Cooking+is+fun!(歐陽菲菲).doc

南灣中學第一屆說課比賽 晉江市南灣中學 歐陽菲菲Teaching Plan for My Class Section B Topic 2 of Unit 7（Project English Grade 8）PART I Analysis of Teaching Material1. Status and functionTopic 2 is about diets and table manners. In Section A, the students have learned how to make fried rice, furthermore in Section B, in addition to learning how to make a sandwich; they will also have a chance to experience the foreign eating customs.2. Disposal and Integration of Teaching MaterialIn this lesson, I will focus on the dialogue in 1a. 2a and 2b are about eating customs but appear in different forms. So, I integrate 2a and 2b, then present it as a tour of foreign eating customs. As for the grammar points in this section will be taught next period. Because SBs a connecting link between SA and SC, Ill put emphasis on keeping practicing the students oral English and introducing foreign eating customs.3. Teaching aims and demands Knowledge objects:By the end of this lesson, the Ss should be able to: read and grasp these new words and phrases well: butter, pear, piece, polite, impolite, spoon, fork, chopstick, two pieces of bread use the new words above and the following adverbs of sequence to describe the process of making a sandwich: Ability objects: By the end of this lesson, the students should be able to: generalize the steps of making a sandwich by reading the text. show and talk about how to make a sandwich. apply the sentence pattern about asking for permissions and get to know how to respond in social occasions.Moral objects: The students can know more about the table manners in different countries through the task of eating custom tour and they may be eager to find out the table manners in our country Through the tasks, the students can feel interested and confident in learning and using English and find it more enjoyable to take part in English activities. The students can be more cooperative and communicative to finish the tasks with their classmates.4. Key and difficult points:Key point: to make the students have a perfect command of stating the process of making a sandwich. Difficult point: the students may have some difficulty using the sentence pattern “Would you mind if ?” freely. Solution: I should create some specific language situations to have them feel like being in a simulated environment and make them know clearly in which kind of situation they can use the sentences. 5. Teaching aids: In order to make the class lively and relaxing, multi-media, video, the tape recorder, the blackboard, some forms and some ingredients will be put to use.PART II. Analysis of the studentsThe students in Grade 8 are happy to display themselves. They are vivid and interested in pop culture and fantastic things. Based on one year and a half of English study, they have mastered some basic kills, but still need to be enhanced. Moreover, communicating in English is still their biggest problem. Besides, differences in English learning habits have led to a polarization of their study. As has been noted above, the students, no matter what level they are, are stimulated to participate in various kinds of activities and play a positive role in my class. PART III. Analysis of Teaching Method & learning StrategyTeaching approach: The New Course Standard proposes that students are the center of learning. So considering about the students abilities and the learning circus toms of Chinese students, I will set some attractive tasks with purpose beforehand and adopt different kinds of teaching methods, such as task-based teaching method, the situation and the scaffold teaching method.Learning strategy: The New Course Standard points out we should advocate students positive participation and cooperative learning in English class. So they should be more collaborative, participative and communicative in the class. Because of the conditions mentioned above, pair work, teamwork and group competition will be important parts throughout their study. PART IV. Analysis of Teaching ProceduresStep 1 Warming up (4)1. Play a video about making fried rice and let the students retell the steps which we have learned in Section A. Purpose: To review Section A and adverbs of sequence, on top of that, to arouse their interests of the new lesson.Step 2 Presentation (8)Task 1: Listening task (2)1. T presents the listening task on the screen, and plays the tape twice. -Whats Michaels favorite snack? After that, T checks the answer:-Its a sandwich with butter, honey and a pear.Task 2: Reading task (6)SandwichIngredients1. 2. 3. 4. StepsFirst, take _ pieces of bread and _ butter on them.Next, _ a pear into small pieces.Then, put them on the _.After that, pour some _ over the pear.Finally, put the pieces of bread_.1. T arranges the Ss to read 1a and fill in the following table.2. T checks the answer after they finish it. Finish 1a.Purpose: This step is divided into two tasks in order to train the students basic abilities of listening and reading. By using the scaffold teaching method, I think it may become easier for the students to understand the text.Step 3 Consolidation & Practice (20)Task 3: Retell & Competition (5) 1. Ss read the steps and then they will have a competition of retelling the steps according to the pictures presented on the screen.Task4: Operation & Display (10)Group work: The Ss make sandwich in their groups and at the same time retell the steps. And then some groups will display themselves in the front of the class. Finish 1b. Task5: Oral practice (5)T explains the sentence pattern “Would you mind if ” After presenting two examples, T sets another two situations for them to make conversations with their partners.Purpose: This step is deigned to consolidate the steps of making sandwich by group competition and operation. Cooperation helps them to finish the task. Students of all levels participate in this activity. Some make sandwiches while others tell the steps. During these activities, they can learn from each other. The sentence pattern of asking for permission is presented here for the first time. I use the situation teaching method here to explain it to the students.Step 4 Project (10)Task 6: Eating custom tour & Guess (10)1. T presents a map of the world on which India, America, Cuba, Japan, Thailand, and France are emphasized on the screen. Students will watch and hear the introduction of each country on the screen. Meanwhile, T will raise some questions about the eating customs. For example, when the screen turns to Cuba, T will ask, “Is it polite to eat noisily in Cuba?” after they watch the introduction. And the students will answer, “Its impolite.” Purpose: This task is set to introduce the table manners in some foreign countries. It will help the students to know more about the different cultures.Step 5 Homework (2) 1. Summarize the language points.2. T asks the students to discuss the table manners in our country after class and hand in a report tomorrow. The report can be written like this:In ChinaPoliteImpolite In China, its polite to Its impolite to There is no need for We usePurpose: This task is designed to know better about the table manners in our country by discussion. It will make the students more eager to know about our country. Blackboard DesignTopic 2 Cooking is fun! Section BWould you mind i