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Unit 8 I would like some noodles. 教学案例
一、教学背景分析
教学对象为七年级学生。本节课为第二课时。在第一课时中，学生主要借助各种食物图片，结合实际生活经验，在复习表述喜好 I like … 和表达观点 I think it's … 的句型中，把握了面条、饺子等食物配料的说法。而本课时的具体语言功能由表述喜好和表达观点变为表达具体情况下的个人需求，学生需要重点理解would 的用法。因此语言目标中的重点句型确定为 ：
What kind of noodles would you like? I would like…
What size bowl of noodles would you like? I would like a … bowl.
在能力方面，学生接触过类似的情景如购物，需要进一步从学会点餐来拓展交际能力。考虑到部分学生学得超前，又设计了电话订餐活动供学生选择，并在订餐活动中学习询问他人的个人信息。因此，交际辅助句型定为： Can I help you? That will be … 拓展辅助句型为Anything else? What's your address? What's your telephone number?
除以上语言目标与能力目标外，结合本学年一直在教学中渗透的学习策略与思维技巧指导，及对智能发展的关注，将学习策略目标定为继续学习听取、确定要害词之听力与阅读技巧，同伴交流之倾听与合作技巧；思维技巧目标定为在考虑所有因素的基础上，关注重点要素；在活动中继续发展人际智能，数理智能和言语智能。
二、教学途径与媒体的选择
1）教学途径
本节课以任务型语言教学为途径。之所以选择此教学途径，是因为本人认为英语的社会性是运用，英语学科在基础教育阶段应定位为感受学习英语的价值，提高学习英语的自觉性，激发学习英语的动机，以人际交往实践为情景、为突破口、为宗旨，培养语感，发展听说读写技能，发展交际策略，应是“为用而学，用中学，学了就用”。任务型语言教学途径以设计、执行和完成“任务”为教学的主要手段，把学生个人的经历作为课堂教学的重要因素，关注学生的学习过程，学生在完成任务的过程中练习目标语言，提升交际能力。因此能有效实现英语学习的目的性。
2）媒体的选择
考虑到假如仅仅使用英语口语来向学生说明任务目的，活动类型与活动步骤，学生理解上必定有一定的困难，因此选择幻灯片，让学生借助图片，中英文提示能更顺畅地理解任务。
三、教学设计与反思
教学设计
Step 1
要求学生围绕本节主题 noodles, 在规定的时间内，联系实际生活经验，站在消费者的角度，说说去吃面条一般都会考虑哪些问题？目的是使得学生在脑海中构造下一步活动需要的单词关系图，拓展思路，发散思维，培养学生尽可能全面地去分析问题的能力。
T: Now, let's start. Last period we talked about “dumplings”. Today our topic is “noodles”. First of all, let's have a brainstorm. Let's talk on what you usually consider when you are going to eat noodles. Time limit is only one minute.
S1: Environment of the House of noodles.
S2: Flavor.
S3: Is there a parking lot?
S4: Size of bowls.
S5: Delicious or not.
S6: Music
S7: Popular or not.
…
（幻灯片自动切换显示时间到。） Ok, time is up. So, there are so many factors that we need to consider. Let us focus on these two points：size of bowls and flavor, Okay?
Step 2
根据头脑风暴呈现的关系图，出示本节重点句型，结合单词进行语言点的初步感知与练习。设计目的是明确本节课主要内容中的重点，突出语法中的要害点。
T: Here I have five kinds of noodles. (呈现五种面条单词卡片)
Ss: (read after teacher)
T: What kind of noodles would you like? Try to use this pattern: I would like…
（板书重点句型 What kind of noodles would you like? I would like… ）
Ss: (answer) I would like…
T: And here I have three size bowls: small, medium and large. What size bowl of noodles would you like? Try to use this pattern: I would like a … bowl.
（板书重点句型 What size bowl of noodles would you like? I would like a … bowl. ）
Ss: (answer one by one) I would like a …
本环节重点关注头脑风暴中提到的面条口味和碗的大小，从而让学生的思维由考虑所有因素过渡到关注重点要素。在问答过程中学生初步感知句型，教师关注学生的发音和语气语调。
Step 3
引出学习任务 ----开面店，鼓励学生努力尝试，争取得到面店营业执照，然后出示开面店前期预备的三个基本步骤。
T: So I can see you all want to eat noodles, right? Well, do you want to earn money? Come on, set up your own house of noodles. By this way, you can eat kinds of noodles and you can get lots of money. Do you want to have a try? Try to get the license! Here we have three steps:
Step1: to know market demand
Step2: to test market
Step3: to advertise
T: Do you have confidence? Come on, let's go!
步骤一：了解市场需求阶段
环节一是通过分析提供的数据 ----调查录音，确定最受欢迎的面条口味和需求量最大的碗型，从而推出特色面。此任务的学习角度是目标语言的感知和听力练习，并结合学习材料进行认读练习。
T: Our task is to know what kind of noodles and size of noodles are the most popular. Here we have data1 from Class 5. Listen to the conversations and tick in the boxes.
Ss: Listen to the tape then fill in the chart.
T: (after finishing, ask) so, what size bowl of noodles does customer A like?
What kind of noodles does customer A like?
…
So, which is the most popular?
Ss: Medium size bowl of tomato and egg noodles.
T：Let's make it our special, ok?
Ss: Ok.
环节二是通过分析数据表，利用信息差活动验证环节一的结论。此任务的学习角度是目标语言的口语练习，同时也有认读练习。
Here we have another data from Class 3. It's an information gap activity. With your partner, complete the data.
(Students work with their partners, ask and answer questions)
(After completing the data, make some demos)
Ss (sum up): From data2, we can see that medium size bowl of tomato and egg noodles are the most popular, which is same with data1.
步骤二：内部试营业阶段
提供店内就餐与电话订餐两种场景，分三种难度 ----难度适中，有一点儿难和比较难，供学生和同伴商量，根据自己的情况去选择。先朗读情景对话，然后尝试根据自己的理解表演出来。此任务综合了重点句型以外的交际辅助句型，学习角度是交际口语练习。
T: Now, let's begin our second step: to test market. Here we have three kinds of situations, one is normal, one is a little bit difficult, one is challenging. Discuss with your partner, choose one situation, and try to perform.
Ss read three conversations quickly then choose one to perform, then make some demos.
广告宣传阶段
为了让下一步的经营更红火，进入广告宣传阶段，并为完成任务的学生颁发营业执照。学习角度为阅读，写作，最后是能力拓展 ----通过口头呈现广告，扩大影响，锻炼宣传能力。
T: (say in Chinese) 看来我们的试营业进行得相当成功，为了让生意更红火，下一步我们可以采取什么措施呢？
Ss: 宣传，广告，促销… …
T：Good idea. Here I have some advertisements which are not finished. Work with your partners, complete the advertisements with your wonderful imagination and creativity.
在这一环节，学生充分发挥了他们卓越的想象力和创造能力，在完成教师安排的基本的广告设计后，有的学生在宣传中引入了鞭炮声，有的学生借鉴专卖店促销时富有音乐节奏的说唱，还有的学生加入了舞蹈。他们的宣传大胆，真实，对观众有很强的吸引力。
最后，在欢快的步步高音乐背景下，教师郑重地为出色完成任务的学生组合颁发“营业执照”。学生们意犹未尽，不愿意下课，他们已经沉静在浓郁的参与，创造，展现成果的学习氛围中。
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发表于 2016-5-16 12:24:43
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