【文档说明】Unit 7 Topic 2《I’m not sure whether I can cook it well》（SectionD》word教案-八年级下册英语【仁爱版】.doc，共(6)页，28.000 KB，由小喜鸽上传

转载请保留链接：https://www.ichengzhen.cn/view-104430.html

以下为本文档部分文字说明：

Unit7Topic2SectionD参考教案Ⅰ.Materialanalysis本节课建议用1课时完成。主要活动为SectionD的1和3。本课是本话题的最后一课，要求学生通过本课的学习活动，复习本话题的重点词汇、

短语和请求允许的表达方式，对whether/if引导的宾语从句的用法作以总结，复习单音节副词的比较级和最高级的用法。本课学习活动由谈论不同国家的饮食习惯展开，要求学生能读懂有关谈论不同国家的饮食习俗的短文，能采访同学最喜欢吃的食物，并复习简单的

食物的制作方法。鼓励学生在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试，培养学生的自主探究精神；引导学生在英语学习了解中国风俗文化的同时，乐于接触和了解国外风俗文化，从而更好地为弘扬中国文化服务。

Ⅱ.TeachingaimsKnowledgeaims：1.复习whether/if引导的宾语从句的用法。2.复习单音节副词的比较级和最高级。3.谈论不同国家的饮食风俗。Skillaims：1.能听懂有关不同国家的饮食风俗的语段，识别主题，并获取主要信息。2.能就不同国家的饮食

风俗的话题进行交谈。3.能从有关不同国家的饮食风俗的语段中找出有关信息，理解大意。4.能写出简短的文段。Emotionalaims：1.勇于实践、大胆尝试，培养自主探究的精神。2.在了解中国风俗文化的

同时，乐于接触和了解国外风俗文化，从而更好地为弘扬中国文化服务。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.复习whether/if引导的宾语从句的用法。2

.复习单音节副词的比较级和最高级。3.谈论不同国家的饮食风俗。Difficultpoints：写出关于不同国家的饮食风俗的短文。Ⅳ.Learningstrategies在交际中注意中外交际习俗的差异。Ⅴ.TeachingaidsCom

putermultimediaprojector;thepicturesofseafood.Ⅵ.TeachingproceduresIntroduction（8minutes）1.Greetstudentsreadyforlearning.2.Teacherasksthestuden

tstoplaythegameBrainstormingtoreviewthewesternutensils.3.Teacherasksthestudentstotalkaboutthetablemannersindifferentc

ountrieswiththeobjectclauses.A:IwanttoknowifitispolitetoeatwithyourarmsorelbowsontheplateinAmerica.B:Ithinkit’simpoliteto…4.Teacherasksth

estudentstoretellthewesterntablemannerswiththehelpofthequestionsonthescreen:Whatshouldyoudowhenyousitdownatthetable?Whatdoesthedi

nnerstartwith?Whatshouldyoudowhenyoustarteating?Whatshouldyoudowhenyoudrinktosomebody?5.Teacherletsstudentsr

eportdifferenteatinghabitsindifferentcountriestheyhavecollected.6.Teacherencouragesstudentstodobetterinthepreviewing.L

eadtothenewlesson.Presentation(10minutes)1.Teacherasksthestudentstoreadthepassageof1andmakethesentenceonthescreenwithTorF.(1)InNorth

America,peoplehavetwoormorecoursesforeverymeal.(2)InsouthChina,peopleeatricealot.(3)IncentralChina,peopleeatmuchseafood.(4

)AllIndianpeopleusefingerstopickupthefood.(5)OnlyChinesepeopleusechopstickstoeat.2.Teacheraskstwostudentstotellthea

nswers.Teachsouthernbyadding-ernbehindsouth.Teachseafoodbyshowingthepictures.Teachpickbydoingtheacti

on.3.Teacherasksthestudentstoreadthepassageagainandunderlineallthedifferenteatinghabitsindifferentareas.4.Teacherwritesdo

wnthekeywordsontheblackboardbasedonthestudents’telling:(1)people,differenteathabits.(2)NorthAmerica,AustraliaandEurope,twoormorecourses

,knivesandforks.(3)China,rice,noodles,seafood,chopsticks.(4)India,fingers,pickup.(5)Thailand,aspoonandafork.(6)Korea,spoonsorc

hopsticks.Consolidation(10minutes)1.Teacherplaystherecordingsentencebysentence.2.Teacherplaystherecor

dingwithoutstopping.3.Teacherasksthestudentstolearningroupstofindoutthedifficultpointsinthepassage.Atlastletthemsumupthemainpoin

tsofthepassage.4.Teachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents.(1)use…todo…(2)

inthesouthernpartofChinasouth→southernnorth→northerneast→easternwest→western(3)pickup(4)Aknifeandaforkare…Aknifeandforkis…5.Teacherasksthestudentsto

preparetoretellthepassageaccordingtothekeywordsshownonthescreen.6.Teacheraskstwoorthreestudentstosharetheretellingwiththewhol

eclass.7.Teacherletstheotherstudentsfindoutsomethingwrongfromthestudents’retelling,andthenmakeasummary.Pra

ctice(10minutes)1.TeacherasksthestudentstoreadthroughSectionsA-C.Letthestudentsunderstandtheunderlinedpartsofthegrammartables.

2.Teacherasksstudentstosumuptheusagesofobjectclausesandthecomparativeandsuperlativedegreesofadverbs.3.Teacherletsthes

tudentsfindoutmoreobjectclausesfromSectionsA-C.Letonestudentsharethesentenceswiththewholeclass,andthenaskotherstudentsto

addthelostsentences.4.TeacherasksthestudentstoreadthroughSectionsA-Candunderstandtheunderlinedpartsofeachsentenceinthefunctionstable.5.Teacherask

sthestudentstopreparefortheretellingofmakingfriedrice,usingFirst…Second…Next…Then…Finally…6.Teacherasksthestude

ntstoworkinpairs.OnestudentperformsBeth,aninterviewer;theotherstudentperformsTom,amanagerofarestaurant.LetBethinterviewTomaboutthepopular

foodsintheirrestaurant.Theymayusesuchsentences:Iwanttoknowif…Yes,itis.7.Teacherletsstudentssharetheirreportwithth

ewholeclass,andthenevaluateandencouragethem.Production(7minutes)1.Teacherasksthestudentstolookatthepicture

sof3.Letthemdiscusshowtocookchickensoup.2.Teacheraskstwostudentstoreportthestepsofcookingchickensoupwiththewholesentences

,usingFirst…Second…Next…Then…Finally…andadverbsofmanner,suchasfinely,lightly,carefully…3.Teacherletsthestudentswriteapassageabouthowtocookchic

kensoup.Lettwostudentswritedowntheirpassagesontheblackboard.Walkaroundtheclassroom,helpthemifitisnecessary.4

.Teacherasksthestudentstoevaluatethepassageswrittenontheblackboard,andthencomparethemwiththepassagetheyhav

efinished.Atlasttheteachermakesasummary.5.Teachershowsthesummaryofthissectiontothestudents.6.Teacherassignshomewor

k:(1)Reviewthesummaryafterclass.(2)WriteapassageabouttheeatinghabitsindifferentplacesinChina.(3)Previewthenewwordsofnexttopic.

TeachingReflectionStudentsgraspthemaingrammarandusefulexpressionsofthistopicbyreviewingthissection,butiftheteacherw

antsthemgraspmoredetailedknowledge,heorshemustdesignmorepracticalexercises.Theyknowaboutmanydifferenttablemannersandea

tinghabitsinthistopic.Theyshouldknowfollowingthelocalrulesispolitewhentheygoabroad.Ⅶ.BlackboarddesignUnit7FoodFestivalTo

pic2I’mnotsurewhetherIcancookitwell.SectionD1.people,differenteatinghabits.2.NorthAmerica,AustraliaandEur

ope,twoormorecourses,knivesandforks.3.China,rice,noodles,seafood,chopsticks4.India,fingers,pickup5.Thailand,aspoonandafork6.Korea,spoons

orchopsticks,both1.use…todo…2.inthesouthernpartofChinasouth→southernnorth→northerneast→easternwest→wester

n3.pickup4.Aknifeandaforkare…Aknifeandforkis…