【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

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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。Em

otionalaims：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.Thekeypointsanddifficu

ltpointsKeypoints：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.Lea

rningstrategies在交际中注意中外交际习俗的差异。Ⅴ.TeachingaidsComputermultimediaprojector;thepicturesofseafood.Ⅵ.Teaching

proceduresIntroduction（8minutes）1.Greetstudentsreadyforlearning.2.TeacherasksthestudentstoplaythegameBrainstormingtoreviewth

ewesternutensils.3.Teacherasksthestudentstotalkaboutthetablemannersindifferentcountrieswiththeobjectclauses.A:Iwanttoknow

ifitispolitetoeatwithyourarmsorelbowsontheplateinAmerica.B:Ithinkit’simpoliteto…4.Teacherasksthestudentstoretellthewesterntablemannerswiththehelp

ofthequestionsonthescreen:Whatshouldyoudowhenyousitdownatthetable?Whatdoesthedinnerstartwith?Whatshouldyoudowheny

oustarteating?Whatshouldyoudowhenyoudrinktosomebody?5.Teacherletsstudentsreportdifferenteatinghabitsindifferentcountriestheyhavecollected.6.Teacher

encouragesstudentstodobetterinthepreviewing.Leadtothenewlesson.Presentation(10minutes)1.Teacherasksthestudentstoreadthepassageof1andm

akethesentenceonthescreenwithTorF.(1)InNorthAmerica,peoplehavetwoormorecoursesforeverymeal.(2)InsouthChina,peopleeatricealot.(3)

IncentralChina,peopleeatmuchseafood.(4)AllIndianpeopleusefingerstopickupthefood.(5)OnlyChinesepeopleusech

opstickstoeat.2.Teacheraskstwostudentstotelltheanswers.Teachsouthernbyadding-ernbehindsouth.Teachseafoodbyshowi

ngthepictures.Teachpickbydoingtheaction.3.Teacherasksthestudentstoreadthepassageagainandunderlineallthedifferenteatinghabitsindif

ferentareas.4.Teacherwritesdownthekeywordsontheblackboardbasedonthestudents’telling:(1)people,differenteathabits.(2)NorthAmer

ica,AustraliaandEurope,twoormorecourses,knivesandforks.(3)China,rice,noodles,seafood,chopsticks.(4)India,fingers,pickup.(5)Thailand,aspoonandafo

rk.(6)Korea,spoonsorchopsticks.Consolidation(10minutes)1.Teacherplaystherecordingsentencebysentence.2.Teacherplays

therecordingwithoutstopping.3.Teacherasksthestudentstolearningroupstofindoutthedifficultpointsinthepassage.Atlastletthemsumupthemainpointsofthepassa

ge.4.Teachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents.(1)use…todo…(2)inthesouthernpartofChinasouth→southernn

orth→northerneast→easternwest→western(3)pickup(4)Aknifeandaforkare…Aknifeandforkis…5.Teacherasksthestud

entstopreparetoretellthepassageaccordingtothekeywordsshownonthescreen.6.Teacheraskstwoorthreestudentstosharetheretellingwithth

ewholeclass.7.Teacherletstheotherstudentsfindoutsomethingwrongfromthestudents’retelling,andthenmakeasummary.Practice(10minutes)1.Teacherask

sthestudentstoreadthroughSectionsA-C.Letthestudentsunderstandtheunderlinedpartsofthegrammartables.2.Teacherasksstudentstosumuptheusage

sofobjectclausesandthecomparativeandsuperlativedegreesofadverbs.3.TeacherletsthestudentsfindoutmoreobjectclausesfromSectionsA-C.Leto

nestudentsharethesentenceswiththewholeclass,andthenaskotherstudentstoaddthelostsentences.4.Teacherasksthestudentstoreadthrough

SectionsA-Candunderstandtheunderlinedpartsofeachsentenceinthefunctionstable.5.Teacherasksthestudentst

opreparefortheretellingofmakingfriedrice,usingFirst…Second…Next…Then…Finally…6.Teacherasksthestudentstoworkinpairs.Onestud

entperformsBeth,aninterviewer;theotherstudentperformsTom,amanagerofarestaurant.LetBethinterviewTomaboutthepop

ularfoodsintheirrestaurant.Theymayusesuchsentences:Iwanttoknowif…Yes,itis.7.Teacherletsstudentssharetheirreportwiththewholeclass,andthenevaluateand

encouragethem.Production(7minutes)1.Teacherasksthestudentstolookatthepicturesof3.Letthemdiscusshowtocookchickensoup.2.Teache

raskstwostudentstoreportthestepsofcookingchickensoupwiththewholesentences,usingFirst…Second…Next…Then…Finally…an

dadverbsofmanner,suchasfinely,lightly,carefully…3.Teacherletsthestudentswriteapassageabouthowtocookchickensoup.Lettwostudentswritedownth

eirpassagesontheblackboard.Walkaroundtheclassroom,helpthemifitisnecessary.4.Teacherasksthestudentstoevaluatethepassageswrittenontheblackb

oard,andthencomparethemwiththepassagetheyhavefinished.Atlasttheteachermakesasummary.5.Teachershowsthesummaryofthissectiontothestudents.6.Tea

cherassignshomework:(1)Reviewthesummaryafterclass.(2)WriteapassageabouttheeatinghabitsindifferentplacesinChina.(3)Previewthenewwo

rdsofnexttopic.TeachingReflectionStudentsgraspthemaingrammarandusefulexpressionsofthistopicbyreviewingthissection,bu

tiftheteacherwantsthemgraspmoredetailedknowledge,heorshemustdesignmorepracticalexercises.Theyknowaboutmanydifferenttablemannersande

atinghabitsinthistopic.Theyshouldknowfollowingthelocalrulesispolitewhentheygoabroad.Ⅶ.BlackboarddesignUnit7FoodFestivalTopic2I’mnotsurewhetherIca

ncookitwell.SectionD1.people,differenteatinghabits.2.NorthAmerica,AustraliaandEurope,twoormorecourses,knivesandforks.3.China,rice,noodles,seaf

ood,chopsticks4.India,fingers,pickup5.Thailand,aspoonandafork6.Korea,spoonsorchopsticks,both1.use…todo…2.inthesouthernpartofChin

asouth→southernnorth→northerneast→easternwest→western3.pickup4.Aknifeandaforkare…Aknifeandforkis…