Section C教案及板书设计

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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，做饭材料、做饭所用厨具以及吃饭所用的餐具等词汇。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。

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 第五课时（Section D-Grammar and Functions, 1,2,3, Project）

教学设计思路：

本节课主要活动为Section D -1和本话题重点知识的复习。

在复习环节里，利用习题的方式复习副词的比较级和最高级，并学习新词汇pick up 和southern。课堂上适当的习题检测能够高效地反馈学生对某一部分知识的掌握程度。在Task1-Reading中，将阅读理解分为三个小任务：1. 速读文章，找到中心句。2. 再读课文，根据课文内容填表。3. 根据表格复述课文。Task2- Grammar的复习活动借助2 来完成。通过采访和转述的方式复习if/whether引导的宾语从句。并将课本活动2中的转述增加为“I ask Tom …”和“Beth asks me…”两种要求。为的是增加人称转换的训练。在Task 3-Writing的活动中，学生看图讨论鸡汤的做法，并做报告。复习步骤副词。

Project以活动的方式复习本话题所学的重点知识。具体操作：将全部分成七个小组，每个小组以一个国家的名字命名。小组讨论自己所在国家的餐桌礼仪，之后每组选出两名同学表演当地的餐桌礼仪，同时其他同学用目标语言讨论此二人的做法是否符合当地礼仪。然后小组内完成关于不同国家餐桌礼仪的短文。组间互相学习和批改。

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Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

southern, pick, pick up, seafood （2）复习whether/if 引导的宾语从句的用法。

（3）复习单音节副词的比较级和最高级。

（4）复习步骤的表达方式。

（5）了解不同国家的饮食习惯。

2. Skill aims:

（1）能从有关不同国家的饮食风俗的语段中找出有关信息，理解大意。

（2）能够用英语谈论不同国家的饮食风俗。

3. Emotional aims: 在了解中国风俗文化的同时，乐于接触和了解国外风俗文化，从而更好地为弘扬中国文化服务。

4. Culture awareness: 了解各国饮食习惯，做个有国际视野的人。

Ⅱ. The key points and difficult points 1. Key points: （1）复习whether/if 引导的宾语从句的用法。

（2）复习单音节副词的比较级和最高级。

（3）复习步骤的表达方式。

（4）了解不同国家的饮食习惯。

2. Difficult points：

用英语谈论不同国家的饮食习惯。

Ⅲ. Learning strategies 1. 在学习中善于利用图画等非语言信息理解主题。

2. 学会合作完成任务，共同提高。

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

Sovereign Light Café. T: Good morning, everyone!

Student activity purpose Focus their attention on the

teacher. Enjoy the song

Sovereign Light Café.

Ss: Good morning, Miss…

1(Class activity) T:It’s a fine day today. How are

you feeling?

Ss: Very well. T: That’s great! A lovely weekend

is coming. I want to recommend a beautiful song Sovereign Light Café. Let’s enjoy it. 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（5mins)：

Revision

Designing Step Teacher activity Student activity purpose Show some exercises to review Complete the exercises to 利用习题的方式comparative 1(Class activity) new words.

T: OK. Let’s begin the last lesson 3 / 12

and superlative review comparative degrees and 复习副词的比较of 级和最高级，并学degrees of adverbs and learn the superlative adverbs and learn the new 习新词汇pick up words.

和southern。

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of this topic. Look at this picture.

What is she doing?

T: Yes. She is picking up shells. In the southern part of China, People living near the seas can pick up shells on the beaches. Look at the three pictures. Who picked up more shells? And who picked up the most of the three?

Ss: 拾贝壳。

Lucy

Tom

Alice

T: Very good. “More” and “most” are the comparative and superlative degrees of adjective “many”. Now let’s do some exercises to review comparative and superlative degrees of adverbs. Please fill in the blanks with the correct form of the given words.

1. Ben jumps ____ (high) than 4 / 12

S1: Tom picked up more shells and Alice picked up the most of the three.

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some of the boys in his class. 2. —Does Nancy sing ____ (well) than Helen?

—

Yes, she does. 3. Of all the students, Wu Dong runs ____ (fast). 4.Yang Lin goes to bed ____ (late) than Su Yang every day.

5. Who gets up ____ (early), Tom,

Tim or Jack?

T: You can check your answers with your partners. Do you have any questions?

Ss:…

Ss: No. Remark：课堂上适当的习题检测能够高效地反馈学生对知识的掌握程度。

Stage 3（10mins)：

Task 1-Reading Designing Step Teacher activity Student activity purpose Ask the students to skim the skim the passage in 1 and 略读课文找到中passage in 1 and find the topic find the topic sentence. sentence.

心句。

T: We have talked about the table

1(Individual activity) manners in different countries in

this topic. But do you want to

know the eating habits in different

countries?

Ss: Yes. T: Well then let’s read a passage

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about eating habits in different

countries. First, skim it and find

the topic sentence.

Ss:…

T: Have you found the topic

sentence?

S1: Yes. People around the world have different eating habits 2(Individual activity) Show a table about the passage. Complete the table about the 再读课文，根据课Then ask the students to retell the passage. Then retell the 文内容填表并在passage according to the table. place North America, What to eat

What to use

passage according to the 表格的帮助下复passage.

述课文。

Australia, Europe

China southern part northern part central and western

part part of India Thailand Korea / / /

T: Good job. Now read the

passage again and complete the

table.

Ss:…

T: Have you completed the table?

I’m sure you can retell the

passage according to the table.

You can prepare for one minute.

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T:Time is up. Who would like to have a try? Ss:…

Remark：设计表格有助于学生对细节的关注和理解，同时为复述做好准备。

Stage4（7mins)：

Task2-Grammar

Designing Step Teacher activity Review the object clauses.

Finish 2. Student activity purpose Interview and report.

Finish 2 利用采访活动和转述句子复习宾语从句。

T:Good job! It’s time for

Task2-Grammar. What important

grammar have we learned in this

topic?

Ss: The object clauses T: You are right. Now work in caused if/whether. pairs. One is a reporter, Beth, the

1(Pair work) other one is a boss of a

restaurant, Tom. You should make

an interview according to the

notes in 2.

T:It’s so easy, isn’t it? But now I Ss:…

want you to report your interview

using object clauses like the

example. You should begin with

“I ask Tom” or “Beth asks me”.

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P1: S1: I ask Tom if the most popular food in his restaurant hot dogs. And he says it is. S2: Beth asks me whether the sausages in my hot dogs different from those in others. And I say they are. T: You did quite well. When you P2:…

use object clauses to report, you

should pay attention to the

personal changes.

Remark：将课本2中的转述活动增加为“I ask Tom …”和“Beth asks me…”两种要求。提醒学生注意人称的转换。

Stage 5（9mins)：

Task3-Writing Designing Step Teacher activity Student activity purpose Ask the students to write a short Look at the pictures in 3. 讨论3的图片并passage about how to cook Then talk about them and 写一篇怎样制作chicken soup while review the write a passage about how 鸡汤的小短文。复step words. (Group work)

to cook chicken soup. 习步骤的表达。

T: Hi, boys and girls. Do you

remember how to cook fried rice

and noodle?

Ss: Yes.

T: Good. You should cook step by

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step. Let’s try to learn how to cook

chicken soup. Look at the pictures

in 3 and talk about how to cook

chicken soup in groups.

Ss:…

T:Now let’s write a passage about

how to cook chicken soup. You should use the step words to make your description clearer. T: Can you report your cooking steps? Who would like to have a try?

Remark：1.在学习中善于利用图画等非语言信息理解主题。

2. 学会合作完成任务，共同提高。

Stage 5（8mins)：Project Designing Step Teacher activity Student activity purpose Divide the class into 7 groups Discuss the eating actions named America, France, Thailand, in different in groups. Then India, China, Cuba and Japan.

1(Group work)

not. T: Time for Project. Today we’ll

do a class activity about eating

actions. Now we have seven

groups in our class. Group1 is

named after America, Group 2 is

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two students in each group act out the eating actions. Other students discuss whether they are polite or

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France, Others are Thailand,

India, China, Cuba and Japan in

turn. Please discuss the eating

actions in the country your group

belongs to. And then you should

act them out. Other students

discuss their actions according to

the example on Page70.

Ss:…

T:OK. Which group would like to

be the first to act out your

country’s eating actions?

G1:…

Ss: What’s he /she doing?

…

Is it polite to …?

…

Ask the students to write a passage about table manners in different countries.

T: You did quite well. And I’m sure you had a warm discussion. Now let’s work in groups and try 2(Group work)

to write a short passage about table manners in different countries.

T:Have you finished your compositions? Now exchange 10 / 12

Write a passage about table manners in different countries.

Ss:…

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your compositions with the group next to you. You can learn form others’ compositions and correct for them if necessary.

Ss:…

Remark：1.教师组织活动的语言一定要简洁清楚。务必让学生明白教师的意图。

2.活动操作：将全部分成七个小组，每个小组以一个国家的名字命名。小组讨论自己所在

国家的餐桌礼仪，之后每组选出两名同学表演当地的餐桌礼仪，同时其他同学用目标语言讨论此二人的做法是否符合当地礼仪。然后将讨论结果写成一篇关于不同国家餐桌礼仪的短文。

3. 学会合作完成任务，共同提高。

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

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!

S1:we learned some new words:

1（Class activity)

southern, pick, pick up, seafood S2: We reviewed the object clauses caused by whether/if. S3: We reviewed and degrees of comparative superlative 11 / 12

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adverbs. S4: We reviewed the step words and learned how to cook chicken soup. S5: We knew about the eating habits in different countries. Assign the HMK. Finish the HMK. 适当的家庭作业有助于巩固课堂所学的知识。

T: For today’s HMK, I’d like you to

remember the new words and phrases. You can tell the eating 2 (Class activity)

habits in different countries to your parents and preview Section A-1a, 1b, 1c of Topic3.

Remark：

VI .

Blackboard design

第五课时 (Section D-Grammar and Functions, 1,2,3, Project) 1.Some new words: southern, pick, pick up, seafood 2.The object clauses caused by whether/if. I ask Tom if/whether the most popular food in his restaurant is hot dogs. 3: Comparative and superlative degrees of adverbs. 4: The step words: first, second, next, then, after that, finally

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