八年級下冊教案設(shè)計Unit 7 Food FestivalTopic 2 I’m not sure whether I can cook it well.Section D

1、八年級下冊教案設(shè)計Unit 7 Food FestivalTopic 2 Im not sure whether I can cook it well.Section D. Material analysis本節(jié)課建議用1課時完成。主要活動為Section D的1和3。本課是本話題的最后一課，要求學(xué)生通過本課的學(xué)習(xí)活動，復(fù)習(xí)本話題的重點詞匯、短語和請求允許的表達方式，對whether/ if 引導(dǎo)的賓語從句的用法作以總結(jié)， 復(fù)習(xí)單音節(jié)副詞的比較級和最高級的用法。本課學(xué)習(xí)活動由談?wù)摬煌瑖业娘嬍沉?xí)慣展開，要求學(xué)生能讀懂相關(guān)談?wù)摬煌瑖业娘嬍沉?xí)俗的短文，能采訪同學(xué)最喜歡吃的食物，并復(fù)習(xí)簡單的食物的

2、制作方法。鼓勵學(xué)生在其原有的愿望和興趣的基礎(chǔ)之上，勇于實踐、大膽嘗試，培養(yǎng)學(xué)生的自主探究精神；引導(dǎo)學(xué)生在英語學(xué)習(xí)了解中國風(fēng)俗文化的同時，樂于接觸和了解國外風(fēng)俗文化，從而更好地為弘揚中國文化服務(wù)。. Teaching aimsKnowledge aims：1. 復(fù)習(xí)whether/if 引導(dǎo)的賓語從句的用法。2. 復(fù)習(xí)單音節(jié)副詞的比較級和最高級。 3. 談?wù)摬煌瑖业娘嬍筹L(fēng)俗。Skill aims：1. 能聽懂相關(guān)不同國家的飲食風(fēng)俗的語段，識別主題，并獲取主要信息。2. 能就不同國家的飲食風(fēng)俗的話題實行交談。3. 能從相關(guān)不同國家的飲食風(fēng)俗的語段中找出相關(guān)信息，理解大意。4. 能寫出簡短的文段。

3、Emotional aims：1. 勇于實踐、大膽嘗試，培養(yǎng)自主探究的精神。2. 在了解中國風(fēng)俗文化的同時，樂于接觸和了解國外風(fēng)俗文化，從而更好地為弘揚中國文化服務(wù)。. The key points and difficult pointsKey points：1. 復(fù)習(xí)whether/if 引導(dǎo)的賓語從句的用法。2. 復(fù)習(xí)單音節(jié)副詞的比較級和最高級。 3. 談?wù)摬煌瑖业娘嬍筹L(fēng)俗。Difficult points：寫出關(guān)于不同國家的飲食風(fēng)俗的短文。. Learning strategies 在交際中注意中外交際習(xí)俗的差異。. Teaching aids Computer multimedia

4、 projector; the pictures of seafood. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work.2. The whole class work.3. Pair work.4. The whole class work.5. The whole class work.6. The whole class work. 1. Focus their attention on the

5、teacher.2. Students play the game Brainstorming to review the western utensils.3. Students talk about the table manners in different countries with the object clauses.4. Students retell the western table manners with the help of the questions on the screen.5. Students report different eating habits

6、in different countries they have collected.6. Students realize the importance of previewing.1. Greet students ready for learning. 2. Teacher asks the students to play the game Brainstorming to review the western utensils.3. Teacher asks the students to talk about the table manners in different count

7、ries with the object clauses.A： I want to know if it is polite to eat with your arms or elbows on the plate in America.B： I think its impolite to4. Teacher asks the students to retell the western table manners with the help of the questions on the screen：What should you do when you sit down at the t

8、able?What does the dinner start with?What should you do when you start eating?What should you do when you drink to somebody?5. Teacher lets students report different eating habits in different countries they have collected.6. Teacher encourages students to do better in the previewing. Lead to the ne

9、w lesson.Presentation(10minutes)1. Individual work.2. The whole class work.3. Individual work.4. The whole class work.1. Students read the passage and grasp the general meaning. Then mark T or F. 2. Students check their own answers. Then learn and master the new words with the help of the teacher.3.

10、 Students underline the different eating habits after reading carefully.4. Students tell the key words.1. Teacher asks the students to read the passage of 1 and make the sentence on the screen with T or F.(1) In North America, people have two or more courses for every meal.(2) In south China, people

11、 eat rice a lot.(3) In central China, people eat much seafood.(4) All Indian people use fingers to pick up the food.(5) Only Chinese people use chopsticks to eat. 2. Teacher asks two students to tell the answers. Teach southern by adding -ern behind south. Teach seafood by showing the pictures. Teac

12、h pick by doing the action.3. Teacher asks the students to read the passage again and underline all the different eating habits in different areas.4. Teacher writes down the key words on the blackboard based on the students telling: (1) people, different eat habits. (2) North America, Australia and

13、Europe, two or more courses, knives and forks. (3) China, rice, noodles, seafood, chopsticks. (4) India, fingers, pick up.(5) Thailand, a spoon and a fork.(6) Korea, spoons or chopsticks. Consolidation(10 minutes)1. The whole class work.2. The whole class work.3. Group work. 4. The whole class work.

14、5. Individual work.6. The whole class work.7. The whole class work.1. Students read the passage after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students discuss in groups to find out the difficult points and sum up

15、 the main points.4. The students underline in their books and make some notes. Learn and grasp the new words and phrases.5. Students try to remember the key words shown on the screen. 6. Students listen to the retelling carefully.7. Students evaluate the retelling. And avoid making the same mistake.

16、1. Teacher plays the recording sentence by sentence.2. Teacher plays the recording without stopping.3. Teacher asks the students to learn in groups to find out the difficult points in the passage. At last let them sum up the main points of the passage.4. Teacher makes a summary to explain the key po

17、ints and difficult points to the students.(1) use to do (2) in the southern part of China south southern north northern east eastern west western(3) pick up (4) A knife and a fork are A knife and fork is 5. Teacher asks the students to prepare to retell the passage according to the key words shown o

18、n the screen. 6. Teacher asks two or three students to share the retelling with the whole class. 7. Teacher lets the other students find out something wrong from the students retelling, and then make a summary.Practice(10 minutes)1. The whole class work.2. The whole class work.3. The wholeclass work

19、.4. The whole class work.5. Individual work.6. Pair work.7. The whole class work.1. Students understand the underlined parts of the grammar tables. 2. Students sum up the usages of object clauses and the comparative and superlative degrees of adverbs. 3. Students share the sentences containing objec

20、t clauses with the whole class. 4. Students understand the underlined parts of each sentence in the functions table.5. Students prepare and retell how to make fried rice with the adverbs of sequence.6. Students work in pairs to finish the interview work.7. Students share their report with the whole

21、class.1. Teacher asks the students to read through Sections A-C. Let the students understand the underlined parts of the grammar tables. 2. Teacher asks students to sum up the usages of object clauses and the comparative and superlative degrees of adverbs. 3. Teacher lets the students find out more

22、object clauses from Sections A-C. Let one student share the sentences with the whole class, and then ask other students to add the lost sentences.4. Teacher asks the students to read through Sections A-C and understand the underlined parts of each sentence in the functions table.5. Teacher asks the

23、students to prepare for the retelling of making fried rice, using First Second Next Then Finally6. Teacher asks the students to work in pairs. One student performs Beth, an interviewer; the other student performs Tom, a manager of a restaurant. Let Beth interview Tom about the popular foods in their

24、 restaurant. They may use such sentences: I want to know if Yes, it is. 7. Teacher lets students share their report with the whole class, and then evaluate and encourage them.Production(7 minutes)1. Group work.2. The whole class work.3. Individual work.4. The whole class work.5. The whole class work

25、.6. Individual work.1. Students discuss how to cook chicken soup. 2. Students report the steps of cooking chicken soup with the whole sentences.3. Students write a passage about how to cook chicken soup.4. Students evaluate the passages written on the blackboard. 5. Students summarize Section D with

26、 the teacher.6. Students finish the homework after class.1. Teacher asks the students to look at the pictures of 3. Let them discuss how to cook chicken soup.2. Teacher asks two students to report the steps of cooking chicken soup with the whole sentences, using First Second Next Then Finally and ad

27、verbs of manner, such as finely, lightly, carefully3. Teacher lets the students write a passage about how to cook chicken soup. Let two students write down their passages on the blackboard. Walk around the classroom, help them if it is necessary.4. Teacher asks the students to evaluate the passages

28、written on the blackboard, and then compare them with the passage they have finished. At last the teacher makes a summary.5. Teacher shows the summary of this section to the students.6. Teacher assigns homework:(1) Review the summary after class.(2) Write a passage about the eating habits in different p