仁爱版八下教案Unit 7 Topic 2 I’m not sure whether I can cook it well 第2课时

Unit7FoodFestivalTopic2I’mnotsurewhetherIcancookitwell.教学内容分析及课时分配建议：本单元第二个话题在复习上个话题的基础上，引入新的内容包括步骤的表达，描述方式的副词，食材，厨具和餐具等词汇。主要句型有提供帮助Wouldyoulikemetohelpyou?赞美和鼓励Welldone!请求得到允许WouldyoumindifI…?就餐用语helpyourselftosome…以及提醒和警告remember(not)to…语法包括whether/if引导的宾语从句；副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/dʒ/的区分以及升降调的区分。此外，本话题贴近学生生活实际，从教学生做各种食物到不同国家的餐桌礼仪和饮食文化，学生不仅可以学到语言知识还可以培养生活技能，拓展文化意识。本话题建议用5课时完成。第一课时：SectionA-1a,1b,1c,2a,2b第二课时：SectionB-1a,1b,1c,2SectionA-3a,3b第三课时：SectionC-1a,1b,1c,4第四课时：SectionC-2,3SectionB-3,4a,4b第五课时：SectionD-GrammarandFunctions,1,2,3,Project第二课时（SectionB-1a,1b,1c,2SectionA-3a,3b）教学设计思路：本节课主要活动为SectionB-1a,2。在复习环节里，将SectionA-1a改写成短文。在知识点处设空，复习宾语从句、副词和表达步骤的方式。本课词汇较多，且大部分是关于食品原料和炊具及餐具的名词，适合利用图片简洁直观的方式学习词汇。为了降低听力的难度，在Pre-listening环节里，利用1a的图片讨论了与对话可能相关的内容。并将While-listening环节的听力任务分解，设置成不同角度，不同层次的两个听力任务。在Post-listening环节里，除了要求学生模仿语音语调读对话之外，还要求学生以口头作文的方式复述三明治的制作过程，并提醒学生注意步骤副词的使用。此外，通过复习形容词的比较级和最高级引出副词的比较级和最高级，并引导学生探究和总结副词的比较级和最高级的规律及用法。最后，利用本课三明治的话题，过渡到快餐的讨论，完成SectionA-3a的听力训练和3b的自由讨论。Ⅰ.Teachingaims 1.Knowledgeaims：（1）学习并掌握新词汇：snack,butter,pear,piece,quick,healthily（2）学习表达请求允许的句型及其答语：Wouldyoumindifwelearntomakeitfromyou?Ofcoursenot.（3）学习并掌握副词的比较级和最高级。2.Skillaims:（1）掌握三明治的制作过程，并能用英语表述这一过程。（2）能听懂有关食物制作的话题的对话，识别主题，并获取主要信息。（3）能理解所给语言材料中事件的发生顺序和人物行为。3.Emotionalaims:（1）把课本上学到的知识运用于实际生活中。培养生活技能，比如做饭。（2）学生乐于接触并了解异国文化。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）继续学习表示顺序的副词的用法。（2）继续学习副词修饰动词的用法。（3）学习并掌握副词的比较级和最高级。2.Difficultpoints：使用英语陈述食物的制作过程。Ⅲ.Learningstrategies1.鼓励学生认真思考，勤于探究。善于发现语言学习的规律并能举一反三。2.温故而知新。在原有知识经验基础上学习新的语言。Ⅳ.Teachingaids多媒体课件/图片VTeachingproceduresStage1(2mins)：Gettingstudentsreadyforlearning StepTeacheractivityStudentactivityDesigningpurpose(Classactivity)Greetthestudentsandgetthemreadyforlearning.T:Goodmorning,everyone!T:Didyoumakefriedriceofnoodlesofsomethingelsetoeatforyourparents?T:Great.Someofyoudidit.Howwasyourfood?Ithinkitmustbeverydeliciousandyourparentsmustbeveryhappy.Anyway,Ihopeyoucanhaveatry.Practicemakesperfect.Youwilldoitbetterandbetter.OK.Timefordutyreport.Who’sondutytoday?Focustheirattentionontheteacher.Ss:Goodmorning,Miss…Ss:Yes/No.S1:It’sme....Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage2（2mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)ShowashortpassagetoreviewSectionA.Kangkangwantstomakefriedriceforthefoodfestival.Buthe’snotsure_____hecancookitFillintheblanksintheshortpassagetoreviewSectionA. well.Soheaskshermotherforhelp.Hismotherisverygladtoteachhimtocookfriedrice.______,heshouldcutsomecookedmeatvery______.Next,heneedstoputsome_____inthepan.Thenhewill_____themeat_____.Afterthat,heneedsto_____therice______andfryitforafewminutes._____,hemustaddsome______.Kangkangthinkscookingisfun.T:Let’sbeginourlesson.ButfirstIwouldlikeyoutoreviewwhatwelearnedyesterday.Readthispassageandfillintheblanks.T:Let’scheckyouranswers.Ss:…利用短文填空的方式复习上节课学过的部分词汇、宾语从句、表达步骤的副词、副词修饰动词的用法以及制作炒饭的过程。Remark：Stage3（8mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Showpicturestolearnthenewwords:snack,butter,piece.Learnthenewwords:snack，butter，pear，piece.利用图片学习词汇，同时师生讨论导入本课话题。 T:Look!Whatarethese?T:Yes.Theyaresnacks.Doyoulikesnacks?T:What’syourfavoritesnack?T:Yes.Ialsolikesandwiches.Doyouknowwhatareinthesandwiches?Lookatthepictures.T:Yes.Wemadesandwicheswithpiecesofbread.Andweusuallyspreadcream,honey,butterorjamtomakethemmoredelicious.Doyouknowwhatisbutter?T:Peopleoftenputpiecesofhamintothesandwiches.Andyoucanputyourfavoritefruitinyoursandwichesifyoulike.Ss:…Ss:Yes,wedo.Ss:…S1:Thereisbread.S2:Therearevegetables.S3:Thereishamandcream.2(Pairwork)Askthestudentstolookatthepicturein1aandread1b.TalkLookatthepicturein1aandread1b.Talkabouthowto abouthowtocooksandwichesandpredicttheanswersto1b.T:Knowingwhatareinthesandwiches,Ithinkwecanmakesandwichesbyourselves.Doyouknowhowtomakesandwiches?Lookatthepicture.Youcandiscusshowtomakeitwithyourpartners.T:Wouldyoumindtellingmehowthissandwichismade?T:Youdidagreatjob.Let’sseehowMichaelcooksasandwich.Lookatthepicturein1a.Whatareonthedesk?ImeanwhatwillMichaelusetomakehissandwich?cooksandwichesandpredicttheanswersto1b.Ss:…S1:Letmetry.First,cutthebreadintotwopieces.Next,putavegetableonapieceofbread.Then,putsomebutteronit.Afterthat,putham,friedeggandapieceoftomatoonit.Finally,puttheotherpieceofbreadonit.S2:Twopiecesofbread,apearandsomeothers,maybe T:Good.Let’sread1bandpredicttheanswers.butterorjam.Ss:…Remark：Stage4（5mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)Playthetaperecordingof1a.Showthetwoquestions:(1)What’sMichael’sfavoritesnack?(2)Whomadethesnackbestofall?T:Nowlistento1aandanswerthetwoquestions.T:What’sMichael’sfavoritesnack?T:Whomadethesnackbestofall?Listento1aandanswerthetwoquestions.Ss:…S1:Sandwiches.S2:Sandwicheswithbutter,honeyandapear.S3:It’sMichael.分角度分层次设置不同的听力任务。2(Individualwork)Playthetaperecordingof1aagain.T:Listento1aagainandfillinListento1aagainandfillintheblanksin1b. theblanksin1b.Pleasepayattentiontotheuseofstepwordsandadverbs.T:Checkyouranswerswithyourpartners.Ss:…Remark：Stage5（15mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)Playthetaperecordingof1a.T:Readtheconversationafterthetape.Pleasepayattentiontothestressandintonation.T:Wouldyoumindreadingtheconversationsinroles.Whowouldliketohaveatry?Read1aafterthetapepayingattentiontothestressandintonation.Ss:…G1:…跟读，练习语音语调。之后分角色朗读对话。2(groupwork)Askthestudentstoretelltheprocessofmakingasandwich.T:Nowcanyoumakeasandwich?Canyoutellyourgroupmembershowtomakeasandwich?Let’strytoretelltheprocessofmakingasandwichinRetelltheprocessofmakingasandwichingroups.复述三明治的制作方法。巩固1a及副词的使用和表达步骤的方法。 groups.1bmayhelpyouanddon’tforgettousethestepswordslikefirst,second,next,then,afterthatandfinally.Theycanmakeyourinstructionordescriptionclearer.Ss:…3(classactivity)Reviewthecomparativeandsuperlativedegreesofadjectives.Andthenlearnthecomparativeandsuperlativedegreesofadverbs.T:YouknowMichaelsayspracticemakesperfect.Doyouunderstandthissaying?T:Good.SoMichael’ssandwichisthebestofthethree.ThatmeansMichaeldidbestofthethree.The“best”inthefirstsentenceisthesuperlativedegreeoftheadverb“good”.Butthe“best”inthesecondsentenceisthesuperlativedegreeoftheadverb“well”.Canyouunderstand?Reviewthecomparativeandsuperlativedegreesofadjectives.Andthenlearnthecomparativeandsuperlativedegreesofadverbs.S1:Yes.Itmeans“熟能生巧”inChinese.Ss:Yes.学习和掌握副词的比较级和最高级，鼓励学生自己发现和总结语法规律。 T:Well.Let’slearnmoreaboutthecomparativeandsuperlativedegreesofadverbs.Lookatthepicturesin1bandmatchthepartsofthesentences.T:Whathaveyoulearned?Canyousaysomethingaboutthisgrammar?T:Yes.Formostoftheadverbs,itis.Butyoushouldpayattentiontosomespecialadverbssuchaswell,badlyetc.Justliketheadjective“bad”,thecomparativeandsuperlativedegreesof“badly”is“worse”and“worst”.Anyothers?T:Yeah,youareright.Youaresoclever.We’lllearnaboutitintheSs:…S2:Weadd“er”or“est”toanadverb.Thenwegetthecomparativeandsuperlativedegreesoftheadverbjustlikethewaytoanadjective.S3:Weshouldadd“more”or“most”beforesomeadverbssuchasquicklysuccessfully.AmIright? nexttopic.Anyothers?T:Good.Youobservesocarefully.Thearticle“the”beforethesuperlativedegreesofadverbscanbeomitted.Doyouhaveanyotherquestions?S4:Thearticle“the”ismissingbeforethesuperlativedegreesofadverbs.Ss:No,wedon’t.Thankyou.Remark：1.温故而知新。在复习形容词比较级和最高级的基础上学习和领会副词的比较级和最高级。2.鼓励学生认真思考，勤于探究。善于发现语言的规律并能举一反三。Stage6（10mins)：listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)Teachthenewwords:quick,healthily.Askthestudentstoreadthequestionsin3btoknowaboutthemainideaofthelisteningtextandpredicttheanswers.T:Todaywetalkedaboutsandwiches.Weoftencallthiskindoffoodfastfood.Thatmeansthiskindoffoodisquick.Rememberquickly?Sowhat’sthemeaningofquick?Learnthenewwords:quick,healthily.Readthequestionsin3btoknowaboutthemainideaofthelisteningtextandpredicttheanswers.利用构词法知识学习新词汇。听力训练前阅读题目，培养学生预测答案的能力。 T:Good.Somepeoplethinkfastfoodisunhealthy.Doyouthinkso?T:OK.Manypeoplelikefastfood.Ihopewecaneatthefastfoodhealthily.Justlikequickly.Canyouunderstandhealthily?T:we’lllistentoapassageaboutfastfood.Readthequestionsin1bandknowaboutthemainideaandpredicttheanswers.S1:快的.It’sanadjective.Ss:Yes/No.S2:Yes.It’sanadverb.Itmeans“健康地”.2(Individualactivity)Playthetaperecordingof3a.T:Nowlistentothepassageandchoosethebestanswers.T:Doyouneedtolistenagain?T:OK.Oncemore,please.T:Let’scheckyouranswers.Listento3aandchoosethebestanswers.Ss:…Ss:Yes.Ss:…3(Pairwork)AskthestudentstotalkaboutthefastfoodinChinainpairs.T:Ithinkyouhaveyourownopinionsaboutfastfood.Let’TalkaboutthefastfoodinChinainpairs. stalkmoreaboutit.T:Wouldyoumindsharingyouropinionswithus?Pleaseactoutyourconversations!Ss:…P1:…Remark：1.鼓励学生大胆开口，说出自己的想法。2.在原有知识经验的基础上学习新的语言。Stage6（3mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)EncouragetheSstosummarizethekeypoints.T:Classwillbeoversoon.Weshouldsummarizewhatwehavelearnedinthislesson.Let’sbegin!Summarizewhattheyhavelearnedtoday.S1:Welearnedsomenewwords:snack,butter,pear,piece,quick,healthilyS2:WeKnewaboutthecomparativeandsuperlativedegreesofadverbs.S3:Weknewhowtomakesandwiches.培养学生归纳总结的能力，再次复习巩固本节课的重点知识。2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandFinishtheHMK.适当的家庭作业有助于巩固课堂所学的知识。 phrases.Pleasemakesomesandwichesforyourparentsandtellthemhowtocooksandwiches.Don’tforgettopreviewSectionC-1a,1b,1c,4.Remark：将课堂上学到的知识运用于生活实际，达到学以致用。VI.Blackboarddesign第二课时(SectionB-1a,1b,1c,2SectionA-3a,3b)1.Somenewwords:snack,butter,pear,piece,quick,healthily2.Grammar:comparativeandsuperlativedegreesofadverbs.well-better-bestearly-earlier-earliestlong-longer-longest3.Wouldyoumindif…?Wouldyouminddoing…?4.Practicemakesperfect.