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首页>英语>教案>重庆市梁平实验中学八年级英语下册教案:Unit 7 Food festival Topic 2《I’m not sure whether I can cook it well》SectionD(仁爱版新)

重庆市梁平实验中学八年级英语下册教案:Unit 7 Food festival Topic 2《I’m not sure whether I can cook it well》SectionD(仁爱版新)

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资料类别:  英语/教案 所属版本:  仁爱英语
所属地区:  重庆 上传时间:  2016/4/5
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Unit 7 Food festival Topic2 I’m not sure whether I can cook it well SectionD Ⅰ. Material analysis 本节课建议用1课时完成。主要活动为Section D的1和3。 本是本话题的最后一课,要求学生本课的学活动,复习话题的重点短语和允许的表达方式,whether/ if 引导的宾语从句用法以结单节副词的比较级和最高级的用法。活动同国家的饮食习惯展开,学生能读懂关同国家的饮食习俗短文同学最喜欢的食物并的制作其原的愿望和趣的基础之上,勇于实践大胆尝试,学生的自主探究精神;引导学生在了解中国风俗文化的同时,乐于接触和了国外风俗文化,从而更好地为中国文化服务。 1. 复习whether/if 引导的从句法。2. 复习单节副词的比较级和最高级 3. 谈论不国家的饮食风俗。 1. 能听懂有关不同国家的饮食风俗的语段识别主题,获取主要信息。同国家的饮食风俗话题行交谈。关同国家的饮食风俗的语段找出有关信,大意。 1. 勇于实践大胆尝试,自主探究精神在了解中国风俗文化的同时,乐于接触和了国外风俗文化,从而更好地为中国文化服务 Ⅲ. The key points and difficult points Key points: 1. 复习whether/if 引导的从句法。2. 复习单节副词的比较级和最高级 3. 谈论不国家的饮食风俗。不同国家的饮食风俗的短文。strategies 在交际中注意中外习俗的差异the pictures of seafood. Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (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 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 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 countries 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 it’s impolite to… 4. 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 table? 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 new 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. 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 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. Teach 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 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. 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 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. 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 points 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 on 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 whole class work. 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 object 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 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 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 students to prepare for the retelling of making fried rice, using First… Second… Next… Then… Finally… 6. 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 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. 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 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 adverbs of manner, such as finely, lightly, carefully… 3. 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 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 places in China. (3) Preview the new words of next topic. Teaching Reflection Students grasp the main grammar and useful expressions of this topic by reviewing this section, but if the teacher wants them grasp more detailed knowledge, he or she must design more practical exercises. They know about many different table manners and eating habits in this topic. They should know following the local rules is polite when they go abroad. Ⅶ. Blackboard design Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. Section D 1. people, different eating habits. 2. North America, Australia and 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, both 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 … 初中学习网,资料共分享!我们负责传递知识!www.czxxw.com

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