仁愛英語八下教案設(shè)計unit7. Topic2. sectionB

1、教案設(shè)計unit 7 food festivaltopic 2 im not sure whether i can cook it well.section b. material analysis本節(jié)課建議用1-2課時上完。主要活動為section b 的1a和2。本課繼續(xù)談?wù)搆angkang和同學(xué)們?yōu)槊朗彻?jié)做準(zhǔn)備， 繼在section a中呈現(xiàn)炒飯的做法之后，本課又推出了西餐中三明治的做法。要求學(xué)生復(fù)習(xí)運用請求允許的功能用語，在進一步學(xué)習(xí)運用表示順序的副詞的用法、以及由whether/ if引導(dǎo)的賓語從句之外，初步接觸單音節(jié)副詞的比較級和最高級，并要了解不同國家不同的餐桌禮儀。通過讓學(xué)生親

2、自動手做三明治，鼓勵學(xué)生要勇于實踐、大膽嘗試，培養(yǎng)他們的自主探究精神；還要引導(dǎo)學(xué)生樂于接觸和了解外國風(fēng)俗文化，從而更好地為弘揚中國文化服務(wù)。. teaching aimsknowledge aims：1. 學(xué)習(xí) whether/ if 引導(dǎo)的賓語從句。2. 學(xué)習(xí)單音節(jié)副詞的比較級和最高級。3. 了解不同國家的餐桌禮儀。4. 學(xué)生能區(qū)分輔音音素/ t/和/ d/, 并能正確拼讀單詞。5. 學(xué)生能在朗讀句子時正確處理語調(diào)和停頓。skill aims：1. 能聽懂有關(guān)食物制作話題的對話，識別主題，并獲取主要信息。2. 能使用英語陳述食物的制作過程。3. 能理解所給語言材料中事件的發(fā)生順序和人物行為。

3、4. 能寫出簡單的文段。emotional aims：1. 在其原有的英語學(xué)習(xí)愿望和興趣的基礎(chǔ)之上，勇于實踐、大膽嘗試，培養(yǎng)自主探究精神。2. 樂于接觸和了解外國風(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. 學(xué)習(xí) whether/ if 引導(dǎo)的賓語從句。2. 學(xué)習(xí)單音節(jié)副詞的比較級和最高級。3. 了解不同國家的餐桌禮儀。difficult points： 一邊操作一邊使用英語陳述食物的制作過程。. learning strategies 1. 運用表示順序的副詞更加清楚地進行表述。 2. 運用表示順

4、序的副詞對事情的過程進行描述時，注意語調(diào)的前升后降。. teaching aids computer multimedia projector; 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. . teaching proceduresstepinteraction patternst

5、udent activityteacher activityintroduction（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 cla

6、ss 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 finally4. students read the sentences of 4b by themselves, paying attention to the intonation and pause.5. st

7、udents 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

8、 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 finally4. teacher asks

9、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 p

10、ractice the conversation of 4b with their partners.8. teacher shows the phonetics / t/ and / d/ 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

11、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. individualwork.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. stu

12、dents 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 an

13、swers.8. students read 1a and find out the difficult points. then underline them with the teachers help.1. the teacher lets students look at the picture of 1a and have a guess: whats michaels favorite food?2. teacher lets students read 1a and check the guess.3. teacher plays the recording for studen

14、ts 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

15、 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

16、 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. stud

17、ents 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 againand prepare to make the sandwich by themselves. 4. students preform how to make the sandwich.5. students find out the

18、 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 student

19、s 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 structur

20、es: 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 wor

21、k.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

22、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

23、.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

24、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. tea

25、cher 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. l

26、et 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 wo

27、rk.3. the whole class work.4. group work.5. the whole class work.6. the wholeclass work.7. the whole class work.8. the whole class work.9. individual work1. students grasp the usage of object clauses.2. students discuss different table manners between japan and cuba. 3. students check the answers.4.

28、 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 tabl