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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》SectionB(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》SectionB(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 SectionB Ⅰ. Material analysis 本节课建议用1-2课时上完。主要活动为Section B 的1a和2。 本课继续angkang和同学们为美食节做ection A中呈现炒饭的法之后课又推了西餐中三明治的做法。求学生运用允许的能用语,一步学习用表示顺序的的用法由导的宾,接触单副词的比较级和最高级,并了不不同的餐桌礼仪。过学生亲自动手三明治,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外国风俗文化,从而为弘扬中国文化服务。1. 学习 whether/ if 引导的宾语从句。单副词的比较级和最高级。 3. 解不同国家的餐桌礼仪。 . 学生能区分辅音音素/ tʃ/和/ dʒ/, 并能正确拼读单词。 5. 学生能在朗读句子时和。 1. 能听懂有关食物制作话题的对话主题,获取主信息。英语的制作过程。语言材料中事的发顺序和人物行。简单的在其原有的愿望和兴趣的之上实践大胆尝试,自主探精神。 乐于接触和了外国风俗文化,从而为弘扬中国文化服务。. 学习 whether/ if 引导的宾语从句。单副词的比较级和最高级。 解不同国家的餐桌礼仪操作一边英语的制作过程strategies 1. 运用表示顺序的副词更清楚地行表述 2. 运用表示顺序的副词情过程进行时,注意语调的前升后降。; 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. Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (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… Finally… 4. 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. Greet 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… Finally… 4. 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 / tʃ/ and / dʒ/ and the words on the screen. Let the students try reading them. 9. Teacher plays the recording of 4a. Let students just 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. Individual work. 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 and grasp 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 teacher’s help. 1. The teacher lets students look at the picture of 1a and have a guess: What’s Michael’s 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 tell 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 again and 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 tell 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 tell 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 whole class work. 7. The whole class work. 8. The whole class work. 9. Individual work 1. 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 tell 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. (1) Review the summary after class. (2) Make a sandwich for their parents by themselves. (3) Collect more table manners in different countries. Teaching Reflection The 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. Ⅶ. Blackboard design Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. Section B 1. 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 Polite Impolite 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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