Section A教学设计第一课时

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Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. 教学内容分析及课时分配建议：

本单元第二个话题在复习上个话题的基础上，引入新的内容包括步骤的表达，描述方式的副词，食材，厨具和餐具等词汇。主要句型有提供帮助Would you like me to help you?赞美和鼓励Well done!请求得到允许Would you mind if I…?就餐用语help yourself to some…以及提醒和警告remember (not) to …语法包括whether/if引导的宾语从句；副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/dʒ/的区分以及升降调的区分。此外，本话题贴近学生生活实际，从教学生做各种食物到不同国家的餐桌礼仪和饮食文化，学生不仅可以学到语言知识还可以培养生活技能，拓展文化意识。

本话题建议用5课时完成。

第一课时：Section A- 1a, 1b, 1c , 2a, 2b 第二课时：Section B-1a,1b,1c,2

Section A-3a, 3b 第三课时：Section C-1a,1b,1c ,4 第四课时：Section C-2,3

Section B-3,4a, 4b 第五课时：Section D-Grammar and Functions, 1, 2, 3, Project 第一课时（Section A- 1a, 1b, 1c, 2a, 2b）

教学设计思路：

本节课主要活动为Section A-1a。

利用美食节的海报复习食物名称，导入本课话题。本课新词汇大多是炊具和食品名词，所以在Pre-listening环节里利用图片学习本课词汇。1b的听力任务较难，所以在Pre-listening环节里让学生两人一组讨论怎样做炒米饭，为的是降低听力的难度。同时在While-listening环节中将1b的听力任务分解为两个由易到难的学生可以完成的听力任务。并在学生完成听力任务的同时，学习步骤副词的用法。在Post-listening环节里，引导学生发现和总结语法规律，掌握whether引导的宾语从句的特点和副词修饰动词的用法，同时让学生了解形容词变副词的构词法方面的规律。最后通过2a和2b的练习将所学知识加以巩固。家庭作业要求学生为父母制作炒米饭或面条，将课本所学知识运用的实际生活中。

Ⅰ. Teaching aims 1.

Knowledge aims：

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（1）学习并掌握新词汇

add, fry, cut up,

oil, pork, ham, onion, noodle, ingredient pan, pot, cooker, bowl, finely, lightly,

（2）学习

whether/ if 引导的宾语从句。

（3）学习表示顺序的副词的用法。

（4）掌握副词修饰动词的用法及部分形容词+ly变成副词的构词法。

2.

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。

3.

Emotional aims: 把课本上学到的知识运用于实际生活中。培养生活技能，比如做饭。

4.

Culture awareness: Ⅱ. The key points and difficult points 1. 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。

（3）掌握副词修饰动词的用法及部分形容词+ly变成副词的构词法。

2. Difficult points：

使用英语陈述食物的制作过程。

Ⅲ. Learning strategies 1. 善于探究和总结，发现语言学习的规律。

2. 学以致用，可以把课堂学到的知识用到生活。

3. 能通过构词法，比如部分形容词加上ly变成副词这一规则记忆单词。

Ⅳ. Teaching aids 多媒体课件/图片

V. Teaching procedures

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Stage 1(3mins)：Getting students ready for learning

Designing Step Teacher activity Greet the students and get them ready for learning. Play the tape recording of the song The Teddy

Bear's Picnic . T: Good morning, everyone!

T: Glad to see you again. In this (Class activity) week we will go on talking about the food festival. Before the new lesson, let’s enjoy a song: The

Teddy Bear's Picnic .

T: It’s such a lively and beautiful Song, isn’t it? If you like it, we can learn to sing it after class. Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage 2（3mins)：

Revision

Designing Step Teacher activity Show the poster of the food festival and review the names of 1(Class activity) foods in different countries.

T:Next week, the food festival 3 / 15

Student activity purpose Focus their attention on the

teacher.

Ss: Good morning, Miss…

Ss:…

Student activity purpose Review the names of foods in different countries.

复习食物名词，导入本课话题。

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will be open. Kangkang and his friends are busy preparing for it.

Look at the poster that Michael made for the food festival. Can you speak out these foods on it?

T:Pretty well! Most of them are

S1: Yes. There are Italian pizza and American chocolate cookies. S2: Greek cheese pies, Indian curries …

western foods. I think they should

cook some Chinese food. Can you cook some Chinese food? Then what can you cook?

S3: Yes. I can cook fried rice. S4: I can cook dumplings. S5: I can cook porridge. T: You are great. Then can you tell

me the ways to cook fried rice?

S3: Sorry, Miss…

I know how to cook fried rice, but I don’t know how to express it in English.

Remark：

Stage 3（10mins)：Pre - listening

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Designing Step Teacher activity Student activity purpose Show some pictures to learn the Look at the

pictures and 利用图片学习词new words. learn the new words. 汇。

T: It doesn’t matter. I’m sure you

can tell me how to cook fried rice

and some other foods after this

lesson. Now first, let’s look some

pictures to learn some new words

about cookers and ingredients.

oil,

pork,

1(Class activity)

ham,

onion,

T: These are food ingredients. So

can you guess the meaning of

“ingredient”?

T: Yes. We use these ingredients to S1: It means “成分，原料”

cook food. Sometimes we should

cut up some of them.

For example, when we make

dumplings, we should cut up the

pork, right? 5 / 15

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T: Next, let’s learn some words Ss: Yes. about cookers. Look at these

pictures:

pan,

pot,

bowl,

T: They are cookers. I think there

are many cookers in your kitchen.

Do you know what does “cooker”

mean?

S2: Yes. It means“炊具，厨T: Now I think you can tell me 具”. something about how to cook

fried rice. Since the rice is fried,

that means you should fry the

rice. So what’s the meaning of

“fry”?

S3:炒。

T: Yes, you are right. Look, she is frying.

2(Pair work) Ask the students to talk about Talk about how to cook fried

how to cook fried rice in pairs.

rice in pairs. Then read 1b to predict the answers. T: OK. Now let’s talk about how

to cook fried rice in pairs. Then

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you can tell me about it.

Ss…

T: Would you mind telling me

something about how to cook

fried rice?

S1: Of course not. We should put some oil in the pan, after the oil is hot, we put some rice in it and fry the rice. T: Good. You did quite well. But

maybe you can add some other

ingredients to make it more

delicious. Look at the picture in

1b. It’s a plate of fried rice. You

may guess what ingredients it has

and predict the answers.

Ss:…

Remark：

Stage4（6mins)：While - listening

Designing Step Teacher activity Student activity purpose Play the tape recording of 1a. Listen to 1a and answer the

Show the question: question: What ingredients What ingredients does Kangkang does Kangkang need to cook 1(Individual work) need to cook fried rice? fried rice? T: Let’s listen to 1a and answer

the question:

What ingredient

does Kangkang need to cook fried

rice?

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Ss:…

T: Can you tell me the ingredients

of the fried rice?

S1: cooked meat, oil, rice and salt. Play the tape recording of 1a Listen to 1a again and 在完成听力任务again.

complete the steps of 的同时提醒学生注意步骤副词的用法。

cooking fried rice in 1b. T: Now let’s listen to 1a again.

This time please complete the

steps of cooking the fried rice.

Ss:…

T: Let’s check your answers. Who

can read the steps?

2(Individual work)

S1: Let me have a try…. T: Did you notice that when you

want to express steps, it’s helpful

to use some adverbs such as first,

second, next, then, after that and

finally. I hope you can use these

adverbs in your talking and

compositions.

T: Now you can fill in the

ingredients according to the the

steps and complete the form in 1b.

Ss:…

Remark：将课本较难的听力任务分解成由易到难不同层次的听力任务，学生可以逐级完成，并且不同层次的学生都能体会到成功的喜悦。

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Stage 5（18mins)：

Post- listening Designing Step Teacher activity Student activity purpose Ask the students to learn the Read 1a again to find the 学习whether引导object clause and the use of object clauses and try to 的宾语从句和副adverb. T: Now let’s read learn the use of adverb . the

词的用法。

conversation. Please find two

object clauses in it.

T: What are they?

1(Class activity)

differences.

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Ss:…

S1: I’m not sure whether I can cook it well. S2: I’ m glad that you are trying to help others. T: Well done. Tell me the

S3: The first object is led by whether. But the second one is led by that.

S4: They have different meanings. Whether means “是否”in Chinese. “That”

doesn’t have a meaning in Chinese. S5: “That”

in the second sentence can be omitted, but “whether”

in the first sentence can not.

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S6: Can we change “whether”

into “if”

in the first sentence? T:Yes, you can. When you cook

fried rice, you should add rice

slowly so that the oil can not be

splashed. Why do we use “slowly”

but not “slow”?

Ss:…

T: It doesn’t matter.

please find

all the adverbs in this

conversation and get to know how

they are used.

T: This form may help you.

careful+ly→carefully

cook … carefully fine+ly→finely cut … finely

S7: “Slowly is an adverb. It can be use for modifying a verb. While “slow” is an adjective. It is used for modifying a noun. light+ly→lightly

fry …

lightly slow+ly→slowly

add …

slowly T: Well done! Do you have any

other questions about this

Ss: No. Thank you. Play the tape recording of 1a. 2(Pair work)

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conversation? Read 1a after the tape,

paying attention to the stress and intonation.

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T: Read the conversation after the

tape. Please pay attention to the

stress and intonation.

Ss:…

Ask the students to make up Make conversations in 编对话复述炒饭conversations in pairs according pairs according to the form 或其他食物的做to the form in 1b. in 1b. 法。

T: Now let’s make conversation to

tell how to cook fried rice

according to the form in 1b. The

beginning in 1c may help you. Of

course, if you can cook other

foods, you can try to tell your

partner how to cook it. Don’t

3(Pair work)

forget to use the step words.

Ss:…

T: I’ll ask some pairs to act out

their dialogs. Who would like to

have a try?

P1: A: I want to make fried rice. Would you mind teaching me? B: Certainly not. It’s easy. First…

Ask the students to read the Read the passage in 2a and 读短文填空掌握passage in 2a and fill in the fill in the blanks. 4(Individual blanks. activity) T: You did quite well. I’m sure

you won’t get hungry even though

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副词修饰动词的用法。

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your parents aren’t at home. I’m

proud of you. Besides fried rice,

what other foods can you cook?

Can you cook noodles?

Ss:…

T: It’s easy. Now let’s read the

passage about how to cook

noodles. Please look at the

example. We change “careful”

into “carefully” to modify a verb.

Fill in the other blanks with the

correct forms of the given words.

Ss:…

T: Check your answers with your

partners.

Ss:…

T: Who can tell me how do you

change an adjective into an

adverb?

T: Good. It is a rule of word formation. Knowing rules of word formation can help you

S1:We usually add “ly” to an adjective to make it an adverb.

understand and remember new words. 5(Individual activity) 12 / 15

Ask the students to finish 2b.

Read 2a again and circle

the step words in 2a and

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put the pictures in the right order by filling in the correct step words. T: When you cook noodles, you

should do it step by step. Please

read 2a again and

circle the

step words in it.

And then put

the pictures in 2b in the right

order by filling in the correct step

words.

Ss:…

T: Have you got the answers?

Let’s check them. Remark：1.培养学生探究和总结语言规律的能力。

2. 能通过构词法，比如部分形容词加上ly变成副词这一规则记忆单词。

Stage 6（5mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose Encourage the Ss to summarize the Summarize what they have 培养学生归纳总key points

learned today. 结的能力，再次复习巩固本节课的重点知识。

T: Class will be over soon. We

should summarize what we have

learned in this lesson. Let’s begin!

1（Class activity)

S1:we learned some words about cookers. cooker, pan, pot, bowl, S2: We learned some new words about food ingredients. 13 / 15

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ingredient, oil, pork, ham, onion, noodle S3: We learn some other words and phrases. add, fry, cut up, finely, lightly,

S4: We learned the object clauses led by whether. S5: We knew if we want to say something orderly, we can use step words such as first, second, next, then, after that and finally. S6:We learned to use adverbs to modify verbs.

Assign the HMK. T: For today’s HMK, I’d like you to remember the new words and phrases. Please cook fried rice or 2 (Class activity)

noodles for your parents and tell them how to cook it. And you should preview Section B-1a,1b,1c,2

Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

Section A-3a, 3b.

Remark：将课堂上学到的知识运用于生活实际，达到学以致用。

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VI .

Blackboard design

第一课时 (Section A- 1a, 1b, 1c ,2a,2b) New words and phrases:

The use of adverb:

Step words: 1. Words about cookers:

1. careful + ly→

carefully

First…

pan, pot, cooker, bowl.

fine + ly →

finely

Next…

2. Words about ingredients of food:

light + ly →

lightly

Then…

ingredient, oil, pork, ham, onion, noodle.

slow + ly →

slowly

After that…

3. Words and phrases:

2. cook… carefully

Finally…

add, fry, cut up.

cut… finely

4. Adverbs of manner:

fry… lightly

finely, lightly.

add … slowly

Object clause I’m not sure whether /if …

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