Section B教案评析

Unit 7 Food Festival Topic 3 I cooked the most successfully. Section B 一. Teaching aims Knowledge aims：

1. 继续学习在餐馆的就餐用语。

2. 学习打电话订餐。

4. 学生能在朗读句子时正确处理语调、停顿和连读。

Skill aims：

1. 能听懂有关订餐和就餐的对话，识别主题，并获取主要信息。

2. 能在教师的指导下参与角色扮演有关订餐和就餐的对话。

Emotional aims：

1. 有学习英语的愿望和兴趣，乐于参与各种英语实践活动；

2. 在生活中接触英语时，乐于探究其含义并尝试模仿。

二. The key points and difficult points Key points：

1. 继续学习在餐馆的就餐用语。

2. 学习打电话订餐。

Difficult points：

尝试用英语写出电话订餐的对话。

三. Learning strategies

1. 运用分类法记忆单词。

2. 在真实或接近真实的语境中运用功能用语与他人交流。

Unit7. Topic3. Section B 1

.四

Teaching procedures

Interaction pattern 1. The whole

class work. 2. Group work.

3. The whole

class work. Introduction

（8 minutes）

4. The whole

class work.

5. The whole

class work.

Step Student activity 1. Focus their attention

on the teacher. 2. Students have a

competition in groups to review names of foods and drinks they have learnt.

3. Students act out a

conversation about

ordering and offering food.

4. Students review how

to order and offer food and drinks.

5. Students prepare to

learn the new lesson.

Teacher activity 1. Get the students ready for

learning.

2. Teacher asks the students to have a competition in groups to review names of food and drinks they have learnt. At first let four students from different groups write down the words on the blackboard, and then ask another group member of their own groups to help them add more words. The group where two groupmates write out the most words correctly is the winner.

3. Teacher asks the students to report the homework. Let them act out a

conversation about ordering and offering food, using the following sentences: (1) May I take your order? (2) Anything else? (3) May I have the bill,

please? 4. Teacher evaluates students’

homework and helps them review how to order and offer food and drinks. 5. Teacher leads to the new lesson: Many guests come to the food festival to enjoy the delicious food. If someone is really busy, and he or she also wants to order a meal, what should he or she do?

Unit7. Topic3. Section B 2

Presentation (10minutes) 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. Individual

work.

8. The whole

class work.

1. Students listen and

answer the question.

2. Students check the

answers.

3. Students listen to 1a

again and complete the table of 1b. Students listen and fill in the blanks of 1b.

4. Students check their

answers. 5. Students underline the

new words.

6. Students learn the new words with the help of the teacher.

7. Students read 1a alone and find out the

expressions about how to order and offer food by phone.

8. Students grasp the

expressions.

1. Teacher plays the recording of 1a, and lets students listen and answer the question: What does Mr. Zhao want to order by phone?

2. Teacher asks two students to tell the answers. Teach lemon by showing the picture. 3. Teacher asks students to

listen to 1a again and complete the table of 1b. Show the picture of desserts to teach them before listening. 4. Teacher asks two students to give the answers.

5. Teacher asks students to

talk about the menu of 1a. Let them underline the new words. Tell them it’s a useful method to divide the food into different kinds to remember them.

6. Teacher teaches tofu, beans, sausage, carrot, desserts and

wine by showing their pictures. Explain course means a dish here.

7. Teacher lets students read 1a alone and find out the expressions about how to order and offer food by phone.

8. Teacher asks two students to tell the expressions. (1) Could I order a meal by phone? (2) What would you like? (3) We’ll send the food to you in thirty minutes. Unit7. Topic3. Section B 3

Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Individual

work.

4. Pair work.

5. The whole

class work.

6. The whole

class work. 7. 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 and

find out the difficult points.

4. Students prepare to act

out the conversation of 1a in pairs.

5. Students act out 1a. The other students listen to them attentively.

6. Students evaluate the

acting. 7. Students make the similar conversations as 1a based on the menu, using the key sentences on the blackboard.

1. Teacher plays the recording

sentence by sentence.

2. Teacher plays the recording

without stopping.

3. Teacher asks students to find out the difficult points, and lets other students help them explain them. Stress the usage of in

in the sentence: We’ll send the food to you in thirty minutes.

4. Teacher lets students prepare to act out the conversation of 1a in pairs. The students acting Kangkang should write down the message on the blackboard. 5. Teacher lets two or three pairs of students act out 1a. Let other students pay attention to the pronunciation and

intonation. 6. Teacher lets other students

evaluate the acting.

7. Teacher asks students to

make similar conversations as 1a based on the menu, using the key sentences on the blackboard. Encourage them to add more useful expressions.

Unit7. Topic3. Section B 4

Practice (10 minutes) 1. Pair work.

2. The whole

class work.

3. The whole

class work.

4. Pair work.

5. The whole

class work. 6. The whole

class work.

7. Individual

work.

8. The whole

class work.

9. The whole

class work.

10. The whole

class work. 1. Students interview their

partners about the food and drinks he or she likes and complete the word map of 1c.

2. Students report their

results of interviewing.

3. Students read the two

examples of 2 and grasp the new words.

4. Students make

conversations according to the menu of 1a and the examples of 2.

5. Students act out their

conversations. 6. Students avoid the

mistakes appearing in the conversations. 7. Students try reading

the phonetics and the words on the screen.

8. Students listen to the

recording of 3a.

9. Students listen and try

to imitate.

10. Students read the

words on the screen

correctly.

1. Teacher lets students interview their partners about the food and drinks he or she likes. Then complete the word map of 1c.

2. Teacher lets four students

from different groups report their results of interview. 3. Teacher lets students read

the two examples of 2. Teach the new word seat

and the new phrase have a seat.

4. Teacher lets students make

conversations according to the menu of 1a and the examples of 2. Encourage them to add more expressions. 5. Teacher asks several pairs to act out their conversations. 6. Teacher evaluates the

students’ conversations.

7. Teacher shows the phonetics

and the words on the

screen. Let the students

try reading them. 8. Teacher plays the recording

of 3a. Let students just

listen. 9. Teacher plays the recording

of 3a again and lets the

students listen and try to

imitate. 10. Teacher shows more

words on the screen. Ask the students to read them correctly. Unit7. Topic3. Section B 5

五. Blackboard design

Unit 7 Food Festival

Topic 3 I cooked the most successfully. Section B 1. Could I order a meal by phone? 2. What would you like? 3. We’ll send the food to you in thirty minutes. 4. have a seat

Unit7. Topic3. Section B 6

个人简历

本人，李勤，女，汉族。1975年9月12日出生于平舆县东和店镇董庄村委后李楼村。小学就读于后楼小学，中学就读于东和店联中。本人于1991年进入驻马店师范学习三年，毕业后直接分配到东和店联中，然后带薪在信阳师范学院外语部进修英语专业，毕业后在东和店联中任教英语学科直到2007年7月。本人于2007年8月来到平舆八中任教英语学科至今。

下面附有2007后至今所获荣誉证书的复印件。

李勤

Unit7. Topic3. Section B 7