八年级下册教案设计unit7Topic2sectionB

八年级下册教案设计

Unit7FoodFestival

Topic2I'mnotsurewhetherIcancookitwell.

SectionB

I.Materialanalysis

本节课建议用1-2课时上完。主要活动为SectionB的la和2。

本课继续谈论Kangkang和同学们为美食节做准备，继在SectionA中呈现炒饭的做

法之后，本课又推出了西餐中三明治的做法。要求学生复习运用请求允许的功能用语，

在进一步学习运用表示顺序的副词的用法、以及由whether/if引导的宾语从句之外，初

步接触单音节副词的比较级和最高级，并要了解不同国家不同的餐桌礼仪。通过让学生

亲自动手做三明治，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解外国风俗文化，从而更好地为弘扬中国文化服务。

II.Teachingaims

Knowledgeaims：

1.学习whether/if引导的宾语从句。

2.学习单音节副词的比较级和最高级。

3.了解不同国家的餐桌礼仪。

4.学生能区分辅音音素/tj/和/d3/,并能正确拼读单词。

5.学生能在朗读句子时正确处理语调和停顿。

Skillaims：

1.能听懂有关食物制作话题的对话，识别主题，并获取主要信息。

2.能使用英语陈述食物的制作过程。

3.能理解所给语言材料中事件的发生顺序和人物行为。

4.能写出简单的文段。

Emotionalaims：

1.在其原有的英语学习愿望和兴趣的基础之上，勇于实践、大胆尝试，培养自主探究

精神。

2.乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。

III.Thekeypointsanddifficultpoints

Keypoints：

1.学习whether/if引导的宾语从句。

2.学习单音节副词的比较级和最高级。

3.了解不同国家的餐桌礼仪。

Difficultpoints：

一边操作一边使用英语陈述食物的制作过程。

IV.Learningstrategies

1.运用表示顺序的副词更加清楚地进行表述。

2.运用表示顺序的副词对事情的过程进行描述时，注意语调的前升后降。

V.Teachingaids

Computermultimediaprojector;Thepicturesofsandwichandsnack(hamburgers,

sandwichesandsoon);Somepiecesofbread;Somebutter;Apear;Aknife;Somehoney;The

picturesofabicycle,abusandatrain.

VI.Teachingprocedures

Interaction

StepStudentactivityTeacheractivity

pattern

1.Thewhole1.Focustheirattention1.Greetstudentsreadyfor

classwork.ontheteacher.learning.

2.Thewhole2.Studentsreadthe2.Teacherletsthestudents

classwork.passageabouthowtoreadthepassageabout

cooktheirfavoritehowtocook,theirfavorite

food.food,usingadverbsof

sequenceandmanner.

3.Thewhole3.Studentsretellthesteps3.Teacherasksthestudents

classwork.ofcookingfriedrice,toretellthestepsofcooking

usingFirst...Second...friedrice,usingFirst...

Then…Finally...Second...Then...Finally...

4.Thewhole4.Studentsreadthe4.Teacherasksthestudents

classwork.sentencesof4bbytoreadthesentencesof

themselves,paying4bbythemselves,paying

attentiontotheattentiontotheintonation

intonationandpause.andpause.

5.Thewhole5.Studentslistenand5.Teacherplaystherecording

classwork.checktheirreading.of4b.Letstudentslisten

andchecktheirreading.

Introduction6.Thewhole6.Studentslistenandtry6.Teacherplaystherecording

(8minutes)classwork.toimitate.of4bagain,andletthe

students

7.Pairwork.7.Studentspracticethelistenandtrytoimitate.

conversationof4b7.Teacherletsstudentspractice

withtheirpartners.theconversationof4b

8.Thewhole8.Studentstryreadingwiththeirpartners.

classwork.thephoneticsand8.Teachershowsthephonetics

wordsonthescreen./tf/and/叼andthe

wordsonthescreen.Letthe

9.Thewhole9.Studentslistentothestudentstryreadingthem.

classwork.recordingof4a.9.Teacherplaystherecording

10.Thewhole10.Studentslistenandof4aLetstudentsjustlisten.

classwork.trytoimitate.10.Teacherplaystherecording

of4aagain,andletsthe

studentslistenandtryto

11.Thewhole11.Studentsreadtheimitate.

classwork.wordscorrectly.11.Teachershowsmore

wordsonthescreen.Ask

thestudentstoreadthem

correctly.

1.Thewhole1.Studentslookatthe1.Theteacherletsstudents

classwork.pictureoflaandhavelookatthepictureofla

aguess.andhaveaguess:Whafs

Michaefsfavoritefood?

2.Individual2.Studentsreadlaand2.Teacherletsstudentsread

work.checktheguess.laandchecktheguess.

3.Individual3.Studentsunderlinethe3.Teacherplaystherecording

work.newwords.forstudentsandletsthem

underlinethenewwords.

4.Thewhole4.Studentslearnandgrasp4.Teacherteachesthenew

classwork.thenewwordswithwordstothestudents:

thehelpoftheteacher.Teachsnackbyshowing

thepictureofhamburgers,

sandwiches,cookiesand

biscuits.

Teachbutterandpearby

showingpicturesofthem.

Teachpiecebycuttingthe

pearintopieces.

Presentation

5.Individual5.Studentsfillinthe5.Teacherplaystherecording

(10minutes)

work.blanksoflb.sentencebysentenceand

letsthestudentsfillinthe

blanksoflb.

6.Individual6.Studentslistenandcheck6.Teacherplaystherecording

work.theiranswers.withoutstopping.Letstudents

listenandchecktheir

answers.

7.Thewhole7.Studentscheckthe7.Teacheraskstwostudents

classwork.answers.totelltheiranswers.

8.Thewhole8.Studentsreadlaand8.Teacherasksstudentstoread

classwork.findoutthedifficultlaandfindoutthedifficult

points.Thenunderlinepoints,andthenexplainthe

themwiththeteacher'skeypointsandthedifficult

help.pointstothestudents.

(1)Wouldyoumindifwe

learntomakeitfrom

you?

(2)wellbetter-*best

(3)Practicemakesperfect.

1.Thewhole1.Studentsreadthe1.Teacherplaystherecording

classwork.conversationafterthesentencebysentence.

recordingsentenceby

sentence.

2.Thewhole2.Studentstrytofollow2.Teacherplaystherecoiding

classwork.thespeed,payingattentionwithoutstopping.

tothepronunciation

andintonation.

3.Thewhole3.Studentsreadlaagain3.Teacherasksthestudents

classwork.andpreparetomaketoreadlaagainandprepare

thesandwichbytomakethesandwichby

themselves.themselves,usingthethings

theteacherprepared.

4.Pairwork.4.Studentspreform4.Teacherletstwoorthree

howtomakethepairsofstudentspreform

sandwich.howtomakethesandwich.

Onestudenttellstheprocess

ofmakingit,usingFirst..

Consolidation

Second...Then...Finally...

(10minutes)

Andtheotherstudentmakes

itaswhathisorherpartner

describes.

5.Thewhole5.Studentsfindoutthe5.Teacherevaluatesthe

classwork.samestructuresinla.sandwicheswhichthe

studentsdidbythemselves

andencouragesthemwith

thefollowingstructures:

Welldown!Adidquite

well,butBdidbetterthan

A.Cdidthebestofall.

Thenletstudentsfindout

thesamestructuresinla.

Stresstheusageof

comparativeandsupeiative

degreesofmonosyllabic

adverbs.

1.Thewhole1.Studentslookatthe1.Teacherasksthestudentsto

classwork.picturesof2carefully,lookatthepicturesof2

andreadthepartsofthecarefullyandreadtheparts

sentences.ofthesentences.

2.Individual2.Studentsmatchtheparts2.Teacherletsstudentsmatch

work.ofthesentences.thepartsofthesentences.

3.Thewhole3.Studentsrcadthesentences3.Teacherletstwostudents

classwork.andgrasptheusageoftelltheanswer,andthenask

comparativeandsupaiativethemtoreadthesentencesand

degreesofmonosyllabicgrasptheusageofcomparative

adverbs.andsuperlativedegreesof

monosyllabicadverbs.

4.Individual4.Studentsmakeup4.Teachershowsthepicturesof

work.sentences.abike,abus,andatrain.Ask

studentstomakeupsentences.

Asktwostudentstowiite

themdownontheblackboard.

5.Thewhole5.Studentsevaluatethe5.Teacherletstwostudents

classwork.workontheblackboard.evaluatetheworkonthe

Practiceblackboard.

(10minutes)6.Thewhole6.Studentsreadthe6.Teacherasksstudentstoread

classwork.sentencesof3.Learnthethesentencesof3.leachthe

newwords.newwordsslurpbyimitating

thesoundofdrinkingsoup.

Teachnoisilybycomparing

withnoisy,leachpoliteand

impolitebyperformactions

ofthrowingoutpaperand

pickingupthepaper.

7.Individual7.Studentslistenand7.Teacherplaystherecording

work.numberthesentencestoof3forthestudents.Letthem

formaconversation.listenandnumberthesentences

toformaconversation.

8.Thewhole8.Studentscheckthe8.Teacherletstwostudents

classwork.answers.telltheanswers.

9.Pairwork.9.Studentspracticethe9.Teacherletsstudentspractice

conversationinpairs.theconversationinpairs.

Letthemtryimitatingthe

noisemadebyKumiko

whensheisdrinkingsoup.

l.Thewhole1.Studentsgraspthe1.Teacherasksthestudents

classwork.usageofobjectclauses.tofindoutthesentences

containingobjectclauses

from3.Thenaskthemto

grasptheusageofobject

clauses.

2.Groupwork.2.Studentsdiscussdififenent2.Teacherletsstudentsdiscuss

tablemannersbetweendifferenttablemanners

JapanandCuba.betweenJapanandCuba.

3.Thewhole3.Studentscheckthe3.Teacherletstwostudents

classwork.answers.tellthedifferences.

4.Groupwork.4.Studentsdiscussthe4.Teacherletsstudents

tablemannersofChina.discussthetablemanners

ofChina.

5.Thewhole5.Studentsfinishthe5.Teacherletsstudentsfinish

classwork.table.thetable.

PoliteImpolite

Production

(7minutes)

6.Thewhole6.Studentsreporttheir6.Teacherletsstudents

classwork.work.reporttheirwork