Section Bppt课件教学实录

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教学设计

授课材料（教材）的电子文档

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一、

整体设计思路、指导依据说明

本课的整体设计思路主要是先解决生词的学习，用温馨提示展示出用副词修饰动词的知识目标，然后通过学习制作三明治的步骤让学生了解怎样用英语描述这一过程，最后通过课堂实践巩固该过程。本课词汇较少，但大部分是关于食品原料和炊具及餐具的名词，适合利用图片简洁直观的方式学习词汇。接着通过Michael, Kangkang和 Jane的谈话学习如何用英语描述制作三明治的过程，通过小组活动，合作完成制作三明治，并口头描述该过程，培养学生的合作意识。此外，在DIY环节还设计了一个PK活动，目的既是巩固所学，又能增加学生的竞争意识。最后的希望学生通过本节课能养成良好的生活习惯。

二、

教学背景

1、

教学内容分析：

本课在复习上节课的基础上，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。主要句型有请求得到允许Would you mind if I…?语法包括whether/if引导的宾语从句；副词的比较级和最高级。本课语音部分的内容包括/t∫/和/dʒ/的区分以及升降调的区分。由于本课内容较多，建议用两节课。本节课主要是解决生词，表示顺序的副词和掌握用英语描述制作三明治的步骤。此外，本课贴近学生生活实际，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。

2、

学生情况分析：

八年级是学习英语的关键时期，这个阶段的学生活泼、好奇心和求知欲望强。比如像本课所涉及的有关制作三明治的话题是学生之前没有接触过得，因此他们渴望用英语来表达。另外，八年级学生的心理特点反映在学习英语的能力上，他们模仿和记忆的能力特别强。八年级学生的记忆以具体形象记忆为主，并习惯于机械性记忆初中生理解和分析语言的能力相对来说较弱。在知识积累方面，学生已经掌握了一定的词汇和句型，对语言学习的热情也逐步增加。他们更感兴趣的是如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法。本课通过描述制作三明治的过程把知识与生活联系3 / 9

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到一起。但是由于学生年龄和生活经验的限制，在谈论时，会遇到一定的困难。因此，在教学过程中，利用图片、肢体语言，给予学生直观的感受，并灵活运用面包，黄油等教具，创设真实的情境。除此之外，教师要给学生适时而恰当的鼓励。学生在课堂上的发言，教师都要尽力加以表扬，鼓励，多运用积极的鼓励性语言，如“believe yourself !”,“good”, “well done!”等。对于学生在口语练习中出现的错误，不必有错就纠，有错必纠，使学生产生“跃跃欲试”的冲动,享受成功的喜悦。

三、教学目标

1.Knowledge aims：

（1）学习并掌握新词汇：snack, butter, pear, piece; （2）学习和掌握表示顺序的副词: first, next, then, after that, finally；

（3）学习和掌握制作三明治的步骤。

2. Skill aims:

（1）掌握三明治的制作过程，并能用英语表述这一过程。

（2）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。

（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: （1）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。

（2）学生乐于接触并了解异国文化。

（3）通过合作学习制作三明治，培养合作意识，同时培养学生的健康生活方式。

四、教学重、难点

1. Key points: （1）继续学习表示顺序的副词的用法。

（2）继续学习副词修饰动词的用法。

2. Difficult points：

使用英语陈述食物的制作过程。

五. Learning strategies 1. 鼓励学生认真思考，勤于探究。善于发现语言学习的规律并能举一反三。

2.温故而知新。在原有知识经验基础上学习新的语言。

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六. Teaching aids 多媒体课件/图片/食物

七、

Teaching procedures

Stage 1(2mins)：Getting students ready for learning

Designing Step Teacher activity Greet the students and get them ready for learning. T: Good morning, everyone! (Class activity) T: Today we are going to learn Xiang! Unit 7 Topic 2 Section B.（带领全

Student activity purpose Focus their attention on the Ss: Good morning, Miss teacher. 班同学了解学习目标）

Stage 2（2mins)：

Lead-in

Designing Step Teacher activity T: Do you like different kinds of delicious food? T:Me,too. And I am also a foodie. I’ll show you some pictures to prove it. 1(Class activity) T:From the pictures, can you guess what is my favorite snack? T:Yes. Sandwiches. But do you know how to make a sandwich? That is what we will learn today. Stage 3（8mins)：

Pre - listening

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Student activity purpose Ss: Yes.

Ss:学生观看。

Ss: Sandwich.

Ss:…

提升学生学习英语的兴趣，让学生对课堂充满好奇。

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Designing Step Teacher activity Student activity purpose Show pictures to learn the new Learn the new words: snack，利用图片学习词words: snack, butter, piece, butter，pear，piece, honey. honey.

汇

T: Guess what ingredients do we Ss:…

need when we make a sandwich? 1(Class activity)

T: Yes. We made

sandwiches

with pieces of bread. And we Ss:…（学习新单词）

usually spread honey, butter to

make them more delicious. And

you can put your favorite fruit in

your sandwiches if you like.（出示

图片，教读新单词）

2(Class activity ) Give three tips to students in Look at the picture and read 继续学习副词修order to show students how after the teacher. adverbs modify verbs.

饰动词的用法

T:Before we make a sandwich, I Ss: …

need to give you three tips.

carefully

lightly

slowly T: Please read after me. Stage4（5mins)：While - listening

Designing Step Teacher activity Student activity purpose 6 / 9

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Play the tape recording of 1a. Listen to 1a and finish task 1 训练听力的同时，Show the two questions: on the study paper. 复习巩固新单词。

T: Michael is very good at making

sandwiches. Now Michael,

Kangkang and Jane are talking Ss:…

about how to make sandwiches.

1(Individual Now listen to them and learn from

work) them.

T: OK. Who can tell me the S1: a sandwich. answers?

S2: pieces. S3:pear. S4:honey. S5:butter. Play the tape recording of 1a Listen to 1a again and fill in 学习表示顺序的again. the blanks in task 2. 副词。

T: Listen to 1a again and fill in

2(Individual work) the blanks in 1b. Please pay

attention to the use of step words

and adverbs.

T: Check your answers with your Ss:…

partners. 3(Individual work）

T: Read 1a by yourselves and Read and finish task 4. 4(Individual finish task 4 on your study paper. work）

程。

Stage 5（15mins)：

Post- listening Designing Step Teacher activity Student activity purpose 7 / 9

Play the video of 1a Watch the video. 学习三明治的制作过程。

学习用英语描述三明治的制作过

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T: Work in groups to make a Group work. sandwich , girls say and boys do. 1(Group work)

学习制作三明治并用英语描述制作过程。

T: OK. Have you finished? Who S1:…

can tell us how to make a S2:…

sandwich? S3:…

Ask three students to make a

sandwich in front of the class.

复述三明治的制作方法。巩固1a及副词的使用和表达步骤的方法。

T: Now can you make a Ss:…

sandwich? Let’s see who is the

best cook? We need three cooks .

Who can have a try? 2(class activity)

T: Now we say together and they Ss: First,…

do what we say. T: Let’s see who is the best cook.

Ss: XXX is the best. Congratulations ! XXX is the best.

T: Though sandwiches are Ss: Yes. We will. delicious ,but we can’t eat too much, right? I hope you can eat healthily , and live healthily! Stage 6（3mins)：

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. 1（Class activity)

should summarize what we have words: learned in this lesson. Let’s begin!

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learned today. 结的能力，再次复T: Class will be over soon. We S1: We learned some new 习巩固本节课的重点知识。

snack, butter, pear, piece,

honey.

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S2:We knew about how to sue adverbs to modify verbs.

S3: We knew how to make sandwiches.

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

sandwiches for your parents and tell them how to cook sandwiches. Don’t forget to finish workbook Section B.

Please make some Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

八

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Blackboard design

Unit 7 Topic 2 I am not sure whether I can cook it well. Section B Ingredients:

Tips:

Five steps:

G1: snack,

carefully,

First,

G2: butter,

lightly ,

Next,

G3: pear,

slowly

Then

G4: piece

After that,

G5:

Finally,

G6:

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