仁愛初中英語(yǔ)八年級(jí)下冊(cè)精品教案U7T2(p5).doc

教學(xué)資料范本仁愛初中英語(yǔ)八年級(jí)下冊(cè)精品教案U7T2(p5)編 輯：_時(shí) 間：_Unit 7 Food FestivalTopic 2 Im not sure whether I can cook it well.教學(xué)內(nèi)容分析及課時(shí)分配建議：本單元第二個(gè)話題在復(fù)習(xí)上個(gè)話題的基礎(chǔ)上，引入新的內(nèi)容包括步驟的表達(dá)，描述方式的副詞，做飯材料、做飯所用廚具以及吃飯所用的餐具等詞匯。主要句型有提供幫助Would you like me to help you?贊美和鼓勵(lì)Well done!請(qǐng)求得到允許Would you mind if I?就餐用語(yǔ)help yourself to some以及提醒和警告remember (not) to 語(yǔ)法包括whether/if引導(dǎo)的賓語(yǔ)從句；副詞的比較級(jí)和最高級(jí)。本話題語(yǔ)音部分的內(nèi)容包括/t/和/d/的區(qū)分以及升降調(diào)的區(qū)分。此外，本話題貼近學(xué)生生活實(shí)際，從教學(xué)生做各種食物到不同國(guó)家的餐桌禮儀和飲食文化，學(xué)生不僅可以學(xué)到語(yǔ)言知識(shí)還可以培養(yǎng)生活技能，拓展文化意識(shí)。第一課時(shí)：Section A- 1a, 1b, 1c ,2a,2b第二課時(shí)：Section B-1a,1b,1c,2 Section A-3a, 3b第三課時(shí)：Section C-1a,1b,1c ,4第四課時(shí)：Section C-2,3 Section B-3,4a, 4b第五課時(shí)：Section D-Grammar and Functions, 1,2,3, Project第五課時(shí)（Section D-Grammar and Functions, 1,2,3, Project）教學(xué)設(shè)計(jì)思路：本節(jié)課主要活動(dòng)為Section D -1和本話題重點(diǎn)知識(shí)的復(fù)習(xí)。在復(fù)習(xí)環(huán)節(jié)里，利用習(xí)題的方式復(fù)習(xí)副詞的比較級(jí)和最高級(jí)，并學(xué)習(xí)新詞匯pick up 和southern。課堂上適當(dāng)?shù)牧?xí)題檢測(cè)能夠高效地反饋學(xué)生對(duì)某一部分知識(shí)的掌握程度。在Task1-Reading中，將閱讀理解分為三個(gè)小任務(wù)：1. 速讀文章，找到中心句。2. 再讀課文，根據(jù)課文內(nèi)容填表。3. 根據(jù)表格復(fù)述課文。Task2- Grammar的復(fù)習(xí)活動(dòng)借助2 來(lái)完成。通過(guò)采訪和轉(zhuǎn)述的方式復(fù)習(xí)if/whether引導(dǎo)的賓語(yǔ)從句。并將課本活動(dòng)2中的轉(zhuǎn)述增加為“I ask Tom ”和“Beth asks me”兩種要求。為的是增加人稱轉(zhuǎn)換的訓(xùn)練。在Task 3-Writing的活動(dòng)中，學(xué)生看圖討論雞湯的做法，并做報(bào)告。復(fù)習(xí)步驟副詞。 Project以活動(dòng)的方式復(fù)習(xí)本話題所學(xué)的重點(diǎn)知識(shí)。具體操作：將全部分成七個(gè)小組，每個(gè)小組以一個(gè)國(guó)家的名字命名。小組討論自己所在國(guó)家的餐桌禮儀，之后每組選出兩名同學(xué)表演當(dāng)?shù)氐牟妥蓝Y儀，同時(shí)其他同學(xué)用目標(biāo)語(yǔ)言討論此二人的做法是否符合當(dāng)?shù)囟Y儀。然后小組內(nèi)完成關(guān)于不同國(guó)家餐桌禮儀的短文。組間互相學(xué)習(xí)和批改。. Teaching aims1. Knowledge aims：（1）學(xué)習(xí)并掌握新詞匯southern, pick, pick up, seafood（2）復(fù)習(xí)whether/if 引導(dǎo)的賓語(yǔ)從句的用法。（3）復(fù)習(xí)單音節(jié)副詞的比較級(jí)和最高級(jí)。 （4）復(fù)習(xí)步驟的表達(dá)方式。（5）了解不同國(guó)家的飲食習(xí)慣。2. Skill aims: （1）能從有關(guān)不同國(guó)家的飲食風(fēng)俗的語(yǔ)段中找出有關(guān)信息，理解大意。（2）能夠用英語(yǔ)談?wù)摬煌瑖?guó)家的飲食風(fēng)俗。3. Emotional aims:在了解中國(guó)風(fēng)俗文化的同時(shí)，樂(lè)于接觸和了解國(guó)外風(fēng)俗文化，從而更好地為弘揚(yáng)中國(guó)文化服務(wù)。4. Culture awareness:了解各國(guó)飲食習(xí)慣，做個(gè)有國(guó)際視野的人。. The key points and difficult points1. Key points:（1）復(fù)習(xí)whether/if 引導(dǎo)的賓語(yǔ)從句的用法。（2）復(fù)習(xí)單音節(jié)副詞的比較級(jí)和最高級(jí)。 （3）復(fù)習(xí)步驟的表達(dá)方式。（4）了解不同國(guó)家的飲食習(xí)慣。2. Difficult points： 用英語(yǔ)談?wù)摬煌瑖?guó)家的飲食習(xí)慣。. Learning strategies1. 在學(xué)習(xí)中善于利用圖畫等非語(yǔ)言信息理解主題。2. 學(xué)會(huì)合作完成任務(wù)，共同提高。. Teaching aids多媒體課件/圖片V Teaching proceduresStage 1(3mins)：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose1(Class activity)Greet the students and get them ready for learning. Play the tape recording of the song Sovereign Light Caf.T: Good morning, everyone!T:Its a fine day today. How are you feeling?T: Thats great! a beautiful song Sovereign Light Caf. Lets enjoy it.Focus their attention on the teacher. Enjoy the song Sovereign Light Caf.Ss: Good morning, MissSs: Very well.Remark：這一環(huán)節(jié)的目的是要?jiǎng)?chuàng)造學(xué)習(xí)英語(yǔ)的氛圍并使學(xué)生靜下心來(lái)，開始新的學(xué)習(xí)?？梢圆捎枚喾N方式，如唱歌、游戲、值日?qǐng)?bào)告、自由討論等。Stage 2（5mins)： RevisionStepTeacher activityStudent activityDesigning purpose1(Class activity)Show some exercises new words.T: OK. Lets begin the last lesson of this topic. Look at this picture. What is she doing? T: Yes. She is picking up shells.In the southern part of China,People living near the seas canpick up shells on the beaches.Look at the three pictures. Whopicked up more shells? And whopicked up the most of the three? Lucy Tom AliceT: Very good. “More” and “most”“many”. Now lets do some exercises to review . Please fill in the blanks with the correct form of the given words. 1. Ben jumps _ (high) than some of the boys in his class.2. Does Nancy sing _ (well) than Helen? Yes, she does.3. Of all the students, Wu Dong runs _ (fast).4.Yang Lin goes to bed _ (late) than Su Yang every day.5. Who gets up _ (early), Tom, Tim or Jack?T: You can check your answers with your partners. Do you have any questions?erlative degrees of adverbs and learn the new words.Ss: 拾貝殼。S1: Tom picked up more shells and Alice picked up the most of the three.Ss:Ss: No.利用習(xí)題的方式復(fù)習(xí)副詞的比較級(jí)和最高級(jí)，并學(xué)習(xí)新詞匯pick up 和southern。Remark：課堂上適當(dāng)?shù)牧?xí)題檢測(cè)能夠高效地反饋學(xué)生對(duì)知識(shí)的掌握程度。Stage 3（10mins)： Task 1-ReadingStepTeacher activityStudent activityDesigning purpose1(Individual activity)Ask the students to skim the passage in 1 and find the topic sentence.T: We have talked about the table manners in different countries in this topic. But do you want to know the eating habits in different countries?T: Well then lets read a passage about eating habits in different countries. First, skim it and find the topic sentence.T: Have you found the topic sentence?skim the passage in 1 and find the topic sentence.Ss: Yes.Ss:S1: Yes. People around the world have different eating habits略讀課文找到中心句。2(Individual activity)Show a table about the passage. Then ask the students to retell the passage according to the table.placeWhat to eatWhat to useNorth America, Australia, EuropeChinasouthern partnorthern partcentral and western partpart of India/Thailand/Korea/T: Good job. Now rIm sure you can retell the passage according to the table. You can prepare for one minute. T:Time is up. Who would like to have a try?the passage. Then retell the passage according to the passage.Ss:Ss:再讀課文，根據(jù)課文內(nèi)容填表并在表格的幫助下復(fù)述課文。Remark：設(shè)計(jì)表格有助于學(xué)生對(duì)細(xì)節(jié)的關(guān)注和理解，同時(shí)為復(fù)述做好準(zhǔn)備。Stage4（7mins)： Task2-Grammar StepTeacher activityStudent activityDesigning purpose1(Pair work)Review the object clauses. Finish 2.T:Good job! Its time for Task2-Grammar. What important grammar have we learned in this topic?T: You are right. Now work in pairs. One is a reporter, Beth, the other one is a boss of a restaurant, Tom. You should make an interview according to the notes in 2.T:Its so easy, isnt it? But now I want you to report your interview using object clauses like the example. You should begin with “I ask Tom” or “Beth asks me”. Who would like to have a try?T: You did quite well. When you use object clauses to report, you should pay attention to the personal changes.Interview and report. Finish 2Ss: The object clauses caused if/whether.Ss:P1:S1: I ask Tom if the most popular food in his restaurant hot dogs. And he says it is.S2: Beth asks me whether the sausages in my hot dogs different from those in others. And I say they are.P2:利用采訪活動(dòng)和轉(zhuǎn)述句子復(fù)習(xí)賓語(yǔ)從句。Remark：將課本2中的轉(zhuǎn)述活動(dòng)增加為“I ask Tom ”和“Beth asks me”兩種要求。提醒學(xué)生注意人稱的轉(zhuǎn)換。Stage 5（9mins)： Task3-WritingStepTeacher activityStudent activityDesigning purpose(Group work)Ask the students to write a short passage about how to cook chicken soup while review the step words.T: Hi, boys and girls. Do you remember how to cook fried rice and noodle?T: Good. You should cook step by step. Lets try to learn how to cook chicken soup. Look at the pictures in 3 and talk about how to cook chicken soup in groups.T:Now lets write a passage about how to cook chicken soup. You should use the step words to make your description clearer.T: Can you report your cooking steps? Who would like to have a try?Look at the pictures in 3. Then talk about them and write a passage about how to cook chicken soup.Ss: Yes. Ss:討論3的圖片并寫一篇怎樣制作雞湯的小短文。復(fù)習(xí)步驟的表達(dá)。Remark：1.在學(xué)習(xí)中善于利用圖畫等非語(yǔ)言信息理解主題。2. 學(xué)會(huì)合作完成任務(wù)，共同提高。Stage 5（8mins)：ProjectStepTeacher activityStudent activityDesigning purpose1(Group work)Divide the class into 7 groups named America, France, Thailand, India, China, Cuba and Japan. T: Time for Project. Today well do a class activity about eating actions. Now we have seven groups in our class. Group1 is named after America, Group 2 is France, Others are Thailand, India, China, Cuba and Japan in turn. Please discuss the eating actions in the country your group belongs to. And then you should act them out. Other students discuss their actions according to the example on Page70.T:OK. Which group would like to be the first to act out your countrys eating actions?Discuss the eating actions in different in groups. Then two students in each group act out the eating actions. Other students discuss whether they are polite or not.Ss:G1:Ss: Whats he /she doing? Is it polite to ? 2(Group work)Ask the students to write a passage about table manners in different countries. T: You did quite well. And Im sure you had a warm discussion. Now lets work in groups and try to write a short passage about table manners in different countries.exchangeWrite a passage about table manners in different countries.Ss:Ss:Remark：1.教師組織活動(dòng)的語(yǔ)言一定要簡(jiǎn)潔清楚。務(wù)必讓學(xué)生明白教師的意圖。 2.活動(dòng)操作：將全部分成七個(gè)小組，每個(gè)小組以一個(gè)國(guó)家的名字命名。小組討論自己所在國(guó)家的餐桌禮儀，之后每組選出兩名同學(xué)表演當(dāng)?shù)氐牟妥蓝Y儀，同時(shí)其他同學(xué)用目標(biāo)語(yǔ)言討論此二人的做法是否符合當(dāng)?shù)囟Y儀。然后將討論結(jié)果寫成一篇關(guān)于不同國(guó)家餐桌禮儀的短文。 3. 學(xué)會(huì)合作完成任務(wù)，共同提高。Stage 6（3mins)： Summarizing and assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class activity)Encourage the Ss to summarize the key points T: Class will be over soon. We should summarize what we have learned in this lesson. Lets