【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。Emoti

onalaims：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/i

f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.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.Ⅵ.TeachingproceduresStepInteractionpatternStudentactivi

tyTeacheractivityIntroduction（8minutes）1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholecl

asswork.5.Thewholeclasswork.6.Thewholeclasswork.7.Pairwork.8.Thewholeclasswork.9.Thewholeclasswork.10.Thewholeclasswork.11.Thewholeclasswo

rk.1.Focustheirattentionontheteacher.2.Studentsreadthepassageabouthowtocooktheirfavoritefood.3.Studentsretellthestepsofcookingfriedrice,usingFi

rst…Second…Then…Finally…4.Studentsreadthesentencesof4bbythemselves,payingattentiontotheintonationandpause.5.Studentslistenandche

cktheirreading.6.Studentslistenandtrytoimitate.7.Studentspracticetheconversationof4bwiththeirpartners.8.Studentstryreadingthephoneticsandwo

rdsonthescreen.9.Studentslistentotherecordingof4a.10.Studentslistenandtrytoimitate.11.Studentsreadthewordscorrectly.1.Greetst

udentsreadyforlearning.2.Teacherletsthestudentsreadthepassageabouthowtocooktheirfavoritefood,usingadverbsofsequenceandmanner.3.Teacherasksthestuden

tstoretellthestepsofcookingfriedrice,usingFirst…Second…Then…Finally…4.Teacherasksthestudentstoreadthesentencesof4bbythemselves,payingatte

ntiontotheintonationandpause.5.Teacherplaystherecordingof4b.Letstudentslistenandchecktheirreading.6.Tea

cherplaystherecordingof4bagain,andletthestudentslistenandtrytoimitate.7.Teacherletsstudentspracticetheconversationof4bwiththeirpartners.8

.Teachershowsthephonetics/tʃ/and/dʒ/andthewordsonthescreen.Letthestudentstryreadingthem.9.Teacherplaystherecordingof4a.Letstudentsju

stlisten.10.Teacherplaystherecordingof4aagain,andletsthestudentslistenandtrytoimitate.11.Teachershowsmorewordsonthescreen.Askthestudentstor

eadthemcorrectly.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.Studentsfillin

theblanksof1b.6.Studentslistenandchecktheiranswers.7.Studentschecktheanswers.8.Studentsread1aandfindou

tthedifficultpoints.Thenunderlinethemwiththeteacher’shelp.1.Theteacherletsstudentslookatthepictureof

1aandhaveaguess:What’sMichael’sfavoritefood?2.Teacherletsstudentsread1aandchecktheguess.3.Teacherplaystherecord

ingforstudentsandletsthemunderlinethenewwords.4.Teacherteachesthenewwordstothestudents.5.Teacherplaystherecordingsent

encebysentenceandletsthestudentsfillintheblanksof1b.6.Teacherplaystherecordingwithoutstopping.Letstudentslistenandcheckt

heiranswers.7.Teacheraskstwostudentstotelltheiranswers.8.Teacherasksstudentstoread1aandfindoutthedifficu

ltpoints,andthenexplainthekeypointsandthedifficultpointstothestudents.(1)Wouldyoumindifwelearntomakeitfromyou?(2)well→better→best(3)Practicemakespe

rfect.Consolidation(10minutes)1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Pairwork.5.Thewholeclasswork

.1.Studentsreadtheconversationaftertherecordingsentencebysentence.2.Studentstrytofollowthespeed,payingattentiontoth

epronunciationandintonation.3.Studentsread1aagainandpreparetomakethesandwichbythemselves.4.Studentspreformhowtomakethesandwich.5.Stude

ntsfindoutthesamestructuresin1a.1.Teacherplaystherecordingsentencebysentence.2.Teacherplaystherecordingwithoutsto

pping.3.Teacherasksthestudentstoread1aagainandpreparetomakethesandwichbythemselves,usingthethingstheteacherprepared.4.Teacherletstwo

orthreepairsofstudentspreformhowtomakethesandwich.Onestudenttellstheprocessofmakingit,usingFirst…Second…Then…Fina

lly…Andtheotherstudentmakesitaswhathisorherpartnerdescribes.5.Teacherevaluatesthesandwicheswhichthestud

entsdidbythemselvesandencouragesthemwiththefollowingstructures:Welldown!Adidquitewell,butBdidbetterthanA.Cdidthebestofal

l.Thenletstudentsfindoutthesamestructuresin1a.Stresstheusageofcomparativeandsuperlativedegreesofmonosyllabicadverbs.Practice(10minutes)1.Thewhole

classwork.2.Individualwork.3.Thewholeclasswork.4.Individualwork.5.Thewholeclasswork.6.Thewholeclasswo

rk.7.Individualwork.8.Thewholeclasswork.9.Pairwork.1.Studentslookatthepicturesof2carefully,andreadthepartsofthesentences.2.Studentsmatchthepar

tsofthesentences.3.Studentsreadthesentencesandgrasptheusageofcomparativeandsuperlativedegreesofmonosyllabicadverbs.4.Students

makeupsentences.5.Studentsevaluatetheworkontheblackboard.6.Studentsreadthesentencesof3.Learnthenewwords.7.Studentslistenandnumb

erthesentencestoformaconversation.8.Studentschecktheanswers.9.Studentspracticetheconversationinpairs.1.Teach

erasksthestudentstolookatthepicturesof2carefullyandreadthepartsofthesentences.2.Teacherletsstudentsmatchthepartsofthesent

ences.3.Teacherletstwostudentstelltheanswer,andthenaskthemtoreadthesentencesandgrasptheusageofcomparativeandsuperlativedegreesofmono

syllabicadverbs.4.Teachershowsthepicturesofabike,abus,andatrain.Askstudentstomakeupsentences.Asktwostudentstowritethemdownontheblackboard.5.Teach

erletstwostudentsevaluatetheworkontheblackboard.6.Teacherasksstudentstoreadthesentencesof3.Teachthenewwordss

lurpbyimitatingthesoundofdrinkingsoup.Teachnoisilybycomparingwithnoisy.Teachpoliteandimpolitebyperformactionsofthrowingoutpaperandpick

ingupthepaper.7.Teacherplaystherecordingof3forthestudents.Letthemlistenandnumberthesentencestoformaconversatio

n.8.Teacherletstwostudentstelltheanswers.9.Teacherletsstudentspracticetheconversationinpairs.Production(7minut

es)1.Thewholeclasswork.2.Groupwork.3.Thewholeclasswork.4.Groupwork.5.Thewholeclasswork.6.Thewholeclasswork.7.Thewholeclasswork.8

.Thewholeclasswork.9.Individualwork1.Studentsgrasptheusageofobjectclauses.2.Studentsdiscussdifferenttablemanners

betweenJapanandCuba.3.Studentschecktheanswers.4.StudentsdiscussthetablemannersofChina.5.Studentsfinishthetable.6.Studentsreporttheirwork.7.Student

sgraspthemanners.8.StudentssummarizeSectionBwiththeteacher.9.Studentsfinishthehomeworkafterclass.1.Te

acherasksthestudentstofindoutthesentencescontainingobjectclausesfrom3.Thenaskthemtograsptheusageofobjectclauses.2.Teacherletsstudentsdisc

ussdifferenttablemannersbetweenJapanandCuba.3.Teacherletstwostudentstellthedifferences.4.Teacherletsstudentsdiscussth

etablemannersofChina.5.Teacherletsstudentsfinishthetable.PoliteImpolite6.Teacherletsstudentsreporttheirwork.7.Teacherevaluatess

tudents’reports.8.Teachershowsthesummaryofthissectiontothestudents.9.Teacherassignshomework:(1)Reviewthesummaryafterclass.(2)Makeasandwichforthe

irparentsbythemselves.(3)Collectmoretablemannersindifferentcountries.TeachingReflectionThestudentsareverygladthattheycanmakethesandwichbythemselves

.Theygrasptheusageofobjectclauseswellandlearntheusageofcomparativeandsuperlativedegreesofmonosyllabica

dverbs.Andtheyareveryinterestedinthetablemannersindifferentcountries.Ⅶ.BlackboarddesignUnit7FoodFestivalTop

ic2I’mnotsurewhetherIcancookitwell.SectionB1.Wouldyoumindifwelearntomakeitfromyou?2.well→better→best3.P

racticemakesperfect.early→earlier→earliestlong→longer→longestPoliteImpolite