八年级英语仁爱版下册Unit7Topic2SectionB优质课教案贵州省.docx

八年级英语仁爱版下册Unit7Topic2SectionB优质课教案贵州省.docx

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八年级英语仁爱版下册Unit7Topic2SectionB优质课教案贵州省

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1a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/tʃ/和/dʒ/,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.ThekeypointsanddifficultpointsKeypoints：

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;Thepicturesofabicycle,abusandatrain.

Ⅵ.Teachingprocedures

Step

Interactionpattern

Studentactivity

Teacheractivity

Introduction（8minutes）

1.Thewholeclasswork.

2.Thewholeclasswork.

3.Thewholeclasswork.

4.Thewholeclasswork.

5.Thewholeclasswork.

6.Thewholeclasswork.

7.Pairwork.

8.Thewholeclasswork.

9.Thewholeclasswork.

10.Thewholeclasswork.

11.Thewholeclasswork

1.Focustheirattentionontheteacher.

2.Studentsreadthepassageabouthowtocooktheirfavoritefood.

3.Studentsretellthestepsofcookingfriedrice,usingFirst…Second…Then…Finally…

4.Studentsreadthesentencesof4bbythemselves,payingattentiontothe

intonationandpause.

5.Studentslistenandchecktheirreading.

6.Studentslistenandtrytoimitate.

7.Studentspracticetheconversationof4bwiththeirpartners.

8.Studentstryreadingthephoneticsandwordsonthescreen.

9.Studentslistentotherecordingof4a.

10.Studentslistenandtrytoimitate.

11.Studentsreadthewordscorrectly.

1.Greetstudentsreadyforlearning.

2.Teacherletsthestudentsreadthepassageabouthowtocooktheirfavoritefood,usingadverbsofsequenceandmanner.

3.Teacherasksthestudentstoretellthestepsofcookingfriedrice,usingFirst…Second…Then…Finally…

4.Teacherasksthestudentstoreadthesentencesof4bbythemselves,payingattentiontotheintonationandpause.

5.Teacherplaystherecordingof4b.Letstudentslistenandchecktheirreading.

6.Teacherplaystherecordingof4bagain,andletthestudents

listenandtrytoimitate.

7.Teacherletsstudentspracticetheconversationof4bwiththeirpartners.

8.Teachershowsthephonetics/tʃ/and/dʒ/andthewordsonthescreen.Letthestudentstryreadingthem.

9.Teacherplaystherecordingof4a.Letstudentsjustlisten.

10.Teacherplaystherecordingof4aagain,andletsthestudentslistenandtrytoimitate.

11.Teachershowsmorewordsonthescreen.Askthestudentstoreadthemcorrectly.

Presentation（10minutes）

1.Thewholeclasswork.

2.Individualwork.

3.Individualwork.

4.Thewholeclasswork.

5.Individualwork.

6.Individualwork.

7.Thewholeclasswork.

8.Thewholeclasswork.

1.Studentslookatthepictureof1aandhaveaguess.

2.Studentsread1aandchecktheguess.

3.Studentsunderlinethenewwords.

4.Studentslearnandgraspthenewwordswiththehelpoftheteacher.

5.Studentsfillintheblanksof1b.

6.Studentslistenandchecktheiranswers.

7.Studentschecktheanswers.

8.Studentsread1aandfindoutthedifficultpoints.Thenunderlinethemwiththeteacher’shelp.

1.Theteacherletsstudentslookatthepictureof1aandhaveaguess:

What’sMichael’sfavoritefood?

2.Teacherletsstudentsread1aandchecktheguess.

3.Teacherplaystherecordingforstudentsandletsthemunderlinethenewwords.

4.Teacherteachesthenewwordstothestudents:

Teachsnackbyshowingthepictureofhamburgers,sandwiches,cookiesandbiscuits.Teachbutterandpearbyshowingpicturesofthem.Teachpiecebycuttingthepearintopieces.

5.Teacherplaystherecordingsentencebysentenceandletsthestudentsfillintheblanksof1b.

6.Teacherplaystherecordingwithoutstopping.Letstudentslistenandchecktheiranswers.

7.Teacheraskstwostudentstotelltheiranswers.

8.Teacherasksstudentstoread1aandfindoutthedifficultpoints,andthenexplainthekeypointsandthedifficultpointstothestudents.

（1）Wouldyoumindifwelearntomakeitfromyou?

（2）well→better→best（3）Practicemakesperfect.

Consolidation（10minutes）

1.Thewholeclasswork.

2.Thewholeclasswork.

3.Thewholeclasswork.

4.Pairwork.

5.Thewholeclasswork

1.Studentsreadtheconversationaftertherecordingsentencebysentence.

2.Studentstrytofollowthespeed,payingattentiontothepronunciationandintonation.

3.Studentsread1aagainandpreparetomakethesandwichbythemselves.

4.Studentspreformhowtomakethesandwich.

5.Studentsfindoutthesamestructuresin1a

1.Teacherplaystherecordingsentencebysentence.

2.Teacherplaystherecordingwithoutstopping.

3.Teacherasksthestudentstoread1aagainandpreparetomakethesandwichbythemselves,usingthethingstheteacherprepared.

4.Teacherletstwoorthreepairsofstudentspreformhowtomakethesandwich.Onestudenttellstheprocessofmakingit,usingFirst…Second…Then…Finally…Andtheotherstudentmakesitaswhathisorherpartnerdescribes.

5.Teacherevaluatesthesandwicheswhichthestudentsdidbythemselvesandencouragesthemwiththefollowingstructures:

Welldown!

Adidquitewell,butBdidbetterthanA.Cdidthebestofall.Thenletstudentsfindoutthesamestructuresin1a.Stresstheusageof

comparativeandsuperlativedegreesofmonosyllabicadverbs.

Practice（10minutes）

1.Thewholeclasswork.

2.Individualwork.

3.Thewholeclasswork.

4.Individualwork.

5.Thewholeclasswork.

6.Thewholeclasswork.

7.Individualwork.

8.Thewholeclasswork.

9.Pairwork.

1.Studentslookatthepicturesof2carefully,andreadthepartsofthesentences.

2.Studentsmatchthepartsofthesentences.

3.Studentsreadthesentencesandgrasptheusageofcomparativeandsuperlativedegreesofmonosyllabicadverbs.

4.Studentsmakeupsentences.

5.Studentsevaluatetheworkontheblackboard.

6.Studentsreadthesentencesof3.Learnthenewwords.

7.Studentslistenandnumberthesentencestoformaconversation.

8.Studentschecktheanswers.

9.Studentspracticetheconversationinpairs.

1.Teacherasksthestudentstolookatthepicturesof

2carefullyandreadthepartsofthesentences.

2.Teacherletsstudentsmatchthepartsofthesentences.

3.Teacherletstwostudentstelltheanswer,andthenaskthemtoreadthesentencesandgrasptheusageofcomparativeandsuperlativedegreesofmonosyllabicadverbs.

4.Teachershowsthepicturesofabike,abus,andatrain.Askstudentstomakeupsentences.Asktwostudentstowritethemdownontheblackboard.

5.Teacherletstwostudentsevaluatetheworkontheblackboard.

6.Teacherasksstudentstoreadthesentencesof3.Teachthenewwordsslurpbyimitatingthesoundofdrinkingsoup.Teachnoisilybycomparingwithnoisy.Teachpoliteandimpolitebyperformactionsofthrowingoutpaperandpickingupthepaper.

7.Teacherplaystherecordingof3forthestudents.Letthemlistenandnumberthesentencestoformaconversation.

8.Teacherletstwostudentstelltheanswers.

9.Teacherletsstudentspracticetheconversationinpairs.LetthemtryimitatingthenoisemadebyKumikowhensheisdrinkingsoup.

Production（7minutes）

1.Thewholeclasswork.

2.Groupwork.

3.Thewholeclasswork.

4.Groupwork.

5.Thewholeclasswork.

6.Thewholeclasswork.

7.Thewholeclasswork.

8.Thewholeclasswork.

9.Individualwork

1.Studentsgrasptheusageofobjectclauses.

2.StudentsdiscussdifferenttablemannersbetweenJapanandCuba.

3.Studentschecktheanswers.

4.StudentsdiscussthetablemannersofChina.

5.Studentsfinishthetable.

6.Studentsreporttheirwork.

7.Studentsgraspthemanners.

8.StudentssummarizeSectionBwiththeteacher.

9.Studentsfinishthehomeworkafterclass.

1.Teacherasksthestudentstofindoutthesentencescontainingobjectclausesfrom3.Thenaskthemtograsptheusageofobjectclauses.

2.TeacherletsstudentsdiscussdifferenttablemannersbetweenJapanandCuba.

3.Teacherletstwostudentstellthedifferences.

4.TeacherletsstudentsdiscussthetablemannersofChina.

5.Teacherletsstudentsfinishthetable.

Polite

Impolite

6.Teacherletsstudentsreporttheirwork.

7.Teacherevaluatesstudents’reports.

8.Teachershowsthesummaryofthissectiontothestudents.

9.Teacherassignshomework:

（1）Reviewthesummaryafterclass.

（2）Makeasandwichfortheirparentsbythemselves.

（3）Collectmoretablemannersindifferentcountries.

TeachingReflection

Thestudentsareverygladthattheycanmakethesandwichbythemselves.Theygrasptheusageofobjectclauseswellandlearntheus