【文档说明】Unit 7 Topic 2《I’m not sure whether I can cook it well》（SectionB》word教案-八年级下册英语【仁爱版】.doc，共(8)页，57.500 KB，由小喜鸽上传

转载请保留链接：https://www.ichengzhen.cn/view-104425.html

以下为本文档部分文字说明：

Unit7Topic2SectionB参考教案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.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.ThekeypointsanddifficultpointsKeypoi

nts：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.Learning

strategies1.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;Thepicturesofsandwichan

dsnack(hamburgers,sandwichesandsoon);Somepiecesofbread;Somebutter;Apear;Aknife;Somehoney;Thepicturesofabicycle

,abusandatrain.Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction（8minutes）1.Thewhole

classwork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Thewholeclasswork.6.Thewholeclasswor

k.7.Pairwork.8.Thewholeclasswork.9.Thewholeclasswork.10.Thewholeclasswork.11.Thewholeclasswork.1.Focustheirattentionontheteacher.2.Studentsreadthepa

ssageabouthowtocooktheirfavoritefood.3.Studentsretellthestepsofcookingfriedrice,usingFirst…Second…Then…Finally…4.Student

sreadthesentencesof4bbythemselves,payingattentiontotheintonationandpause.5.Studentslistenandchecktheirreading.6.Studentslistenandtrytoimitate.7

.Studentspracticetheconversationof4bwiththeirpartners.8.Studentstryreadingthephoneticsandwordsonthes

creen.9.Studentslistentotherecordingof4a.10.Studentslistenandtrytoimitate.11.Studentsreadthewordscorrectly.1.Greetstudentsreadyforlearning.2

.Teacherletsthestudentsreadthepassageabouthowtocooktheirfavoritefood,usingadverbsofsequenceandmanner.3.Teach

erasksthestudentstoretellthestepsofcookingfriedrice,usingFirst…Second…Then…Finally…4.Teacherasksthestudentstoreadthesentencesof4bbyt

hemselves,payingattentiontotheintonationandpause.5.Teacherplaystherecordingof4b.Letstudentslistenandchecktheirreading.6.Teacherplaystherecor

dingof4bagain,andletthestudentslistenandtrytoimitate.7.Teacherletsstudentspracticetheconversationof4bw

iththeirpartners.8.Teachershowsthephonetics/tʃ/and/dʒ/andthewordsonthescreen.Letthestudentstryreadin

gthem.9.Teacherplaystherecordingof4a.Letstudentsjustlisten.10.Teacherplaystherecordingof4aagain,andletsthe

studentslistenandtrytoimitate.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.Studentslearnandgra

spthenewwordswiththehelpoftheteacher.5.Studentsfillintheblanksof1b.6.Studentslistenandchecktheiranswers.7.Studentsc

hecktheanswers.8.Studentsread1aandfindoutthedifficultpoints.Thenunderlinethemwiththeteacher’shelp.1.

Theteacherletsstudentslookatthepictureof1aandhaveaguess:What’sMichael’sfavoritefood?2.Teacherletsstudentsread1aandch

ecktheguess.3.Teacherplaystherecordingforstudentsandletsthemunderlinethenewwords.4.Teacherteachesthenewwordstothestudents.5.Teacherplays

therecordingsentencebysentenceandletsthestudentsfillintheblanksof1b.6.Teacherplaystherecordingwithoutstopping.Letstud

entslistenandchecktheiranswers.7.Teacheraskstwostudentstotelltheiranswers.8.Teacherasksstudentstoread1aandfindoutthedifficultpoints,andthenexplainthe

keypointsandthedifficultpointstothestudents.(1)Wouldyoumindifwelearntomakeitfromyou?(2)well→better→bes

t(3)Practicemakesperfect.Consolidation(10minutes)1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Pairwork.5.Thewholeclasswo

rk.1.Studentsreadtheconversationaftertherecordingsentencebysentence.2.Studentstrytofollowthespeed,payingattentiontothepronunciationandintonati

on.3.Studentsread1aagainandpreparetomakethesandwichbythemselves.4.Studentspreformhowtomakethesandwich.5.Studentsfindoutthesamestructuresin1a.

1.Teacherplaystherecordingsentencebysentence.2.Teacherplaystherecordingwithoutstopping.3.Teacherasksthestudentstoread1aagainandpreparetomakethe

sandwichbythemselves,usingthethingstheteacherprepared.4.Teacherletstwoorthreepairsofstudentspreformhowtomakethesandwi

ch.Onestudenttellstheprocessofmakingit,usingFirst…Second…Then…Finally…Andtheotherstudentmakesitaswhathisorherpartnerdescribes.

5.Teacherevaluatesthesandwicheswhichthestudentsdidbythemselvesandencouragesthemwiththefollowingstructures:Welldown!Adidquitewell,butBdidbette

rthanA.Cdidthebestofall.Thenletstudentsfindoutthesamestructuresin1a.Stresstheusageofcomparativeandsuperlativedegreeso

fmonosyllabicadverbs.Practice(10minutes)1.Thewholeclasswork.2.Individualwork.3.Thewholeclasswork.4.Individualwork.5.Thewhol

eclasswork.6.Thewholeclasswork.7.Individualwork.8.Thewholeclasswork.9.Pairwork.1.Studentslookatthepicturesof2carefully,andreadthepar

tsofthesentences.2.Studentsmatchthepartsofthesentences.3.Studentsreadthesentencesandgrasptheusageofcomparativeandsuperlativedegreesofmonosyll

abicadverbs.4.Studentsmakeupsentences.5.Studentsevaluatetheworkontheblackboard.6.Studentsreadthesentencesof3.Learnthenewwords.7.Stu

dentslistenandnumberthesentencestoformaconversation.8.Studentschecktheanswers.9.Studentspracticetheconversationinpairs.1.Teacherasksthestud

entstolookatthepicturesof2carefullyandreadthepartsofthesentences.2.Teacherletsstudentsmatchthepartsofthesentences.3.Teacherletstwostude

ntstelltheanswer,andthenaskthemtoreadthesentencesandgrasptheusageofcomparativeandsuperlativedegreesofmonosyllabicadverbs.4.Teachershowsthepictureso

fabike,abus,andatrain.Askstudentstomakeupsentences.Asktwostudentstowritethemdownontheblackboard.5.Teacherletstwostudentsev

aluatetheworkontheblackboard.6.Teacherasksstudentstoreadthesentencesof3.Teachthenewwordsslurpbyimitatingthesoundofdrin

kingsoup.Teachnoisilybycomparingwithnoisy.Teachpoliteandimpolitebyperformactionsofthrowingoutpaperandpic

kingupthepaper.7.Teacherplaystherecordingof3forthestudents.Letthemlistenandnumberthesentencestoformaconversation.8.Teacherletstwostudentstelltheansw

ers.9.Teacherletsstudentspracticetheconversationinpairs.Production(7minutes)1.Thewholeclasswork.2.Groupwork.3.Thewhole

classwork.4.Groupwork.5.Thewholeclasswork.6.Thewholeclasswork.7.Thewholeclasswork.8.Thewholeclasswork.9.Individualwork1.Studentsgraspth

eusageofobjectclauses.2.StudentsdiscussdifferenttablemannersbetweenJapanandCuba.3.Studentschecktheanswers.4.Studentsdiscussthetabl

emannersofChina.5.Studentsfinishthetable.6.Studentsreporttheirwork.7.Studentsgraspthemanners.8.StudentssummarizeSectionBwiththe

teacher.9.Studentsfinishthehomeworkafterclass.1.Teacherasksthestudentstofindoutthesentencescontainingobjectclausesfrom3.Thenaskthemtograsptheusag

eofobjectclauses.2.TeacherletsstudentsdiscussdifferenttablemannersbetweenJapanandCuba.3.Teacherletstwostudentstellthedifferences.4.Teac

herletsstudentsdiscussthetablemannersofChina.5.Teacherletsstudentsfinishthetable.PoliteImpolite6.Teacherletsstudentsrepor

ttheirwork.7.Teacherevaluatesstudents’reports.8.Teachershowsthesummaryofthissectiontothestudents.9.Teacherassignshomework:(1)Reviewthesummary

afterclass.(2)Makeasandwichfortheirparentsbythemselves.(3)Collectmoretablemannersindifferentcountries.TeachingReflec

tionThestudentsareverygladthattheycanmakethesandwichbythemselves.Theygrasptheusageofobjectclauseswellandlearntheusageofcomp

arativeandsuperlativedegreesofmonosyllabicadverbs.Andtheyareveryinterestedinthetablemannersindifferentcountries.Ⅶ.

BlackboarddesignUnit7FoodFestivalTopic2I’mnotsurewhetherIcancookitwell.SectionB1.Wouldyoumindifwelearntomakeitfromyou?2.well→better→be

st3.Practicemakesperfect.early→earlier→earliestlong→longer→longestPoliteImpolite