Section B教学设计(第一课时)

课

题

教学目标

重、难点

Unit7

Topic2

Section B 1. 学习

whether/ if 引导的宾语从句。

2. 学习单音节副词的比较级和最高级。

3. 了解不同国家的餐桌礼仪。

4. 学生能在朗读句子时正确处理语调和停顿。

1. 能写出简单的文段。

2. 一边操作一边使用英语陈述食物的制作过程。

第

2 教时

教学过程

Step 1

Introduction 1. Get the students ready for learning.

2. Teacher lets the students read the passage about how to cook their favorite food, using adverbs of sequence and manner. 3. Teacher asks the students retell the steps of cooking fried rice, using First… Second… Then… Finally…

4. Teacher asks the students to read the sentences of 4b by themselves, paying attention to the intonation and pause. 5. Teacher plays the recording of 4b again, and let the students listen and try to imitate. 6. Teacher shows the phonetics / C

/and / dE

/ and the words on the screen. Let the students try reading them. 7. Play the recording of 4a again, and lets the students listen and try to imitate. 8. Teacher shows more words on the screen. Ask the students to read them

correctly. Step 2

Presentation 1. The teacher lets students look at the picture of 1a and guess: What’s Michael’s

favorite food? 2. Teacher lets students read 1a and check the guess. 3. Teacher plays the recording for students and lets them underline the new words. 4. Teacher teaches the new words to the students: Teach snack

by showing the picture of hamburgers, sandwiches, cookies and biscuits. Teach butter and pear

by showing pictures of them. Teach piece by cutting the pear into pieces. 5. Teacher plays the recording sentence by sentence and lets the students fill in the blanks of 1b. 6. Teacher plays the recording without stopping. Let students listen and check their answers. 7. Teacher asks two students to give their answers. 8. Teacher asks students to read 1a and find out the difficult points, and then explain the key points and the difficult points to the students. (1) Would you mind if we learn to make it from you? (2) well→

better →

best

(3) Practice makes perfect.

Step 3

Consolidation 1. Teacher plays the recording sentence by sentence. 2. Teacher plays the recording without stopping.

1 修改意见

3. Teacher asks the students to read 1a again and prepare to make the sandwich by

themselves, using the things the teacher prepared. 4. Teacher lets two or three pairs of students preform how to make the sandwich. One student tells the process of making it, using First…

Second… Then… Finally… And the other student makes it as what his or her partner describes. 5. Teacher evaluates the sandwiches which the students did by themselves and encourages them with the following structures: Well down! A did quite well, but B did better than A. C did the best of all. Then let students find out the same structures in 1a. Stress the usage of comparative and superlative degrees of monosyllabic adverbs.

Step 4

Practice 1. Teacher asks the students to look at the pictures of 2 carefully and read the parts of the sentences. 2. Teacher lets students match the parts of the sentences. 3. Teacher lets two students give the answer, and then ask them to read the sentences and grasp the usage of comparative and superlative degrees of monosyllabic adverbs. 4. Teacher shows the pictures of a bike, a bus, and a train. Ask students to make up sentences. Ask two students to write them down on the blackboard. 5. Teacher lets two students evaluate the work on the blackboard. 6. Teacher asks students to read the sentences of 3. Teach the new words slurp by imitating the sound of drinking soup. Teach noisily

by comparing with noisy. Teach polite

and impolite by perform actions of throwing out paper and picking up the paper. 7. Teacher plays the recording of 3 for the students. Let them listen and number the sentences to form a conversation. 8. Teacher lets two students give the answers. 9. Teacher lets students practice the conversation in pairs. Let them try imitating the noise made by Kumiko when she is drinking soup.

Step 5

Production 1. Teacher asks the students to find out the sentences containing object clauses

from 3. Then ask them to grasp the usage of object clauses. 2. Teacher lets students discuss different table manners between Japan and Cuba.

3. Teacher lets students discuss the table manners of China. 4. Teacher lets students finish the table. 5. Teacher evaluates students’ reports. 6. Teacher assigns homework: (1) Review the summary after class. (2) Make a sandwich for their parents by themselves. (3) Collect more table manners in different countries.

教学

反思

注：课题用三号字加粗，其它用五号字，行距用固定值、20磅，双面打印。

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