仁爱英语八下教案设计unit7Topic2sectionB

八年级下册教案设计Unit 7 Food FestivalTopic 2 Im not sure whether I can cook it well.Section B. Material analysis本节课建议用1-2课时上完。主要活动为1a和2。本课继续谈论Kangkang和同学们为美食节做准备， 继在Section A中呈现炒饭的做法之后，本课又推出了西餐中三明治的做法。要求学生复习运用表达请求和允许的功能用语，在进一步学习运用表示顺序的副词的用法、以及由whether/ if引导的宾语从句之外，初步接触单音节副词的比较级和最高级，并要了解不同国家不同的餐桌礼仪。通过让学生亲自动手做三明治，鼓励学生要勇于实践、大胆尝试，培养他们的自主探究精神；还要引导学生乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。. Teaching aimsKnowledge aims：1. 学习 whether/ if 引导的宾语从句。2. 学习单音节副词的比较级和最高级。3. 了解不同国家的餐桌礼仪。4. 学生能区分辅音音素/ C /和/ dE /, 并能正确拼读单词。5. 学生能在朗读句子时正确处理语调和停顿。Skill aims：1. 能听懂有关食物制作话题的对话，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：1. 在其原有的英语学习愿望和兴趣的基础之上，勇于实践、大胆尝试，培养自主探究精神。2. 乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。. The key points and difficult pointsKey points：1. 学习 whether/ if 引导的宾语从句。2. 学习单音节副词的比较级和最高级。3. 了解不同国家的餐桌礼仪。Difficult points： 一边操作一边使用英语陈述食物的制作过程。. Learning strategies 1. 运用表示顺序的副词更加清楚地进行表述。 2. 运用表示顺序的副词对事情的过程进行描述时，注意语调的前升后降。. Teaching aids Computer multimedia projector; The pictures of sandwich and snack (hamburgers, sandwiches and so on); Some pieces of bread; Some butter; A pear; A knife; Some honey; The pictures of a bicycle, a bus and a train. . 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. The whole class work.6. The whole class work.7. Pair work.8. The whole class work.9. The whole class work.10. The whole class work.11. The whole class work.1. Focus their attention on the teacher.2. Students read the passage about how to cook their favorite food.3. Students retell the steps of cooking fried rice, using First Second Then Finally4. Students read the sentences of 4b by themselves, paying attention to the intonation and pause.5. Students listen and check their reading.6. Students listen and try to imitate.7. Students practice the conversation of 4b with their partners.8. Students try reading the phonetics and words on the screen.9. Students listen to the recording of 4a.10. Students listen and try to imitate.11. Students read the words correctly.1. Get the students ready for learning. 2. Teacher lets the students read the passage about how to cook their favorite food, using adverbs of sequence and manner.3. Teacher asks the students to retell the steps of cooking fried rice, using First Second Then Finally4. Teacher asks the students to read the sentences of 4b by themselves, paying attention to the intonation and pause.5. Teacher plays the recording of 4b. Let students listen and check their reading.6. Teacher plays the recording of 4b again, and let the students listen and try to imitate.7. Teacher lets students practice the conversation of 4b with their partners.8. Teacher shows the phonetics / C /and / dE / and the words on the screen. Let the students try reading them.9. Teacher plays the recording of 4a. Let students listen.10. Teacher plays the recording of 4a again, and lets the students listen and try to imitate.11. Teacher shows more words on the screen. Ask the students to read them correctly.Presentation(10 minutes)1. The whole class work.2. Individualwork.3. Individual work.4. The whole class work.5. Individual work.6. Individual work.7. The whole class work.8. The whole class work.1. Students look at the picture of 1a and have a guess.2. Students read 1a and check the guess.3. Students underline the new words.4. Students learn the new words with the help of the teacher.5. Students fill in the blanks of 1b.6. Students listen and check their answers.7. Students check the answers.8. Students read 1a and find out the difficult points. Then underline them with the teachers help.1. The teacher lets students look at the picture of 1a and guess: Whats Michaels favorite food?2. Teacher lets students read 1a and check the guess.3. Teacher plays the recording for students and lets them underline the new words.4. Teacher teaches the new words to the students: Teach snack by showing the picture of hamburgers, sandwiches, cookies and biscuits. Teach butter and pear by showing pictures of them. Teach piece by cutting the pear into pieces.5. Teacher plays the recording sentence by sentence and lets the students fill in the blanks of 1b.6. Teacher plays the recording without stopping. Let students listen and check their answers.7. Teacher asks two students to give their answers.8. Teacher asks students to read 1a and find out the difficult points, and then explain the key points and the difficult points to the students.(1) Would you mind if we learn to make it from you?(2) well better best (3) Practice makes perfect.Consolidation(10 minutes)1. The whole class work.2. The whole class work.3. The whole class work. 4. Pair work. 5. The whole class work. 1. Students read the conversation after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students read 1a againand prepare to make the sandwich by themselves. 4. Students preform how to make the sandwich.5. Students find out the same structures in 1a.1. Teacher plays the recording sentence by sentence.2. Teacher plays the recording without stopping.3. Teacher asks the students to read 1a again and prepare to make the sandwich by themselves, using the things the teacher prepared.4. Teacher lets two or three pairs of students preform how to make the sandwich. One student tells the process of making it, using First Second Then Finally And the other student makes it as what his or her partner describes.5. Teacher evaluates the sandwiches which the students did by themselves and encourages them with the following structures: Well down! A did quite well, but B did better than A. C did the best of all. Then let students find out the same structures in 1a. Stress the usage of comparative and superlative degrees of monosyllabic adverbs.Practice(10 minutes)1. The whole class work.2. Individual work.3. The whole class work.4. Individual work.5. The whole class work.6. The whole class work.7. Individual work.8. The whole class work.9. Pair work.1. Students look at the pictures of 2 carefully, and read the parts of the sentences.2. Students match the parts of the sentences.3. Students read the sentences and grasp the usage of comparative and superlative degrees of monosyllabic adverbs.4. Students make up sentences.5. Students evaluate the work on the blackboard.6. Students read the sentences of 3. Learn the new words.7. Students listen and number the sentences to form a conversation.8. Students check the answers.9. Students practice the conversation in pairs.1. Teacher asks the students to look at the pictures of 2 carefully and read the parts of the sentences.2. Teacher lets students match the parts of the sentences.3. Teacher lets two students give the answer, and then ask them to read the sentences and grasp the usage of comparative and superlative degrees of monosyllabic adverbs.4. Teacher shows the pictures of a bike, a bus, and a train. Ask students to make up sentences. Ask two students to write them down on the blackboard.5. Teacher lets two students evaluate the work on the blackboard.6. Teacher asks students to read the sentences of 3. Teach the new words slurp by imitating the sound of drinking soup. Teach noisily by comparing with noisy. Teach polite and impolite by perform actions of throwing out paper and picking up the paper.7. Teacher plays the recording of 3 for the students. Let them listen and number the sentences to form a conversation.8. Teacher lets two students give the answers.9. Teacher lets students practice the conversation in pairs. Let them try imitating the noise made by Kumiko when she is drinking soup.Production(7 minutes)1. The whole class work.2. Group work.3. The whole class work.4. Group work.5. The whole class work.6. The wholeclass work.7. The whole class work.8. The whole class work.9. Individual work1. Students grasp the usage of object clauses.2. Students discuss different table manners between Japan and Cuba. 3. Students check the answers.4. Students discuss the table manners of China.5. Students finish the table.6. Students report their work.7. Students grasp the manners.8. Students summarize Section B with the teacher.9. Students finish the homework after class.1. Teacher asks the students to find out the sentences containing object clauses from 3. Then ask them to grasp the usage of object clauses.2. Teacher lets students discuss different table manners between Japan and Cuba. 3. Teacher lets two students give the differences. 4. Teacher lets students discuss the table manners of China.5. Teacher lets students finish the table.Polite Impolite 6. Teacher lets students report their work.7. Teacher evaluates students reports. 8. Teacher shows the summary of this section to the students.9. Teacher assigns homework:(1) Review the summary after class.(2) Make a sandwich for their parents by themselves.(3) Collect more table manners in different countries.Teaching ReflectionThe students are very glad that they can make the sandwich by themselves. They grasp the usage of object clauses well and learn the usage of comparative and superlative degrees of monosyllabic adverbs. And they are very interested in the table manners in different countries. . Blackboard designUnit 7 Food Festival Topic 2 Im not sure whether I can cook it well.Section B1. Would you mind if we learn to make it from you?2. well better best 3. Practice makes perfect.early earlier earliest long longer longest PoliteImpolite