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Topic 2   Cooking is fun!教学设计、实施及教学反思

SectionA

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ.Aims and demands 目标要求

1. (1)Learn adverbs of manner:

finely, lightly, immediately

(2)Learn other new words and phrases:

cut, oil, add, deep, cooker, pork, cut up, ham, noodle, bowl, advantage, cheap

2. Know the ways to cook Chinese food:

First, cut some cooked meat very finely.

Next, you need to put some oil in the pan.

Then fry the meat lightly.

You need to add the rice slowly.

Finally, add some salt.

3. Talk about sequences:

  First … Second … Next … Then … After that … Finally …

Ⅱ.Teaching aids教具

录音机/图片/彩笔/幻灯片

Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间：7分钟)

复习食品名称，呈现本课的目标语言。

1. (出示迈克尔关于美食节的海报，复习食品名称。)

  T:        Let’s look at the poster that Michael made for the food festival. Can you speak out these foods on it?

  S₁:      Yes. There are Italian pizza and American chocolate cookies.

  S₂:      Greek cheese pies, Indian curries …

  T:        Pretty well! Most of them are western foods. We can ask them to cook some Chinese food. Can you cook some Chinese food? Then what can you cook?

  (学生任意回答。)

  S₃:      Yes. I can cook fried rice.

  S₄:      I can cook dumplings.

  S₅:      I can cook porridge.

  …

  T:        You are great. Then can you tell me the ways to cook porridge?

2. (学生可能不能熟练地用英语讲述，教师可以让学生分组讨论，教师给予一些提示词，然后再选几名学生汇报，呈现本课的目标语言。)

  T: Maybe you can’t tell me now. Never mind. I’ll give you some key words. Then you can discuss in groups. After that, I’ll ask some students to report the results of their discussions. Please look at the blackboard carefully.

  (教师出示小黑板或幻灯片。要求学生掌握add；用图片教学要求学生理解单词pot。)

  (选几名学生汇报讨论结果，鼓励发言好的学生。)

  T: Well done! When we cook porridge, we must cook very carefully. We also need to add the rice slowly.

  (板书画线句子。)

  (用彩笔画出carefully和slowly，并解释其用法。)

Step 2  Presentation 第二步  呈现(时间: 6分钟)

利用图片教学新单词，呈现本课1a，完成1b。

1. (教学新单词。)

T: Porridge is nice. But if we want to cook nicer food, we may use more materials and cookers. Now let’s learn some new materials and cookers.

  (出示关于厨具和食物原材料的图片教学新单词，并板书。并要求学生掌握：oil, cooker, pork, ham, noodle, bowl；理解：pan, onion。)

  (领读单词后，找学生匹配图片与单词，巩固新单词。)

  T: Repeat the new words. Then match the words with the pictures. Make sure you understand the words.

2. (呈现本课1a。)

  (听录音1a，并让学生回答问题，核对答案。)

T: Suppose Kangkang has these materials and cookers. What will Kangkang cook? Do you want to know? Please listen to 1a and answer this question.

3. (让学生阅读对话，猜测生词词义。)

T: Good. Read the conversation carefully and guess the meanings of the new words.

  (板书并教学新单词及方式副词的构成和用法。并要求学生掌握cut；理解：finely, fry, lightly。)

Step 3  Consolidation 第三步  巩固(时间: 11分钟)

巩固1a, 完成1b。

1. (再次阅读1a对话，注意做炒饭的步骤。)

T: Read 1a again and pay attention to the ways of cooking fried rice.

(分角色表演对话。)

T: Boys act as Kangkang and girls act as Mother. Please act out the dialog.

(表演结束后，找两名学生表演做炒饭的步骤。一个表演做炒饭的动作，另一个根据表演用英语描述。注意表演方式副词如finely, lightly, slowly时，动作要到位。)

2. (根据1a复述做炒饭的步骤，完成1b。)

  T: Let’s retell the steps of making fried rice according to 1a. Then finish 1b.

  (找学生回答，并核对答案，完成1b。)

Step 4  Practice 第四步  练习(时间: 15分钟)

完成2a，2b和3。

1. (组织学生完成2a和2b。)

  T:  We’ve learned how to cook fried rice. Would you like to learn how to cook a bowl of noodles?

  S_S: Yes.

  (引导学生列出所需材料。)

  T:  OK! What do we need to cook a bowl of noodles?

  S₁: We need some water, some noodles …

  (板书)

  (组织学生小组讨论如何煮面条，然后汇报讨论结果。)

T: We have got the materials. Who can tell me how to cook it? Please have a discussion in groups.

  (纠正一些顺序上的错误，表扬表现好的学生。)

  T: Pretty well. Now please turn to page 62, read 2a and try to guess the meanings of the new words.

  (教师板书并解释生词，领读几遍。)

  (板书并要求学生掌握：cut up, immediately。)

  (再读2a，教师板书关键词，学生完成2b。)

T:  Read 2a again. I’ll show you the key words on the blackboard. Then finish 2b.

(让学生根据板书关键词和2b中的图片，描述如何煮面条。)

T:  Good. Now, I’ll ask some students to tell me how to cook noodles without looking at your

   books. You can look at the key words and the pictures in 2b. Who will try?

S₂: …

  T:  Well done!

2. (提问学生西方有哪些快餐食品，导入3。)

T:          We have learned how to cook fried rice and noodles. Now let’s talk about western fast food. When we talk about western fast food, we mean …

  S_S: Hamburgers, hot dogs, chips …

  (引导学生做好听力的准备。播放录音3。)

  T:  Good! Please go through 3 and try to guess the meanings of the new words. Listen to 3 and give me the right answers.

  (板书生词，并领读。要求学生掌握advantage和cheap。)

  (核对答案。)

  T:  Who can give me the answers?

  S₃: …

  S₄: …

  …

  (表扬发言的学生。)

  T:  Well done!

 T:  Do you often go to the fast food restaurant?

  S₅: Yes.

  T:  What do you think of the food there?

  S₆: It’s served fast.

  T:  Is it delicious?

  S₇: Yes. / No.

T:  Is it good for our health?

S₈: Yes. / No.

T:          I think we shouldn’t eat too much fast food. It’s bad for our health. We should try to cook at home.

Step 5  Project 第五步  综合探究活动(时间: 6分钟)

进一步探究怎样用英语谈论“如何做饭菜”。

1. (要求学生分组讨论自己最喜欢的饭菜以及制作步骤，然后记录下来，接着向全班学生汇报。)

T: Do you want to cook by yourselves? Please discuss in groups of five and try to write down how to cook your favorite food, and then report it to us. You can do it like this.

  (板书)

  (让学生准备2分钟。挑选一组学生向全班汇报，并给予鼓励。)

T: Excellent! / Great! I’ll try it, too.

2. Homework:

(1)(让学生运用本节课所学知识，为父母做一道可口的饭菜。)

T: In this lesson we’ve learned how to cook porridge, fried rice and noodles. Please cook one of them for your parents.

(2)预习Section B。

教学反思

在完成仁爱八年级下册第七单元的教学中，我是以新课程理念为依据进行教学设计和课堂活动的。本话题围绕Kangkang和同学们为美食节做准备而展开。在Section A中，由Kangkang跟妈妈学做炒饭引出炒饭和面条的制作过程和方法, 要求学生掌握表示顺序的副词的用法，养成做事有规律、讲顺序的好习惯；语法重点学习由whether/ if引导的宾语从句。通过对教材的理解我确立了以培养学生语言知识、应用能力、文化意识和学习策略为中心的教学目标，充分体现了为学生全面发展和终生发展和学习奠定基础的原则；目标层层递进，并贴近生活，具有可实践性。作为本课的教学反思，我想谈谈自己在教学过程中比较满意的地方，以及自己的教学不足。

在教学过程中，我采用了小组合作评价的教学手段，立足根本，从学生的实际出发，注重学生长远的发展。

一、 预习方面

要想在短短的四十分钟内完成所教授的知识点，并让学生掌握，预习作业是不可或缺的。单词提前教授并以小组形式布置完成，到了课堂上就能够得心应手，达到本课的目标：

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。

4. 能写出简单的文段。

二、 口语交际方面

在平时的教学中，我十分重视听说训练，尝试让学生在口语运用中学会表达他们的个人意见，抒发个人情感。因此，本课从学做饭菜这一话题入手，学习如何表达顺序，如何提供帮助，并涉及副词的用法。本课虽然新单词较多，但所谈论的内容贴近学生生活实际，容易操练，所以课件在设计上以引导学生运用所学语言进行语言能力的练习为主，由浅入深地一步步引导，操作性强。为更好更有效地实现本课教学目标，本课件从学生实际出发，对教材进行了必要的整合，教学设计直观生动，极易激发学生的兴趣，开展关于这一话题的讨论。有了良好的开端，课文的对话教学就顺畅了许多。