difficult points:1. Make the countable and uncountable nouns clear, and use them.2. Use the new language to order your food.Teaching aids:●recorder●some pictures of the foodTeaching periods:Period 1: Section A1a—Grammar focusPeriod 2: Section A3a—4Period 3: Section B 1a—2cPeriod 4: Section B 3a—Self-checkPeriod 1Teaching aims:1. Learn the new vocabulary words:2. Target language:What kind of noodles would you like?I’d like beef and potato noodles, pleas e.What size bowl of noodles would he like?He’d like a large/medium/small bowl of noodles.3. Be able to make the countable and uncountable nouns clear.4. Learn to order your favorite noodles.Teaching procedures:Step 1.Warm-upTalk about the food.“Do you like apples?” “Yes, I do.”2 “Do you like tomatoes?” “No, I don’t.”I like… I don’t like…Step 2. Learn the new vocabulary words1. Prepare some pictures of“noodles, beef, cabbage, potatoes, mutton”.Show them to the students. Ask and answer.Learn the new words “noodles, beef, mutton, cabbage, potatoes,would like, bowl, size, special”.2. Practice reading the new words: (A) Get a student to read the newwords. (B) Ask the class to repeat the new words after the teacher. (C)Then read them together/in parts/one by one.3. Remember the new words.4. Explain some opposite words:Countable nouns: cabbage; potato; special; tomato; apple; eggUncountable nouns: beef; mutton; broccoliStep 3. Presentation1. Showa picture of noodles. Ask “What kind of noodles would youlike? Would you like beef noodles?” Students may answer “I’d like…;Yes, I’d like. / NO, I wouldn’t like.”2. Ask some students to answer the questions. The teacher writes theanswers on the blackboard.“What kind of noodles would you like?“I’d like mutton noodles.”Practice asking and answering the conversation.3. Make a new conversation with your classmates.Step 4. 1a Look and match1. The teacher reads the instructions to the students. Look at the picturesfirst. Then get the students to complete it by themselves.2. Check up the answers.Step 5. 1b Listening practice1. The teacher reads the instructions to the students.2. Get the students to look at three specials in the picture in 1a.3. Play the recording for the first time, students only listen.4. Play the recording again, try to check by themselves. And check upthe answers.5. Play the recording, let the students repeat after the recording. Thenpractice reading the conversation.Step 6. 1cPair work1. The teacher explains the instructions to the students.2. The students practice reading the conversation below in 1c.3. Make their own conversations. Ask “What kind of noodles would youlike? ”Then work it in class.Step 7. 2a Listening practice1.The teacher explains the instructions to the students.2. Get students to read the words and look at the pictures in 2a.3. Play the recording for the first time, students only listen.4. Play the recording again, students listen and try to check the wordsyou hear.5. Check up the answers.Step 8. 2b Listening practice1. Students read the sentences in 2b.2. Play the recording. Listen and try to fill in the blanks.3. Check up the answers.4. Play the recording again. Get the students to repeat after therecording.Step 9. 2cPair work1. The teacher explains the instructions to the students. Then studentslook at the pictures in 2a. Read the example to the students.2. Try to make the conversation by on their own.3. Check up the conversations in class.A: What kind of noodles would you like?B: I’d like beef and tomato noodles.Step 10.Grammar focusThe students read the sentences. And find if there are some questions. If have, explain them. Countable nouns; Uncountable nouns; Countable and uncountable nounsStep 11. Summary1. The new vocabulary words.2. The new target language.Step 12.Homework1. Revise the vocabulary words.2. Write a passage about the favorite noodles in your family.Period 2Teaching aims:1. Learn the useful expressions.2. Learn to order the food in a restaurant.Teaching procedures:Step 1. Warm-up1. Check up the homework.2. Get some students to read their passages about the favorite noodles.3.Talk about your favorite noodles.Step 2. Presentation1. Show the picture of a restaurant. Ask the students: “How can you orderyour favorite noodles in a restaurant?”2. Make a conversation between the teacher and the students.For example: T: Can I help you?S: Yes, I’d like som e noodles.T: What kind of noodles would you like?What size bowl of noodles would you like?S: I’d like …3. Then practice the conversation.Step 3. 3aReading practice1. The teacher reads the instructions to the students. Get the students toread the conversation first. Try to match them.2. Check up the answers.3. Play the recording, students repeat after the recording. Then practicereading the conversation.4. Explain:Can I help you?What kind of noodles do you have?What sizes do you have?Step 4. 3b Pair work1. The teacher reads the instructions to the students.2. Get the students to work it. Make a conversation to order your favoritenoodles. Get some help from3a above.3. Get the students to work in class.Step 5.Group work1. Teacher reads the instructions to the students. Work in groups to findout who would like the noodles below.2. Look at the noodles in the picture.Then make conversations in groups of three or four.Ask your group member what kind of noodles they would like.Write their names above the noodles.3. After asking the questions in groups. Find out the most popularnoodles in each group. And tell it to the class.Step 6.Summary●How to order the food in a restaurantStep 7.Homework●Write a conversation to order the food in a restaurantPeriod 3Teaching aims:1. Learn the new vocabulary words and useful expressions.2. Learn to order the food.Teaching procedures:Step 1. Warm-up1. Check up the homework.2. Get some students to role play their conversations.Step 2. Learn the new vocabulary words1. Teacher asks one student to read the new words. And see if he or shecan read the new words correctly.2. Practice reading the new words: repeat after the teacher; readtogether/in parts/one by one. Then read and remember the words.3. Explain the new words:Countable nouns: dumplings; onionUncountable nouns: porridge; juice; tea; soup; riceCountable and uncountable nouns: fish喝汤：eat soupStep 3. 1a1bMatch and circle1. Get the students to look at the pictures and try to match.2. Look at the pictures and check up the answers.3. 1b. Teacher explains the instructions to the students. Be sure thestudents can know what to do. Circle the things you like and make an“X” next to the things you don’t like.4. Let the students read the example in the box. Then tell it to the class.I like __________________. I don’t like ____________.Step 4. 2a2b Listening and writing practice2a1. The teacher reads the instructions to the students. Get the studentsto read the words in activity 1a first.2. Play the recording for the first time, students only listen.3. Play the recording again, students try to circle the words when youhear.4. Check up the answers.2bThe teacher explains the instructions to the students. Look at the order form on Page 81 first. Try to fill in the address, the telephone number and the things ordered. It’s important to get them.5. Play the recording and try to fill in the order form.6. Play the recording again and check up the answers.7. Play the recording and repeat after the recording.Step 5. 2cPair work1.The teacher reads the instructions to the students.2. Get the students to look at the order form on page 82 first. Have thestudents work in pairs, A & B. Look at the food and drink in activity 1a.Make a conversation to order the things you like and fill in the orderform.3. Get the students to make the conversation one way, then exchangethe roles and do it again.4. Ask some pairs of students to role play the conversations in class. Step 6.SummarySummarize the new words and the useful expressions.Step 7.Homework1. Remember the words and expressions.2. Write down the conversation of ordering the food on the exercise book.Period 4Teaching aims:1. Learn the new vocabulary words and useful expressions.2. Learn to order the food.3.Train the reading and writing abilities.Teaching procedures:Step 1. Warm-up1. Check up the homework.2. Roles play the conversation with your partner.“How do you order the food?”Step 2. Learn the new vocabulary words1. Get all the students to look at the vocabulary words. Try to read the newwords by themselves. Then the teacher gets one student to read the new words.2. Practice reading the new words. (A) Read the words after the teacher.(B) Read them together/in parts/one by one.3. Read the new words and remember them.4. Explain:Here is the menu. Tel=telephone; Mon.=Monday; Tues.=TuesdayStep 3. 3a Reading practice1. The teacher reads the instructions to the students. Get them to readthe words in the box first.2. Ask the students to read the newspaper ad. Try to fill in the blanksindividually.3.The teacher reads the ad to the students and checks up the answers.4. Students read the ad again and find their questions.Explain to them if they have.Special 2 is only RMB 8 for 15. Come and get your dumplings today. Step 4. 3b Writing practice1. Get the students to read the passage first. And try to fill in the blanksaccording to the pictures.2. Get one student to read the passage and check up the answers.3. Students read the article again and find their questions.Explain to them if they have.Step 5. 3cWriting practice1.The teacher explains the instructions to the students.2. Get the students to write their own ads. Get some help from activity 3a.You can change the prices and the kinds of the food.3. Then correct your ads with your partner. The teacher can help them ifthey have some questions. Get a few students to read their passageto the class.Step 6. Pair work Part 41.The teacher explains the instructions to the students.2. Ask one student to read the ad in activity 3a. The others notice thefood and the prices he or she mentioned in the ad.3. Practice a conversation with your partner by using the informationabove.Follow the example in the speech bubbles.4. Have students to work in pairs and take turns to order food and drinkfrom their partner’s ad. The teacher can give them help if they need.5. Have some pairs of students present their conversations in class. Step 7. Review the words Self-check 1&21. Students read the words in the box and check all the words they know.T hey can circle the words they don’t know. Then ask them.2. Make their Chinese meanings clear. Then ask and answer theChinese meanings in pairs or in groups.3. Ask each student to write five new words on their notebooks. Thenshare them with the others in groups.Step 8.Self-check 3-Write a menu for the week1. Teacher asks different students to say what he or she would like to havefor breakfast, lunch and dinner for the week.2. Students write their answers in the chart.3.After finishing the chart, exchange the chart with their partners.Step 9.SummarySummarize the new words and the useful expressions.Step 10.Homework1. Remember the words and expressions.2. Make a menu for a day then write a passage to tell your partner.。