Section B课件配套优秀

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Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. 一课时（Section B-1a,1b,1c）

教学设计思路：

本节课主要活动为Section B -1a,1b,1c。

本课词汇较多，且大部分是关于食品原料和炊具及餐具的名词，除了利用图片简洁直观的方式学习词汇外，还利用课件中的课堂活动功能直观、生动地演示了享受美食的乐趣。为了降低听力的难度，在Pre-listening环节里，让同学们观看图片，小组讨论三明治的制作过程，用任务型教学让学生合作完成三明治的制作并记录其过程。利用授课助手直观地展示了学生的制作过程，提高了他们的积极性。还要求学生以口头复述，并在课件中制作三明治，让学生学会利用现代化的媒体学习，锻炼他们动手能力。并将While-listening环节的听力任务分解，设置成不同角度，不同层次的两个听力任务。利用课堂活动功能实现了学生为主导的教学理念。在Post-listening环节里，让学生小组对话，实现对语言的输出。最后，利用本课制作三明治的话题，通过一位学生家长微信朋友圈的展示，引导学生要享受美食，享受生活的同时，学习这位同学的感恩之情，并把自己对父母的爱大胆地表达出来，练习了写作能力。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇：

snack, butter, pear, piece （2）学习表达请求允许的句型及其答语：

Would you mind if we learn to make it from you? Of course not. 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，并运用。

（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，学会感恩，学会表达情感。

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4.

Culture awareness: 学生乐于接触并了解异国文化。

Ⅱ. The key points and difficult points 1. Key points:Would you mind if we learn to make it from you? 2. Difficult points：

使用英语陈述食物的制作过程。

Ⅲ. Learning strategies 1. 鼓励学生认真观察思考，勤于探究、合作。

2.融入真实的语言环境，把语言当成工具使用。

Ⅳ. Teaching aids 多媒体课件/图片/ 授课助手/班级优化大师/微信/视频/音频

V Teaching procedures

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

Step Teacher activity Greet the students and get them ready for learning. T: Good morning, everyone!

(Class activity) T: Do you know what we will do Ss: Yes/No. today? T:We will have a food festival today.

Stage 2（13mins)：

Pre - listening

Step Teacher activity Student activity Designing purpose

Student activity Designing purpose Focus their attention on the 通过自己穿的服装引teacher. Ss: Good morning, Miss…

起学生的注意，创造美食节的氛围，自然地引入话题。

Show pictures to learn the new Learn the new words: snack，利用图片学习词汇，同1(Class activity) words: snack, butter, piece. butter，pear，piece.

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时师生讨论导入本课话题。

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Ss:…

T: Do you know what does he eat at the food festival?

T: Yes.He eats snacks,pears,a piece of bread,butter. T: Do you know what he also eat?

T: Yes.Sandwich.

T: Yes. Some students have made sandwiches.Do you know how to make it?

Ss: Yes, we do.

Ss:butter,piece,pear,snack

S1:Yes/No.

利用课件中的趣味分类课堂活动呈现吃、吐食物的过程，教授新单词。

利用擦除功能检测学生的猜测结果。

2(Pair work) T:Now,work in groups ,discuss Look at the pictures on the 展示学生已做制三明with your partner.Try to make blackboard.Talk about how 治的图片，设定任务，these kinds of sandwiches.And to make sandwiches.Then 让学生分组合作，探write down the making make it.

究，利用授课助手直观展示制作过程。提高学生积极性。

procedures.

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Ss: …

用班级优化大师抽学生上台，克服他们的畏惧感。一个学生复述三明治制作过程，另一个学生利用课件设计的T: Now you choose one to tell us

how to make it.Who want to have

a try?

S1: Let me try. First, cut the 色差，蒙层，预设动画，bread into two pieces. Next, 超链接，克隆，拖拽等cut the pears into pieces. 功能制作三明治，让学Then, put some butter on it.

生体会了选材，制作的Finally, put the two pieces of 乐趣。

bread together.

S2: Take two pieces of bread...

Ss:…

Stage3（4mins)：While - listening

Step 1(Individual work) 4 / 6

Teacher activity Student activity Designing purpose 任务教学，学生为主导。

Play the tape recording of 1a and Listen to 1a and finish 1b. finish 1b.

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T:Listen to the tape and finish 1b Ss:Finish 1b. on page 65.

Check the answer. 学生独立学习，捕捉信息。

Come to the blackboard and 利用课件的超级分类课堂活动，让学生检查答案，同时插入水流声，摒弃传统的课本模式，让课堂更真实，学生成为课堂的主导。

T: Let’s check the answer.Match match them. 2(Individual work) them.

Ss:…

Remark：

Stage 4（10mins)：

Post- listening Step Teacher activity T: Now,work in pairs,and make

up a new dialogue.

1(Group work)

now?

Student activity Designing purpose 小组合作，练习对话。通过观看学生制作过程的视频引导学生大胆表达，复述制作过程。

T:Do you know how to make it Ss:Yes You and your partner come here Ss1,2:…

to tell us how to make it.

Stage 5（12mins)：

Emotional education Step (Individual work)

made a

sandwich as a present 5 / 6

Teacher activity T: One of

your classmate has Student activity Write the words for their parents.

Designing purpose 通过同学家长微信朋友圈的展示，让学生知

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for her mother.Her mother loves

道要爱自己的父母。把自己对父母的爱写出来，锻炼写作，也学会感恩父母。用班级优化大师抽学生，让学生大胆表达。用授课助手展示学生的作文。

it .We should learn from her.Write

down the words that you want to say to your parents.

Ss:…

VI .

Blackboard design

Unit 7 Topic 2 Section B Would you mind if…?

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