八下U7T2(p2).doc

Unit 7 Food Festival
Topic 2 I’m not sure whether I can cook it well.
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Would you like me to help you?赞美和鼓励Well done!请求得到允许Would you mind if I…?就餐用语help yourself to some…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：Section A- 1a, 1b, 1c ,2a,2b
第二课时：Section B-1a,1b,1c,2 Section A-3a, 3b
第三课时：Section C-1a,1b,1c ,4
第四课时：Section C-2,3 Section B-3,4a, 4b
第五课时：Section D-Grammar and Functions, 1,2,3, Project
第二课时（Section B-1a,1b,1c,2 Section A-3a, 3b）
教学设计思路：
本节课主要活动为Section B -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Section A-3a的听力训练和3b的自由讨论。

Ⅰ. Teaching aims
1. Knowledge aims：
（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：
Would you mind if we learn to make it from you?
Of course not.
（3）学习并掌握副词的比较级和最高级。
2. Skill aims:
（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. Emotional aims:
（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. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
（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. Difficult points：
使用英语陈述食物的制作过程。
Ⅲ. Learning strategies
1. 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. Teaching aids
多媒体课件/图片
V Teaching procedures
Stage 1(2mins)：Getting students ready for learning
Step
Teacher activity
Student activity
Designing purpose
(Class activity)
Greet the students and get them
ready for learning.
T: Good morning, everyone!

T: Did you make fried rice of noodles of something else to eat for your parents?

T: Great. Some of you did it. How was your food? I think it must be very delicious and your parents must be very happy. Anyway, I hope you can have a try. Practice makes perfect. You will do it better and better. OK. Time for duty report. Who’s on duty today?

Focus their attention on the teacher.

Ss: Good morning, Miss…

Ss: Yes/No.

S1: It’s me. ...

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。
Stage 2（2mins)： Revision
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Show a short passage to review Section A.
Kangkang wants to make fried rice for the food festival. But he’s not sure _____ he can cook it well. So he asks her mother for help.
His mother is very glad to teach him to cook fried rice. ______, he should cut some cooked meat very ______. Next, he needs to put some _____ in the pan. Then he will _____ the meat _____. After that, he needs to _____ the rice ______ and fry it for a few minutes. _____, he must add some ______.
Kangkang thinks cooking is fun.
T: Let’s begin our lesson. But first I would like you to review what we learned yesterday. Read this passage and fill in the blanks.

T:Let’s check your answers.
Fill in the blanks in the short passage to review Section A.

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：
Stage 3（8mins)： Pre - listening
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Show pictures to learn the new words: snack, butter, piece.

T: Look! What are these?

T: Yes. They are snacks. Do you like snacks?

T: What’s your favorite snack?

T: Yes. I also like sandwiches. Do you know what are in the sandwiches? Look at the pictures.

T: Yes. We made sandwiches with pieces of bread. And we usually spread cream, honey, butter or jam to make them more delicious. Do you know what is butter?

T: People often put pieces of ham into the sandwiches. And you can put your favorite fruit in your sandwiches if you like.
Learn the new words: snack，butter，pear，piece.

Ss:…

Ss: Yes, we do.

Ss:…

S1: There is bread.
S2: There are vegetables.
S3: There is ham and cream.
利用图片学习词汇，同时师生讨论导入本课话题。

2(Pair work)
Ask the students to look at the picture in 1a and read 1b. Talk about how to cook sandwiches and predict the answers to 1b.
T: Knowing what are in the sandwiches, I think we can make sandwiches by ourselves. Do you know how to make sandwiches? Look at the picture. You can discuss how to make it with your partners.

T: Would you mind telling me how this sandwich is made?

T: You did a great job. Let’s see how Michael cooks a sandwich. Look at the picture in 1a. What are on the desk? I mean what will Michael use to make his sandwich?

T: Good. Let’s read 1b and predict the answers.
Look at the picture in 1a and read 1b. Talk about how to cook sandwiches and predict the answers to 1b.

Ss: …

S1: Let me try. First, cut the bread into two pieces. Next, put a vegetable on a piece of bread. Then, put some butter on it. After that, put ham, fried egg and a piece of tomato on it. Finally, put the other piece of bread on it.

S2: Two pieces of bread, a pear and some others, maybe butter or jam.

Ss:…

Remark：
Stage4（5mins)：While - listening
Step
Teacher activity
Student activity
Designing purpose
1(Individual work)
Play the tape recording of 1a. Show the two questions:
(1) What’s Michael’s favorite snack?
(2) Who made the snack best of all?
T: Now listen to 1a and answer the two questions.

T:What’s Michael’s favorite snack?

T: Who made the snack best of all?

Listen to 1a and answer the two questions.

Ss:…

S1: Sandwiches.
S2: Sandwiches with butter, honey and a pear.

S3: It’s Michael.
分角度分层次设置不同的听力任务。
2(Individual work)
Play the tape recording of 1a again.
T: Listen to 1a again and fill in the blanks in 1b. Please pay attention to the use of step words and adverbs.

T: Check your answers with your partners.
Listen to 1a again and fill in the blanks in 1b.

Ss:…

Remark：
Stage 5（15mins)： Post- listening
Step
Teacher activity
Student activity
Designing purpose
1(Group work)
Play the tape recording of 1a.

T: Read the conversation after the tape. Please pay attention to the stress and intonation.

T: Would you mind reading the conversations in roles. Who would like to have a try?

Read 1a after the tape paying attention to the stress and intonation.

Ss:…

G1:…
跟读，练习语音语调。之后分角色朗读对话。
2(group work)
Ask the students to retell the process of making a sandwich.

T: Now can you make a sandwich? Can you tell your group members how to make a sandwich? Let’s try to retell the process of making a sandwich in groups. 1b may help you and don’t forget to use the steps words like first, second, next, then, after that and finally. They can make your instruction or description clearer.
Retell the process of making a sandwich in groups.

Ss:…
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。
3(class activity)
Review the comparative and superlative degrees of adjectives. And then learn the comparative and superlative degrees of adverbs.

T: You know Michael says practice makes perfect. Do you understand this saying?

T: Good. So Michael’s sandwich is the best of the three. That means Michael did best of the three. The “best” in the first sentence is the superlative degree of the adverb “good”. But the “best” in the second sentence is the superlative degree of the adverb “well”. Can you understand?

T: Well. Let’s learn more about the comparative and superlative degrees of adverbs. Look at the pictures in 1b and match the parts of the sentences.

T: What have you learned? Can you say something about this grammar?

T: Yes. For most of the adverbs, it is. But you should pay attention to some special adverbs such as well, badly etc. Just like the adjective “bad”, the comparative and superlative degrees of “badly” is “worse” and “worst”. Any others?

T: Yeah, you are right. You are so clever. We’ll learn about it in the next topic. Any others?

T: Good. You observe so carefully. The article “the” before
the superlative degrees of adverbs can be omitted. Do you have any other questions?

Review the comparative and superlative degrees of adjectives. And then learn the comparative and superlative degrees of adverbs.

S1: Yes. It means “熟能生巧”in Chinese.

Ss: Yes.

Ss:…

S2: We add “er” or “est” to an adverb. Then we get the comparative and superlative degrees of the adverb just like the way to an adjective.

S3: We should add “more” or “most” before some adverbs such as quickly successfully. Am I right?

S4: The article “the” is missing before the superlative degrees of adverbs.

Ss: No, we don’t. Thank you.
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。
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。
Stage 6（10mins)： listening
Step
Teacher activity
Student activity
Designing purpose
1(Group work)
Teach the new words : quick, healthily. Ask the students to read the questions in 3b to know about the main idea of the listening text and predict the answers.

T: Today we talked about sandwiches. We often call this kind of food fast food. That means this kind of food is quick. Remember quickly? So what’s the meaning of quick?

T: Good. Some people think fast food is unhealthy. Do you think so?

T: OK. Many people like fast food. I hope we can eat the fast food healthily. Just like quickly. Can you understand healthily?

T: we’ll listen to a passage about fast food. Read the questions in 1b and know about the main idea and predict the answers.
Learn the new words: quick, healthily. Read the questions in 3b to know about the main idea of the listening text and predict the answers.

S1: 快的. It’s an adjective.

Ss: Yes/No.

S2: Yes. It’s an adverb. It means “健康地”.
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。

2(Individual activity)
Play the tape recording of 3a.

T: Now listen to the passage and choose the best answers.

T: Do you need to listen again?

T: OK. Once more, please.

T:Let’s check your answers.
Listen to 3a and choose the best answers.

Ss:…

Ss: Yes.

Ss:…

3(Pair work)
Ask the students to talk about the fast food in China in pairs.
T: I think you have your own opinions about fast food. Let’s talk more about it.

T: Would you mind sharing your opinions with us? Please act out your conversations!

Talk about the fast food in China in pairs.

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。
Stage 6（3mins)： Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing purpose
1（Class activity)
Encourage the Ss to summarize the key points.
T: Class will be over soon. We should summarize what we have learned in this lesson. Let’s begin!

Summarize what they have learned today.

S1: We learned some new words:
snack, butter, pear, piece, quick, healthily
S2:We Knew about the comparative and superlative degrees of adverbs.
S3: We knew how to make sandwiches.
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 (Class activity)
Assign the HMK.
T: For today’s HMK, I’d like you to remember the new words and phrases. Please make some sandwiches for your parents and tell them how to cook sandwiches. Don’t forget to preview Section C-1a,1b,1c ,4.
Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

Remark：将课堂上学到的知识运用于生活实际，达到学以致用。
VI . Blackboard design
第二课时 (Section B-1a,1b,1c,2 Section A-3a, 3b)
1. Some new words:
snack, butter, pear, piece, quick, healthily
2. Grammar: comparative and superlative degrees of adverbs.
well-better-best
early-earlier-earliest
long-longer-longest
3. Would you mind if…?
Would you mind doing…?
4. Practice makes perfect.