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3.情感目标：采用情感激励策略，鼓励学生树立信心，大胆创造机会，实现和完善自我。同时，培养学生形成互学互助的合作意识、竞争意识及团队协作精神。
二、学情分析
我校地处城郊，学生基础知识较为薄弱，尤其是部分学生对记忆单词较困难，对学习英语没有激情，甚至课堂上听课的习惯性也较差。为此，教师应当利用早自习课课堂的有效时间，培养学生学习英语的方法，针对基础薄弱者要适当降低难度。由此，本节课应当实施分层教学、分组教学，帮助学生理解文中的句子和充分理解whether引导的宾语从句。
三、教学重难点
教学重点：强调语法点副词修饰动词以及步骤的表达，也包括生活技能培训，引入大量关于步骤的词汇。
教学难点：掌握whether引导的宾语从句。
四、教学过程：
Step 1: Review and leading
1.Greeting:
2.Review Look at the poster ,ask and answer:
What will the children do?
Why will the children hold a Food Festival?
what will they prepare for the Food Festival?
3.Review the food words in topic 1.
4.Leading: Look at the picture in 1a.
What is Kangkang doing?
What is he cooking?
Step 2. Presentation
Learning some new words.
Ask and answer .
T:Do you like fried rice?Can you make fried rice?
S1:Yes,I can./No,I can’t.
T:If you can’t,today let’s learn how to do it.
3.Listen to 1a and discuss how to cook fried rice .
4.Let the students read 1a, find the adverbs, and notice their formation and usages. Let students circle the adverbs in order.
Careful+ly→carefully cook... carefully
Light+ly→lightly fry... lightly
fine+ly→finely cut... finely
Slow+ly→slowly add... slowly
First…,next…,finally…