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人教新目标 (Go for it) 版七年级下册Unit 10 I’d like some noodles.综合与测试表格教案及反思
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这是一份人教新目标 (Go for it) 版七年级下册Unit 10 I’d like some noodles.综合与测试表格教案及反思，共15页。教案主要包含了一呈现等内容，欢迎下载使用。
课题：I’d like some noodles
学科 _英语____ 备课教师_______ 授课年级__七年级_____
教材分析
本单元是人教版新目标英语七年级下册Unit 10 I’d like some noodles.。本单元的中心话题是如何在饭店订餐以及进行简单的广告或海报的简单写作方式，本单元是要掌握点餐（面条，饮料等的种类及碗的大小）。主要语言结构为：掌握would like的用法，列出具体句型。通过单元的学习进一步培养学生的跨文化意识和综合语言运用能力。
学情分析
七年级学生有一定的语言基础，在小学英语学习和七年级上册英语学习中掌握了一定量的单词和句型，只要激发了他们的学习兴趣，只需要有效的引导就能达到学习效果。
设计思路
.学习积极性的调动
通过连贯的听说读写，游戏，竞争等，培养学生的交际能力,模拟真实的场景，创造英语语言学习的环境。
教学准备
课时安排4课时
第 1 课时
课时目标
一、 教学目标：1. 语言知识目标：1) 能掌握以下单词：noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size, tofu
二、 能掌握以下句型：①— What would you like?
②— I'm not sure yet. Are there any vegetables in the beef noodles? ③ May I take your order? ④— Can we have two bowls of beef soup then?
课时重难点
重点：1、学习日常生活中有关食物的名称。
2、进一步学习与区分可数名词与不可数名词。
3、含有 would like 的特殊疑问句及其回答。
难点: 1、would like 的用法及其与like在用法上的区别。
2、模拟生活场景点菜、用餐等对话。
教学过程
教学环节
教师活动
学生活动
设计意图
1. Warm-up and revision
2. Presentation
3. Work on 1b
4. Pair
Work.
5. Work on 2a & 2b
6. Pair
Work
7.Homework
T：Good morning
Ss:
Daily greetings to the Ss.
T: What kind of fruit do you like?/What kind of vegetables do you like?
T: What other kind of food do you like?
(1) Present the new words: mutton, beef, noodles, chicken, carrot, potato,
tomato.
T: Do you want to know my favorite foods? I will describe them, and you are to
guess what they are. If you know the answer, please stand up and tell the class what it is.
(Show the picture of different foods.)
(2)Then check Ss’ answers.
(3) Ask some Ss to read the new words.
(1) Check Ss’ answers.
Go around the classroom and help Ss when necessasry.
Have some pairs present their conversations to the class. Pay attention to there be.
（1） T: Please turn to page 56. Look at the words in 2a. Read them aloud.
（2）T: Now listen carefully and check the names of the food you hear.
（3）T: Can you get the answers? Check Ss’ answers.
（4）T: Please look at 2b. Listen again and complete the sentences.
(2) T: Let’s play a passing game! Student A will ask Student B about the kind of noodles and size that he/she will like. Student B will then ask another student about what he/she likes, and so on.
Oral: 朗读并熟记第55页的单词和句子。 Written: 1.抄写第55页的单词和句子。
2. 将所有学过的表示食物的名词按照可数名词，不可数名词，既是可数名词又是不可数名词分为三类，写在笔记本上。
Copy the new words
1)Two Ss present their answers to the class.
2) Read the conversation for the class to check their answer.
(1) Work on 2c.
(2) Ss make conversations like this: S1: What kind of noodles would you like?
S2: I’d like beef noodles, please.
S1: What size would you like?
S2: I’d like a large bowl.
Have some pairs to present their conversations to the class. Make sure they change the words used.
S1: What kind of noodles would you like? S2: I’d like beef noodles. S1: What size would you like?
S2. I’d like a medium bowl. (Turn to the next student) What kind of noodles would you like? S3: I’d like tomato noodles.
S2: What size would you like?
S3: I’d like a small bowl of noodles. (Turn to the next student) What kind of
通过日常的打招呼问好，复习学过的句型。
本部分旨在要求学生认知新单词,图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。
通过1b的学习，锻炼学生的听说读写的能力 。在跟读中让学生模仿语言语调。
板书设计
Section A 1 (1a-2d)
Drills：
① —What would you like?
② —I'm not sure yet. Are there any vegetables in the beef noodles? ③ May I take your order?
④ —Can we have two bowls of beef soup then? —Sure. What size would you like? —Medium, please.
课后反思
本课的缺点是主线不够明显，是否能设计的更符合现状，吸引同学们的注意力和兴趣点。针对这些方面我们备课组有全力以赴，有针对性的修改教案和课件，使之更加完善，更加高效。
总之，在课标细化的理念下，使教师们备课时目标更加明确，较好的掌握了重难点，能设计出精彩的一堂课。
课时安排
第 2 课时
课时目标
1. 能在日常情境中熟练在餐馆里点餐。
2. 能用所学内容解决实际问题。
3. 区别可数名词与不可数名词。
4.能够掌握食物类的单词:noodles、beef、mutton、chicken等
课时重难点
1. 清楚地区别可数名词与不可数名词。
2. 熟练掌握点餐句型。
教学过程
教学环节
教师活动
学生活动
设计意图
1. Warm-up and revision
2. Work on 2d and role-play the conversation
3. Grammar Focus
4. Work on 3a
5. Work on 3b
6. Work on 3c
7.Homework
(1) Show Ss some pictures of food.
（2）Show pictures of different kinds of noodles .Show Ss the difference between a small/medium/large bowl too.
（1） The girl in the picture is Sally, and the boy is her friend, Tom. They are in a restaurant ordering food. Explain to Ss what “order” means. Role-play the conversation in 2d.
(1) Check Ss answers and ask them to change the words used.
Ss name them.
(2) Follow the example in 2d and make up a conversation to order some food.
(3) Read the conversation and answer the following questions.
Q1. Are there any tomatoes in the beef soup? Yes, there are.
Q2. How many bowls of beef soup do they need? One.
Q3. What else does Tom like?
He likes gongbao chicken and some mapo tofu with rice.
(1) Read through the sentences.
(2) Ask Ss to focus on the countable and uncountable nouns.
(1) Complete the conversation in 3a.
(2) Ss get into pairs and role-play the conversation to familiarize themselves with the ordering process.
Write questions and answers using the words in brackets.
Ss get into groups and make conversations about the picture.
Get into groups and work on 3c. Then, make a conversation about ordering food.
通过谈论图片，既能复习之前单元所学内容，又可以自然过渡到下一个环节，并能帮助学生理解阅读内容。
学生通过回答问题能理解对话的内容，通过角色扮演能在情境中
学会运用，通过自编对话能更好的让学生学以致用。
本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一 一呈现。由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。此处可配合学生上一课时的课后作业，纠正学生错误，帮助学生归纳总结。
本部分旨在强化点餐句型，使学生关注点餐细节。
本环节要求学生能够活学活用，真正达到掌握目标语言的能力。
本环节要求学生能够活学活用，真正达到掌握目标语言的能力。
板书设计
The Second Period (Section A, 2d–3d)
1. 词汇：1) 名词n. tofu, meat
2. 句型：What would you like?
What kind of noodles would you like?
I’d like beef and tomato noodles, please.
What size would you like?
I’d like a small/medium/large bowl.
课后反思
本课的缺点是主线不够明显，是否能设计的更符合现状，吸引同学们的注意力和兴趣点。针对这些方面我们备课组有全力以赴，有针对性的修改教案和课件，使之更加完善，更加高效。
总之，在课标细化的理念下，使教师们备课时目标更加明确，较好的掌握了重难点，能设计出精彩的一堂课。
课时安排
第 3 课时
课时目标
1.继续学习有关食物的名词。
2. 能熟练谈论自己喜爱的食物。
3. 学会如何使用电话点餐，及如何填写订餐表格。
4. 理解听力材料。
课时重难点
1. 教学重点：
1. 词汇：1) 名词n. dumpling, porridge, onion, fish, pancake.
2. 句型： I like …, … and….
I don’t like … or …
2.教学难点）
1. 否定句中and 换成or。
2. 熟练掌握电话订餐。
教学过程
教学环节
教师活动
学生活动
设计意图
1. Warm-up and revision
2. Presentation
3. Pair work
4. Work on 1c and 1d
5.Pair work
(1) Check Ss’ homework. Ask some groups to present their conversations to the class. (2) Ask some Ss why they would like … (引导学生说出like)
(1) T: There is going to be a party. And we have to prepare some food and drinks for it. What should we prepare? Here are some pictures. Please tell me what they are. (Show pictures of the new words.)
注：and 用于肯定句中，表并列关系，否定句中and 要换成or。
1. It’s a traditional Chinese food, and we usually eat it during the Spring Festival. (dumpling)
2. Cats like to eat this. It lives under water. (fish) 3. It’s a kind of drink and it’s made of orange. 4. It’s a kind of tea and it’s popular in China.
Here are some other foods. What are they? (直接出示图片) Have Ss name the food items that they see in the picture.
(2) Work on 1a. Match the words with the pictures.
(1) Work on 1b. Circle the things you like in 1a. Put an X next to the things you don’t
like.
(2) Tell your partner what you like and don’t like.
A: What do you like in the picture?
B: I like dumplings, fish and orange juice.
A: What don’t you like?
B: I don’t like onions, green tea or porridge.
（1）Listen and complete the food order form. （2）Listen again. Check your answers in 1c.
(1) Ss get into pairs and role-play the conversation in 1c. (2) Some pairs perform the conversation to the class.
1. 背诵1a单词，家长听写。
2. 背诵听力材料，并仿照听力材料自己编写 一段对话。
1.复习了点餐句型和所学单词。2. 通过询问学生为什么要点某道菜，引导学生说出本课时的句型：I like … and …
通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现的目的。
通过对话练习使学生进一步掌握食物单词，以及and和or的基本用法，学会阐述自己喜欢的和不喜欢的。
由于本环节学生需要填写的内容较多，因此建议学生连听两遍，完成表格。听第三遍时在和学生一起核对答案，
听力材料是最好的交际对话，因此可作为学生模仿的例文。此环节帮助学生更好的理解听力内容，记住关键句型。
板书设计
The Third Period (Section B, 1a–1d)
1. 词汇：1) 名词n. dumpling, porridge, onion, fish, pancake.
2. 句型： I like …, … and….
I don’t like … or …
课后反思
课时安排
第 4 课时
课时目标
掌握可数名次和不可数名次的用法，掌握重点句型：What kind of noodles would you like ?
What size would you like ?Would you like a bow?
课时重难点
1. 教学重点：
a. 词汇：1) 名词n. world, cake, candle, age, UK, candy, idea, answer
2) 形容词adj. different, lucky, popular
3) 动词 v. answer, blow, will
4）连词 conj. if
5）短语 blow out, cut up
b.句型：Would you like …?
We have … for … You can try our …
… is very good/delicious.
2.教学难点：
a.理解较长文章的大意，学会回答问题。
b.用所学知识写出完整的文章。
教学过程
教学环节
教师活动
学生活动
设计意图
1. Warm-up and revision
2. Presentation
3. Work on 3a
4. Work on 3b & 3c
4.Homework
Have Ss discuss the question in 2a as a class. . T: What do you do or eat on your birthday?
T: Do you know why we will do all of these things on birthdays? Let’s read the article in 2b together.
Help Ss to make a menu. Show the example menu below to Ss.
(1) Complete Self Check. （2）Make a poster for your ad.
S1: Have a birthday party.
S2: Get some gifts from family and friends.
S3: Eat birthday cake. S4: Eat noodles.
Work on 2b.
(1) Read the article about food traditions and complete the chart.
Country Food
Special meaning
UK
A candy in the birthday cake
Lucky
China
Long noodles
Long life
(2) Work on 2c.
Read the article again and answer the questions.
Q1. How can a person make his or her birthday wish come true?
If he/she blows out all the candles in one go, his/her wish will come true.
Q2. What do people in the UK sometimes put in a birthday cake? A candy.
Q3. Why do people never cut up birthday noodles in China? Because long noodles are a symbol of long life.
Q4. Why do people eat special foods on their birthday? Because they bring good luck to the birthday person.
Here is an ad of an ice-cream and pancake house. Please fill in the blanks in the ad with the words in the box. Ss understand how to write an ad for a restaurant.
(1) Imagine you have a restaurant. Write the foods and their prices. Mini Noodles and Rice House Noodles Price Others
Beef noodles ￥15 Rice ￥2
Mutton noodles ￥15 Juice ￥2
Chicken noodles ￥18 Milk ￥4
Tomato noodles ￥10
Soup ￥6
（2）Write an ad for your restaurant. These sentences structures may help you.
Would you like … We have … for … You can try on our … … is very good/delicious.
Have some Ss present their ads to the class.
通过和学生讨论生日时吃什么、做什么自然过渡到阅读文章，并设下悬念，即为什么生日时要做哪些事情。导入自然流畅，所设悬念能充分调动孩子的好奇心。
本环节要求学生具有快速阅读能力，即跳读，寻找有关问题的阅读部分。
本环节的4个问题能够帮助学生对文章有整体理解。只有读懂文章才能正确回答问题。应在本环节着重强调回答问答题的答题技巧。
本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。
此环节要求学生充分发挥想象力，将自己假设为饭店老板，为自己的饭店制定菜单，既能调动学生的积极性，也为写作提供了素材。
板书设计
The Fourth Period (Section B, 2a–Self Check)
1. 词汇：1) 名词n. world, cake, candle, age, UK, candy, idea, answer
2) 形容词adj. different, lucky, popular
3) 动词 v. answer, blow, will
4）连词 conj. if
5）短语 blow out, cut up
2. 句型：Would you like …?
We have … for … You can try our …
… is very good/delicious.
课后反思
课题：I’d like some noodles
学科 _英语____ 备课教师_______ 授课年级__七年级_____
教材分析
本单元是人教版新目标英语七年级下册Unit 10 I’d like some noodles.。本单元的中心话题是如何在饭店订餐以及进行简单的广告或海报的简单写作方式，本单元是要掌握点餐（面条，饮料等的种类及碗的大小）。主要语言结构为：掌握would like的用法，列出具体句型。通过单元的学习进一步培养学生的跨文化意识和综合语言运用能力。
学情分析
七年级学生有一定的语言基础，在小学英语学习和七年级上册英语学习中掌握了一定量的单词和句型，只要激发了他们的学习兴趣，只需要有效的引导就能达到学习效果。
设计思路
.学习积极性的调动
通过连贯的听说读写，游戏，竞争等，培养学生的交际能力,模拟真实的场景，创造英语语言学习的环境。
教学准备
课时安排4课时
第 1 课时
课时目标
一、 教学目标：1. 语言知识目标：1) 能掌握以下单词：noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size, tofu
二、 能掌握以下句型：①— What would you like?
②— I'm not sure yet. Are there any vegetables in the beef noodles? ③ May I take your order? ④— Can we have two bowls of beef soup then?
课时重难点
重点：1、学习日常生活中有关食物的名称。
2、进一步学习与区分可数名词与不可数名词。
3、含有 would like 的特殊疑问句及其回答。
难点: 1、would like 的用法及其与like在用法上的区别。
2、模拟生活场景点菜、用餐等对话。
教学过程
教学环节
教师活动
学生活动
设计意图
1. Warm-up and revision
2. Presentation
3. Work on 1b
4. Pair
Work.
5. Work on 2a & 2b
6. Pair
Work
7.Homework
T：Good morning
Ss:
Daily greetings to the Ss.
T: What kind of fruit do you like?/What kind of vegetables do you like?
T: What other kind of food do you like?
(1) Present the new words: mutton, beef, noodles, chicken, carrot, potato,
tomato.
T: Do you want to know my favorite foods? I will describe them, and you are to
guess what they are. If you know the answer, please stand up and tell the class what it is.
(Show the picture of different foods.)
(2)Then check Ss’ answers.
(3) Ask some Ss to read the new words.
(1) Check Ss’ answers.
Go around the classroom and help Ss when necessasry.
Have some pairs present their conversations to the class. Pay attention to there be.
（1） T: Please turn to page 56. Look at the words in 2a. Read them aloud.
（2）T: Now listen carefully and check the names of the food you hear.
（3）T: Can you get the answers? Check Ss’ answers.
（4）T: Please look at 2b. Listen again and complete the sentences.
(2) T: Let’s play a passing game! Student A will ask Student B about the kind of noodles and size that he/she will like. Student B will then ask another student about what he/she likes, and so on.
Oral: 朗读并熟记第55页的单词和句子。 Written: 1.抄写第55页的单词和句子。
2. 将所有学过的表示食物的名词按照可数名词，不可数名词，既是可数名词又是不可数名词分为三类，写在笔记本上。
Copy the new words
1)Two Ss present their answers to the class.
2) Read the conversation for the class to check their answer.
(1) Work on 2c.
(2) Ss make conversations like this: S1: What kind of noodles would you like?
S2: I’d like beef noodles, please.
S1: What size would you like?
S2: I’d like a large bowl.
Have some pairs to present their conversations to the class. Make sure they change the words used.
S1: What kind of noodles would you like? S2: I’d like beef noodles. S1: What size would you like?
S2. I’d like a medium bowl. (Turn to the next student) What kind of noodles would you like? S3: I’d like tomato noodles.
S2: What size would you like?
S3: I’d like a small bowl of noodles. (Turn to the next student) What kind of
通过日常的打招呼问好，复习学过的句型。
本部分旨在要求学生认知新单词,图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。
通过1b的学习，锻炼学生的听说读写的能力 。在跟读中让学生模仿语言语调。
板书设计
Section A 1 (1a-2d)
Drills：
① —What would you like?
② —I'm not sure yet. Are there any vegetables in the beef noodles? ③ May I take your order?
④ —Can we have two bowls of beef soup then? —Sure. What size would you like? —Medium, please.
课后反思
本课的缺点是主线不够明显，是否能设计的更符合现状，吸引同学们的注意力和兴趣点。针对这些方面我们备课组有全力以赴，有针对性的修改教案和课件，使之更加完善，更加高效。
总之，在课标细化的理念下，使教师们备课时目标更加明确，较好的掌握了重难点，能设计出精彩的一堂课。
课时安排
第 2 课时
课时目标
1. 能在日常情境中熟练在餐馆里点餐。
2. 能用所学内容解决实际问题。
3. 区别可数名词与不可数名词。
4.能够掌握食物类的单词:noodles、beef、mutton、chicken等
课时重难点
1. 清楚地区别可数名词与不可数名词。
2. 熟练掌握点餐句型。
教学过程
教学环节
教师活动
学生活动
设计意图
1. Warm-up and revision
2. Work on 2d and role-play the conversation
3. Grammar Focus
4. Work on 3a
5. Work on 3b
6. Work on 3c
7.Homework
(1) Show Ss some pictures of food.
（2）Show pictures of different kinds of noodles .Show Ss the difference between a small/medium/large bowl too.
（1） The girl in the picture is Sally, and the boy is her friend, Tom. They are in a restaurant ordering food. Explain to Ss what “order” means. Role-play the conversation in 2d.
(1) Check Ss answers and ask them to change the words used.
Ss name them.
(2) Follow the example in 2d and make up a conversation to order some food.
(3) Read the conversation and answer the following questions.
Q1. Are there any tomatoes in the beef soup? Yes, there are.
Q2. How many bowls of beef soup do they need? One.
Q3. What else does Tom like?
He likes gongbao chicken and some mapo tofu with rice.
(1) Read through the sentences.
(2) Ask Ss to focus on the countable and uncountable nouns.
(1) Complete the conversation in 3a.
(2) Ss get into pairs and role-play the conversation to familiarize themselves with the ordering process.
Write questions and answers using the words in brackets.
Ss get into groups and make conversations about the picture.
Get into groups and work on 3c. Then, make a conversation about ordering food.
通过谈论图片，既能复习之前单元所学内容，又可以自然过渡到下一个环节，并能帮助学生理解阅读内容。
学生通过回答问题能理解对话的内容，通过角色扮演能在情境中
学会运用，通过自编对话能更好的让学生学以致用。
本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一 一呈现。由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。此处可配合学生上一课时的课后作业，纠正学生错误，帮助学生归纳总结。
本部分旨在强化点餐句型，使学生关注点餐细节。
本环节要求学生能够活学活用，真正达到掌握目标语言的能力。
本环节要求学生能够活学活用，真正达到掌握目标语言的能力。
板书设计
The Second Period (Section A, 2d–3d)
1. 词汇：1) 名词n. tofu, meat
2. 句型：What would you like?
What kind of noodles would you like?
I’d like beef and tomato noodles, please.
What size would you like?
I’d like a small/medium/large bowl.
课后反思
本课的缺点是主线不够明显，是否能设计的更符合现状，吸引同学们的注意力和兴趣点。针对这些方面我们备课组有全力以赴，有针对性的修改教案和课件，使之更加完善，更加高效。
总之，在课标细化的理念下，使教师们备课时目标更加明确，较好的掌握了重难点，能设计出精彩的一堂课。
课时安排
第 3 课时
课时目标
1.继续学习有关食物的名词。
2. 能熟练谈论自己喜爱的食物。
3. 学会如何使用电话点餐，及如何填写订餐表格。
4. 理解听力材料。
课时重难点
1. 教学重点：
1. 词汇：1) 名词n. dumpling, porridge, onion, fish, pancake.
2. 句型： I like …, … and….
I don’t like … or …
2.教学难点）
1. 否定句中and 换成or。
2. 熟练掌握电话订餐。
教学过程
教学环节
教师活动
学生活动
设计意图
1. Warm-up and revision
2. Presentation
3. Pair work
4. Work on 1c and 1d
5.Pair work
(1) Check Ss’ homework. Ask some groups to present their conversations to the class. (2) Ask some Ss why they would like … (引导学生说出like)
(1) T: There is going to be a party. And we have to prepare some food and drinks for it. What should we prepare? Here are some pictures. Please tell me what they are. (Show pictures of the new words.)
注：and 用于肯定句中，表并列关系，否定句中and 要换成or。
1. It’s a traditional Chinese food, and we usually eat it during the Spring Festival. (dumpling)
2. Cats like to eat this. It lives under water. (fish) 3. It’s a kind of drink and it’s made of orange. 4. It’s a kind of tea and it’s popular in China.
Here are some other foods. What are they? (直接出示图片) Have Ss name the food items that they see in the picture.
(2) Work on 1a. Match the words with the pictures.
(1) Work on 1b. Circle the things you like in 1a. Put an X next to the things you don’t
like.
(2) Tell your partner what you like and don’t like.
A: What do you like in the picture?
B: I like dumplings, fish and orange juice.
A: What don’t you like?
B: I don’t like onions, green tea or porridge.
（1）Listen and complete the food order form. （2）Listen again. Check your answers in 1c.
(1) Ss get into pairs and role-play the conversation in 1c. (2) Some pairs perform the conversation to the class.
1. 背诵1a单词，家长听写。
2. 背诵听力材料，并仿照听力材料自己编写 一段对话。
1.复习了点餐句型和所学单词。2. 通过询问学生为什么要点某道菜，引导学生说出本课时的句型：I like … and …
通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现的目的。
通过对话练习使学生进一步掌握食物单词，以及and和or的基本用法，学会阐述自己喜欢的和不喜欢的。
由于本环节学生需要填写的内容较多，因此建议学生连听两遍，完成表格。听第三遍时在和学生一起核对答案，
听力材料是最好的交际对话，因此可作为学生模仿的例文。此环节帮助学生更好的理解听力内容，记住关键句型。
板书设计
The Third Period (Section B, 1a–1d)
1. 词汇：1) 名词n. dumpling, porridge, onion, fish, pancake.
2. 句型： I like …, … and….
I don’t like … or …
课后反思
课时安排
第 4 课时
课时目标
掌握可数名次和不可数名次的用法，掌握重点句型：What kind of noodles would you like ?
What size would you like ?Would you like a bow?
课时重难点
1. 教学重点：
a. 词汇：1) 名词n. world, cake, candle, age, UK, candy, idea, answer
2) 形容词adj. different, lucky, popular
3) 动词 v. answer, blow, will
4）连词 conj. if
5）短语 blow out, cut up
b.句型：Would you like …?
We have … for … You can try our …
… is very good/delicious.
2.教学难点：
a.理解较长文章的大意，学会回答问题。
b.用所学知识写出完整的文章。
教学过程
教学环节
教师活动
学生活动
设计意图
1. Warm-up and revision
2. Presentation
3. Work on 3a
4. Work on 3b & 3c
4.Homework
Have Ss discuss the question in 2a as a class. . T: What do you do or eat on your birthday?
T: Do you know why we will do all of these things on birthdays? Let’s read the article in 2b together.
Help Ss to make a menu. Show the example menu below to Ss.
(1) Complete Self Check. （2）Make a poster for your ad.
S1: Have a birthday party.
S2: Get some gifts from family and friends.
S3: Eat birthday cake. S4: Eat noodles.
Work on 2b.
(1) Read the article about food traditions and complete the chart.
Country Food
Special meaning
UK
A candy in the birthday cake
Lucky
China
Long noodles
Long life
(2) Work on 2c.
Read the article again and answer the questions.
Q1. How can a person make his or her birthday wish come true?
If he/she blows out all the candles in one go, his/her wish will come true.
Q2. What do people in the UK sometimes put in a birthday cake? A candy.
Q3. Why do people never cut up birthday noodles in China? Because long noodles are a symbol of long life.
Q4. Why do people eat special foods on their birthday? Because they bring good luck to the birthday person.
Here is an ad of an ice-cream and pancake house. Please fill in the blanks in the ad with the words in the box. Ss understand how to write an ad for a restaurant.
(1) Imagine you have a restaurant. Write the foods and their prices. Mini Noodles and Rice House Noodles Price Others
Beef noodles ￥15 Rice ￥2
Mutton noodles ￥15 Juice ￥2
Chicken noodles ￥18 Milk ￥4
Tomato noodles ￥10
Soup ￥6
（2）Write an ad for your restaurant. These sentences structures may help you.
Would you like … We have … for … You can try on our … … is very good/delicious.
Have some Ss present their ads to the class.
通过和学生讨论生日时吃什么、做什么自然过渡到阅读文章，并设下悬念，即为什么生日时要做哪些事情。导入自然流畅，所设悬念能充分调动孩子的好奇心。
本环节要求学生具有快速阅读能力，即跳读，寻找有关问题的阅读部分。
本环节的4个问题能够帮助学生对文章有整体理解。只有读懂文章才能正确回答问题。应在本环节着重强调回答问答题的答题技巧。
本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。
此环节要求学生充分发挥想象力，将自己假设为饭店老板，为自己的饭店制定菜单，既能调动学生的积极性，也为写作提供了素材。
板书设计
The Fourth Period (Section B, 2a–Self Check)
1. 词汇：1) 名词n. world, cake, candle, age, UK, candy, idea, answer
2) 形容词adj. different, lucky, popular
3) 动词 v. answer, blow, will
4）连词 conj. if
5）短语 blow out, cut up
2. 句型：Would you like …?
We have … for … You can try our …
… is very good/delicious.
课后反思
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