Unit 2 It’s Show Time!-Lesson 11 Food in China-ppt课件-(含教案)-市级公开课-(编号：534d6).zip

温故知新，快速热身温故知新，快速热身 1. At the age of 5, Jack could play _guitar. A. a B. an C. the D. / 2. Why not _with me？Good idea. A. going swimming B. go to swim C. going to swimming D. go swimming 3. I hope _(be) an English teacher someday. 4. Jim felt very excited when he _(hear ) the good news. 5. Danny cant wait _(meet) his pen pal from the USA. 快速说出下列动词的过去式 go see have hear get meet build come give make bring think study stop carry arriveLesson 11 Food in Chinacommunicate with people go online QQphone预预 习习 检检 测测一一. 翻译短语翻译短语 1.get back _ 2.a trip to _ 3.my favourite dishes_ 4.a Chinese treasure_ 5.hand-made noodles_1.我刚刚从一次去中国的丝绸之路旅行中回来。 I_ _ _ from a trip to the Silk Road in China.2.他们背后有很多的历史。 They have a lot of history _.3.北京烤鸭真的是中国的一个财宝。 Beijing Duck is _ a _.4.它花费许多工序，但最终的成品很值得的。 It _,but the _.5.兰州拉面是一种很长的手工制作的面条。 Lanzhou noodles _ noodles.二.完成句子6.你想尝一尝这些来自中国的美味食物吗？ Do you want to _ these wonderful foods from China ?7.这个人做面这么快。就像魔术！ The man made the noodles.It _ _magic!8.我曾经在我们的城市吃过北京烤鸭。 I _ had _ _ in our city.1.Jenny 对自己的旅途进行总体描述：（大家好，我刚从中国的丝绸之路旅行回来。一切都很棒, 尤其是食物！ Hello,everyone! I just _from a trip to_. Everything was great -_the food! 2. 食物食物：最：最喜爱的食物喜爱的食物是北京烤鸭和兰州是北京烤鸭和兰州拉面拉面-它们有什么它们有什么特别之处特别之处呢？呢？-背后有背后有悠悠久的历史久的历史。 My _were Beijing Duck and Lanzhou noodles. Whats _about these two dishes? Well, they have _history _them. 3. 具体介绍：具体介绍： a.北京烤鸭北京烤鸭-是中国的是中国的珍宝珍宝，花费花费了很多工了很多工夫，但最终的结果是夫，但最终的结果是值得的值得的； b.兰州拉面兰州拉面-是一种长长的是一种长长的手工拉面手工拉面。看看起来不错，尝起来很棒。起来不错，尝起来很棒。Beijing DuckBeijing Duck is really a Chinese treasure. It takes a lot of work, but the end product is worth it.Lanzhou noodlesLanzhou noodles are long hand-made noodles.They look good and taste great! look 看起来 taste 尝起来都是系动词，后跟形容词作表语 4.结语：你们也想尝一尝这些来自中国的美结语：你们也想尝一尝这些来自中国的美味的食物吗？味的食物吗？ Do you want _ these _ foods _ China?课堂检测课堂检测 一：一： 完成短文： Jenny just _ back from a trip to the _ She _online to tell others about the _ in China . Her favourite dishes were _and _. They have a lot of _ behind them. Beijing Duck is a true Chinese _. Lanzhou noodles are_noodles. They_delicious.gotSilk RoadgoesfoodLanzhou noodlesBeijing Duckhistorytreasurehand-madetaste 课堂检测二：Write true (T) or false(F).1.Jenny just got back from a trip to theSilk Rode in Japan.( )2.Li Mings favourite dishes were Beijing Duck.( )3.Beijing Duck takes a lot of work to make. ( )4.Many people only eat noodles for breakfast in China. ( )5.Paul often has Beijing Duck in his city.( )FFTFF重点汇总：1.Everything was great-especially the food!（special-specially-especilly)2.It takes a lot of work, but the end product is worth it. take意为 “花费，占用” It takes sb. some time/money to do sth. 某人花费多长时间/金钱做某事 eg. be worth 意为“值得-”后跟名词，代词或动名词 be worth doing sth. 值得做某事 eg. 熟练运用，拓展延伸 1.As we all know, smoking is bad for us,_ for children. A. especially B. recently C. probably D. nearly 2.The book is worth _ (read). 3.I _(not do) any housework last term, but now I want _(help)Mom_(do) something. 4.What _ you _ (see) on the farm last Sunday? 5. It will take a long time _ (build) a library.熟练运用，拓展延伸 1.The house is _ about 100,000 yuan. 2.The child is the _ of every family. 3.Many people like our new_. 4._, its best not to say anything. 5.I love flowers, _ purple flowers. 6.Mary often goes shopping _ .product , worth, especially, treasure, sometimes, online1.写出下列动词的过去式。1.happen _2. hurt_3.fly_4. fall_5. break_6.take_7.miss_8.talk_e_10. feed_-2. Write a few sentences about “ My favourite dish ”, and draw a picture of or bringa photo of the dish.Unit 2 Its show time!Lesson 11：Food in China一、教学分析一、教学分析教学内容：教学内容：Lesson 11 Passage教学目标：教学目标：通过本课的学习，让学生能够熟练使用感官动词来描述菜肴等带来的感受。并且能理解记忆一词多意的词。教学重点：教学重点：1.掌握词汇:online, especially, treasure, end, product, worth, hand-made, taste, supper, once.2.掌握句型：Everything was greatespecially the food. They look good and taste great!3.熟练某道菜肴的特色并能用恰当的形容词来描述其口感。4.规则动词和不规则动词一般过去时的转换。教学教学难点：难点：1.准确适用感官动词并区分并正确使用一词多意。2.能熟练的运用英语在集体讨论中抒发自己的看法。教学对象是七年级学生，他们学习英语有较强的记忆力和模仿能力，但本课的主题是 Food in China，既中国的食物这样一个熟悉而亲切的话题。因此，在教学活动中尽可能多的让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感；有一些学习困难生由于基础薄弱，缺少丰富的语言基础，对某些任务的完成有一定的难度，教师可采取小组奖励的办法，通过学生间的合作学习，培养学生的团队意识。提高他们综合运用语言的能力，让他们都能体验到成功的喜悦，使各层次的学生都有所收获。二、教学目标：二、教学目标： 语言知识：语言知识：(1)学习和掌握本节课重点词汇。online, especially, treasure, end, product, worth, taste, true, once, get back, eat for breakfast(2)熟练掌握感官动词的用法和一词多意：taste, smell, feel, sound, look, dish, treasure, product。(3)运用英语准确描述一些世界闻名的菜肴和口感。语言技能：语言技能：通过本课的学习培养学生综合运用语言的能力，有效提高学生的听说能力。通过和朋友在网上讨论来锻炼学生的语言即时交际能力。情感态度：情感态度：通过本课的学习，让学生之间互相交流各地特色菜肴，有助于培养学生的烹饪爱好，增强自理能力。学习策略：学习策略：听力训练、复述课文、小组活动、个人展示。三、教学准备三、教学准备教师准备教师准备多媒体课件 录音机 标注各地传统美食图片的中国地图学生准备学生准备准备一道自己最喜爱的菜肴的介绍四、教学步骤四、教学步骤StepStep 1 1 Revision (about 5 min)1.Quick response: Teacher speaks Chinese, students say out the English words or expressions as quickly as possible.2.Give students 1 min to prepare the introductions they prepared last class,then read them to the class.2.Check homework: Let some students check the answers of the exercises.【设计思路设计思路】：通过快速反应来检查学生对于上节课内容的复习情况，通：通过快速反应来检查学生对于上节课内容的复习情况，通过学生再次介绍昨天写下的特长，来检测学生是否对上节课的内容掌握良过学生再次介绍昨天写下的特长，来检测学生是否对上节课的内容掌握良好，是否能灵活运用。通过核对上节课布置的练习题的答案，来考查学生好，是否能灵活运用。通过核对上节课布置的练习题的答案，来考查学生是否掌握了上节课所学。是否掌握了上节课所学。StepStep 2 2 Presentation (about 13 min)1.Present the new words of this lesson.2.Teacher shows a big map of China. Every province is marked by their traditional dishes. Teacher first introduces her favourite dish, then ask some students what their favourite dishes are. Encourage them to say something about these dishes.3.Listen to the tape, and simply, write down the most important points as quickly as they can.4.Listen again. Have a guess what dishes they are talking about. Invite some students to introduce more about them.(Encourage them to use different kinds of adjectives as much as possible.)5.Teacher shows the sentences of Part One through ppt. Students are expected to judge whether they are true or not.【设计思路设计思路】：老师通过多媒体展示一张中国地图，每个省都标注着当地：老师通过多媒体展示一张中国地图，每个省都标注着当地的特色菜肴，老师先从图中挑选一道介绍自己最喜欢的菜肴来介绍，然后的特色菜肴，老师先从图中挑选一道介绍自己最喜欢的菜肴来介绍，然后让一些学生尝试着介绍自己喜欢的菜肴，在此过程中，老师应鼓励学生多让一些学生尝试着介绍自己喜欢的菜肴，在此过程中，老师应鼓励学生多使用形容词。通过听录音判断句子正误来带领学生熟悉这篇对话的内容。使用形容词。通过听录音判断句子正误来带领学生熟悉这篇对话的内容。StepStep 3 3 Practice (about 19 min)1.Read the passage and fill in the blanks of the Exercise.2.Teacher guides students to mark some important words which have more than one meaning. And list them on ppt. Make students to make sentences by using all the meanings.3.Introduce the usage of verbs of the senses. Let students use this kind of word to make sentences as much as possible.4.Make students to retell the whole passage by using Simple Past Tense.5.Work in groups: one introduces two kinds of their favorite dishes and others talk about them like the text. They are expected to use verbs of senses.6.Show their conversations in the class.【设计思路设计思路】：朗读课文，完成课后的填空练习。老师引导学生通过串讲：朗读课文，完成课后的填空练习。老师引导学生通过串讲找出文中拥有多个意思的词汇，分析其意思，并用每个意思来造句。从文找出文中拥有多个意思的词汇，分析其意思，并用每个意思来造句。从文中引出中引出 tastetaste 等感官动词，介绍感官动词的用法，并让学生尽可能多的造等感官动词，介绍感官动词的用法，并让学生尽可能多的造句。再让学生用一般过去时来复述整篇文章，练习动词的变法。最后让学句。再让学生用一般过去时来复述整篇文章，练习动词的变法。最后让学生小组活动，由一个学生介绍他最喜爱的两道菜，其他组员相互讨论或陈生小组活动，由一个学生介绍他最喜爱的两道菜，其他组员相互讨论或陈述自己对其的观点。述自己对其的观点。StepStep 4 4 Summary & Homework (about 3 min)1.Let some students sum up todays contents. They are expected to sum up the key words, phrases and sentence patterns. And they should sum up what the verbs of the senses are and how to use them.2. Homework: Write a few sentences about “ My Favourite Dish”, and draw a picture of or bring a photo of the dish. 【设计思路设计思路】：让学生来总结本节课的内容，有助于检验学生的听课效果，：让学生来总结本节课的内容，有助于检验学生的听课效果，锻炼他们的归纳总结能力。通过写锻炼他们的归纳总结能力。通过写“我最喜爱的一道菜我最喜爱的一道菜”可以锻炼学生的可以锻炼学生的书面表达能力并巩固本节课所学的内容。书面表达能力并巩固本节课所学的内容。BlackboardBlackboard DesignDesign五、五、 教学反思教学反思在本节课结束之后，我将对本节课进行反思，对于学生掌握的情况做一总结。对于用“美食地图”来导出本课内容的这个想法相信会取得好的效果，形式新颖又直观，更容易提起学生的兴趣，继而让他们觉得有话可说，当然效果还要到实践中去检验。通过本文的学习，关键是锻炼学生能够熟练运用语言针对自己感兴趣的话题进行即时聊天。对于口语和语言的即时交际能力是一种锻炼。 Lesson 11I. New words and expressions:Online, especially, treasure, end, product, worth, hand-made, taste, supper, onceII. Structures:Everything was greatespecially the food.They look good and taste great!taste smell sound look feelIII.The past forms:look-looked eat-ate work-worked find-found take-took