Section B优秀教学设计

教学设计内容

设计主题

仁爱版八年级Unit7 Topic2

I’m not sure whether I can cook it well. Section B 1.整体设计思路、指导依据说明

根据《英语新课程标准》，本人主要运用任务型教学法及情景交际法，并采用多媒体课件进行教学。在教学设计中，根据真实生活创设情境，在情境中导入新知识，以听说为主线，进行语言的操练，一切教学活动都围绕着这一主线展开。在设计每一环节的活动时，都采用了适时适度的评价方式，以调动学生的创造性与积极性，激发学生学习英语的兴趣，使学生的自主学习能力真正得以提高。

2.教学背景分析

教学内容分析：本节课是初中仁爱英语八年级下册第七单元第二个话题的第二课时，本课的语言功能为：谈论如何制作三明治。Section B (1a—2)部分，内容主要是学生学会谈论如何制作三明治。本课将为随后的教学做知识上的铺垫，是本话题最重要的基础教学。在此基础上，训练学生就该话题与他人进行交谈的能力，以及就该话题进行书面表达的能力。除此之外，引导学生提高在日常生活的动手能力以及倡导学生养成健康的饮食习惯。

学生情况分析：初二年的学生活泼好动，学生表现欲强，又很在乎他人的评价。但学习到初二，学习上没有初一学生的积极性高，部分学生出现厌学的情况，注意力容易分散，两极分化。大部分学生食品安全意识薄弱,对食品的制作过程了解不多。

且词汇量掌握不多，平时较少用英语与他人交谈并表达信息.为了使不同程度的学生都有表现的舞台，本课既设置了些简单易回答的问题，也设置了一些灵活性问题，争取既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。充分调动学生的课堂积极性，培养他们的竞争意识。. 3.教学目标分析

语言知识：

（1）学习并掌握新词汇snack, butter, pear, piece （2）在复习形容词的比较级、最高级的基础上学习副词的比较级、最高级。

（3）能够和别人谈论做饭及制作三明治的步骤：用征求许可，提供帮助，以及吃饭用语等表达

形式进行交流。

语言技能：1. 能自如地听懂别人陈述做饭，制作三明治，汉堡步骤等所学信息。

2. 能听懂有关征求同意，提供帮助，表扬等本课重要句型话，并能做出正确反应。

3. 能在课堂活动中交流制作炒饭，三明治，汉堡步骤，餐桌礼仪，饮食习惯等信息。

4. 能够写出制作炒饭，三明治，汉堡的步骤。

情感态度：1.保持学生学习英语的兴趣，采用游戏，对话，表演等灵活多样的授课形式，激发学生的好奇心和求知欲。

2. 培养学生学好英语的信心，鼓励学生积极大胆，敢于模仿，克服不愿或羞于开口的心理。

3.学生乐于接触并了解异国文化。

4. 有把课本上面学到的知识运用于实际。

学习策略：

1. 能在学习过程中养成预习和复习的学习习惯。

2. 能在学习过程中养成结合实际学习英语的好习惯。

3. 鼓励学生积极参加课堂活动，融入其中。

4. 鼓励学生学以致用，可以把课堂学到的知识用于生活。

文化意识：

1. 对别人提供帮助和征求意见等做出恰当的反应。

2. 知道培养自己的各种生活技能，比如做饭。

3. 了解各国饮食习，做个有见识的人。

4.教学重点、难点分析

教学重点：1.和别人谈论做饭及制作三明治的步骤；

2. 能够用征求许可，提供帮助，以及吃饭用语等表达形式进行交流。

教学难点：1.如何将所学知识应用的真实的生活情境中。

2. 在复习形容词的比较级、最高级的基础上学习副词的比较级、最高级。

5.教学过程设计

Step1 Review 1. Greeting. T: Today we are going to learn Unit 7 Topic2 SectionB. First, let’s do some review.

2. Review the process of making fried rice. T: Could you tell me how to make fried rice? S: Of course. First, cut some cooked meat very finely. Next, put some oil in the pan. Then, fry the meat

lightly. After that, add the rice slowly. Finally, add some salt. Show the key words (First…Next…Then…After that…Finally…) on the blackboard while the student is retelling . T: Very good. Would you mind if we learn to make it from you? S: Of course not. T: You are great. Last lesson we learned how to cook Chinese foods. Today we are going to learn how to cook western foods. 3. Review the words of western food. Discuss in groups with the following sentences. T: What’s your favorite western food?

S1: It’s pizza.

T: What about you? ...... Purpose: Through this step, it helps the teacher know if the students master the knowledge or not.

It also can let Ss consolidate the knowledge what they’ve learned in the last Section and naturally lead to the new lesson. Step2 Presentation 1. T ask and students answer, lead to the new lesson. T：Today, we will learn how to make a kind of snack, sandwich. Do you know the story of sandwiches? Now let’s watch the video and learn something about sandwiches.

T: Do you like sandwiches? T: I like sandwich with butter, honey and a pear. T: Do you know how to make it? (Teacher shows the key words of the process about making a sandwich on the blackboard and make the sandwich at the same time.) First, take ... pieces of.... and put.... on them. Next, cut ... into ...pieces. Then, put ... on the... After that, put ...over.... Finally, put ...together 2. Let students retell the process of making the sandwich. T: Would you mind telling me again how to make the sandwich? S: Of course not. First,...Next,...Then,...After that,...Finally,... 3. Lead to la. T: And do you know what’s Michael’s favorite snack? Listen to 1a and finish 1b.

Purpose: Let students get to know more the kinds of food and the way of making western food, then they are able to have a talk about the materials of many things around, master the words about steps and the object clauses. Step3 consolidation 1. Listen to 1a and follow. 2. Read 1a in roles. 3. Let students retell the process of making sandwich according to the key words.

4. The teacher make dialog with students lead to the comparative and superlative degrees of adverbs. T: From 1a, we know Kangkang and Jane learned to make sandwich from Michael. And do you know who did well?/who did better?/who did best of all? Ss: Kangkang did well./Jane did better./Michael did best of all. Purpose: through this step let student consolidate the knowledge they’ve learned in this section and try to improve the students’ ability in listening and oral practice. Then lead to another main points: Comparative and superlative degrees of adverbs. Step4 practice 1. Let students look at the pictures in 2 and match the parts of sentences. Check the answers. Finish 2. 2. Find “Star Students” in class.

Make more sentences: …jump high/higher/highest.

… draw well/ better/ best.

… sing well/ better/ best.

…play basketball well/ better/best.

Purpose: This activity can lead students into the real life while studying, and it makes students relaxed and impressive. Gradually, students will learn how to put what they learn into their real life. Meanwhile, it can improve the students’ listening and oral English. Step5 Project 1. Let students discuss in groups and talk about how to make a hamburger. 2. Get the students to discuss and make a presentation.

Comments: This period goes with tasks and pair work, which arouse students’ interests, satisfy their desire to communicate with others in English, and the most important is that they can really master what they learn in class and are able to put their ideas about the topics given in English. These are just what we want to aim at in this period. Step6, summary 1. Some new words:

snack, butter, pear, piece 2.The comparative and superlative degrees of monosyllabic adverbs:

You did quite well.

But I think you did better than I.

Michael did best of all.

3. Ask for permission:

Would you mind if we learn to make it from you?

4. Make sandwich step by step. Purpose: To consolidate what the students have learnt in this class.

Step7 Assigning homework 1. Make a sandwich or a hamburger. 2. Read 1a and try to retell it. 3. Finish Section B in your workbook. 4.Preview Section C. 6.教学评价设计

评价内容：

1. 通过图片进行猜测并对制作三明治步骤进行复述。

2．模仿制作三明治步骤口述如何制作汉堡并形成作文。

通过以上两点观察学生在课堂学习中的整体表现，个别发言；在小组活动中的参与度及学习状态等。

评价方法：

1. 鼓励性评价通过以

good / well done/ wonderful/ excellent等鼓励性评价语言对学生参与教学课堂活动的表现加以评价。

2. 竞争性评价行评价。