Section B教学设计

Unit7 Topic2 SectionB

Ⅰ. Material analysis

本节课建议用1-2课时上完。主要活动为Section B 的1a和2。

本课继续谈论Kangkang和同学们为美食节做准备，

继在Section A中呈现炒饭的做法之后，本课又推出了西餐中三明治的做法。要求学生复习运用请求允许的功能用语，在进一步学习运用表示顺序的副词的用法、以及由whether/ if引导的宾语从句之外，初步接触单音节副词的比较级和最高级，并要了解不同国家不同的餐桌礼仪。通过让学生亲自动手做三明治，鼓励学生要勇于实践、大胆尝试，培养他们的自主探究精神；还要引导学生乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。

Ⅱ. Teaching aims Knowledge aims：

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。

Skill aims：

1. 能听懂有关食物制作话题的对话，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：

1. 在其原有的英语学习愿望和兴趣的基础之上，勇于实践、大胆尝试，培养自主探究精神。

2. 乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。

Ⅲ. The key points and difficult points Key points：

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。

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3. 了解不同国家的餐桌礼仪。

Difficult points：

一边操作一边使用英语陈述食物的制作过程。

Ⅳ. Learning strategies

1. 运用表示顺序的副词更加清楚地进行表述。

2. 运用表示顺序的副词对事情的过程进行描述时，注意语调的前升后降。

Ⅴ. Teaching aids

Computer multimedia projector; The pictures of sandwich and snack (hamburgers, sandwiches and so on); Some pieces of bread; Some butter; A pear; A knife; Some honey; The pictures of a bicycle, a bus and a train.

Ⅵ. Teaching procedures Interaction Step pattern Student activity Teacher activity

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1. The whole

class work. 2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work. Introduction

（8 minutes）

7. Pair work.

8. The whole

class work.

9. The whole

class work.

10. The whole class work.

11. The whole class work. 1. Focus their attention on the teacher. 2. Students read the

passage about how to cook their favorite food.

3. Students retell the steps of cooking fried rice, using First… Second…

Then… Finally…

4. Students read the

sentences of 4b by

themselves, paying

attention to the

intonation and pause. 5. Students listen and

check their reading.

6. Students listen and try to imitate.

7. Students practice the conversation of 4b with their partners. 8. Students try reading the phonetics and

words on the screen.

9. Students listen to the recording of 4a. 10. Students listen and try to imitate.

11. Students read the

words correctly.

1. Greet 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 to 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. Let students listen and check their reading. 6. Teacher plays the recording of 4b again, and let the students

listen and try to imitate. 7. Teacher lets students practice the conversation of 4b with their partners. 8. Teacher shows the phonetics /

tʃ/ and /

dʒ/ and the words on the screen. Let the students try reading them. 9. Teacher plays the recording of 4a. Let students just listen. 10. Teacher plays the recording of 4a again, and lets the

students listen and try to imitate. 11. Teacher shows more

words on the screen. Ask the students to read them

correctly.

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Presentation (10 minutes) 1. The whole

class work.

2. Individual work. 3. Individual

work.

4. The whole

class work.

5. Individual

work.

6. Individual

work.

7. The whole

class work. 8. The whole

class work. 1. Students look at the

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

Michael’s favorite food?

2. Students read 1a 2. Teacher lets students read and check the 1a and check the guess. guess. 3. Teacher plays the recording for 3. Students underline students and lets them the new words. underline the new words.

4. Teacher teaches the new 4. Students learn and words to the students. grasp the new 5. Teacher plays the recording words with the help sentence by sentence and of the teacher. 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 5. Students fill in the

tell their answers. blanks of 1b. 8. Teacher asks students to read 1a

and find out the difficult points,

and then explain the key points 6. Students listen and and the difficult points to the check their students. answers. (1) Would you mind if we learn

to make it from you?

(2) well→ better → best

7. Students check the

(3) Practice makes perfect. answers. 8. Students read 1a and find out the difficult points. Then underline them with the teacher’s help.

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Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. Pair work.

5. The whole

class work.

1. Students read the

conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation

and intonation. 3. Students read 1a again and prepare to make the sandwich by

themselves.

4. Students preform

how to make the

sandwich.

5. Students find out the

same structures in 1a.

1. Teacher plays the recording sentence by sentence.

2. Teacher plays the recording without stopping. 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.

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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. Individual

work.

8. The whole

class work. 9. Pair work. 1. Students look at the

pictures of 2 carefully, and read the parts of the sentences. 2. Students match the parts of the sentences. 3. Students read the sentences and grasp the usage of comparative and superlative degrees of monosyllabic adverbs.

4. Students make up

sentences.

5. Students evaluate the

work on the blackboard.

6. Students read the

sentences of 3. Learn the new words.

7. Students listen and

number the sentences to form a conversation.

8. Students check the

answers. 9. Students practice the conversation in pairs. 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

tell 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

tell the answers. 9. Teacher lets students practice the conversation in pairs.

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Production (7 minutes) 1. The whole

class work.

2. Group work.

3. The whole

class work. 4. Group work.

5. The whole

class work.

6. The whole class work. 7. The whole

class work. 8. The whole

class work.

9. Individual

work 1. Students grasp the

usage of object clauses.

2. Students discuss different table manners between Japan and Cuba.

3. Students check the

answers. 4. Students discuss the table manners of China.

5. Students finish the

table.

6. Students report their

work. 7. Students grasp the

manners. 8. Students summarize

Section B with the

teacher. 9. Students finish the

homework after class. 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 two students tell the differences.

4. Teacher lets students

discuss the table manners of China. 5. Teacher lets students finish the table. Polite

Impolite

6. Teacher lets students report their work. 7. Teacher evaluates students’

reports.

8. Teacher shows the summary of this section to the students.

9. 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. Teaching Reflection The students are very glad that they can make the sandwich by themselves. They grasp the usage of object clauses well and learn the usage of comparative and superlative degrees of monosyllabic adverbs. And they are very interested in the table manners in different countries.

Ⅶ. Blackboard design

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Unit 7 Food Festival

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

Section B

1. Would you mind if we learn to make it from you? 2. well→ better →best

3. Practice makes perfect.

early → earlier → earliest

Polite long → longer → longest

Impolite

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