Unit 7 Topic 2 I’m not sure whether I can cook it well Section A 教案

所教年级
八年级下册
内容
Unit
7
Topic
2
Section
A
设计主题
I’m
not
sure
whether
I
can
cook
it
well.
1.
整体设计思路、指导依据说明
学习是学习者的行为，因而自主学习成为有效学习的内在需求。有效的自主学习需要学习者把握学习策略，有效的学习策略是提高学习成效的重要基础。因此，培养学生的有效学习策略，要根据学生的认知特点和学习风格，整体安排学习策略的发展目标，有计划、有步骤地指导学生发展具体的学习策略，把学生培养成为自主的学习者。
5.教学工具多
媒体
图片
实物
6.
教学过程设计
Step
1
Review
1.
(检查作业，复习海报与邀请函。)T:
Let’s
check
the
homework.
Find
out
whose
poster
is
the
best.(将较好的贴黑板上。)(请两名学生把邀请函读出来，看语句是否通顺。)T:
Who
will
try
to
read
the
invitation 2.
(复习食物名称，呈现目标语言。)(让学生说出要准备的各种食物名称。)T:
We’ll
prepare
many
kinds
of
foods
for
the
food
festival.
What
shall
we
prepare (让学生用汉语讨论如何炒肉片，将步骤记录下来，准备1~2分钟。)T:
Do
you
know
how
to
fry
the
meat
Please
discuss
for
1~2
minutes,
and
then
write
down
the
ways
in
Chinese.(教师给一些提示词让学生更好地组织语言。)T:
You
can
use“First,
Then,
Next,
Finally,
cut,
put,
fry,
add”.(请几名学生汇报讨论结果，教师用英语在黑板上板书步骤。)
First:
Cut
the
meat.Then:
Put
the
oil
in
the
pan.Next:
Put
the
meat
in
the
pan
and
fry
it.Finally:
Add
salt,
and
fry
it
for
a
few
minutes.(鼓励发言好的学生。)T:
Well
done!
When
we
cook
food,
we
must
work
very
carefully.
We
may
add
salt
slowly.(板书)We
must
work
very
carefully.We
may
add
salt
slowly.(用彩笔划出carefully,
slowly,
并解释其用法。)(请一位学生到前面，老师口述步骤，学生表演。)T:
I
want
a
student
to
act
it
out
when
I
am
saying
the
cooking
steps.
Any
volunteer S1:
OK.
Let
me
try.T:
OK.
First,
cut
the
meat
finely.Then,
put
the
oil
lightly.
fry
the
meat
lightly.Finally,
add
the
salt
slowly.T:
Good!
When
we
cook
food,
we
must
be
careful.(板书)finelly
light
slowly(教师用肢体语言解释划线副词的用法。)Step
2
Presentation
(设置听力任务，让学生带着任务听1a录音。)T:
Now
please
listen
to
1a
and
find
out
what
Kangkang
will
cook.(听录音，请学生回答问题。)T:
Who
can
give
me
the
answer SS:
He
will
cook
fried
rice.T:
Good.
Then
can
you
tell
me
how
to
cook
fried
rice
Please
read
1a
then
tell
me
the
answer.(请学生读1a，教师总结答案并板书。)First,
cut
some
cooked
meat
very
finely.Then,
you
need
to
put
some
oil
in
the
pan
and
fry
the
meat
lightly.Next,
you
need
to
add
the
rice
slowly.Finally,
add
some
salt.T:
Read
the
sentences
together.(师生共同操练做菜的步骤。确信学生能熟练说出做炒米饭的各个步骤。完成1b。)T:
Can
you
cook
fried
rice
now
Come
and
try
it.Step
3
Consolidation
(听1a录音巩固做菜的方法。)T:
Listen
to
1a
and
follow
it.
Pay
attention
to
the
pronunciation
and
intonation.(分角色表演对话。)T:
Boys
act
as
Kangkang,
girls
act
as
mother.
Please
act
out
the
dialog.(请两位同学上讲台前表演，一个表演炒饭的动作，另一个用英语表达。)(注意表演的动作要到位，如slowly,
lightly,
finely。从而培养学生的表演能力和合作精神。解释finely和lightly。)T:“Finely”tells
us
how
to
slice
cooked
meat.
“Lightly”tells
us
how
to
fry
the
meat.Step
4
Practice
1.
(组织学生完成2a。)
T:
We’ve
learned
how
to
cook
fried
rice.
Would
you
like
to
learn
how
to
cook
a
bowl
of
noodles
SS:
Yes.
(引导学生列出所需材料，并用图片教这些生词。)
T:
OK!
Tell
me
what
do
we
need
to
cook
a
bowl
of
noodles
S1:
We
need
some
water,
some
noodles…
(板书)materials:
water,
noodles,
pork
bones,
ham,
cabbage,
green
onion
(组织学生小组讨论，然后汇报讨论结果。)T:
We
have
prepared
the
materials.
Who
can
tell
me
how
to
cook
it
Please
discuss
and
tell
me.
(纠正一些顺序的错误，表扬表现好的学生。)
T:
Pretty
well.
Now
please
turn
to
page
62,
read
2a
and
finish
2b.
(教师解释生词，带读几遍。核对2b答案。)
(板书)deep,
pot,
cooker,
cut
up,
onior,
immediately,
gently
(请学生每人说一步骤，不会说的学生请全班学生帮忙。)T:
Now
let’s
say
how
to
cook
the
noodles
one
by
one.
S1:…
S2:…T:
Good.
Now,
I’ll
ask
some
students
to
tell
me
how
to
cook
the
noodles
without
your
books.
Who
will
try
S1:…
T:
Well
done!2.
T:
We
have
learned
how
to
cook
fried
rice
and
a
bowl
of
noodles.
Now
let’s
talk
about
western
fast
food.
When
we
talk
about
western
fast
food,
we
mean…
SS:
Hamburgers,
hot
dogs,
chips
…
(引导学生做好听力的准备。播放3录音。)
T:
Good!
Please
go
through
the
questions
in
3.
Listen
to
3
and
give
me
the
right
answers.
(板书生词，并带读。)
passage,
title,
advantage
(核对答案。)
T:
Who
can
give
me
the
answers
S1:
…
S2:
…
…
(表扬发言的学生。)
T:
Well
done!
T:
Do
you
often
go
to
the
fast
food
restaurant
SS:
Yes.
T:
What
do
you
think
of
the
food
there
SS:
It’s
fast.
T:
Is
it
delicious
SS:
Yes.
/
No.T:
Is
it
good
for
our
health SS:
Yes.
/
No.T:
In
my
opinion,
I
prefer
home
cooking
to
fast
food.
Today,
we’re
going
to
cook
a
kind
of
food
that
is
your
favorite
after
class.Step
5
Project
1.
(分组讨论自己最喜欢的菜以及操作步骤，然后记录下来，接着向全班学生汇报，评价做菜的方案是否可行。)T:
Please
discuss
and
try
to
write
down
how
to
cook
your
favorite
food,
then
report
it
to
us.
You
can
do
it
like
this.
(板书)Materials:
…How
to
cook:
First,
…Then,
…Next,
…Finally,
…
…T:
Excellent!
/
Great!
I’ll
try
it,
too.2.
(让学生做一份关于快餐和家庭餐的调查。)T:
Let’s
make
a
survey
about
the
fast
food
and
home
cooking.
AdvantageDisadvantageFast
food
Home
cooking
(学生分组调查后汇报。)For
example:
S1:
What’s
the
advantage
of
fast
food
S2:
It’s
fast.
S3:
It’s
delicious.
S1:
What’s
the
disadvantage
of
fast
food
S2:
It’s
unhealthy.
S3:
It’s
…
G1:
We
think
fast
food
is
fast,
delicious
and…But
it’s
…
We
think
home
cooking
is
delicious…
But
it’s
…3.
Homework:
(1)(让学生讨论做菜的方法。)(2)(尽量和自己的妈妈做一餐面条。)
7.
教学评价设计
评价内容：本节课主要通过巩固练习和交际教学法、任务型活动设计教学策略、兴趣教学策略、合作学习等手段和策略组织活动进行教学，从而激发学生学习的兴趣，并培养学生的自主学习和与他人合作的精神；
通过谈论问好与介绍方式及日常活动，培养学生学会交际的意识并激发了学生的求知欲，让学生体味到了学习英语的乐趣。启发式教学和讨论法通过小组合作，让学生主体参与，根据所设计的内容进行对话交流，并激发了他们的自主学习兴趣从而提高了课堂学习效率。
评价方法：采用教师评价与学生自我评价、学生互评的多种评价方式相结合的交互式评价方式，并最终促进学生全面和可持续发展