八下U7T2(p1)

1、Unit 7 Food FestivalTopic 2 Im 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，食材，厨具和餐具等词汇。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

2、题语音部分的内容包括/t/和/d/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。本话题建议用5课时完成。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, Pro

3、ject第一课时（Section A- 1a, 1b, 1c, 2a, 2b）教学设计思路：本节课主要活动为Section A-1a。利用美食节的海报复习食物名称，导入本课话题。本课新词汇大多是炊具和食品名词，所以在Pre-listening环节里利用图片学习本课词汇。1b的听力任务较难，所以在Pre-listening环节里让学生两人一组讨论怎样做炒米饭，为的是降低听力的难度。同时在While-listening环节中将1b的听力任务分解为两个由易到难的学生可以完成的听力任务。并在学生完成听力任务的同时，学习步骤副词的用法。在Post-listening环节里，引导学生发现和总结语法规律，掌

4、握whether引导的宾语从句的特点和副词修饰动词的用法，同时让学生了解形容词变副词的构词法方面的规律。最后通过2a和2b的练习将所学知识加以巩固。家庭作业要求学生为父母制作炒米饭或面条，将课本所学知识运用的实际生活中。. Teaching aims1. Knowledge aims：（1）学习并掌握新词汇add, fry, cut up, oil, pork, ham, onion, noodle, ingredientpan, pot, cooker, bowl,finely, lightly, （2）学习 whether/ if 引导的宾语从句。（3）学习表示顺序的副词的用法。（4）掌握

5、副词修饰动词的用法及部分形容词+ly变成副词的构词法。2. Skill aims: （1）能听懂有关食物制作的话题的对话，识别主题，并获取主要信息。（2）能使用英语陈述食物的制作过程。（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，比如做饭。4. Culture awareness:. The key points and difficult points1. Key points:（1）学习 whether/ if 引导的宾语从句。（2）学习表示顺序的副词的用法。（3）掌握副词修饰动词的用法及部分形容词

6、+ly变成副词的构词法。2. Difficult points： 使用英语陈述食物的制作过程。. Learning strategies1. 善于探究和总结，发现语言学习的规律。2. 学以致用，可以把课堂学到的知识用到生活。3. 能通过构词法，比如部分形容词加上ly变成副词这一规则记忆单词。. Teaching aids多媒体课件/图片V. Teaching proceduresStage 1(3mins)：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose(Clas

7、s activity)Greet the students and get themready for learning. Play the taperecording of the song The Teddy Bears Picnic.T: Good morning, everyone!T: Glad to see you again. In thisweek we will go on talking aboutthe food festival. Before the newlesson, lets enjoy a song: The Teddy Bears Picnic.T: Its

8、 such a lively and beautifulSong, isnt it? If you like it, we can learn to sing it after class.Focus their attention on the teacher.Ss: Good morning, MissSs: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（3mins)： RevisionStepTeacher activityStudent activityDesigning purpo

9、se1(Class activity)Show the poster of the food festival and review the names of foods in different countries. T:Next week, the food festivalwill be open. Kangkang and hisfriends are busy preparing for it.Look at the poster that Michaelmade for the food festival. Canyou speak out these foods on it?T:

10、Pretty well! Most of them arewestern foods. I think they should cook some Chinese food. Can youcook some Chinese food? Thenwhat can you cook?T: You are great. Then can you tell me the ways to cook fried rice?Review the names of foods in different countries. S1:Yes. There are Italian pizza and Americ

11、an chocolate cookies.S2:Greek cheese pies, Indian curries S3:Yes. I can cook fried rice.S4:I can cook dumplings.S5:I can cook porridge.S3: Sorry, Miss I know how to cook fried rice, but I dont know how to express it in English.复习食物名词，导入本课话题。Remark：Stage 3（10mins)：Pre - listening StepTeacher activity

12、Student activityDesigning purpose1(Class activity)Show some pictures to learn the new words.T: It doesnt matter. Im sure you can tell me how to cook fried rice and some other foods after this lesson. Now first, lets look some pictures to learn some new words about cookers and ingredients. oil, pork,

13、 ham, onion, T: These are food ingredients. So can you guess the meaning of “ingredient”?T: Yes. We use these ingredients to cook food. Sometimes we should cut up some of them. For example, when we make dumplings, we should cut up the pork, right?T: Next, lets learn some words about cookers. Look at

14、 these pictures:pan, pot, bowl, T: They are cookers. I think there are many cookers in your kitchen. Do you know what does “cooker” mean?T: Now I think you can tell me something about how to cook fried rice. Since the rice is fried, that means you should fry the rice. So whats the meaning of “fry”?T

15、: Yes, you are right. Look, she is frying.Look at the pictures and learn the new words.S1: It means “成分，原料”Ss: Yes.S2: Yes. It means“炊具，厨具”.S3:炒。利用图片学习词汇。2(Pair work)Ask the students to talk about how to cook fried rice in pairs.T: OK. Now lets talk about how to cook fried rice in pairs. Then you ca

16、n tell me about it.T: Would you mind telling me something about how to cook fried rice?T: Good. You did quite well. But maybe you can add some other ingredients to make it more delicious. Look at the picture in 1b. Its a plate of fried rice. You may guess what ingredients it has and predict the answ

17、ers. Talk about how to cook fried rice in pairs. Then read 1b to predict the answers.SsS1: Of course not. We should put some oil in the pan, after the oil is hot, we put some rice in it and fry the rice.Ss:Remark：Stage4（6mins)：While - listening StepTeacher activityStudent activityDesigning purpose1(

18、Individual work)Play the tape recording of 1a. Show the question:What ingredients does Kangkang need to cook fried rice?T: Lets listen to 1a and answer the question: What ingredient does Kangkang need to cook fried rice?T: Can you tell me the ingredients of the fried rice?Listen to 1a and answer the

19、 question: What ingredients does Kangkang need to cook fried rice?Ss:S1: cooked meat, oil, rice and salt.2(Individual work)Play the tape recording of 1a again.T: Now lets listen to 1a again. This time please complete the steps of cooking the fried rice.T: Lets check your answers. Who can read the st

20、eps?T: Did you notice that when you want to express steps, its helpful to use some adverbs such as first, second, next, then, after that and finally. I hope you can use these adverbs in your talking and compositions. T: Now you can fill in the ingredients according to the the steps and complete the

21、form in 1b. Listen to 1a again and complete the steps of cooking fried rice in 1b.Ss:S1: Let me have a try.Ss:在完成听力任务的同时提醒学生注意步骤副词的用法。Remark：将课本较难的听力任务分解成由易到难不同层次的听力任务，学生可以逐级完成，并且不同层次的学生都能体会到成功的喜悦。Stage 5（18mins)： Post- listeningStepTeacher activityStudent activityDesigning purpose1(Class activity)A

22、sk the students to learn the object clause and the use of adverb.T: Now lets read the conversation. Please find two object clauses in it. T: What are they?T: Well done. Tell me the differences. T:Yes, you can. When you cook fried rice, you should add rice slowly so that the oil can not be splashed.

23、Why do we use “slowly” but not “slow”? T: It doesnt matter. please find all the adverbs in this conversation and get to know how they are used. T: This form may help you.careful+lycarefully cook carefullyfine+lyfinelycut finelylight+lylightly fry lightlyslow+lyslowly add slowlyT: Well done! Do you h

24、ave any other questions about this conversation?Read 1a again to find the object clauses and try to learn the use of adverb .Ss:S1: Im not sure whether I can cook it well.S2: I m glad that you are trying to help others.S3: The first object is led by whether. But the second one is led by that. S4: Th

25、ey have different meanings. Whether means “是否”in Chinese. “That” doesnt have a meaning in Chinese.S5: “That” in the second sentence can be omitted, but “whether” in the first sentence can not.S6: Can we change “whether” into “if” in the first sentence?Ss:S7: “Slowly is an adverb. It can be use for m

26、odifying a verb. While “slow” is an adjective. It is used for modifying a noun.Ss: No. Thank you.学习whether引导的宾语从句和副词的用法。2(Pair work)Play the tape recording of 1a.T: Read the conversation after the tape. Please pay attention to the stress and intonation.Read 1a after the tape, paying attention to the

27、 stress and intonation.Ss:3(Pair work)Ask the students to make up conversations in pairs according to the form in 1b.T: Now lets make conversation to tell how to cook fried rice according to the form in 1b. The beginning in 1c may help you. Of course, if you can cook other foods, you can try to tell

28、 your partner how to cook it. Dont forget to use the step words.T: Ill ask some pairs to act out their dialogs. Who would like to have a try?Make conversations in pairs according to the form in 1b.Ss:P1: A: I want to make fried rice. Would you mind teaching me?B: Certainly not. Its easy. First编对话复述炒

29、饭或其他食物的做法。4(Individual activity)Ask the students to read the passage in 2a and fill in the blanks.T: You did quite well. Im sure you wont get hungry even though your parents arent at home. Im proud of you. Besides fried rice, what other foods can you cook? Can you cook noodles?T: Its easy. Now lets

30、read the passage about how to cook noodles. Please look at the example. We change “careful” into “carefully” to modify a verb. Fill in the other blanks with the correct forms of the given words.T: Check your answers with your partners.T: Who can tell me how do you change an adjective into an adverb?

31、T: Good. It is a rule of word formation. Knowing rules of word formation can help you understand and remember new words.Read the passage in 2a and fill in the blanks.Ss:Ss:Ss:S1:We usually add “ly” to an adjective to make it an adverb. 读短文填空掌握副词修饰动词的用法。5(Individual activity)Ask the students to finis

32、h 2b.T: When you cook noodles, you should do it step by step. Please read 2a again and circle the step words in it. And then put the pictures in 2b in the right order by filling in the correct step words.T: Have you got the answers? Lets check them.Read 2a again and circle the step words in 2a and p

33、ut the pictures in the right order by filling in the correct step words.Ss:Remark：1.培养学生探究和总结语言规律的能力。 2. 能通过构词法，比如部分形容词加上ly变成副词这一规则记忆单词。Stage 6（5mins)： Summarizing and assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class activity)Encourage the Ss to summarize the key points T: C

34、lass will be over soon. We should summarize what we have learned in this lesson. Lets begin!Summarize what they have learned today. S1:we learned some words about cookers.cooker, pan, pot, bowl,S2: We learned some new words about food ingredients.ingredient, oil, pork, ham, onion, noodleS3: We learn som