Unit
7
Food
Festival
Topic
2
I’m
not
sure
whether
I
can
cook
it
well.
Section
B
一、教学目标
1.
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
snack,
butter,
pear,
piece,
impolite,
noisily,
polite
2.
能在单词中区别/
t?
/和/
d?
/的发音。
3.
继续学习表示顺序的副词和副词修饰动词的用法。
4.
在复习形容词的比较级、最高级的基础上学习并掌握副词的比较级和最高级。
5.
能听懂语料中事件的发生顺序和人物行为。
6.
掌握三明治的制作过程，并能用英语表述这一过程。
7.
能够用征求许可的表达形式进行交流。
8.
通过以食物为媒介，鼓励学生接触并了解异国文化。
二、教学重点及难点
重点：
1.
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
snack,
butter,
pear,
piece,
impolite,
noisily,
polite
2.
能够用征求许可的表达形式进行交流。
—Would
you
mind
if
we
learn
to
make
it
from
you?
—Of
course
not.
3.
继续学习表示顺序的副词和副词修饰动词的用法。
4.
学习并掌握副词的比较级和最高级：
You
did
quite
well.
But
I
think
you
did
better
than
I.
Michael
did
best
of
all.
难点：
使用英语表述三明治的制作过程。
三、教学准备
教师：教学课件；多媒体设备；制作三明治的面包片、黄油、蜂蜜和梨。
学生：课前预习
四、教学过程
Task
1
Step
1
Warming-up
1.
After
a
short
greeting
with
Ss,
present
the
table
in
Section
A
1b
and
get
Ss
to
retell
how
to
cook
fried
rice
according
to
the
information
in
the
table.
2.
Present
six
groups
of
key
words
of
2a
and
guide
Ss
to
have
a
try
to
retell
the
instructions
for
cooking
noodles.
【设计意图】复习上节课的内容，检查学生对知识的掌握情况，通过学生的复述，导入新课。
Step
2
Pre-listening
1.
Present
some
pictures
and
teach
new
words.
【设计意图】结合图片，学习新词，为听力活动扫清词汇障碍。
2.
Take
out
the
ingredients
of
making
a
sandwich,
such
as
two
pieces
of
bread,
a
pear,
some
butter
and
honey,
and
show
the
steps
about
how
to
make
a
sandwich
in
class.
【设计意图】吸引学生注意力，呈现听力活动的具体步骤，出示目标语言。
Step
3
While-listening
1.
Present
the
content
in
1b
and
get
Ss
to
read
and
think
what
they
should
pay
attention
to
while
listening.
And
then
let
Ss
listen
to
1a
and
fill
in
the
blanks.
T:
Listen
to
1a
and
complete
1b.
Before
listening,
you
should
read
the
questions
first,
and
think
what
you
should
pay
attention
to
while
listening.
【设计意图】培养学生进行听前阅读题目，预测答案的习惯和意识，提高听力效率。
2.
Get
the
Ss
to
listen
to
the
conversation
in
1a
again
and
follow.
T:
Listen
to
the
conversation
in
1a
again
and
follow
the
tapes.
Pay
attention
to
the
pronunciation
and
intonation.
【设计意图】通过听音跟读，引导学生感知语音语调，提高听力和发音水平。
Step
4
Post-listening
Language
points
Present
and
guide
Ss
to
guess
and
learn
the
key
points
of
1a.
1.
Would
you
mind
if
we
learn
to
make
it
from
you?
我们向你学习做它（三明治）可以吗？
(1)
Would
you
mind
if…用于请求允许或客气地请某人做某事
e.g.
Would
you
mind
if
I
open
the
window?
(2)
learn
to
do
sth.
from
sb.意为“向某人学习做某事”
e.g.
He
learns
to
play
chess
from
his
father.
2.
...,
you
did
quite
well.
你做得非常好。
But
I
think
you
did
better
than
I.
但是我认为你做得比我更好。
Michael
did
best
of
all.
迈克尔是所有人中做得最好的。
这三个句子中的well,
better,
best都是副词，作动词did的状语。
better,
best分别是well的比较级和最高级形式。
3.
Practice
makes
perfect.
熟能生巧。
【设计意图】锻炼学生的自主学习能力，并学习本课时的目标知识点，为接下来的复述课文储备词汇。
Retell
Let
Ss
read
1a
and
retell
the
process
of
making
a
sandwich,
using
first,
next,
then
...
based
on
1b.
【设计意图】巩固制作三明治的步骤，提高学生的口头表达能力。
Task
2
Step
1
Pre-listening
Present
more
pictures
of
new
words
and
expressions
in
3
and
guide
Ss
to
guess
and
learn.
【设计意图】扩充学生的词汇储备，为新的听力活动奠定基础。
Step
2
While-
listening
Let
Ss
listen
to
the
conversation
in
3
and
number
the
sentences
to
form
a
conversation.
Then
practice
in
pairs.
【设计意图】检测并进一步理解对话内容，提高听的能力和口头表达能力。
Step
3
Post-
listening
Grammar
1.
Teach
the
object
clauses
with
if
or
whether.
宾语从句是一般疑问句时，从句变为陈述句语序，连接词用if或者whether。
在下列情况下只能用whether：
(1)
在具有选择意义，又有or或or
not时，尤其是直接与or
not连用时，往往用whether（if…or
not也可以使用）。
(2)
在介词之后用whether。
(3)
whether置于句首时，不能换用if。
(4)
若用if会引起歧义时，则用whether。
【设计意图】引导学生初步认识并理解由if/whether引导的宾语从句。
2.
Guide
Ss
to
review
the
regular
and
irregular
rules
of
the
comparative
and
the
superlative
form
of
some
adjectives.
形容词的比较级和最高级的规则与不规则变化
Regular
rules
(1)
一般情况下，比较级词尾＋er，
最高级词尾＋est。如：
high—higher—highest
deep—deeper—deepest
(2)
以e结尾的词，比较级词尾＋r，最高级词尾＋st
。如：
cute—cuter—cutest
large—larger—largest
(3)
以辅音字母＋y结尾，变y为
i，比较级词尾＋er，最高级词尾est
。如：
easy—easier—easiest
happy—happier—happiest
(4)
重读闭音节，单辅音结尾，双写词尾辅音字母＋er或est。如：
fat—fatter—fattest
thin—thinner—thinnest
hot—hotter—hottest
big—bigger—biggest
(5)
多音节和部分双音节的词，比较级、最高级分别是在原级前＋more和the
most。如：
beautiful—more
beautiful—the
most
beautiful
careful—more
careful—the
most
careful
包括少数单音节词：
pleased—more
pleased—the
most
pleased
tired—more
tired—the
most
tired
Irregular
rules
good—better—best
bad—worse—worst
many/much—more—most
【设计意图】激活已有的知识储备，培养学生温故而知新的学习策略，同时有利于学习和掌握新的语法点。
3.
And
then
present
and
guide
Ss
to
learn
the
regular
and
irregular
rules
of
the
comparative
and
the
superlative
form
of
some
adverbs.
副词的比较级和最高级的规则与不规则变化
规则变化：
单音节词，在词尾加-er或-est；多音节词以及-ly结尾的副词（early除外），前面须加more
或most.
(1)
hard—
harder—
hardest;
late—
later—
latest;
early—
earlier—
earliest
(2)
quickly—
more?quickly—
most?quickly;
quietly—
more?quietly—
most?quietly??
不规则变化：
well—
better—
best;
much—
more—
most;
badly—
worse—
worst;
little—
less—
least?
【设计意图】通过学生自己发现和总结语法的规律，培养学生类比、总结的学习策略，提高学生的学习效率。
Look
and
match
Let
Ss
look
at
the
pictures
in
2
and
match
the
parts
of
the
sentences.
And
then
guide
Ss
to
try
to
make
sentences
according
to
the
information
in
2.
【设计意图】培养学生通过图片等非文本信息获取有用信息的能力，同时鼓励学生学以致用，多开口练习。
Pronunciation
1.
Present
and
let
Ss
read
the
pairs
of
words
in
4a
aloud.
Then
play
the
recording
and
let
Ss
listen
and
try
to
imitate.
【设计意图】对比学习两个辅音音素，引导学生改善自己的发音，使发音更加地道。
2.
And
then
present
and
guide
Ss
to
read
the
conversation
in
4b,
paying
attention
to
the
intonation
and
pause.
Then
play
the
recording
and
let
Ss
listen
and
try
to
imitate.
At
last,
let
Ss
practice
in
pairs.
【设计意图】引导学生学习升、降调的朗读技巧，培养学生敢于张口说英语的习惯和意识，提高他们的朗读水平。
Test
Present
the
exercises
and
let
the
Ss
have
a
test.
Choose
the
best
answer
for
each
sentence.
1.
I
don’t
know
____
he
is
right.
A.
that
B.
what
C.
if
2.
Which
one
goes
____,
the
car,
the
train
or
the
plane?
A.
fast
B.
faster
C.
fastest
3.
I
would
like
a
sandwich____
honey.
A.
for
B.
with
C.
of
4.
It’s
polite
____
up
your
hand
before
answering
the
questions.
A.
put
B.
putting
C.
to
put
5.
—Would
you
mind
if
I
learn
English
from
you?
—____.
I
am
very
glad
to
teach
you.
A.
Of
course
not.
B.
You’d
better
not.
C.
Sounds
great.
【设计意图】检测并强化学生对本课时内容的掌握。
Step
4
Summary
Sum
up
the
main
content
of
this
class
and
repeat
the
key
points.
We
learn:
1.
some
words:
snack,
butter,
pear,
piece,
impolite,
noisily,
polite
2.
some
sentences:—Would
you
mind
if
we
learn
to
make
it
from
you?
—Of
course
not.
You
did
quite
well.
But
I
think
you
did
better
than
I.
Michael
did
best
of
all.
We
can:
1.
ask
for
and
give
permission
e.g.
—Would
you
mind
if
we
learn
to
make
it
from
you?
—Of
course
not.
2.
give
evaluation
e.g.
Wow,
Michael
did
best
of
all.
【设计意图】回顾本课时的主要内容。
Step
5
Homework
1.
Read
1a
and
try
to
retell
it.
2.
Preview
Section
C.
【设计意图】巩固课上所学，预习新课。
五、板书设计
Unit
7
Food
Festival
Topic
2
I’m
not
sure
whether
I
can
cook
it
well.
Section
B
snack,
butter,
pear,
piece,
impolite,
noisily,
polite
You
did
quite
well.
But
I
think
you
did
better
than
I.
Michael
did
best
of
all.
—Would
you
mind
if
we
learn
to
make
it
from
you?
—Of
course
not.(共26张PPT)
Unit
7
Food
Festival
Section
B
Topic
2
I’m
not
sure
whether
I
can
cook
it
well.
Task
1
fried
rice
Ingredient
Step
1.
cooked
meat
2.
oil
3.
rice
4.
salt
First,
cut
some
cooked
meat
very
finely.
Next,
put
some
oil
in
the
pan.
Then,
fry
the
meat
lightly.
After
that,
add
the
rice
slowly.
Finally,
add
some
salt.
Retell
how
to
cook
fried
rice
according
to
the
information
in
the
table.
Warming-up
1.
put
a
pot,
boil
some
water,
add
pork
bones
2.
cut
up
ham,
cabbage
and
onions
3.
cook
noodles
4.
put
noodles
in
a
bowl
5.
fill
the
bowl
with
bone
soup
6.
add
ham,
cabbage
and
onions
Look
at
the
key
words
and
try
to
retell
the
instructions
for
cooking
noodles.
Warming-up
piece
n.
一块（片、张、件……）
Look
and
learn
butter
n.
黄油
pear
n.
梨
Pre-listening
a
piece
of
bread
一片面包
snack
n.
小吃
Pre-listening
Do
you
know
how
to
make
a
sandwich
with
some
bread
and
a
pear?
First,
take
two
pieces
of
bread
and
spread
butter
on
them.
Next,
cut
a
pear
into
small
pieces
carefully.
Then
put
them
on
the
bread
lightly.
After
that,
put
some
honey
over
the
pear
slowly.
Finally,
put
the
pieces
of
bread
together.
Make
a
sandwich
Favorite
snack:
_____________
Ingredients:1.
bread
2.
_________
3.
pear
4.
__________
Process:
______,
take
two
pieces
of
bread
and
put
some
butter
on
them.
Next,
cut
a
pear
into
small
pieces
__________.
______
put
them
on
the
bread
__________.
After
that,
put
some
honey
over
the
pear
__________.
______,
put
the
pieces
of
bread
together.
a
sandwich
butter
honey
First
carefully
lightly
Finally
slowly
Then
While-listening
1b
Listen
to
1a
and
fill
in
the
blanks.
While-listening
Listen
to
the
conversation
in
1a
again
and
follow.
Pay
attention
to
the
pronunciation
and
intonation.
Post-listening
1.
Would
you
mind
if
we
learn
to
make
it
from
you?
我们向你学习做它（三明
治）可以吗？
(1)
Would
you
mind
if…
用于请求允许或客气地请某人做某事。
e.g.
Would
you
mind
if
I
open
the
window?
(2)
learn
to
do
sth.
from
sb.
意为“向某人学习做某事”。
e.g.
He
learns
to
play
chess
from
his
father.
Language
points
Post-listening
2.
...,
you
did
quite
well.
你做得非常好。
But
I
think
you
did
better
than
I.
但是我认为你做得比我更好。
Michael
did
best
of
all.
迈克尔是所有人中做得最好的。
这三个句子中的well,
better,
best都是副词，作动词did的状语。
better,
best分别是well的比较级和最高级形式。
3.
Practice
makes
perfect.
熟能生巧。
Language
points
1c
Read
1a
and
retell
the
process
of
making
a
sandwich,
using
first,
next,
then…
based
on
1b.
Post-listening
Retell
Task
2
polite
adj.
有礼貌的，有教养的
Look
and
learn
impolite
adj.
不礼貌的，
粗鲁的
noisily
adv.
喧闹地
Pre-listening
e.g.
In
Japan,
it’s
polite
to
eat
soup
noisily.
e.g.
The
boy
is
very
polite.
e.g.
The
kid
is
too
impolite.
While-listening
3
Listen
and
number
the
sentences
to
form
a
conversation.
Then
practice
with
your
partner.
(
)
OK,
let
me
try.
(Slurp!)
(
)
Well,
in
Cuba,
it’s
impolite
to
eat
so
noisily.
I
don’t
know
if
it
is
polite
in
Japan.
(
)
OK.
Mm,
it’s
delicious.
(Slurp!)
(
)
Not
bad,
Maria.
(
)
Kumiko,
is
it
too
hot?
(
)
Come
on,
Kumiko!
Help
yourself
to
some
soup.
(
)
No.
Why?
(
)
Oh.
In
Japan,
it’s
polite
to
do
that.
It
means
you
like
the
food
very
much.
1
2
3
4
5
6
7
8
宾语从句是一般疑问句时，从句变为陈述句语序，连接词用if或者whether。
在下列情况下只能用whether：
1.
在具有选择意义，又有or或or
not时，尤其是直接与or
not连用时，往往用whether（if…or
not也可以使用）。如：Let
me
know
whether/if
he
will
come
or
not.（＝Let
me
know
whether
or
not
he
will
come.）让我知道他会不会来。
2.
在介词之后用whether。如：
We’re
thinking
about
whether
we
can
finish
the
work
on
time.
我们正在考虑是否能按时完成工作。
3.
whether置于句首时，不能换用if。如：Whether
this
is
true
or
not,
I
can’t
say．这是否真的我说不上来。
4.
若用if会引起歧义时，则用whether。如：Please
let
me
know
if
you
like
the
book．可理解为：
(1)
Please
let
me
know
whether
you
like
the
book．请告诉我你是否喜欢这本书。
(2)
If
you
like
the
book,
please
let
me
know．你如果喜欢这本书，请告诉我。
Post-listening
Grammar
Post-listening
Look
and
review
形容词的比较级和
最高级的规则与不规则变化
1.
一般情况下，比较级词尾＋er，
最高级词尾＋est。如：
high—higher—highest
deep—deeper—deepest
2.
以e结尾的词，比较级词尾＋r，最高级词尾＋st
。如：
cute—cuter—cutest
large—larger—largest
3.
以辅音字母＋y结尾，变y为
i，比较级词尾＋er，最高级词尾est
。如：
easy—easier—easiest
happy—happier—happiest
Regular
rules
?
Grammar
4.
重读闭音节，单辅音结尾，双写词尾辅音字母＋er或est。如：
fat—fatter—fattest
thin—thinner—thinnest
hot—hotter—hottest
big—bigger—biggest
Look
and
review
形容词的比较级和
最高级的规则与不规则变化
5.
多音节和部分双音节的词，比较级、最高级分别是在原级前＋more和the
most。如：
beautiful—more
beautiful—the
most
beautiful
careful—more
careful—the
most
careful
包括少数单音节词：
pleased—more
pleased—the
most
pleased
tired—more
tired—the
most
tired
?
Post-listening
Grammar
形容词的比较级和
最高级的规则与不规则变化
good—better—best
bad—worse—worst
many/much—more—most
Irregular
rules
Post-listening
Grammar
Look
and
review
规则变化：
单音节词，在词尾加-er或-est；多音节词以及-ly结尾的副词（early除外），前面须加more
或most.
(1)
hard—harder—hardest;
late—later—latest?
early—earlier—earliest
(2)
quickly—more?quickly—most?quickly
quietly—more?quietly—most?quietly??
不规则变化：
well—better—best;
much—more—most;
badly—worse—worst;
little—less—least?
Post-listening
副词的比较级和
最高级的规则与不规则变化
Grammar
Look
and
learn
Michael
arrives
early.
Kangkang
arrives
earlier.
Jane
arrives
earliest.
Michael
stays
long.
Kangkang
stays
longer.
Jane
stays
longest.
Michael
cooks
well.
Kangkang
cooks
better.
Jane
cooks
best.
Post-listening
2
Look
at
the
pictures
and
match
the
parts
of
the
sentences.
cheap——jeep
chain——Jane
cheer——jeer
choose——juice
Post-listening
4a
Read
the
pairs
of
words
aloud,
paying
attention
to
the
sounds
of
the
underlined
letters.
Then
listen
and
try
to
imitate.
Post-listening
4b
Listen
and
read
the
conversation,
paying
attention
to
the
intonation
and
pause.
Then
practice
with
your
partner.
When
you
describe
more
than
one
step,
you
often
use
rising
tone
for
such
words
as
first,
second
before
you
come
to
the
end.
A:
Would
you
like
to
tell
me
how
to
cook
the
meal?
B:
Sure.What
do
you
want
to
learn?
A:
Could
you
teach
me
how
to
make
fried
rice?
B:
Yes,
it’s
easy.
First,
cut
some
cooked
meat
very
finely.
Next,
put
some
oil
in
the
pan.
Then
fry
the
meat
lightly.
After
that,
add
the
rice
slowly
and
fry
it
for
a
few
minutes.
Finally,
add
some
salt.
A:
Yeah!
Cooking
is
fun!
Post-listening
(
)
1.
I
don’t
know
____
he
is
right
.
A.
that
B.
what
C.
if
(
)
2.
Which
one
goes
____,
the
car,
the
train
or
the
plane?
A.
fast
B.
faster
C.
fastest
(
)
3.
I
would
like
a
sandwich
____
honey.
A.
for
B.
with
C.
of
(
)
4.
It’s
polite
____
up
your
hand
before
answering
the
questions.
A.
put
B.
putting
C.
to
put
(
)
5.
—Would
you
mind
if
I
learn
English
from
you?
—____.
I
am
very
glad
to
teach
you.
A.
Of
course
not.
B.
You’d
better
not.
C.
Sounds
great.
Choose
the
best
answer
for
each
sentence.
C
C
B
C
A
We
learn:
1.
some
words:
snack,
butter,
pear,
piece,
impolite,
noisily,
polite
2.
some
sentences:—Would
you
mind
if
we
learn
to
make
it
from
you?
—Of
course
not.
You
did
quite
well.
But
I
think
you
did
better
than
I.
Michael
did
best
of
all.
Summary
We
can:
1.
ask
for
and
give
permission
e.g.
—Would
you
mind
if
we
learn
to
make
it
from
you?
—Of
course
not.
2.
give
evaluation
e.g.
Wow,
Michael
did
best
of
all.
Summary
Homework
1.
Read
1a
and
try
to
retell
it.
2.
Preview
Section
C.
