【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.TeachingaimsKnowledgea

ims：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.ThekeypointsanddifficultpointsKeyp

oints：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.TeachingaidsComputermultimediaprojector;thepicturesofseafood.Ⅵ.TeachingproceduresIntroduction（8minute

s）1.Greetstudentsreadyforlearning.2.TeacherasksthestudentstoplaythegameBrainstormingtoreviewthewesternutensils.3.Teacherasksthestude

ntstotalkaboutthetablemannersindifferentcountrieswiththeobjectclauses.A:Iwanttoknowifitispolitetoeatwithyourarmsorelbow

sontheplateinAmerica.B:Ithinkit’simpoliteto…4.Teacherasksthestudentstoretellthewesterntablemannerswiththehelpoft

hequestionsonthescreen:Whatshouldyoudowhenyousitdownatthetable?Whatdoesthedinnerstartwith?Whatshouldyoudowhenyoustarteating?Whatshouldyoudowh

enyoudrinktosomebody?5.Teacherletsstudentsreportdifferenteatinghabitsindifferentcountriestheyhavecollected.6.T

eacherencouragesstudentstodobetterinthepreviewing.Leadtothenewlesson.Presentation(10minutes)1.Teacherasksthestude

ntstoreadthepassageof1andmakethesentenceonthescreenwithTorF.(1)InNorthAmerica,peoplehavetwoormorecoursesforeverym

eal.(2)InsouthChina,peopleeatricealot.(3)IncentralChina,peopleeatmuchseafood.(4)AllIndianpeopleusefingerstopicku

pthefood.(5)OnlyChinesepeopleusechopstickstoeat.2.Teacheraskstwostudentstotelltheanswers.Teachsouthernbyadding-e

rnbehindsouth.Teachseafoodbyshowingthepictures.Teachpickbydoingtheaction.3.Teacherasksthestudentstoreadthepassageagainandunde

rlineallthedifferenteatinghabitsindifferentareas.4.Teacherwritesdownthekeywordsontheblackboardbasedonthestudents’telling:(1)

people,differenteathabits.(2)NorthAmerica,AustraliaandEurope,twoormorecourses,knivesandforks.(3)China,rice,noodles,seafoo

d,chopsticks.(4)India,fingers,pickup.(5)Thailand,aspoonandafork.(6)Korea,spoonsorchopsticks.Consolidat

ion(10minutes)1.Teacherplaystherecordingsentencebysentence.2.Teacherplaystherecordingwithoutstopping.3.Teach

erasksthestudentstolearningroupstofindoutthedifficultpointsinthepassage.Atlastletthemsumupthemainpointsofthepassage.4.Te

achermakesasummarytoexplainthekeypointsanddifficultpointstothestudents.(1)use…todo…(2)inthesouthernpartofChinasouth→so

uthernnorth→northerneast→easternwest→western(3)pickup(4)Aknifeandaforkare…Aknifeandforkis…5.Teacherasksthestudentstopr

eparetoretellthepassageaccordingtothekeywordsshownonthescreen.6.Teacheraskstwoorthreestudentstosharetherete

llingwiththewholeclass.7.Teacherletstheotherstudentsfindoutsomethingwrongfromthestudents’retelling,andthenmakeasummary.Practice(10

minutes)1.TeacherasksthestudentstoreadthroughSectionsA-C.Letthestudentsunderstandtheunderlinedpartsoft

hegrammartables.2.Teacherasksstudentstosumuptheusagesofobjectclausesandthecomparativeandsuperlativedegreesofadverbs.

3.TeacherletsthestudentsfindoutmoreobjectclausesfromSectionsA-C.Letonestudentsharethesentenceswiththewholeclass,andthenaskotherst

udentstoaddthelostsentences.4.TeacherasksthestudentstoreadthroughSectionsA-Candunderstandtheunderlinedpartsofeachsentencein

thefunctionstable.5.Teacherasksthestudentstopreparefortheretellingofmakingfriedrice,usingFirst…Second…Next…Then…Finally…6.Teacherasks

thestudentstoworkinpairs.OnestudentperformsBeth,aninterviewer;theotherstudentperformsTom,amanagerofarestaurant.LetBethinterviewTomabo

utthepopularfoodsintheirrestaurant.Theymayusesuchsentences:Iwanttoknowif…Yes,itis.7.Teacherletsstudentssharetheirr

eportwiththewholeclass,andthenevaluateandencouragethem.Production(7minutes)1.Teacherasksthestudentstolook

atthepicturesof3.Letthemdiscusshowtocookchickensoup.2.Teacheraskstwostudentstoreportthestepsofcookingchickensoupwiththewholesentences,u

singFirst…Second…Next…Then…Finally…andadverbsofmanner,suchasfinely,lightly,carefully…3.Teacherletsthestudent

swriteapassageabouthowtocookchickensoup.Lettwostudentswritedowntheirpassagesontheblackboard.Walkaroundthecl

assroom,helpthemifitisnecessary.4.Teacherasksthestudentstoevaluatethepassageswrittenontheblackboard,andthe

ncomparethemwiththepassagetheyhavefinished.Atlasttheteachermakesasummary.5.Teachershowsthesummaryofthissectiontothestudents.6.Tea

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

ttopic.TeachingReflectionStudentsgraspthemaingrammarandusefulexpressionsofthistopicbyreviewingthissection,butiftheteacherwantsthemgraspmo

redetailedknowledge,heorshemustdesignmorepracticalexercises.Theyknowaboutmanydifferenttablemannersandeatinghabitsinthistopic.Theyshouldk

nowfollowingthelocalrulesispolitewhentheygoabroad.Ⅶ.BlackboarddesignUnit7FoodFestivalTopic2I’mnotsurewhetherIcancookitwell.SectionD1

.people,differenteatinghabits.2.NorthAmerica,AustraliaandEurope,twoormorecourses,knivesandforks.3.China,rice,noodles,seafo

od,chopsticks4.India,fingers,pickup5.Thailand,aspoonandafork6.Korea,spoonsorchopsticks,both1.use…todo…2.inthesouthernpartofChinasout

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