教學(xué)內(nèi)容分析與教學(xué)目標(biāo)的確定
本單元的中心話題是飲食文化與家庭生活。圍繞這一中心項(xiàng)目，讓學(xué)生通過(guò)問(wèn)答、對(duì)話、閱讀、討論、表演等各種活動(dòng)熟悉并掌握有關(guān)食品的一些詞匯及五種基本句型。其中五種基本句型是本單元的語(yǔ)言訓(xùn)練重點(diǎn)和難點(diǎn)。
Lesson57是本單元的第一課，它分為三部分。主要是學(xué)習(xí)一些食物的名稱及討論“什么國(guó)家的人吃什么”的話題，為第二課時(shí)的功能項(xiàng)目“agreement or disagreement”打下了基礎(chǔ)。本課詞匯量大、語(yǔ)言交際項(xiàng)目多、課堂容量豐富，為了提高單位時(shí)間的課堂效果，確定教學(xué)目標(biāo)如下：
1．認(rèn)知目標(biāo)：通過(guò)學(xué)習(xí)本課，學(xué)生應(yīng)理解并學(xué)會(huì)正確運(yùn)用以下單詞和句型：kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrot,cabbage,pea,
tomato, soup, cheese, butter So do we./Oh, we don’t./ Would you like to have dinner with me tonight? Could you pass me the cheese, please?
2. 能力目標(biāo)：通過(guò)情景中的操練培養(yǎng)直覺(jué)思維能力，提高思維的敏捷性；通過(guò)Brainstorming 提高學(xué)生質(zhì)疑能力和多方面、多角度考慮問(wèn)題的發(fā)散思維能力。
3. 情感目標(biāo)：通過(guò)初步學(xué)習(xí)了解不同國(guó)家的飲食文化差異，引導(dǎo)學(xué)生熱愛(ài)生活， 增強(qiáng)世界意識(shí)。
教學(xué)設(shè)想
Lesson 57
Step1 Warming-up
Watch part of the programme “我愛(ài)廚房” from CCTV-2.
(1)Brainstorming: Ask as many questions as possible about the kitchen and the cook named Liu Yiwei(劉儀偉).
(2) In groups of four, students write down the English names of as many different kinds of food in the kitchen above or they ate during the winter vacation as possible within three minutes. Teacher will give help jf they need. See which group can make the biggest list.
Step2 Presentation
Bring some real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc. to class. Students are interested in tasting these objects. ( learning the new words by watching, tasting)
Show a photo of a kitchen. There is a nice cupboard in it. It’s closed. Ask What’s in the cupboard? Then open the cupboard and show the students the things in it. Then ask What’s in your cupboard at home?
Show a pair of chopsticks and ask Are Americans good at using chopsticks at table? What do they use at table? Learn the new words fork, spoon. Then ask Do you usually help to set the table at home? What is on your table at home during dinner?
Step3 Look, learn and answer
In pairs, get the students to look at the colour picture on page i. Have them ask and answer questions as in the model.
Step4 Presentation
Present this dialogue:
(1) Teacher: I eat a lot of fruit and vegetables for supper.
A boy: Oh, I don’t. I eat a lot of fish.
Teacher: So do I.
Explain that I eat a lot of fruit and vegetables means I often eat fruit and vegetables. So do I means I eat a lot of fish, too.
Practise the following dialogues with students.
(2) Teacher: Does your mother cook meals for your family every day?
Student A: Yes, she does. She cooks nice food for me and dad.
Teacher: So does my mum.
(3) Teacher: I always read English for about half an hour before I go to bed.
Student B: Oh, I don’t. I always read English before I have breakfast.
Teacher: So does my younger sister.
When students understand the dialogues, get them to talk about their daily life like this in pairs.
Step5 Competition
Divide students into two teams. Tell them My foreign friends will come to dinner this weekend. Mr Smith comes from America. Mrs Potter comes from England. Susan comes from France. Mary comes from Japan, Dave comes from Canada. Miss White comes from Australia. Would you like to help me make a shopping-list? See which group makes a better list. Step6 Puzzle dialogues
SB Page1, Part3. Pairwork first. Then check the answers as a class. In pairs, have the students role-play as if they are at a dinner. One of them is a host/hostess, the other is a guest. Walk around and give help where needed. Encourage them to speak freely and use more expressions they like.
Step7 Homework
Collect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the classroom with them. Often talk about the pictures during break.