【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

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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

.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.Learningst

rategies1.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.TeachingaidsComputermultimediaprojecto

r;Thepicturesofsandwichandsnack(hamburgers,sandwichesandsoon);Somepiecesofbread;Somebutter;Apear;Aknife;Somehoney;Thepicturesofabicycle,abus

andatrain.Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction（8minutes）1.Thewholeclasswork.2.Thewholeclasswork

.3.Thewholeclasswork.4.Thewholeclasswork.5.Thewholeclasswork.6.Thewholeclasswork.7.Pairwork.8.Thewholeclasswork.9.Thewholeclasswork.10.Thewholec

lasswork.11.Thewholeclasswork.1.Focustheirattentionontheteacher.2.Studentsreadthepassageabouthowtocooktheirfavoritefood.3.Studentsret

ellthestepsofcookingfriedrice,usingFirst…Second…Then…Finally…4.Studentsreadthesentencesof4bbythemselves,payingattentiontotheintonationandpause.5

.Studentslistenandchecktheirreading.6.Studentslistenandtrytoimitate.7.Studentspracticetheconversationof4bwiththeirpart

ners.8.Studentstryreadingthephoneticsandwordsonthescreen.9.Studentslistentotherecordingof4a.10.Studentslistenandtrytoimitate.11.Studentsreadthewordsc

orrectly.1.Greetstudentsreadyforlearning.2.Teacherletsthestudentsreadthepassageabouthowtocooktheirfavoritefood,usingadverbsofsequenceandmanne

r.3.Teacherasksthestudentstoretellthestepsofcookingfriedrice,usingFirst…Second…Then…Finally…4.Teacherasksthestudentstoreadthesentencesof4bbythe

mselves,payingattentiontotheintonationandpause.5.Teacherplaystherecordingof4b.Letstudentslistenandchecktheirreading.6.Teacherplaysth

erecordingof4bagain,andletthestudentslistenandtrytoimitate.7.Teacherletsstudentspracticetheconversationof4bwiththeirpartners.8.Teachershowsthephoneti

cs/tʃ/and/dʒ/andthewordsonthescreen.Letthestudentstryreadingthem.9.Teacherplaystherecordingof4a.Letst

udentsjustlisten.10.Teacherplaystherecordingof4aagain,andletsthestudentslistenandtrytoimitate.11.Teachershowsmo

rewordsonthescreen.Askthestudentstoreadthemcorrectly.Presentation(10minutes)1.Thewholeclasswork.2.Individua

lwork.3.Individualwork.4.Thewholeclasswork.5.Individualwork.6.Individualwork.7.Thewholeclasswork.8.Th

ewholeclasswork.1.Studentslookatthepictureof1aandhaveaguess.2.Studentsread1aandchecktheguess.3.Studentsund

erlinethenewwords.4.Studentslearnandgraspthenewwordswiththehelpoftheteacher.5.Studentsfillintheblanksof1b.6.Studentslistenandche

cktheiranswers.7.Studentschecktheanswers.8.Studentsread1aandfindoutthedifficultpoints.Thenunderlinethemwiththeteacher’shelp.1.Theteacherletsst

udentslookatthepictureof1aandhaveaguess:What’sMichael’sfavoritefood?2.Teacherletsstudentsread1aandchecktheguess.3.Teacher

playstherecordingforstudentsandletsthemunderlinethenewwords.4.Teacherteachesthenewwordstothestudents.5.Teacherplaystherecordingsentencebys

entenceandletsthestudentsfillintheblanksof1b.6.Teacherplaystherecordingwithoutstopping.Letstudentslistenandchecktheiransw

ers.7.Teacheraskstwostudentstotelltheiranswers.8.Teacherasksstudentstoread1aandfindoutthedifficultpo

ints,andthenexplainthekeypointsandthedifficultpointstothestudents.(1)Wouldyoumindifwelearntomakeitfromyou?(2)well→better→best(

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

.5.Thewholeclasswork.1.Studentsreadtheconversationaftertherecordingsentencebysentence.2.Studentstrytofoll

owthespeed,payingattentiontothepronunciationandintonation.3.Studentsread1aagainandpreparetomakethesandwichbythemselves.4.Stud

entspreformhowtomakethesandwich.5.Studentsfindoutthesamestructuresin1a.1.Teacherplaystherecordingsentencebysentence.2.Teacherplaystherecordingw

ithoutstopping.3.Teacherasksthestudentstoread1aagainandpreparetomakethesandwichbythemselves,usingthething

stheteacherprepared.4.Teacherletstwoorthreepairsofstudentspreformhowtomakethesandwich.Onestudenttellstheprocessofmakingi

t,usingFirst…Second…Then…Finally…Andtheotherstudentmakesitaswhathisorherpartnerdescribes.5.Teacherevaluatesthesandwicheswhichthestudentsdid

bythemselvesandencouragesthemwiththefollowingstructures:Welldown!Adidquitewell,butBdidbetterthanA.Cdidthebestofall.T

henletstudentsfindoutthesamestructuresin1a.Stresstheusageofcomparativeandsuperlativedegreesofmonosyllabicadverbs.Practice(

10minutes)1.Thewholeclasswork.2.Individualwork.3.Thewholeclasswork.4.Individualwork.5.Thewholeclasswork.6.Thewholeclasswork.7.Indi

vidualwork.8.Thewholeclasswork.9.Pairwork.1.Studentslookatthepicturesof2carefully,andreadthepartsofthesentence

s.2.Studentsmatchthepartsofthesentences.3.Studentsreadthesentencesandgrasptheusageofcomparativeandsuperlativedegreesofmonosylla

bicadverbs.4.Studentsmakeupsentences.5.Studentsevaluatetheworkontheblackboard.6.Studentsreadthesentencesof3.Learnthenewwords.7.Studentslistenandnu

mberthesentencestoformaconversation.8.Studentschecktheanswers.9.Studentspracticetheconversationinpairs.1.Teacherasksthestuden

tstolookatthepicturesof2carefullyandreadthepartsofthesentences.2.Teacherletsstudentsmatchthepartsofthesentences.3.Teacherletstwostudentstelltheans

wer,andthenaskthemtoreadthesentencesandgrasptheusageofcomparativeandsuperlativedegreesofmonosyllabicadv

erbs.4.Teachershowsthepicturesofabike,abus,andatrain.Askstudentstomakeupsentences.Asktwostudentstowritethemdownontheblackboard.5.Teacherletstwostuden

tsevaluatetheworkontheblackboard.6.Teacherasksstudentstoreadthesentencesof3.Teachthenewwordsslurpbyimitatingthesou

ndofdrinkingsoup.Teachnoisilybycomparingwithnoisy.Teachpoliteandimpolitebyperformactionsofthrowingoutpaperandpicking

upthepaper.7.Teacherplaystherecordingof3forthestudents.Letthemlistenandnumberthesentencestoformaconversation.8.Teacherletstwostud

entstelltheanswers.9.Teacherletsstudentspracticetheconversationinpairs.Production(7minutes)1.Thewholeclassw

ork.2.Groupwork.3.Thewholeclasswork.4.Groupwork.5.Thewholeclasswork.6.Thewholeclasswork.7.Thewholeclasswork.8.Th

ewholeclasswork.9.Individualwork1.Studentsgrasptheusageofobjectclauses.2.Studentsdiscussdifferenttablemannersbe

tweenJapanandCuba.3.Studentschecktheanswers.4.StudentsdiscussthetablemannersofChina.5.Studentsfinishthetable.6.Studentsreporttheirwork

.7.Studentsgraspthemanners.8.StudentssummarizeSectionBwiththeteacher.9.Studentsfinishthehomeworkafterclass.1.Teacherasksthestudentstof

indoutthesentencescontainingobjectclausesfrom3.Thenaskthemtograsptheusageofobjectclauses.2.Teacherlet

sstudentsdiscussdifferenttablemannersbetweenJapanandCuba.3.Teacherletstwostudentstellthedifferences.4.Teacherletsstudentsdiscussthetablemannerso

fChina.5.Teacherletsstudentsfinishthetable.PoliteImpolite6.Teacherletsstudentsreporttheirwork.7.Teacherev

aluatesstudents’reports.8.Teachershowsthesummaryofthissectiontothestudents.9.Teacherassignshomework:(1)Reviewthesummaryafterclass.(2)Makeasan

dwichfortheirparentsbythemselves.(3)Collectmoretablemannersindifferentcountries.TeachingReflectionThestudentsareverygladthattheycanmakethe

sandwichbythemselves.Theygrasptheusageofobjectclauseswellandlearntheusageofcomparativeandsuperlativedegreesofmonosyllabicadverb

s.Andtheyareveryinterestedinthetablemannersindifferentcountries.Ⅶ.BlackboarddesignUnit7FoodFestivalTopic2I’mnotsure

whetherIcancookitwell.SectionB1.Wouldyoumindifwelearntomakeitfromyou?2.well→better→best3.Practicemakesperfect.early→earlier→earli

estlong→longer→longestPoliteImpolite