初中Unit 4 Eat Well第3课时教学设计及反思

这是一份初中Unit 4 Eat Well第3课时教学设计及反思，共3页。
Activity 1 Warming up and revisin
T：Class，tday we are ging t learn the grammar fcus part.Befre that，let's review what we learned in the last class.Wh can tell me sme f the fds and drinks we talked abut?
S1：We talked abut beef，ndles，juice，and cffee.
T：Great！Nw，let's read the new sentences n the screen and find ut the rules f sentence structure and the usage f nuns.
环节说明：通过复习上节课的内容，激活学生已有知识，自然引入新课。引导学生观察句子中名词的用法，初步感知可数与不可数名词的区别。
Activity 2 Presentatin
T：Nw，let's wrk n 3a.Read the sentences carefully.Circle all the nuns fr fd and drink.Then，think abut whether they are cuntable r uncuntable in the cntext.
(After several minutes)
T：Okay，wh can tell me the nuns yu circled in these sentences?
S2：I circled the wrds “bread”，“milk”，“rice”，“ndles”，“juice”，“cffee” and “tea”．
T：Very gd.Is “rice” cuntable r uncuntable?
S3：Uncuntable.We can't say “a rice” r “tw rices”．
T：Exactly！What abut “ndles”？
S4：Cuntable.We can say “a bwl f ndles” r “three ndles”．
T：Great！Let's cntinue with the ther sentences.
环节说明：让学生通过自主阅读和分析句子，明确任务要求，培养学生获取信息和分析问题的能力。在师生互动中，引导学生深入理解可数与不可数名词在具体语境中的判断方法，加深对语法知识的理解。
Activity 3 Presentatin
T：Next，let's wrk n 3b.Cmplete the jkes with the crrect frms f the nuns in brackets.Pay attentin t the nuns.Are they cuntable r uncuntable?
(The students read the dialgue and fill in the blanks.)
T：Let's lk at the first cnversatin.What did yu fill in the first blank?
S5：I filled in “fish” because it's uncuntable when we talk abut the fd.
T：Very gd！What abut the secnd ne?
S6：I filled in “bill” because it's cuntable.We can say “a bill” r “the bill”．
T：Excellent！Nw，let's check the ther blanks tgether.
环节说明：通过完成幽默对话中的填空练习，进一步强化学生对可数与不可数名词正确形式的运用能力。幽默的对话内容能够增加学习的趣味性，激发学生的学习积极性。
Activity 4 Practice
T：Nw，it's time fr 3c.Cmplete the passage with the crrect frms f the nuns in brackets.
(The students read the passage and fill in the blanks.)
T：Wh wants t share their answers？Fr the first blank，what did yu write?
S7：I wrte “vegetables”．Usually we eat different kinds f vegetables，s it's cuntable in this cntext.
T：Very gd！And fr the secnd ne？What did yu fill in?
S8：I filled in “sweets” because it means candies r desserts，which are cuntable.
T：Great jb！Let's cntinue with the ther blanks.
环节说明：让学生在完整的语篇中运用可数与不可数名词的知识进行填空，培养学生的综合语言运用能力和对语境的理解能力。通过师生互动，引导学生思考名词在不同语境中的形式变化，进一步巩固所学语法知识。
Activity 5 Pair wrk
T：Nw，let's wrk n 3d.Imagine that yur friends are at yur hme.Offer them fd and drink.Yu can use the wrds and phrases we learned.Pair up with yur partner and start the cnversatin.One f yu will be the hst and the ther will be the guest.
(After a while)
T：Okay，let's listen t sme f yur cnversatins.Which pair wants t g first?
Pair 1：
A：Wuld yu like smething t drink r t eat?
B：I'd like smething t drink.
A：What wuld yu like，cffee r milk?
B：Cffee，please.
(Then invite several pairs t act their cnversatins ut.Offer sme help if necessary.)
环节说明：创设真实的情景交际活动，让学生在小组合作中运用所学的可数与不可数名词知识进行口语表达，提高学生的语言交际能力和合作能力。通过展示不同小组的对话，为其他学生提供范例，同时给予积极的反馈和评价，增强学生的学习动力，有利于培养学习能力。
Activity 6 Hmewrk
Write five sentences using cuntable and uncuntable nuns fr fd and drink crrectly.
板书设计
教学反思
During the teaching prcess，students shwed a gd understanding f the cncepts f cuntable and uncuntable nuns.Hwever，they still faced difficulties in determining the cuntability f certain nuns in specific cntexts，such as “chicken” and “fish”．In future teaching，mre examples shuld be prvided fr cmparative analysis t help students deepen their understanding.Situatinal cmmunicatin activities have sparked students' interest in learning.Hwever，sme students were still nt cnfident enugh in ral expressin and were nt fluent enugh.Mre pprtunities fr ral practice shuld be prvided in the future t encurage students t express themselves bldly.
Cuntable nuns：bean，chip，ckie，dumpling，egg，ndle，strawberry，vegetable
Uncuntable nuns：beef，bread，meat，milk，muttn，prk，rice，sugar，tfu
Cuntable & uncuntable nuns：cabbage，cake，chicken，drink，fish，fd，fruit，salad，sweet，tea
Key sentence patterns：
1．—Wuld yu like…r…？ —I'd like…
2．—What…wuld yu like，…r…？ —…，please.
3．—What d yu usually have fr …？ —I usually have …