Unit 7 Food Festival Topic 2 Section D 示范公開課教學設計【八年級英語下冊仁愛版】

Unit7FoodFestivalTopic2I’mnotsurewhetherIcancookitwell.SectionD教學設計一、教學目標1.能根據(jù)已學語音、音標及發(fā)音規(guī)則，正確朗讀下列詞匯并在實際的對話操練中加以應用：southern,seafood,pick,pickup2.復習whether/if引導的賓語從句的用法。3.復習單音節(jié)副詞的比較級和最高級。4.復習步驟的表達方式。5.了解不同國家的飲食習慣，能夠用英語談論不同國家的飲食風俗。6.在了解中國風俗文化的同時，樂于接觸和了解國外風俗文化，從而更好地為弘揚中國文化服務。二、教學重點及難點重點：1.能根據(jù)已學語音、音標及發(fā)音規(guī)則，正確朗讀下列詞匯并在實際的對話操練中加以應用：southern,seafood,pick,pickup2.復習whether/if引導的賓語從句的用法。ButI’mnotsurewhether/ifIcancookitwell.IaskTomif/whetherthemostpopularfoodinhisrestaurantishotdogs.Doyouknowwhetherornotit’simpolitetosmokeduringamealinFrance?3.復習單音節(jié)副詞的比較級和最高級。4.復習步驟的表達方式。難點：用英語談論不同國家的飲食習慣。三、教學準備教師：教學課件；多媒體設備；寫有不同國家名的若干個帽子。學生：課前預習四、教學過程Task1Step1Warming-upAfterashortgreetingwithSs,presentsomeEnglishriddlesandgetSstoreadandguess.【設計意圖】創(chuàng)造學習英語的氛圍并引導學生快速回歸課堂學習狀態(tài)，開始新的學習。Step2RevisionPresentthesentencesinGrammarinSectionDofTopic1andletSstoreadandreviewobjectclausesguidedby“that”.【設計意圖】復習上一話題中所學的that引導的賓語從句的語法，引出本話題中所學的語法，溫故而知新。Step3PresentationWorkonGrammarPresentthesentencesincludingobjectclausesandcomparativeandsuperlativedegreesofadverbsinGrammarandletSstoreadandunderstandtheunderlinedpartofeachsentence.Atthesametime,guideSstoreviewthegrammartheyhavelearnedinthisunit.【設計意圖】引導學生復習、總結所學語法。WorkonFunctionsPresentthecontentinFunctionsandletSsreadandunderstandtheunderlinedpartofeachsentence.【設計意圖】復習、總結本單元的功能性句型，提高學生的語言儲備。Step4PracticePresentsomequestionsandaskstudentstofinishthembythemselves.Thenchecktheanswers.Choosecorrectanswers.1.—Areyougoingcampingthisafternoon?（2016?江蘇南京）—Atyphooniscoming.I’mnotsure______theroadtothemountainswillbeclosed.A.whichB.whatC.whetherD.why2.—Excuseme,Iwonder______theplanecanlandontime.（2018?吉林）—Waitaminute,please.Letmecheckitout.A.ifBwhichC.that3.—Excuseme,Iwonder______.—Yes.It’snearthebookstore.A.wherewewillgofortheholidayB.ifthereisalostandfoundofficeC.whenshewillgivemeacallD.howwecangotoHongKong【設計意圖】學習過程中檢測學生對本語法點的掌握情況，培養(yǎng)學生及時查漏補缺的意識和習慣。Task2Step1Pre-reading1.PresentaquestionandaskSstothinkandanswertoreviewthewesterntablemanners.【設計意圖】通過討論的活動，復習上一節(jié)課所學的餐桌禮儀，為閱讀語料做鋪墊。2.PresentpicturesandguideSstoguessandlearnthenewwords.【設計意圖】為接下來的閱讀掃清詞匯障礙，提高學生的閱讀效率。Step2While-reading1.Presentatableaboutthecontentof1andletSsreadthepassagein1andthenfillinthetable.Checktheanswersinclass.AreaEatinghabitsNorthAmerica/Australia/EuropeChinaPartsofIndiaThailandKorea【設計意圖】通過指導學生讀前讀題，培養(yǎng)學生帶著問題捕捉文章有效信息的習慣和意識，提高學生的閱讀能力。2.AskseveralSstoreadthepassageinclass.Correctthepronunciationandintonationduringtheirreading.【設計意圖】指導學生注意朗讀時的語音、語調(diào)，提高學生的發(fā)音水平。Step3Post-reading1.PresentandguideSstoguessandlearnthekeypointstogether.(1)Peoplearoundtheworldhavedifferenteatinghabits.全世界的人們有不同的飲食習慣。aroundtheworld=allovertheworld=throughouttheworld全世界e.g.Itisknownaround/throughout/allovertheworld.(2)...,therearetwoormorecoursesforeverymealandpeopleuseknivesandforkstoeat.……每頓飯有兩道或兩道以上的主菜，人們用刀叉吃飯。course可數(shù)名詞，意為“一道菜”。e.g.Themaincourseistheroastduck.(3)InpartsofIndia,peopleusetheirfingerstopickupthefood.在印度有些地方，人們用手指頭拿食物吃。pickup拿起，撿起；接某人；取某物；搭便車e.g.ThephonerangandIpickeditup.【設計意圖】鍛煉學生自主閱讀和自行歸納重點知識的能力，鞏固對目標語言的掌握。2.Presentsomekeywordsaboutthepassagein1andletSstrytoretellthepassageaccordingtothekeywords.AskseveralSstoretellinclass.differenteatinghabitsNorthAmerica,Australia,Europe,courses,knives,forks.southernpartofChina,rice,north,noodles,central,western,don’t,seafood,chopsticks.partsofIndia,fingers,pickup.Thailand,spoon,fork,don’tuseknives.Korea,spoons,chopsticks,notpolite,both.【設計意圖】通過看關鍵詞復述的活動，構建學生的文章邏輯，提高他們的口頭表達能力，進一步理解文章內(nèi)容。3.PresentanexampleandguideSstotalkabouteatinghabitsindifferentpartsoftheworldaccordingtothecontentin1.e.g.A:CanyoutellmeiftherearetwoormorecoursesforeverymealinNorthAmerica,AustraliaandEurope?B:Yes,Ithinkso.A:DoyouknowifpeopleinthesouthofChinaofteneatnoodles?B:No,Idon’tthinkso.Butsometimestheydo.【設計意圖】通過對話練習的活動，培養(yǎng)學生能夠用英語談論世界上不同國家的飲食風俗的能力。4.Presenttheinterviewnotesin2andletSsreadfirstandthenreportinpairs.【設計意圖】結合表演采訪活動，操練本單元所學的目標句型，加強學生對語法知識的鞏固。Task3Step1Pre-writing1.PresentthetableinSectionA1bandgetSstoretellhowtocookfriedriceaccordingtotheinformationinthetable.2.Presentsixgroupsofkeywordsof2aandguideSstohaveatrytoretelltheinstructionsforcookingnoodles.【設計意圖】復習所學的兩種食物的制作方式，接下來的寫作任務梳理思路。Step2While-writingLetSswriteapassageabouthowtocookchickensoupaccordingtothepicturesandwordsorphrasesin3.【設計意圖】通過圖片及關鍵詞語的提示，訓練學生有關食物制作的寫作，鍛煉他們的寫作能力。Step3Post-writingAndthenpresenttheexamplepassageandaskSstocheckwhattheyhavewritteninpairs.Ifnecessary,letseveralSstoshowtheirpassagesinclass.【設計意圖】通過范文學習，以及互批互改的方式，引導學生相互交流、取長補短，提高自身的寫作能力。ProjectDividetheclassinto7groupsnamedAmerica,France,Thailand,India,China,CubaandJapan.GuideSstodiscusstheeatingactionsindifferentingroups.Thenlettwostudentsineachgroupactouttheeatingactions,whileotherstudentsdiscusswhethertheyarepoliteornot.Andthenaskthestudentstowriteapassageabouttablemannersindifferentcountries.【設計意圖】引導學生學會合作完成任務，共同提高，并在了解中國風俗文化的同時，樂于接觸和了解國外風俗文化，從而更好地為弘揚中國文化服務。TestPresenttheexercisesandlettheSshaveatest.Choosethebestanswer.1.Don’tworry.Myfatherwill____usupinthecarifitrainstomorrow.A.bring B.take C.pick2.Idon’tknow____it’spoliteornottoeatwithourarmsorelbowsonthetableinAmerica.A.if B.whether C.that 3.—WouldyoumindifIlearnEnglishfromyou?—__________.Iamverygladtoteachyou.A.Ofcoursenot. B.You’dbetternot.C.Soundsgreat.4.AllChineseusechopsticks________.A.eat B.toeat C.eating5.Inthe_______partofChina,peopleeatriceandfishalot.A.south B.north C.southern【設計意圖】檢測并強化學生對本課時內(nèi)容的掌握。Step4SummarySumupthemaincontentofthisclassandrepeatthekeypoints.Welearn:1.somewords:southern,seafood,pick,pickup2.somephrases:eatinghabits,inthesouthernpartof,pickup,atthesametime3.somesentences:ButI’mnotsurewhether/ifIcancookitwell.IaskTomif/whetherthemostpopularfoodinhisrestaurantishotdogs.Doyouknowwhetherornotit’simpolitetosmokeduringamealinFrance?Wecan:1.askforandgivepermissione.g.—Wouldyoumindifwelearntomakeitfromyo