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1、Topic 2 Im not sure whether I can cook it well. Material analysis本节课为该话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2a。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。通过本课的学习鼓励学生在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试， 培养学生的自主探究精神。. Teachin
2、g aimsKnowledge aims：1. 学习 whether/ if 引导的宾语从句。2. 学习表示顺序的副词的用法。Skill aims：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。Emotional aims：在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试，具有自主的探究精神。. The key points and difficult pointsKey points：1. 学习 whether/ if 引导的宾语从句。2. 学习表示顺序的副词的
3、用法。Difficult points： 使用英语陈述食物的制作过程。. Learning strategies 注意发现语言的规律，如:副词的构词规则等，并能运用规律举一反三。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work.5. Group work. 6
4、. Group work.7. The whole class work.8. The whole class work.1. Focus their attention on the teacher.2. Students read the invitation which they invite their friends to their class party.3. Students share the proverbs about food they collected to the whole class.4. Students know about more proverbs.5
5、. Students play the game: Brainstorming.6. Students discuss the steps of making fried rice in groups.7. Students report their result of discussing.8. Students evaluate the report with the teacher.1. Greet students ready for learning. 2. Teacher asks the students to report the homework. Let the stude
6、nts read the invitation which they invite their friends to their class party.3. Teacher asks the students to share the proverbs about food they collected to the whole class.4. Teacher shows more proverbs to the students:(1) An apple a day keeps the doctor away.(2) The first one to eat crab.(3) A pie
7、ce of cake.5. Teacher organizes the students to play the game: Brainstorming. Let students speak out words about food, and the group which speaks the most is the winner.6. Teacher lets the students discuss the steps of making fried rice in groups.7. Teacher lets two students report their result of d
8、iscussing.8. Teacher evaluates the report and leads to the learning of 1a.Presentation(10minutes)1. The whole class work.2. Individual work.3. Individualwork.4. The whole class work.1. Students talk about the cooker and the materials of food in the picture. Learn and master the new words.2. Students
9、 listen to 1a and compare the steps of cooking fried rice discussed by students with those mentioned in 1a, and find out the differences between them.3. Students listen and find out the adverbs of sequence.4. Students check the answers and grasp the usages of adverbs of sequence.1. Teacher shows the
10、 picture of 1a. Let the students talk about the kitchen utensils and the materials of food in the picture. Then teach the new words in groups using pictures or actions.(1) Words about kitchen utensils: pan, pot, cooker, bow.(2) Words about materials of food: oil, pork, ham, onion, noodle.(3) Words a
11、nd phrases about actions: add, fry,cut up.(4) Adverbs of manner: finely, lightly.2. Teacher asks the students to listen to 1a and compare the steps of cooking fried rice discussed by students with those mentioned in 1a, and find out the differences between them.3. Teacher plays the recording of 1a a
12、gain and lets the students listen and find out the adverbs of sequence.4. Teacher asks the students to tell the answers. Stress the usage of the adverbs of sequence. First Next Then FinallyConsolidation(10 minutes)1. Individual work.2. The whole class work.3. Individualwork. 4. The whole class work.
13、 5. The whole class work.6. The whole class work.7. The whole class work.8. Pair work.1. Students listen to 1a and complete the table of 1b. 2. Students check the answers.3. Students read 1a and underline the adverbs of manner.4. The students grasp the usage of adverbs of manner.5. Students read the
14、 conversation after the recording sentence by sentence.6. Students try to follow the speed, paying attention to the pronunciation and intonation.7. Students find out the difficult points. And underline the key points with the help of the teacher.8. Students act out the conversation of 1a.1. Teacher teaches the new word ingredient. Play the recording of 1a, and ask the students to listen to 1a and complete the table of 1b. 2. Teacher lets two or three students tell the answers.3. Teacher lets the students read 1a and underline the adverb
