Unit 7 Topic3 I Cooked the Most Successfully Section C 教案

113157001240790000八年级 英语 科目课堂教学设计
课题
Unit7 Topic3 SectionC
时间

教师
二次备课
相关课程标准
听懂懂熟悉话题的谈话并能从中提取信息和观点3
能在教师的指导下进行简单的角色表演能3
能简单描述人物或事件5
教材内容/学情
　本课件是是第七单元第三话题的第三课时。本课是阅读课型，继续谈论美食节的话题并进一步学习副词的比较级和最高级，注重对学生阅读能力的培养，并将语言的输入与输出相结合，在培养学生阅读能力的同时对学生进行口头语言表达能力的训练。
学习目标：
1. Some new words and phrases:
job,worth,effort,successfully,steak,neatly
go well,be worth doing sth. , in the end
2.Comparative and superlative forms of adverbs:
successfully—more successfully—the most successfully 3.Talk about the correct ways to eat different foods:
教学重难点
1 通过学习，能掌握并运用重点词汇
2 通过学习能够掌握副词的比较级和最高级的构成及运用
3 能谈论食物的进食方法
教学过程设计
导入——①利用问题来引导学生对美食节进一步思考，引导学习两个新单词。
导入1a。
(让学生根据自己的家庭作业描绘“美食节”，并给予评价。)
T: Boys and girls, now I will check your homework first.
(检查作业，选1~2个完成较好的到前面发言。)
T: S1, would you like to tell something about the food festival to our class? / would you please…?/ can you try …?
S1: …
T: OK, excellent. And who can try? / Anyone else?
呈现——①引导学生根据图片及快速浏览的主要信息判断正误，再让学生阅
读短文，核对答案，培养阅读策略。
②播放1a录音，出示听力问题，让学生有针对性的听录音，回答问题。
③播放1a动画，学生结合动画理解短文。
⑤引导学生学习、理解重点词句。⑥引导学生学习语法：副词的比较级和最高级用法。
呈现本课1a。
1. (教师可以利用以下问题来引导学生对美食节进一步思考，同时便于导入本课目标语
言。)
(1)(以下问题使用小黑板/幻灯片展示。)
T: Do you want to know more about the food festival? Please think over the following questions, and discuss in groups. I’ll ask some of you to guess the answers later. You may look at the picture on Page 69.
How did the food festival go?
Were the results worth the effort?
Did the parents and teachers like the food?
Who cooked successfully?
Who cooked more successfully?
Who cooked the most successfully?
What food and drink did they sell?
Did they make a lot of money?
(2)(让学生注意画线部分的目标语言和新词，教师予以讲解。要求学生掌握单词worth和effort;了解successfully。)
(板书)
worth adj.值得……的
effort n.努力
successfully adv.成功地
(讨论两分钟后，请部分小组派代表来讲一讲。如果学生对目标语言仍有问题，教师可以稍加讲解并再次练习目标语言，如此重复几次。)
T: Who wants to report the result?
S2: …
S3: …
…
T: Well done! / That’s almost right. / I don’t think so. I think …
2. (再次使用小黑板/幻灯片上的问题，引导学生理解课文，获取正确信息，检查学习效果。)
T: Just now, we talked about the food festival. Do you want to know the results of it? Now, I will give you 2 minutes to read the e-mail which Kangkang sent to Daniel in 1a. In the e-mail, Kangkang described the scene of the food festival very carefully. Read it carefully and answer the questions on the slide/small blackboard.
(让学生口头回答这些问题，或让学生分组竞赛写答案，看哪组写得又快又好，及时给予评价。)
3. (再读1a，然后完成下面的表格。核对答案。)
T: Do you know the results of the children’s food for sale? Read 1a again, complete the table and you’ll know the results.
Name
Quantity of sold-out food
Attitude
Maria
35 dishes of beef curry
Very successfully
Jane


Kangkang


巩固——①让学生跟读短文，重点朗读画线的句子，巩固1a 。
②引导学生模仿画线句子，结合表格信息造句，巩固副词的比较级和最 高级的用法。
巩固1a，完成1b。
1. (让学生根据上面的表格，运用副词的比较级，复述食品的出售情况。要求学生理解neatly。)
T: We have learned the results of the children’s food for sale. Can you retell the results according to the form above? Who wants a try?
S4: Maria sold 35 dishes of beef curry. She cooked very successfully.
S5: Jane sold 45 Indian curries. She cooked more successfully than she/her.
S6: Kangkang sold 50 bowls of fried rice. He cooked most successfully of the three.
…
2. (复述后，教师给予评价。教师示范，让学生练习1b。)
T: Nice work! Please look at the table in 1b. Can you make sentences about the children’s other performances after the example? First discuss in groups. Then report to us.
Example:
Maria cooks the food successfully.
Jane cooks more successfully than she/her.
Kangkang cooks (the) most successfully of the three.
(学生根据示范造句，并汇报结果；也可以小组竞赛，看哪组完成的最快最准确，教师给予评价，完成1b。)
练习——①出示2的图片，让学生讨论常见食物的吃法。
②两人一组仿照示例，结合2的信息对话操练。
操练本课2a和2b，完成3。
1. (学习2a。要求学生了解单词scoop。)
T: For the food festival, Kangkang cooked fried rice, Maria cooked beef curry, and Jane cooked Indian curries. But do you know what food Mina cooked for the food festival and how to eat it? Let’s come to 2a and you’ll know the answers. Listen to 2a and answer the questions on the small blackboard.
(出示小黑板上的问题)
What did Mina make for the food festival?
How did they have them?
(听完录音，核对答案。)
T: Let’s check the answers together.
(让学生跟读两遍。)
T: Please read after the tape twice.
(让学生分组练习对话。)
T: Work in pairs, please. I’ll ask some pairs to act it out in the front.
(选几组到前面示范表演，可以看提示问题。)
T: Let’s welcome Pair A!
(及时给予评价、鼓励。)
2. (练习2b。要求学生了解单词steak。)
T: Just now we learned how to eat fish curry and bread. Do you know how to eat sushi, sandwich …? First discuss in pairs, and then match the food with the correct way to eat it in 2b.
(给学生1~2分钟连线。核对答案，或学生互评。)
(根据示范对话，分组练习。巩固所学的食品名称和餐具名称。)
T: Please make a conversation about eating. Work in pairs like this:
(加入动作来体现对话内容。)
S1: How do you eat steak?
S2: I use a knife and fork.
S1: How do you eat fried chicken?
S2: I use my fingers.
(可以请2~3组来表演他们的对话，提醒学生加上动作。)
3. (完成3。让学生先看题目，以降低难度。)
T: Now Jane and her parents are placing an order in a restaurant. What will they order? Please look at 3. First read the sentences in one minute. Then listen to 3 and fill in the blanks.
(学生听录音后，核对答案。)
T: OK. Let’s check the answers.
(让学生再听对话，并根据听力答案，自编对话。)
T: Listen to 3 again. Make a similar dialog. Work in groups. Then I’ll ask some students to act out their dialogs.
(请一组或两组来表演对话。)
T: Who can try? Act out the dialog in the front.
拓展——调查同学们喜欢的食物及原因，模仿示例汇报。
探究形容词/副词的比较级用法。
1. (讲故事比赛。尽量用上1a，1b和2b中所学内容，给学生两分钟准备。)
T: Say something about the food festival, especially the scene/the picture on Page 69, using the words and expressions in 1a, 2b and 1b as much as possible. Work in groups.
(再次提醒学生尽量用上1a的内容，2b中有关食物的吃法、用具名称的表达和1b中的副词比较级内容，用得越多越好。)
2. (开展竞赛。每组推荐一名选手讲关于美食节的故事，学生掌声的响亮程度决定名次，将得分记入各小组并评出表演最佳的小组。)
T: Let’s have a competition about the food festival. Each group votes a student to retell the food festival to us. Each group has one chance.
3. Homework:
(组织你的朋友们举办一次美食节。)
Organize your friends to hold a food festival.
检测——通过让学生抢答或齐答的形式完成练习，检测并反馈学生的学习情况。
小结——引导学生归纳本课单词、句型等功能项目，让学生能把握整堂课的重点。
作业布置：
课后反思