仁爱英语八下教案设计unit7.-Topic2.-sectionB

Unit7.Topic2.SectionB1教案设计Unit7FoodFestivalTopic2I’mnotsurewhetherIcancookitwell.SectionBⅠ.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.TeachingaimsKnowledgeaims：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。Unit7.Topic2.SectionB2Ⅳ.Learningstrategies1.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.TeachingaidsComputermultimediaprojector;Thepicturesofsandwichandsnack(hamburgers,sandwichesandsoon);Somepiecesofbread;Somebutter;Apear;Aknife;Somehoney;Thepicturesofabicycle,abusandatrain.Unit7.Topic2.SectionB3Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction（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,payingattentiontotheintonationandpause.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,andletthestudentslistenandtrytoimitate.7.Teacherletsstudentspracticetheconversationof4bwiththeirpartners.8.Teachershowsthephonetics/tʃ/and/dʒ/andthewordsonthescreen.Letthestudentstryreadingthem.9.Teacherplaystherecordingof4a.Letstudentsjustlisten.10.Teacherplaystherecordingof4aagain,andletsthestudentslistenandtrytoimitate.11.Teachershowsmorewordsonthescreen.Askthestudentstoreadthemcorrectly.Unit7.Topic2.SectionB4Presentation(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.Unit7.Topic2.SectionB5Consolidation(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.Teacherevaluatesthesandwicheswhichthestudentsdidbythemselvesandencouragesthemwiththefo