Unit 2 What Would You Like?
Part A


本單元的教學重點是就餐用語，其中難點是用餐時的基本會話。其主要的功能語句有：What would you like to eat? We’d like ... What kind of ...would you like ... or...? ..., please.要求學生能在日常生活中準確運用這些就餐時的基本用語。本單元的詞匯多為過去學過的食物、飲品類單詞，新加入了量詞詞組相搭配的短語。如：a bowl of noodles, a plate of beef, a glass of juice, a bottle of water, a cup of tea, a piece of bread要求學生在掌握如何表達這些食物、飲品的數量的同時，能把量詞詞組靈活運用于功能語言之中。教師應結合學生的生活經驗，盡可能地創設生活化情景組織教學活動，并鼓勵學生共同合作參與進行交際實踐。從而，使學生比較順利地掌握在外就餐時的用語。


【知識與能力目標】
1. 能聽、說、讀、寫詞匯：a bowl of noodles, a plate of beef, a glass of juice, a bottle of water, a cup of tea, a piece of bread。
2. 能靈活運用上述詞匯。
【過程與方法目標】
Warming-up: Look and match, Let’s learn, Let’s play
【情感態度價值觀目標】
一、挖掘話題的趣味性，激發學生學習英語的興趣，培養其學習英語的積極態度，使學生樂于參與、勇于交際實踐的精神。
二、引導學生注意合作學習，培養其合作意識。
三、培養學生熱愛生活的情操，以及多使用禮貌用語、禮貌待人的好習慣。


【教學重點】
a bowl of noodles, a plate of beef, a glass of juice, a bottle of water, a cup of tea, a piece of bread。
【教學難點】
. —What would you like to eat?
—We’d like ...
—What kind of... would you like,... or ...?
—... , please.
2. — Would you like something to drink?
—May I have ...?
—Sure.


圖片，PPT


課程導入(Leading In)
(1)課前問答
T: Morning, everyone!
Ss: Morning, Mr. / Miss ...！
T: Do you often have breakfast?
Ss: Yes.
T: What did you have for breakfast this morning?
S1: ...
S2: ...
(2)新課導入
1. Part A Warming-up: Look and match
一段會話之后，教師順勢引入Warming-up的第一個活動。
T: Look at the pictures on P9. What are these?
先讓學生說一說這件圖片分別是什么，然后讓他們自己讀一讀本部分的詞匯，并將圖文連線匹配。
2. 猜一猜
教師向學生展示一副餐桌的PPT圖畫，先讓學生判斷出它是有張桌子(table)。接著讓學生猜一猜桌面上都會擺放哪些吃的東西。采用頭腦風暴的方式讓學生說出曾經學過的有關食物、飲品、水果之類的詞匯。隨后，教師展示出餐桌上的食物、飲品的畫面。然后，提出一個問題：What do you like on the table? 學個別回答后，教師再引導他們通過一個簡單的歌謠的形式把各自喜歡的食物、飲品或水果代入進去，形成一個輕松的回顧與復習活動。如：
I like milk. I like juice. I like water. And I like tea.
I like bananas. I like grapes. I like oranges. And I like apples.
I like noodles. I like dumplings. I like hamburgers. And I like cookies.
3. 導入新課
重新回到PPT餐桌的畫面，教師可以這樣導人：Look at the table. How many apples can you see? (學生回答) And how many hamburgers? (學生回答) 接著問How many noodles? 這時候，學生就會產生疑問。此時，教師再加以解釋：We cannot say one or two or three noodles. It’s hard to say the exact numbers of noodles, or water, or milk. So, how to express the numbers of these things? Let’s have a look at the following pictures.
(1)新課展示Part A Let’s learn
1. 教授詞組a bowl of noodles
在呈現畫面的同時，向學生介紹：
T: How many noodles are there on the table? Now look! This is a bowl. We can say “a bowl of noodles”.
板書并領讀a bowl of，注意強凋ow字母組合的讀音。
引導學生學習運用：a bowl of rice并加以拓展。
圖示兩碗……，讓學生了解類似詞匯的復數表達：two bowls of，如：two bowls of noodles, two bowls of rice, ...
2. 教授詞組a plate of beef
首先教授單詞beef和plate，然后同上教授詞組a plate of beef，及其復數的表達 two / three /... plates of beef。
引導學生運用a plate of表示數量，如：a plate of meat / vegetables /...
3. 教授詞組a glass of juice
在呈現畫面的同時，向學生介紹：
T: Look, this is juice, a glass of juice.
板書并領讀a glass of之后引導學生學習運用：
a glass of water / milk / ...
隨后拓展學習其復數表達two / three /... glasses of ...
此處，教師要注意提醒學生關注glass的復數為glasses。
4. 教授詞組a bottle of water, a cup of tea和a piece of bread
這幾個短語在教授時均可參考以上教學方式：先介紹容器或餐具，再構成短語引導學生學習運用，教師要鼓勵學生盡量多地把學過的東西與這些短語聯系起來使用，如：a bottle of beer / water / juice /... 而a cup of則最常用于tea和coffee。在教授a piece of短語之后，一定要介紹一下a piece of paper, four pieces of paper。
(2)鞏固活動
1. 教師播放錄音，讓學生聽并跟讀Let’s learn部分的詞匯。
2. 教師出示Let’s learn部分的詞匯圖片，讓學生看圖片快速說出相應的詞匯，并要求學生能拼讀出相應詞組中表示數量的中心詞。
(1)新課展示Part A: Let’s talk
1. 出示本部分的教學掛圖，讓學生仔細觀察并嘗試回答以下問題：
Where are they? Who are they? Why are they there?
學生通過之前的觀察及教師的引導，大概了解到對話的場所、人物和事件后，可通過簡單的師生對話對掛圖做簡單分析：
T: Where are they?
Ss: They are in a noodle house.
T: Who are they?
Ss: They are Su Nan and his mom. They are sitting at the table.
幫助學生說出另外兩個服務員，對單詞waitress稍作介紹：
T: The other two girls arc waitresses. Waiters and waitresses serve people in the restaurant. Look, they are girls. They are waitresses. And boys are waiters. Why are Su Nan and his mom there?
Ss: They are hungry. They want to have / eat something there.
2. 教師播放Let’s talk部分的錄音，讓學生結合掛圖情景，邊聽錄音邊理解對話內容。教學過程設計可參考如下：
T: What do Su Nan and his mom want?
Ss: Noodles.
T: How does the waitress ask? Now listen carefully.
教師播放對話的第一句，讓學生聽并重復。
Ss: What would you like to eat?
教師板書功能句：What would you like to eat? 領讀幾遍并鼓勵學生盡量多地加以運用。
教師再次提問學生：
T: what would they like to eat?
并播放對話的下一句。
Ss: Two bowls of noodles.
T: What do they say?
Ss: We’d like two bowls of noodles.
教師板書并領讀功能句：We’d like...
T: What kind of noodles would they like, beef noodles or tomato noodles? 教師板書并重復：What kind of ...?
教師可通過舉例幫助學生理解：
There are many fruits. What kind of fruits would you like, apples, grapes or bananas?
What kind of drinks do you like best, water, coffee or juice?
教師再次提問學生：
T: What kind of noodles would they like, beef noodles or tomato noodles?
教師播放對話的下一句。
Ss: A bowl of beef noodles and a bowl of tomato noodles.
T: Right. How do they tell the waitress?
Ss: A bowl of beef noodles and a bowl of tomato noodles, please.
T: All right. To be polite, we often say “..., please.”
T: Do they want anything to drink? Let’s go on listening.
教師接著播放下面的對話。
T: How does the waitress ask?
Ss: Would you like something to drink?
教師板書、領讀功能句：Would you like something to eat / drink / read...? 并鼓勵學生盡量多地運用。
T: Would they like something to drink?
Ss: A glass of juice and a cup of tea.
T: Anything else? (還有什么嗎?)
Ss: No.
T: To be polite, we should say, “No, thanks.’’
3. 教師讓學生打開課本，然后再次播放錄音，讓學生邊看對話文本，邊聽對話錄音。幫助學生理解功能句What kind of ... would you like, ... or ...?并把該句與Would you like something to...? 作對比講解。
(2)鞏固活動
1. 教師播放錄音，要求學生一邊看課本，一邊模仿語音語調大聲跟讀對話。
2. 小組活動讓學生在小組內進行角色朗讀，并注意語音、語調和語氣。
3. 小組展示教師給予指導和評價。


略。