Section D教学评价实录

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Unit 7 Food Festival Topic 3 I cooked the most successfully. Section D 开平港口中学 颜俏俐

教学设计思路：

本节课的课型是复习课，主要活动为Section D-1a，2。在复习环节里利用图片造句复习副词的比较级和最高级的用法。两人一组编对话的复习关于就餐和电话订餐的功能句。接下来由讨论健康问题导入1a的阅读。完成Pre-reading习题之后，首先速读文章，理解大意。然后将1b分解为不同层次的阅读任务，在逐一完成阅读任务的同时提醒学生阅读策略：阅读时划出中心句帮助理解文章。在Project环节里，四人一组讨论健康饮食习惯并制定一周的健康食谱，并要求学生向全班汇报原因。在Writing环节里，学生需要运用1a阅读和Project讨论的信息完成一篇有关健康饮食的书面表达，达到语言输出的目的。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

regularly, diet, in short, not only…but (also)…

（2）谈论健康饮食及其重要性。

（3）总结多音节副词的比较级和最高级。

2.

Skill aims:

（1）能读懂有关谈论健康饮食及其重要性的短文，识别主题，并获取主要信息。

（2）能在教师的帮助下用简单的语言阐述健康饮食的重要性。

（3）能拟出文章的题目，找出各段的中心句。

（4）能写出简单的关于健康饮食及其重要性的短文。

3.

Emotional aims: 制定出合理的健康食谱，有健康饮食的意识。

4. Culture awareness:

了解西方的饮食文化

Ⅱ. The key points and difficult points 1. Key points: 1 / 6

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（1）谈论健康饮食及其重要性。

（2）总结多音节副词的比较级和最高级。

2. Difficult points：

用英语写出简单的关于健康饮食及其重要性的短文。

Ⅲ. Learning strategies 1. 拟定题目时注意用语要简洁明了。

2. 阅读时找出各段的中心句，有助于理解课文。

Ⅳ. Teaching aids 多媒体课件/图片

V. Teaching procedures

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

Designing Step Teacher activity Greet the students and make them ready for learning. Student activity purpose Focus their attention on the

teacher.

引入对副词比较

级、最高级的复

习。

Show some posters about food Answer the teacher’s festivals made by the students and questions. 1(Class activity) ask them‘Who made the poster

well?’‘

Who made the poster

better?’

‘

Who made the poster

best?’

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，为开始新的学习做准备。

Stage 2（10mins)：Revision

Designing Step Teacher activity Student activity purpose 2 / 6

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Lead the students to review Fill out the table on Page77 复习导入：完成grammar and functions of this and then make sentences to Grammar topic. 1(Individual

和review the comparative and Functions表格。然superlative adverbs degrees and of 后看图造句复习make 副词的比较级和activity & pair

work)

conversations to review the 最高级。两人一组functions of this topic. 编对话练习功能句。

Ask some students to act out their Act out their conversations. conversations.

Remark：

Stage 3（10mins)：Task1: reading Designing Step Teacher activity Student activity purpose Lead in to 1a by asking

Talk about healthy eating 完成1a的读前任questions

‘Do you have any habits.

healthy eating habits?’ ‘How do

you keep healthy in your daily

life?

’

1(Class activity)

Ask the students to tick the Finish the pre-reading task.

habits you have.

务。

Let the students guess the Guess the meaning of the meaning of the word “diet”and word “diet”

and “regularly”

“regularly”.

2(Individual according to the context.

Lead the students to read the Skim the passage and get the 1. 速读1文章，passage. main idea of it , then give a 了解文章大意，给Have the students skim the title to the passage. Then 文章起一个合适passage and give a title to the read again, find the 的标题。

passage. Tell them the title of a introduction and conclusion 2. 再读课文，找3 / 6

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activity) passage should be short and clear. part and the topic sentences 到文章的开头句Ask them to read again and color of each paragraph. the introduction and conclusion

part. And then underline the topic

sentences of Paragraphs 2-4. Check the answers.

Check the answers. Complete the outline of the 完成课文提纲。两passage. And then ask and 人一组根据提纲answer the questions of 1b-4 问答1b—4的问according to the outline.

题。

和结论句。并划出2、3、4段中心句。

3(Pair work) Show a outline of the passage.

Healthy Eating Habits Healthy eating habits are______.

First, we need______________. The food must be

_____________.

Second, ________ are important. ___________ are

necessary part of ______. Third, we should eat _______. In fact, ________.

In short, we should not only________, but

also___________. Remark：1. 拟定题目时注意用语要简洁明了。

2. 阅读时找出各段的中心句，有助于理解课文。

Stage4（8mins)：Task 2: Project:

Designing Step

(Group work) 4 / 6

Teacher activity Lead the students to find the Find Student activity purpose the phrases and 学习文中的重点phrases and expressions in 1a expressions in 1a and learn 词汇和短语，理解according to the Chinese meaning the new words. on the screen. Teach the new

words.

the words 文中的长句和难句，更好地理解全文。

and

Let the students read the words Read and expressions aloud.

expressions

aloud and

memorize them.

Let the students underline the key Underline the key sentences

sentences and translate them. and translate them.

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Explain the language points .

Understand the language

points.

Let the students read the passage Read the passage aloud and

aloud and then retell it with the then retell it with the help of help of key words.

key words.

Lead the students to finish a Discuss in groups and make project about healthy eating a list of healthy food and habits. drinks. Then make a menu for a week. Report to the class the reasons to choose the foods for the menu. Remark：

Stage 5（12mins)：Task3:Writing Designing Step Teacher activity Student activity purpose Lead the students to write an Write an email about 书面表达。根据email about healthy eating habits. 1(Individual activity)

healthy eating habits.

Remark：

1a的阅读和Project的讨论结果，给Rose写一封关于健康饮食的邮件。完成2。

Stage 6（3mins)：Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose 5 / 6

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Encourage the Ss to summarize the Summarize what they have 培养学生归纳总key points. 1（Class activity)

learned today. 结的能力，再次复习巩固本节课的重点知识。

Assign the HMK. 2 (Class activity)

Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

Remark：

VI .

Blackboard design

第五课时 (Section D—Grammar and focus, 1a, 1b, 2, Project) 1. Some new words and phrases: regularly, diet in short, not only…but (also)…

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