Section B优质课教案内容

unit7

Topic2

sectionA教案

Ⅰ. Material analysis

本节课为该话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2a。

本话题围绕Kangkang和同学们为美食节做准备而展开。在Section A中，由Kangkang跟妈妈学做炒饭引出炒饭和面条的制作过程和方法, 要求学生掌握表示顺序的副词的用法，养成做事有规律、讲顺序的好习惯；语法重点学习由whether/ if引导的宾语从句。通过本课的学习鼓励学生在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试，

培养学生的自主探究精神。

Ⅱ. Teaching aims Knowledge aims：

1. 学习

whether/ if 引导的宾语从句。

2. 学习表示顺序的副词的用法。

Skill aims：

1. 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。

2. 能使用英语陈述食物的制作过程。

3. 能理解所给语言材料中事件的发生顺序和人物行为。

4. 能写出简单的文段。

Emotional aims：

在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试，具有自主的探究精神。

Ⅲ. The key points and difficult points Key points：

1. 学习

whether/ if 引导的宾语从句。

2. 学习表示顺序的副词的用法。

Difficult points：

使用英语陈述食物的制作过程。

Ⅳ. Learning strategies

注意发现语言的规律，如:副词的构词规则等，并能运用规律举一反三。

Ⅴ. Teaching aids

Computer multimedia projector, the pictures of oil, the pan, the pot, the cooker, pork, ham, onions, noodles and the bowl.

Ⅵ. Teaching procedures [来源学科网]Step Interaction pattern Student activity Teacher activity

1. The whole

class work. 2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

Introduction

（8 minutes）

5. Group work.

6. Group work.

7. The whole

class work.

8. The whole

class work. 1. Focus their attention

on the teacher. 2. Students read the

invitation which they invite their friends to their class party.

3. Students share the

proverbs about food they collected to the

whole class.

4. Students know about

more proverbs.

5. Students play the game: Brainstorming.

6. Students discuss the

steps of making fried rice in groups. 7. Students report their

result of discussing.

8. Students evaluate the

report with the teacher. 1. Greet students ready for learning.

2. Teacher asks the students to report the homework. Let the students read the invitation which they invite their friends to their class party. 3. Teacher asks the students to share the proverbs about food they collected to the whole class.

4. Teacher shows more

proverbs to the students: (1) An apple a day keeps the doctor away. (2) The first one to eat

crab. (3) A piece of cake. 5. Teacher organizes the

students to play the game: Brainstorming. Let students speak out words about food, and the group which speaks the most is the winner. 6. Teacher lets the students

discuss the steps of making fried rice in groups. 7. Teacher lets two students

report their result of

discussing. 8. Teacher evaluates the report and leads to the learning of 1a.

Presentation (10minutes) 1. The whole

class work.

2. Individual

work.

3. Individual work.

4. The whole

class work.

1. Students talk about the cooker and the materials of food in the picture. Learn and master the new words.

2. Students listen to 1a

and compare the steps of cooking fried rice discussed by students with those mentioned in 1a, and find out the differences between them.

3. Students listen and find out the adverbs of

sequence.

4. Students check the

answers and grasp the usages of adverbs of sequence.

[来源:Z_xx_k.Com]1. Teacher shows the picture of 1a. Let the students talk about the kitchen utensils and the materials of food in the picture. Then teach the new words in groups using pictures or

actions. (1) Words about kitchen

utensils: pan, pot, cooker,

bow. (2) Words about materials of food: oil, pork, ham, onion, noodle. (3) Words and phrases

about actions: add, fry, cut up. (4) Adverbs of manner:

finely, lightly. 2. Teacher asks the students

to listen to 1a and compare the steps of cooking fried rice discussed by students with those mentioned in 1a, and find out the

differences between them.

3. Teacher plays the recording of 1a again and lets the students listen and find out the adverbs of sequence. 4. Teacher asks the students to tell the answers. Stress the usage of the adverbs of sequence.

First… Next… Then… Finally…

1. Individual

work.

2. The whole

class work. 3. Individual work.

4. The whole

科#网][来源学#class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work.

8. Pair work. Consolidation (10 minutes) 1. Students listen to 1a

and complete the table

of 1b.

2. Students check the

answers.

3. Students read 1a and

underline the adverbs of manner.

4. The students grasp the usage of adverbs of manner.

5. Students read the

conversation after the

recording sentence by sentence. 6. Students try to follow

the speed, paying attention to the pronunciation

and intonation. 7. Students find out the

difficult points. And

underline the key points with the help of the

teacher.

8. Students act out the

conversation of 1a. [来源学科网ZXXK]1. Teacher teaches the new word ingredient. Play the recording of 1a, and ask the students to listen to 1a and complete the table of 1b.

2. Teacher lets two or three students tell the answers. 3. Teacher lets the students read 1a and underline the adverbs of manner, paying attention to their formation and usages. 4. Teacher lets the students tell the adverbs of manner and writes down them on the blackboard. (1) careful + ly→

carefully fine + ly →

finely light + ly →

lightly

slow + ly →

slowly (2) cook… carefully

cut… finely

fry… lightly

add … slowly

5. Teacher plays the recording

sentence by sentence.

6. Teacher plays the recording

without stopping.

7. Teacher asks students to find out the difficult points, and explains the key points and the difficult points to the students. (1) I’m not sure whether …

(2) Well done! 8. Teacher asks students to act out the conversation in pairs.

Practice (10 minutes) 1. The whole

class work. 2. Individual

work.

3. The whole

class work.

4. Individual

work.

5. The whole

class work. 6. The whole

class work.

7. Pair work.

8. The whole

class work.

9. Individual

work.

10. The whole

class work. 1. Students read through 3a.

2. Students listen to the

passage and complete the Task 1.

3. Students check the

answers with the

teacher.

4. Students listen to the

passage and complete the Task 2.

5. Students check the

answers. 6. Students listen to the

recording of 3a and

choose the right answers.

7. Students work in pairs and talk with their partner about the fast food in China based on the information of 3a.

8. Students read the passage of the instructions for cooking noodles of 2a and catch the general ideas of the passage.

9. Students read again and fill in the blanks with the correct forms of the given words. 10. Students check the

answers. [来源学_科_网]1. Teacher asks the students to read through 3a.

2. Teacher plays the recording of 3a for the first time, and lets students listen to the passage and complete the Task 1.

3. Teacher lets two students tell the answers. Teach the word and phrase hurry and in a hurry with the action.

4. Teacher plays the recording of 3a again and lets students listen to the passage and complete the Task 2.

5. Teacher lets two students

tell the answers. 6. Teacher asks students to

listen to the recording of 3a and choose the right answers. Teach junk food by giving some examples. Then let the students check the answers. Finish 3a.

7. Teacher asks students to

work in pairs and talk with their partner about the fast food in China based on the information of 3a. Finish 3b.

8. Teacher lets students read the passage of the instructions for cooking noodles of 2a. Let them know about the general ideas of the passage. 9. Teacher lets students read again and fill in the blanks with the correct forms of the given words. 10. Teacher lets students tell

the answers. Help students grasp the formation and usages of adverbs of manner.

Production (7 minutes) 1. The whole

class work.

2. Individual

work.

3. Individual

work.

4. Group work.

5. Pair work.

6. The whole

class work.

7. The whole

class work.

8. Individual

work. 1. Students read the whole

1. Teacher lets students passage of 2a and

read

underline the new words

the whole passage of 2a

and underline the new

2. Students read 2a again

words.

and circle the step

2. Teacher asks students to

words in 2a.

read 2a again and circle

the step words in 2a.

3. Students put the pictures

Check the answers. in 2b in the right order

3. Teacher lets students put

by filling in the correct

the pictures in 2b in

step words. right order by filling in

the correct step words. 4. Students make a

conversation to talk

4. Teacher lets students work

about how to cook

in groups. Ask them to

noodles, using adverbs

make a conversation to

of sequence and manner. talk about how to cook

noodles, using adverbs of

5. Students act out the

sequence and manner. conversations. 5. Teacher lets several pairs

6. Students evaluate the

act out the conversations. productions. 6. Teacher asks two or three

students to evaluate the

productions. Then make a

7. Students summarize

summary. Section A with the teacher. 7. Teacher shows the summary

of this section to the

8. Students finish the students. homework after class. 8. Teacher assigns homework:

(1) Review the summary

after class.

(2) Write a passage about

how to cook their

favorite food, using

adverbs of sequence

and manner.

Teaching Reflection The students do well in all the activities. They can grasp the usage of adverbs of sequence and manner. They also know that we should have a right order if we want to do something better.

Ⅶ. Blackboard design

Unit 7 Food Festival

Topic 2 I’m not sure whether I can cook it well. Section A

1. Words about kitchen

utensils: pan, pot,

cooker, bow. 2. Words about materials of food: oil, pork,

ham, onion, noodle. 3. Words and phrases

about actions: add, fry, cut up. 4. Adverbs of manner:

finely, lightly.

1. careful + ly→

carefully fine + ly →

finely light + ly →

lightly slow + ly →

slowly 2. cook… carefully

cut… finely

fry… lightly

add … slowly

1. First…

Next…

Then…

Finally…

2. I’m not sure whether …

3. Well done!