八年级英语下册 Unit 7 Topic 2 Cooking is fun教案 仁爱版.doc

Unit 7 Food Festival Topic 2 Cooking is fun!
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ.Aims and demands 目标要求
1. (1)Learn adverbs of manner:
finely, lightly, immediately
(2)Learn other new words and phrase:
cut, oil, add, deep, cooker, pork, cut up, ham, advantage, cheap
2. Know how to cook several kinds of Chinese food.
First, cut some cooked meat very finely.
Next, you need to put some oil in the pan.
Then fry the meat lightly.
You need to add the rice slowly.
Finally, add some salt.
3. Social Communications
(1) Offering help
Would you like me to help you?
(2) Praise and encouragement
Well done!
Ⅱ.Teaching aids教具
录音机/图片/厨具/彩笔
Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间：10分钟)
复习食品名称，呈现1a中的生词。
(复习食物名称，呈现目标语言。)
(让学生说出要准备的各种食物名称。)
T: We’ll prepare many kinds of foods for the food festival. What shall we prepare?
(让学生用汉语讨论如何炒肉片，将步骤记录下来，准备1~2分钟。)
T: Do you know how to fry meat? Please discuss for 1~2 minutes, and then write down the ways in Chinese.
(教师给一些提示词让学生更好地组织语言。)
T: You can use“First, Next, Then, After that, Finally”.
(选几名学生汇报讨论结果，教师用英语在黑板上板书步骤。)
First: Cut the meat
Next: Put the oil in the pan.
Then: Put the meat in the pan and fry it.
Finally: Add salt, and fry it for a few minutes.
(鼓励发言好的学生。)
T: Well done! When we cook food, we must cook very carefully. We must add salt slowly.
(板书)
We must cook very carefully.
We must add salt slowly.
(用彩笔画出carefully, slowly, 并解释其用法。)
(请一位学生到前面，老师口述步骤，学生表演。)
T: I want a student to act it out as I am saying the cooking steps. Any volunteers?
S1: Let me try.
T: OK. First, cut the meat finely.
Next, put the oil lightly.
Then fry the meat lightly.
Finally, add the salt slowly.
(学生随着教师所描述的做动作)
T: Good! When we cook food, we must be careful.
(板书)
finely lightly slowly
(教师用肢体语言解释画线副词的用法。)
Step 2 Presentation 第二步 呈现(时间: 7分钟)
呈现本课1a，完成1b。
1. (给学生3分钟，根据1b图片分组讨论“如何做炒饭”，学生们各抒己见。)
T: Now look at the pictures in 1b, and talk about how to cook fried rice.
S1: ...
S2: ...
...
2. (设置听力任务，让学生带着任务听1a录音。)
T: Now please listen to 1a and find out what Kangkang will cook.
(听录音，并让学生回答问题。)
T: Who can give me the answer?
S3: He will cook fried rice.
T: Good. Can you tell me how to cook fried rice? Please read 1a, and then tell me the answer.
(让学生读1a，学生总结答案，教师板书。)
First, cut some cooked meat very finely.
Next, you need to put some oil in the pan. Then fry the meat lightly.
After that, you need to add the rice slowly.
Finally, add some salt.
T: Read the sentences together.
(师生共同操练做菜的步骤。确信学生能熟练说出做炒米饭的各个步骤。完成1b。)
T: Who can cook fried rice now? Come and try it. Finish 1b.
3. (再读1a找出方式副词，注意其构成和用法并板书。)
T: Let’s read 1a again, then underline adverbs of manners.
careful + ly carefully cook… carefully
light + ly lightly fry… lightly
fine + ly finely cut… finely
slow + ly slowly add… slowly
Step 3 Consolidation 第三步 巩固(时间: 5分钟)
巩固1a和1b。
(听1a录音巩固做炒饭的方法。并注意语音和语调。)
T: Listen to 1a and review the methods of cooking fried rice. Pay attention to the pronunciation and intonation.
(分角色表演对话。)
T: Boys act as Kangkang, and girls act as mother. Please act out the dialog.
(让两位同学上讲台前表演，一个表演炒饭的动作，另一个用英语表达。)
(注意表演的动作要到位，如finely , lightly, slowly。从而培养学生的表演能力和合作精神。解释finely和lightly。)
T:“Finely”tells us how to slice cooked meat.
“Lightly”tells us how to fry the meat.
Step 4 Practice 第四步 练习(时间: 15分钟)
完成2a，2b和3。
(方案一)
1. (组织学生完成2a。)
T: We’ve learned how to cook fried rice. Would you like to learn how to cook a bowl of noodles?
SS: Yes.
(引导学生列出所需材料，并用图片教这些生词。)
T: OK! What do we need to cook a bowl of noodles?
S1: We need some water, some noodles …
(板书)
materials: water, noodles, pork bones, ham, cabbage, green onions
(组织学生小组讨论，然后汇报讨论结果。)
T: We have got the materials. Who can tell me how to cook it? Please make a discussion and tell me how to cook it.
(纠正一些顺序的错误，表扬表现好的学生。)
T: Pretty well. Now please turn to page 62, read 2a and finish 2b.
(教师板书并解释生词，领读几遍。核对2b答案。)
(板书)
deep, pot, cooker, cut up, onion, immediately
(让学生每人说一个步骤，不会说的学生请全班学生帮忙。)
T: Can you tell me how to cook noodles one by one?
S2: …
S3: …
T: Good. Now, I’ll ask some students to tell me how to cook noodles without looking at your
books. Who will try?
S4: …
T: Well done!
2. T: We have learned how to cook fried rice and noodles. Now let’s talk about western fast food. When we talk about western fast food, we mean …
SS: Hamburgers, hot dogs, chips …
(引导学生做好听力的准备。播放3录音。)
T: Good! Please go through the questions in 3. Listen to 3 and give me the right answers.
(板书生词，并领读。)
advantage
(核对答案。)
T: Who can give me the answers?
S5: …
S6: …
…
(表扬发言的学生。)
T: Well done!
T: Do you often go to the fast food restaurant?
S7: Yes.
T: What do you think of the food there?
S8: They serve fast.
T: Is it delicious?
S9: Yes. / No.
T: Is it good for our health?
S10:Yes. / No.
T: As for me, I prefer home cooking. So what about cooking a kind of your favorite food after class?
(方案二)
1. (让学生读2a，然后用方式副词的正确形式填空。)
T: Please read 2a carefully, and then fill in the blanks with the right adverbs of manner.
2. (教师板书关键词，让学生复述2a。)
T: I’ll write the key words on the blackboard, and then ask some students to retell 2a.
First — put — boil — add
Second — cut up
Next — cook
Then — put — immediately
After that — fill — slowly
Finally — add — lightly
3. (小组活动。让学生恰当地运用表示顺序的副词进行描述。教师先做示范。如：
教师让一名学生站起来，走到黑板前，写一个字，然后再回到座位上。)
T: First, ... stands up. Next, ... comes to the front of the blackboard. Then write a word.
After that, ... returns to his / her seat. Finally, ... sits down.
(让学生两人一组表演和描述。)
4. (完成2b。)
T: Read 2a again, and then give the right order according to 2a.
5. (听录音，完成3。)
T: Listen to the tape carefully and choose the best answers.
Step 5 Project 第五步 综合探究活动(时间: 8分钟)
进一步探究怎样用英语谈论“如何做饭菜”。
1. (要求学生分组讨论自己最喜欢的菜以及操作步骤，然后记录下来，接着向全班学生汇报，由其他同学评价做菜的方案是否可行。)
T: Please discuss and try to write down how to cook your favorite food, and then report it to us. You can do it like this.
(板书)
Materials: …
How to cook: First, …
Next, …
Then, …
After that, ...
Finally, …
…
T: Excellent! / Great! I’ll try it, too.
2. (让学生做一份关于快餐和家庭餐的调查报告。)
T: Let’s make a survey about the fast food and home cooking.

Advantages
Disadvantages
Fast food

Home cooking

(学生分组调查后汇报。)
Example:
S1: What’s the advantage of fast food?
S2: It’s fast.
S3: It’s delicious.
S1: What’s the disadvantage of fast food?
S2: It’s unhealthy.
S3: It’s …
G1: We think fast food is fast, delicious and … But it’s …
We think home cooking is delicious … But it’s …
3. Homework:
(1)(让学生讨论做菜的方法。)
(2)(让学生尽量和自己的妈妈一起做面条。)
(3)(准备一些下节课需要的图片。包括：面包、梨、黄油、苹果……)
Section B
Section B needs 1~2 periods. Section B需用1~2课时。
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ.Aims and demands 目标要求
1. Learn some new words:
butter, pear, piece, heat, polite, spoon, fork, chopstick
2. Go on learning object clauses with if / whether.
Can you tell me if it’s polite to eat with your arms or elbows on the table in America?
Do you know whether they use knives?
I don’t know if there’s no need for knives, forks or chopsticks.
3. Review infinitives used as logical subjects.
In Cuba, it’s impolite to eat so noisily.
In Japan, it’s polite to eat soup noisily and finish all the rice.
4. Talk about table manners in different countries.
In Cuba, it’s impolite to eat so noisily.
In Japan, it’s polite to eat soup noisily and finish all the rice.
It’s impolite to eat with your arms or elbows on the table in America.
It’s not impolite to smoke during a meal in France.
They don’t use knives at all in Thailand.
There is no need for knives, forks or chopsticks in India.
5. Social Communications
(1) Asking for permission
Would you mind if I learn to make it from you?
(2) Having meals
Help yourself to some soup.
Ⅱ.Teaching aids 教具
录音机/图片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
复习Section A中的1a和2a。
1. (检查作业，检查学生对知识的掌握情况。)
T: Let’s check your homework. Who can tell me how to make fried rice?
(板书)
First, … Next, … Then, … After that, ... Finally, …
T: Can you tell me how to make noodles?
(选一名学生陈述步骤并表演动作，提醒他/她动作表演要到位，体现carefully, finely, slowly, lightly, 复习副词的用法。)

T: Well done! Yesterday I told you to cook a bowl of noodles with your mother. Did you enjoy it?
Ss: Yes.
T: Today we will learn how to make a snack.
2.(出示面包、黄油、梨等的图片，引出本课的目标语言。)
T: Let’s learn how to make a snack with some bread and a pear.
(引起学生注意的同时，教师边用图片演示边讲解。)
(出示写有目标语言的小黑板。)
First, you take two pieces of bread and spread butter on them.
Next, cut a pear into small pieces. Then put them on the bread.
After that, pour some honey over the pear.
Finally, put them together.
(再演示讲解一遍，然后让学生试着讲述。)
(教师板书新词。)
snack, piece, butter, pear, pour
T: Look, it’s easy. Once again, look carefully and then I’ll ask some students to retell it.
(教师出示图片演示，学生一个接一个地按步骤讲述。)
S1: …
S2: …
…
T: Well done!
(引出下一步。)
Step 2 Presentation 第二步 呈现(时间: 7分钟)
呈现本课活动1a和2。
1. (用顺序副词呈现食物的制作过程。)
T: S1, could you tell me whether you can make a snack or not?
S1: Yes, of course. First, … Next, … Then, … After that, … Finally, …
(板书)
Could you tell me whether you can make a snack or not?
(教师解释句子意思，用彩笔画出whether，提示宾语从句。)
T: Good. Thank you! Now listen to 1a and find out: What’s Michael’s favorite snack?
(放1a录音后，学生回答问题。)
Ss: His favorite snack is a sandwich with butter, honey and a pear.
T Good. Listen again and find out how to make it.
(学生说出制作步骤。教师板书关键词。)
(板书)
First, take … spread …
Next, cut … into …
Then, put … on …
After that, pour …
Finally, …
(参照关键词让一名学生演示，另一名学生讲述。)
…
T: Great! Now, please listen to the tape and follow it.
2. (出示汉堡包图片。完成2。)
T: We’ve learned how to make a snack. Now, let’s see how to make a hamburger.
(板书)
Add, Put, Cut, Heat(加热)
T: S2, could you tell me how to make a hamburger?
S2: Sure! First, … Next, … Then, … Finally, …
T: Thanks. It must be delicious, I think.
Step 3 Consolidation 第三步 巩固(时间: 5分钟)
巩固本课1a和2，完成1b。
1. (让学生巩固1a和2。)
T: Please practice 1a and 2 in pairs. I will ask some students to act them out.
(操练两分钟后，让学生到前面表演。)
2. (分组活动。)
(把学生分为四组，每个小组描述出最喜欢的食物的制作过程，然后每组轮流到前面演示。可以演示已学过的内容，必要时可以加上动作表演。)
T: Group work. I’ll choose some students to act it out in front of the class.
Step 4 Practice 第四步 练习(时间: 18分钟)
练习3a和3b，进一步巩固不定式作主语。
1. (教师出示小黑板呈现“It’s polite / impolite to …”，为学习3a做准备。)
T: Look at the small blackboard, and then discuss whether it’s polite or impolite to eat in the following manners.
(出示小黑板。)
□ eat noisily.
□ speak loudly during a meal.
It’s polite/impolite+to □ smoke during a meal.
□ eat with your arms or elbows on the table.
…
T: Is it polite to eat noisily in China?
S1: Yes. It’s polite. / No. It is impolite.
(学生讨论完后，教师放3a录音。让学生听录音，回答问题。完成3a。)
T: Suppose we were traveling in Cuba, do you know what is impolite when we eat? Listen to 3a and tell me the answer.
(学生听3a录音。)
T Now, who can tell me?
Ss: It’s impolite to eat noisily in Cuba.
T: Good, what about in Japan?
Ss: It’s polite to eat noisily in Japan.
(板书)
It’s impolite to eat noisily in Cuba.
It’s polite to eat noisily in Japan.
T: Great! Please listen to 3a again and follow it. Then practice the dialog in pairs.
(学生分角色表演3a。)
2. (不同的国家有不同的饮食习惯，听3b录音，完成3b。)
T: We know that when we eat something, there are different table manners in Cuba and in Japan. What will it be like in America, France, Thailand and India? OK, let’s listen to 3b and find out the answers.
(放3b录音。)
T: Can you tell me if it’s polite to eat with your arms or elbows on the table in America?
S2: Yes, I can. It’s not polite.
T: And do you know whether or not it’s impolite to smoke during a meal in France?
S3: Yes, I do. It’s not impolite.
T: Well. Do you know whether they use knives in Thailand?
S4: Yes, I do. They don’t use knives at all.
T: I don’t know if there is no need for knives, forks or chopsticks in India.
S5: No. There’s no need.
(板书重点语法。)
Can you tell me if it’s polite to eat with your arms or elbows on the table in America?
Do you know whether or not it’s impolite to smoke during a meal in France?
Do you know whether they use knives in Thailand?
I don’t know if there is no need for knives, forks or chopsticks in India.
(教师提醒学生注意4个句子的结构，用彩笔画出whether/if并解释宾语从句的用法，然后学生齐读句子。完成3b。)
T: Please read after the tape and match the pictures.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
分组讨论不同国家的餐桌礼仪。
1. T: We have learned some useful table manners of different countries today. Do you know any table manners in our country? Please discuss the question in groups, and then report it to us.
In China
Polite
Impolite

(小组讨论后，由一名学生在班上汇报讨论结果。)
Example:
In China, it’s polite to … It’s impolite to… There is no need for… We use…
2. Homework:
(1)(谈论不同国家的餐桌礼仪。)
(2)(根据所学方法制作一个三明治或汉堡。)
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ.Aims and demands 目标要求
1. Learn new word and phrases:
eat up, somebody, drink to sb./sth.
2. Go on learning object clauses.
I want to know whether/if it is impolite to smoke during a meal in France.
3. Talk about table manners for a formal western dinner.
Take your napkin and put it on your lap.
When you start eating, you should keep the fork in your right hand. If you use your knife, then put the fork in your left hand.
It’s polite to eat up the food on your plate, so don’t take more food than you need.
You should speak quietly and smile a lot.
When you drink to somebody, you’d better raise your glass and take only a sip.
Remember not to drink too much.
4. Social Communications
Reminding and warning
Remember not to drink too much.
Ⅱ.Teaching aids 教具
小黑板/图片/录音机
Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
通过对Section B的复习，导入本课目标语言。
1. (结合whether和if引导的宾语从句，复习Section B所学的eating customs in different
countries, 从而导入本课目标语言table manners。)
T: We have learnt the eating customs in different countries last time. I don’t know if it is polite to eat soup noisily and finish all the rice in Japan. I want to know whether it is polite to smoke during a meal in France. I wonder if it is polite to eat with your arms or elbows on the table in America.
(让学生回答或讨论。)
S1: I think it’s polite to …
S2: I think it’s impolite to …
S3: I don’t think it’s polite to …
…
(让学生畅谈学习过的就餐习俗以及他们知道的就餐习俗知识，互帮互学，开阔视野，既检查学生学习情况，又激发学生探究学习、自主学习的热情。)
T: What else do you know about how to eat politely in different countries?
S4: I think it is polite to …
S5: I think it’s impolite to …
(教师继续引导学生，并适当举些例子。)
Example:
It is polite to eat as quietly as possible in England.
It is impolite to eat noisily in Cuba.
It is not necessary to use knives, forks or chopsticks in India.
…
2. (导入本课目标语言。)
(通过以上语言点的复习，教师及时给学生指出在以上练习的宾语从句中，it是形式主语，真正的主语是动词不