人教版初二英语下全册教案.docx

1、人教版初二英语下全册教案UNIT15 What do people eat?Teaching aims and demands 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。Lesson 57Teaching aims and demands:1 kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato, soup,

2、 cheese, butter So do we./Oh, we dont./ Would you like to have dinner with me tonight? Could you pass me the cheese, 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。Teaching ProceduresStep1 Warming-upStep2 Presentation Bring som

3、e real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc. to class. Students are interested in tasting these objects. ( learning the new words by watching, tasting) Show a photo of a kitchen. There is a nice cupboard in it. Its closed. Ask Whats in the cupboard? Then open the cupbo

4、ard and show the students the things in it. Then ask Whats in your cupboard at home? Show a pair of chopsticks and ask Are Americans good at using chopsticks at table? What do they use at table? Learn the new words fork, spoon. Then ask Do you usually help to set the table at home? What is on your t

5、able at home during dinner?Step3 Look, learn and answer In pairs, get the students to look at the colour picture on page i. Have them ask and answer questions as in the model. Step4 Presentation Present this dialogue:(1) Teacher: I eat a lot of fruit and vegetables for supper.A boy: Oh, I dont. I ea

6、t a lot of fish.Teacher: So do I. Explain that I eat a lot of fruit and vegetables means I often eat fruit and vegetables. So do I means I eat a lot of fish, too. Practise the following dialogues with students. (2) Teacher: Does your mother cook meals for your family every day? Student A: Yes, she d

7、oes. She cooks nice food for me and dad. Teacher: So does my mum. (3) Teacher: I always read English for about half an hour before I go to bed. Student B: Oh, I dont. I always read English before I have breakfast. Teacher: So does my younger sister.When students understand the dialogues, get them to

8、 talk about their daily life like this in pairs.Step5 Competition Divide students into two teams. Tell them My foreign friends will come to dinner this weekend. Mr Smith comes from America. Mrs Potter comes from England. Susan comes from France. Mary comes from Japan, Dave comes from Canada. Miss Wh

9、ite comes from Australia. Would you like to help me make a shopping-list? See which group makes a better list. Step6 Puzzle dialogues SB Page1, Part3. Pairwork first. Then check the answers as a class. In pairs, have the students role-play as if they are at a dinner. One of them is a host/hostess, t

10、he other is a guest. Walk around and give help where needed. Encourage them to speak freely and use more expressions they like.Step7 HomeworkCollect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the classroom with them. Often talk abo

11、ut the pictures during break.Lesson58Important Points1 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, /It seems that./ Do you think? Yes, I think so. /No, I dont think so. Yes, I agree. /No, I dont really agree. I really dont agree.2 能力目标：通过阅读课教学，培养

12、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。Teaching ProceduresStep1.Warming-up(A guessing-game)Get the students to talk about their favourite food in pairs.Step3.Pre-readThen Teacher asks “How do you like ?Are they Chinese food? Are they the most p

13、opular food in China? What do you think is the most popular food in China? What about in the world? What do you usually have for meals? (It seems that you like(a kind of food) best! It seems that is/are your favorite food.)Do you like fast food? Why or why not?Get the students to discuss these quest

14、ions in groups of four, then have one to show their ideas.Step4 ReadingShow pictures of special food from different countries.(fish and chips from England; raw fish flakes from Japan; bullfrog from France; dumplings from China; hamburgers from America; pizza from Italy.)Students should guess what co

15、untries the foods come from.Show the title ”Favourite Food “ to the class and ask them to predict what the passage is about . Fast-reading:1) Whats the most popular food in the world?The students scan the passage for the answer.Careful-reading:1)What kind of food do Indians like?2) Do we Chinese peo

16、ple eat fish in the same way as Japanese?3) Do English people usually eat fish and chips just at home? Where else? What does “on the road “ mean in this passage?(try to explain it in English)4) How do we know that American fast food is the most popular in the world?5) Whats Chinese food like? Why is

17、 Chinese food popular in the world? The students read the passage slowly and carefullly for information.Encourage the student to guess the new words “even” and “taste” in the context.Read with the tape. Help students with their intonation and pronunciation.Retell this passage.Step 5 Presentation“I o

18、ften tell you to get up early and have a rich breakfast. But I learn that some of you get up late and have to finish breakfast in a hurry or even come to school without breakfast. I really worry about their health. But they dont really agree with me. What do you think of that?”“Do you know Chinese p

19、eople like to eat a lot of food at supper? I really dont agree with this kind of behavior. What about you?” Help students understand the difference between” I dont really agree “ and “ I really dont agree.” ( “ I dont really agree” means that you just disagree a little bit but are open to hear the o

20、ther persons point of view and you may change your opinion; however,” I really dont agree” means that you strongly disagree with the other person and nothing will change your mind.)Step6 Ask and answer Can you find any food from other countries in China/in Wenzhou? Are they famous? Do you like them?

21、 Why &why not? Why is fast food so popular in the world? In America? In China? Is it good for health? What food do you think is good for health? What do you think of the food you usually eat? Is it healthy or unhealthy? (discuss in groups and then make a list of healthy and unhealthy food.)Step 7 Ho

22、mework (choose one of the followings)1.Try your best to look for information about Chinese food in different places like in the north of China, in the south of China, in the west of China, in the east of China, learn different eating customs in China. Write a composition about Chinese food.(SBPage5

23、Part4)2.” Do you like Western fast food?是选择饺子，还是选择“巨无霸”，看中西快餐谁领风骚？” Interview your friends or your foreign teachers and then write a composition about their opinions. 3. Write a composition about your eating experience at a western fast food or at a Chinese fast food.lesson59Teaching aims and demand

24、s1 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：eitheror/neithernor/make sb. do sth./ Five kinds of simple sentences2 能力目标：通过warming-up阶段question bombardment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

25、父母。Teaching ProceduresStep1 Warming-upStep2 Study SB Page3,Part1. Let students read through the sentences in the first box carefully. Ask them if they can discover the common feature in the sentences. Point out that all the sentences contain a noun or pronoun denoting a doer(subject) and a verb(pred

26、icate). Do with the rest of the sentences in the same way.（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。） Step3 Presentation Ask the students to say something about their family life by using the sentences they discussed just now. Get one or two to demonstrate their passages. The others try to comment their family

27、 life. Use the information from the students to present the following two sentence structures:eitheror/ neithernor.Step4 Read and discuss Ask Who does the housework in Han Meis family? Get them to quickly skan the first passage for the answer. Discuss the three questions on Page3 in pairs. Show the

28、picture of the Indian girls family and let the students predict her family life. Then ask them to read the second passage carefully and find the right idea. Play the tape and have the students repeat.Step5 Hold a debate Topic A: Men should do part of the housework. Topic B: Men dont need to do house

29、work. Step6 Homework(choose one of the following two)(1) Help your parents do part of the housework and write a short passage about that. Try to exchange your feeling the next day.(2) “You will have your own family when you grow up. What will your family life be like? What will your wife/husband/chi

30、ld do for the family? What kind of family life is your favorite? Compare your family life now with that twenty or thirty years later.” Discuss these questions with your partner and try to exchange your opinion the next day.Lesson 60Teaching aims and demands1. 认知目标:学习something English, take a seat, b

31、e famous for , Im happy you like it. Would you like anything else? May I take your order now?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。Teaching ProceduresStep1 Warming-up Ask a student to talk about his feeling about doing part of the housework and as

32、k a student to talk about his/her future family life( the homework the day before).Step2 Presentation Show a picture(half-covered). Ask Where are the two ladies having dinner? How are they? Whats on the table? Then show the whole picture and check the answers.(Revise the food items in this unit)Step3 Presentation (1)Ann is inviting a Chinese girl Chen to dinner. Suppose youre Ann, your partner is Chen. Make up a short dialogue