Section A优秀说课稿

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教学设计

U7 T2 SB 学前指导：（看教材，做预习，明目标）

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。

教学建议

学法指导

4. 学生能区分辅音音素/ tʃ/和/ dʒ/, 并能正确拼读单词。

5. 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

教学设计

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文化服务。

自主学习：（设情景，自主学，定双基）

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. 合作探究：（取人长，补己短，解重点）

1. The teacher lets students look at the picture of 1a and have a guess: What’s Michael’s favorite food? 2. Teacher lets students read 1a and check the guess.

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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 tell 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. 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

教学设计

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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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教学反思

教学设计

精讲释疑：（释难点，理结构，把关键）

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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Let them try imitating the noise made by Kumiko when she is drinking soup 巩固达标：（对题型，自检测，再提高）

1. Teacher lets students discuss different table manners between Japan and Cuba. 2. Teacher lets two students tell the differences. 3. Teacher lets students discuss the table manners of China. 4. Teacher lets students finish the table. Polite Impolite