Section B课件配套优秀教案案例

Unit7 Topic2 Section B 教学设计

一．学习内容分析：本节课是仁爱版初中英语八年级下Unit 7 Topic 2中的Section B部分。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，做饭材料、做饭所用厨具以及吃饭所用餐具等词汇。主要句型有提供帮助would you like me to help you? 赞美和鼓励It’s very kind of you. Well done! 请求得到允许would you mind teaching me? 本课的主要语法内容是whether\if 引导宾语从句以及复习that引导的宾语从句。本课还有一个特点就是贴近学生的实际生活，整个话题都是教学生做各种菜品，从炒饭，面条到快餐。学生不仅可以学到语言知识还可以学到生活技能。

二．学情分析：班内大多数学生英语基础知识较好，有一定的词汇基础。可以就熟悉的话题进行谈论。但是学生在情感态度,学习策略和文化意识方面还存在诸多需要进一步解决的问题。例如：个别学生英语学习的目的不明确；有些同学对学好英语缺乏自信，不敢用英语表达；缺乏小组合作意识；一些学生没养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。

三．教学目标：

1.知识与技能：

在听读的基础上朗读并记忆有关餐具和饮食原料等词汇：finely, oil, pan, pot, fry, ingredient, cooker, pork, ham, onion, noodle, bowl 2.过程与方法：

小组合作交流掌握做饭的技能，了解做饭需要的各个步骤，根据个人爱好谈论自己喜欢的食物。

3.

情感态度与价值观：

能够学以致用，把课堂上所学的烹饪知识用用于生活中去。

四．教学重点及解决措施：

教学重点：（1）whether \if 引导的宾语从句

（2）谈论各种菜品的烹饪步骤

解决措施：通过合作探讨激发学生兴趣，提高学生的主动性和积极性，从而突破本课重点。

五．教学难点及解决措施：

教学难点：1.用英语正确描述烹饪菜品的步骤， 2.

有关表示方式的副词的正确使用。

解决措施：同桌、小组间讨论烹饪步骤。从而突破本课难点。

教学设计思路：利用多媒体等直观教具和电化手段创设情景，培养学生直接用英语理解和思维的能力。在具体教学过程中始终将学生置于主体地位，使他们不停的动脑子将零散的语言组织到一起，并积极表达出来，达到培养和强化学生的语言实践能力的目的。

六．教学过程：

Step 1. Revision T: Everyone, please look at the poster that Michael made for the food festival .do you still remember these foods on it? Ss: Chinese fried rice. South African beef curry, Italian pizza, Russian black bread and American chocolate cookies.

T: Well done! Some of these food are western foods and some of them are Chinese foods. They are so delicious, right? Step 2 : Leading- in T: Do you know how to cook food ? What do we need to cook food? S: Oil, pan, pot, ham, onion,... T: Yes, we need cooking ingredients and cookers, right? First, let’s learn some cooking ingredients and cookers.show some pictures :pot, pan, oil, knife, bowl, noodle, onion, pork, ham. Step 3.: Presentation It seems that most of you know the cooking ingredients and cookers. That’s good. I believe you can cook for yourself when your parents aren’t at home. Next, let’s see what Kangkang will cook for the food festival and how he will cook it. Step 4: While- listening 1.

Listen to the tape and try to get the answers (1)

What will Kangkang cook for the food festival? (2)

Does Kangkang want his mother to help him? (3)

How many steps does Kangkang need to cook the food? 2.

Listen to the tape again and complete 1b. 3.

(1)Key points of 1a. (2)

找出宾语从句。

在1a中描述做事情的步骤时，用到了哪些词？

(3)

Listen to the tape and follow (4)

Practice in pairs. Then act it out. Step 5: Make up a new conversation A: I want to make fried rice. Would you mind teaching me? B: Certainly not. It’s easy. First,... Next,... Then,... After that,...Finally,... Step 6:2a. T: We’ve learned how to cook fried rice. Would you like to learn how to cook a bowl of rice? S: Yes. T: OK! What do we need to cook a bowl of noodles? S: Pot, water, noodles... T: Well done! Now let’s see how to cook noodles. Please turn to page 64. First, let’s look at the words in the brackets, what’s the part of speech of these words? S: Noun. (形容词) T:形容词有什么功能？

S: 形容词用来修饰名词。好，根据第一空所给的提示完成余下的空。

After a few minutes , check the answer.

Put the pictures in the right order.by filling in the correct new words. Check the answer . Then do the exercise about 2a. Step 7 :3a. Pre-listening T: We have learned how to cook fried rice and how to cook noodles. Are they healthy food or unhealthy food? S: Healthy food. T: What’s fast food? S: Hamburgers, hotdog, coke... T: What do you think of fast foodz/ S: Delicious, fast.. T: Where can you eat them? S: KFC, McDonald’s , Decosi.. Next you’ll listen to something about fast food. Before it, look through the questions quickly. Step 8: Now let’s work in pairs and talk with your partner about the fast food in China. A: What do you think of the food in McDonald’s or KFC? B: I like the food in KFC very much because .../ I don’t like to eat in McDonald’s because... Step 9 :

Project: talk about how to cook porridge with in groups.Then write a short passage. How to cook porridge Ingredients: Steps:

（设计意图：了解学生对本节课学习的主要交际用语的掌握情况，通过写的活动巩固听、说、读学到的知识，实现口头表达向书面表达的转化，弥补了课堂缺乏写作能力的练习。促进学生的实践能力，强化学生的基础知识和写作能力。）

七．

当堂检测

（一）．用所给词的适当形式填空

1.Would you like me ______ (help) you? 2.I’m glad that you are trying ______ (help) others. 3.Cut some cooked meat _________(fine). 4.Put a large deep pot on the _______ (cook) carefully. 5.What do I need ________(do)? 6.You need to add the rice ______ (slow). 7._______(final) you should add some salt.

（二）．单项选择

（ ）1.Cook noodles for 3-5 minutes in ___ pot. A. other B. another C. others D. the other ( )2. ______ is good for our health. A. Run B. Running C. Runs D. To run ( )3. We are proud ______ our school. A. of B. for C. in D. to ( )4. It’s very kind _____ you to help us. A. for B. to C. at D. of ( )5. Linda does her homework ______. A. care B. careful C. carefully D. cares ( )6. –-We win the match ! ---______. A. Never mind. B. It doesn’t matter. C. You’re welcome. D. Well done! （设计意图：检测学生对本课内容的掌握情况。侧重于本课重难点的检测)

八．教学反思：八年级的学生仍然保持着活泼开朗、好奇心强的特点，我借助小组合作探究，讨论，两人对话，师生对话等形式来展开课堂教学，让学生积极主动地参与学习。我认为本节课的成功之处在于：

1.为学生提供了自主学习和直接交流的机会，以及充分表现和自我发展的一个空间；鼓励学生通过体验、实践、合作、探索等方式，发展听、说、读、写的综合能力；培养学生的自主学习能力，引导学生自学，并在自学中善于质疑，探究，突出了学生的主体地位，老师进行恰当的引导，及时解决了学生展示时出现的小问题。

2.为学生创设了一个民主、宽松、和谐的教学氛围，积极鼓励他们在学习中的尝试，保护了他们的自尊心和积极性；把英语教学与生活情景有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。尽可能地让每个学生的个性和才能得到充分的发展，让每个学生在课堂中都能享受到成功的喜悦。

3.对学生展示学习过程中的表现及反映的情感、态度、策略等方面进行及时的评价，充分发觉学生的进步，增强学生学习英语的自信心，通过评价学生学会分析自己的成绩和不足，明确努力方向。

不足之处：在进行展示学习成果的环节时，时间仓促了些，有些学生准备不充分，进行表演时放不开，课堂气氛还不够活跃。