Section B 3a —4 Self check公开课教学设计模版

Unit8 How do you make a banana milk shake? Section B 3a—Self Check (Writing) 教学设计

长沙县泉塘中学

黄花桂

Teaching Objectives: Language competence：

1. Read the passage 3a and summarize the outline of recipe writing 2. Students will be able to write the recipe at the end of class. Cultural awareness:

1.

Introduce our hometown food to our foreign friends. 2.

Learn about our hometown food and traditional culture. Thinking quality: 1.

By introducing the most suitable food to foreign friends, students can be stimulated to think critically. 2.

Create the recipe and make comments on the recipe.

Learning ability:

1. Learn to talk about the process of making food. 2. Write a recipe and evaluate other students’ recipe.

Important and difficult points

1．Summarize the outline of writing the recipe. 2．Understand the process and instructions of making something. Teaching Aids CAI , video, song, picture and English book. Learning strategies: Reading and writing skills. Teaching Methods: Task-based teaching methods; Communicative approach.; Pair work; Group work.

Teaching procedures：

Teaching Stages

Pre-writing Teacher’s Activities 1.

Greetings

2.

Play a video about Yunnan’s beautiful scenery and delicious food. Q: What kind of noodles did you enjoy just now?

3.

Pair work: Discuss in pairs and talk about the Student’s Activities Designing Purposes 1.

Greetings 学生和老师进

行简单的问

答，拉近师生

的距离。

2.

Watch the video and 观看云南美景say the name of the 美食视频，

分noodles.

别从视觉和听

觉入手，点明

本节课主题。

趣味性强，调

动学生的积极

性，为后期阅

读教学和写作

框架的呈现埋

下伏笔。

.3. Students ask, 讨论并抢答的answer and 形式，趣味十say the ingredients as 足，调动学生

ingredients. Q:What do we need?

4.

Play the video of making Yunnan rice noodles recorded by the teacher .

5.

Read the passage 3a , fill in the blanks and retell the steps.

6.

Guide students to summarize the outline of writing the recipe. Q1:How many parts are there? Q2:From the first part, what do we know about Yunnan rice noodles? Q3:How about the second part and the last part?

1.

Show some pictures about traditional festivals and food. Q:What festivals and food did you see? 2.

Play “Find the materials game”.

quickly as they can.

4.Enjoy the video and learn about the steps.

5.Read the recipe, fill in the blanks and retell the steps together.

6.Students read the passage, answer the questions and summarize the outline of recipe writing: Beginning+Body+Ending. 的学习热情，生成目标词汇。

播放老师自己录制的云南米线制作视频，呈现制作步骤，为阅读3a作铺垫.

阅读3a，完成课文填空练习，并让学生复述云南米线制作步骤，为总结写作结构图做铺垫。

引导学生总结写食谱的方法，并通过板书呈现写作结构图，呈现基本结构框架。

1.

Say festivals and food.

2.

Find the words about the materials.

利用图片呈现节日和食物，让学生了解中国传统节日和饮食文化。

游戏Pk赛的趣味性调动全场，学生积极

While-writing

Post-writing

3.

Ask students to act as the little teacher to read the words.

4.

Introduce their favourite food to the foreign friends and write the recipe in groups.

Ask students to show the recipe and ask others to make comments on the recipe.

3.

Act as the little teacher to read the words.

4.

Discuss the steps in groups and write the recipe . 参与课堂，了解原材料词汇。

学生担任小老师带读单词，牢固掌握词汇。

通过合作学习，激发学生学习兴趣，提升学生交流和写作能力，完成习作，达成写作目标。

1.

Each group shows and reads the recipe. 2.

Other students make comments on the recipe. 学生创作展示食谱后，教师点拨，学生点评，有助于提升学生表达能力，检测本节课重难点。

对展示者表达的评价可从以下几方面进行：

食谱写作的基本结构是否符合；是否有描述写作步骤的连接词；句式和书写；语音语调及表达的流畅性；单词有无错误；语法是否规范等等。

Summary Ask students to summary what they have learned in this class. The teacher can give some clues in a mind map. Students summarize the outline of recipe writing according to the teacher’s clues.

教师用思维导图引导学生归纳总结食谱写作基本框架，巩固本节课的重难点，夯实基础.

Homework 1.

Write a recipe for your favourite food. 2.

Make a big dish for your family members.

Blackboard Design Unit8 How do you make a banana milk shake? Section B 3a—Self Check (Writing)

Beginning → In Yunnan, many people eat …

Ingredients

First,

Yunnan

Body

Rice Then,

Steps Noodle

Then,

Finally,

Ending

→ Now, it’s time to enjoy…

设计特点: 1.云南美景和美食视频导入，直击主题。

2.欣赏老师自制视频，呈现云南米线制作步骤，为阅读3a做铺垫，极具观赏性和趣味性。

3.视频播放传统节日和食物，游戏PK赛，学生自己担任小老师带读单词，让学生的注意力高度集中，掌握原材料词汇。

4.写作思维导图，板书呈现，浅显易懂，为写作作铺垫。

教学反思:

本节课主要是引导学生阅读3a，总结食谱写作的基本结构，然后让学生自己完成一篇食谱写作。学生比较容易掌握，但要掌握的要点也很多，食物原材料词汇，美食制作步骤的句型，食谱写作技巧和结构图，这些都比较难，而且很容易遗忘，在教学中需要多角度、多层次地训练，才能让学生生成一篇习作。课后作业也需要精心设计，做到精炼有效，在以后的教学中也需要反复练习巩固。

在教材运用上合理整合了教学资源，重组课本环节，使课本既是课堂教学的依据，又是课堂教学的工具。同时根据本节课的活动设计和学生的实际情况，运用了合理、多样的评价方式，并贯穿于整节课教学活动中。教师随时点评，学生互评与自我评价也会适时进行。