人教版初二英语下全册教案.docx

人教版初二英语下全册教案.docx

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人教版初二英语下全册教案

UNIT15Whatdopeopleeat?

Teachingaimsanddemands

本单元的中心话题是饮食文化与家庭生活。

围绕这一中心项目，让学生通过问答、对话、阅读、讨论、表演等各种活动熟悉并掌握有关食品的一些词汇及五种基本句型。

其中五种基本句型是本单元的语言训练重点和难点。

Lesson57

Teachingaimsanddemands:

1．kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato,soup,cheese,butterSodowe./Oh,wedon’t./Wouldyouliketohavedinnerwithmetonight?

Couldyoupassmethecheese,please?

2.通过情景中的操练培养直觉思维能力，提高思维的敏捷性；通过Brainstorming提高学生质疑能力和多方面、多角度考虑问题的发散思维能力。

3.通过初步学习了解不同国家的饮食文化差异，引导学生热爱生活，增强世界意识。

TeachingProcedures

Step1Warming-up

Step2Presentation

Bringsomerealobjectslikepepper,salt,sugar,tomatoes,carrots,beer,wineetc.toclass.Studentsareinterestedintastingtheseobjects.（learningthenewwordsbywatching,tasting）

Showaphotoofakitchen.Thereisanicecupboardinit.It’sclosed.AskWhat’sinthecupboard?

Thenopenthecupboardandshowthestudentsthethingsinit.ThenaskWhat’sinyourcupboardathome?

ShowapairofchopsticksandaskAreAmericansgoodatusingchopsticksattable?

Whatdotheyuseattable?

Learnthenewwordsfork,spoon.ThenaskDoyouusuallyhelptosetthetableathome?

Whatisonyourtableathomeduringdinner?

Step3Look,learnandanswer

Inpairs,getthestudentstolookatthecolourpictureonpagei.Havethemaskandanswerquestionsasinthemodel.

Step4Presentation

Presentthisdialogue:

（1）Teacher:

Ieatalotoffruitandvegetablesforsupper.

Aboy:

Oh,Idon’t.Ieatalotoffish.

Teacher:

SodoI.

ExplainthatIeatalotoffruitandvegetablesmeansIofteneatfruitandvegetables.SodoImeansIeatalotoffish,too.

Practisethefollowingdialogueswithstudents.

（2）Teacher:

Doesyourmothercookmealsforyourfamilyeveryday?

StudentA:

Yes,shedoes.Shecooksnicefoodformeanddad.

Teacher:

Sodoesmymum.

（3）Teacher:

IalwaysreadEnglishforabouthalfanhourbeforeIgotobed.

StudentB:

Oh,Idon’t.IalwaysreadEnglishbeforeIhavebreakfast.

Teacher:

Sodoesmyyoungersister.

Whenstudentsunderstandthedialogues,getthemtotalkabouttheirdailylifelikethisinpairs.

Step5Competition

Dividestudentsintotwoteams.TellthemMyforeignfriendswillcometodinnerthisweekend.MrSmithcomesfromAmerica.MrsPottercomesfromEngland.SusancomesfromFrance.MarycomesfromJapan,DavecomesfromCanada.MissWhitecomesfromAustralia.Wouldyouliketohelpmemakeashopping-list?

Seewhichgroupmakesabetterlist.Step6Puzzledialogues

SBPage1,Part3.Pairworkfirst.Thenchecktheanswersasaclass.Inpairs,havethestudentsrole-playasiftheyareatadinner.Oneofthemisahost/hostess,theotherisaguest.Walkaroundandgivehelpwhereneeded.Encouragethemtospeakfreelyandusemoreexpressionstheylike.

Step7Homework

Collectpicturesofdeliciousdishes,niceutensilsandyourfavoritefood,writelinesabouteachpictureanddecoratetheclassroomwiththem.Oftentalkaboutthepicturesduringbreak.

Lesson58

ImportantPoints

1．认知目标：

通过学习本课，学生应理解并学会正确运用以下单词和句型：

Italy,India,Italian,Indian,Moscow,even,taste,enjoy,pizza,/Itseemsthat…./Doyouthink…?

Yes,Ithinkso./No,Idon’tthinkso.Yes,Iagree./No,Idon’treallyagree.Ireallydon’tagree.

2．能力目标：

通过阅读课教学，培养学生的略读能力、对课文细节的理解能力及在情境中猜词的能力。

3．情感目标：

进一步学习了解不同国家的饮食文化差异，给学生灌输“吃出健康”的饮食理念；了解中国饮食在世界上的影响培养学生的爱国情操。

TeachingProcedures

Step1.Warming-up（Aguessing-game）

Getthestudentstotalkabouttheirfavouritefoodinpairs.

Step3.Pre-read

ThenTeacherasks“Howdoyoulike…?

AretheyChinesefood?

AretheythemostpopularfoodinChina?

WhatdoyouthinkisthemostpopularfoodinChina?

Whataboutintheworld?

Whatdoyouusuallyhaveformeals?

（Itseemsthatyoulike…（akindoffood）best!

Itseemsthat…is/areyourfavoritefood.）Doyoulikefastfood?

Whyorwhynot?

Getthestudentstodiscussthesequestionsingroupsoffour,thenhaveonetoshowtheirideas.

Step4Reading

Showpicturesofspecialfoodfromdifferentcountries.（fishandchipsfromEngland;rawfishflakesfromJapan;bullfrogfromFrance;dumplingsfromChina;hamburgersfromAmerica;pizzafromItaly….）Studentsshouldguesswhatcountriesthefoodscomefrom.

Showthetitle”FavouriteFood“totheclassandaskthemtopredictwhatthepassageisabout.

Fast-reading:

1）What’sthemostpopularfoodintheworld?

Thestudentsscanthepassagefortheanswer.

Careful-reading:

1）WhatkindoffooddoIndianslike?

2）DoweChinesepeopleeatfishinthesamewayasJapanese?

3）DoEnglishpeopleusuallyeatfishandchipsjustathome?

Whereelse?

Whatdoes“ontheroad“meaninthispassage?

（trytoexplainitinEnglish）

4）HowdoweknowthatAmericanfastfoodisthemostpopularintheworld?

5）What’sChinesefoodlike?

WhyisChinesefoodpopularintheworld?

Thestudentsreadthepassageslowlyandcarefulllyforinformation.

Encouragethestudenttoguessthenewwords“even”and“taste”inthecontext.

Readwiththetape.Helpstudentswiththeirintonationandpronunciation.

Retellthispassage.

Step5Presentation

“Ioftentellyoutogetupearlyandhavearichbreakfast.ButIlearnthatsomeofyougetuplateandhavetofinishbreakfastinahurryorevencometoschoolwithoutbreakfast.Ireallyworryabouttheirhealth.Buttheydon’treallyagreewithme.Whatdoyouthinkofthat?

”

“DoyouknowChinesepeopleliketoeatalotoffoodatsupper?

Ireallydon’tagreewiththiskindofbehavior.Whataboutyou?

”

Helpstudentsunderstandthedifferencebetween”Idon’treallyagree“and“Ireallydon’tagree.”（“Idon’treallyagree”meansthatyoujustdisagreealittlebitbutareopentoheartheotherperson’spointofviewandyoumaychangeyouropinion;however,”Ireallydon’tagree”meansthatyoustronglydisagreewiththeotherpersonandnothingwillchangeyourmind.）

Step6Askandanswer

CanyoufindanyfoodfromothercountriesinChina/inWenzhou?

Aretheyfamous?

Doyoulikethem?

Why&whynot?

Whyisfastfoodsopopularintheworld?

InAmerica?

InChina?

Isitgoodforhealth?

Whatfooddoyouthinkisgoodforhealth?

Whatdoyouthinkofthefoodyouusuallyeat?

Isithealthyorunhealthy?

（discussingroupsandthenmakealistofhealthyandunhealthyfood.）

Step7Homework（chooseoneofthefollowings）

1.TryyourbesttolookforinformationaboutChinesefoodindifferentplaceslikeinthenorthofChina,inthesouthofChina,inthewestofChina,intheeastofChina,learndifferenteatingcustomsinChina.WriteacompositionaboutChinesefood.（SBPage5Part4）

2.”DoyoulikeWesternfastfood?

是选择饺子，还是选择“巨无霸”，看中西快餐谁领风骚？

”Interviewyourfriendsoryourforeignteachersandthenwriteacompositionabouttheiropinions.

3.WriteacompositionaboutyoureatingexperienceatawesternfastfoodorataChinesefastfood.

lesson59

Teachingaimsanddemands

1．认知目标：

通过学习本课，学生应理解并学会正确运用以下句型：

either…or…/neither…nor…/makesb.dosth./Fivekindsofsimplesentences

2．能力目标：

通过warming-up阶段questionbombardment培养学生在无法预先准备的真实情况下运用英语快速反应的能力;通过学习五种基本句型，提高学生运用所学语言进行创造性描写的能力；通过阅读与讨论，引导学生联系实际，发散思维，提高语言综合能力；组织学生进行辩论，培养思维的流畅性、变通性和独特性。

3．情感目标：

培养学生学习与协作的能力，引导学生观察生活，热爱劳动，关注家庭，体恤父母。

TeachingProcedures

Step1Warming-up

Step2Study

SBPage3,Part1.Letstudentsreadthroughthesentencesinthefirstboxcarefully.Askthemiftheycandiscoverthecommonfeatureinthesentences.Pointoutthatallthesentencescontainanounorpronoundenotingadoer（subject）andaverb（predicate）.Dowiththerestofthesentencesinthesameway.（不过分强调句子成分和结构的分析，把重点放在理解句子的意义上。

）

Step3Presentation

Askthestudentstosaysomethingabouttheirfamilylifebyusingthesentencestheydiscussedjustnow.Getoneortwotodemonstratetheirpassages.Theotherstrytocommenttheirfamilylife.Usetheinformationfromthestudentstopresentthefollowingtwosentencestructures:

either…or…/neither…nor….

Step4Readanddiscuss

AskWhodoesthehouseworkinHanMei’sfamily?

Getthemtoquicklyskanthefirstpassagefortheanswer.DiscussthethreequestionsonPage3inpairs.

ShowthepictureoftheIndiangirl’sfamilyandletthestudentspredictherfamilylife.Thenaskthemtoreadthesecondpassagecarefullyandfindtherightidea.

Playthetapeandhavethestudentsrepeat.

Step5Holdadebate

TopicA:

Menshoulddopartofthehousework.

TopicB:

Mendon’tneedtodohousework.

Step6Homework（chooseoneofthefollowingtwo）

（1）Helpyourparentsdopartofthehouseworkandwriteashortpassageaboutthat.Trytoexchangeyourfeelingthenextday.

（2）“Youwillhaveyourownfamilywhenyougrowup.Whatwillyourfamilylifebelike?

Whatwillyourwife/husband/childdoforthefamily?

Whatkindoffamilylifeisyourfavorite?

Compareyourfamilylifenowwiththattwentyorthirtyyearslater.”Discussthesequestionswithyourpartnerandtrytoexchangeyouropinionthenextday.

Lesson60

Teachingaimsanddemands

1.认知目标:

　学习somethingEnglish,takeaseat,befamousfor,I’mhappyyoulikeit.Wouldyoulikeanythingelse?

MayItakeyourordernow?

等短语句型，并巩固本单元的词汇、句型。

2.能力目标:

　培养学生在语境中得体运用所学语言进行表演的能力；提高学生的书面表达能力。

3.情感目标:

　加深学生对中外饮食文化差异的理解和感受。

TeachingProcedures

Step1Warming-up

Askastudenttotalkabouthisfeelingaboutdoingpartofthehouseworkandaskastudenttotalkabouthis/herfuturefamilylife（thehomeworkthedaybefore）.

Step2Presentation

Showapicture（half-covered）.AskWherearethetwoladieshavingdinner?

Howarethey?

What’sonthetable?

Thenshowthewholepictureandchecktheanswers.（Revisethefooditemsinthisunit）

Step3Presentation

（1）AnnisinvitingaChinesegirlChentodinner.Supposeyou’reAnn,yourpartnerisChen.Makeupashortdialogue