萬變不離宗，花式活動放輕鬆
——人教版初一下冊Unit 10 I』d like some noodles.聽說課
教材是實現教學目標的重要材料和手段。在教學中，教師要善於根據教學的需要，認真解讀教材活動目的，創造性地對教材加以適當的取捨和調整。對於活動組織形式，教師可以靈活變動，緊密聯繫學生的實際生活，選擇具有時代氣息的語言材料和豐富多彩的表現形式，創設儘量真實的語言運用情景，設計生動活潑有趣、互動性較強的語言學習活動，提高學生的學習興趣和學習動機。本文以人教版初一下冊Unit 10 I』d like some noodles.聽說課教學為例進行教學設計。
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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