Section DPPT专用课堂实录内容

Unit7 Topic3SectionD教案

Ⅰ. Material analysis

本话题围绕Kangkang和同学们为美食节做准备而展开。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.

1 / 7

Ⅵ. Teaching procedures Interaction Step pattern 1. The whole

class work. 2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

Introduction 5. Group （8 minutes）

work.

6. Group work.

7. The whole

class work.

8. The whole

class work. Student activity 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. Teacher activity 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.

2 / 7

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.

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…

3 / 7

Consolidation (10 minutes) 1. Individual

work.

2. The whole

class work. 3. Individual work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work.

8. Pair work. 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. 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.

4 / 7

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. read 1. Teacher asks the students to read through 3a.

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

complete the Task 1.

3. Teacher lets two students 3. Students check the

tell the answers. Teach the answers with the

word and phrase hurry

teacher. and in a hurry

with the

action.

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

lets students listen to the

passage and complete the 5. Students check the

Task 2.

answers. 5. Teacher lets two students

6. Students listen to tell the answers. the recording of 3a 6. Teacher asks students to

and choose the right listen to the recording of answers. 3a and choose the right

answers. Teach junk food 7. Students work in by giving some examples. pairs and talk with Then let the students their partner about check the answers. Finish the fast food in 3a.

China based on the 7. Teacher asks students to

information of 3a.

work in pairs and talk with 8. Students read the their partner about the fast passage of the food in China based on instructions for the information of 3a. cooking noodles of Finish 3b.

2a and catch the 8. Teacher lets students read general ideas of the the passage of the passage.

instructions for cooking 9. Students read again noodles of 2a.

and fill in the blanks 9. Teacher lets students read with the correct forms again and fill in the blanks of the given words. with the correct forms of the 10. Students check given words. the answers. 10. Teacher lets students tell

the answers.

5 / 7

Students through 3a.

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 passage of 2a and underline the new words

2. Students read 2a again and circle the step words in 2a.

3. Students put the pictures in 2b in the right order by filling in the correct step words.

4. Students make a

conversation to talk about how to cook noodles, using adverbs of sequence and manner.

5. Students act out the conversations. 6. Students evaluate the productions.

7. Students summarize

Section A with the teacher.

8. Students finish the homework after class.

1. Teacher lets students read the whole passage of 2a and underline the new words.

2. Teacher asks students to

read 2a again and circle

the step words in 2a.

Check the answers. 3. Teacher lets students put

the pictures in 2b in

right order by filling in

the correct step words.

4. Teacher lets students work in groups. Ask them to make a conversation to talk about how to cook

noodles, using adverbs of sequence and manner. 5. Teacher lets several pairs act out the conversations. 6. Teacher asks two or three students to evaluate the productions. Then make a summary. 7. Teacher shows the summary of this section to the students. 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.

6 / 7

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.

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!

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.

7 / 7