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仁爱科普版八年级下册Topic 2 I’m not sure whether I can cook it well.教案设计
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这是一份仁爱科普版八年级下册Topic 2 I’m not sure whether I can cook it well.教案设计，共4页。教案主要包含了Is等内容，欢迎下载使用。
课题
Unit 7 Fd Festival Tpic 2 Sectin C
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
1. 继续学习 whether/ if 引导的宾语从句。
2. 谈论西餐的餐桌礼仪。
3. 更多地了解不同国家的餐桌礼仪。
Skill aims：
1. 能听懂有关餐桌礼仪的短文，识别主题，并获取主要信息。
2. 能使用英语简述西餐的餐桌礼仪。
3. 能从所给语言材料中找出现关信息，理解大意。
4. 能写出简单的文段。
Emtinal aims：
1. 互帮互学，开阔视野。
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。
教 学
重 点
难 点
Key pints：
1. 继续学习 whether/ if 引导的宾语从句。
2. 谈论西餐的餐桌礼仪。
3. 了解不同国家的餐桌礼仪。
Difficult pints：
演示西餐的餐桌礼仪。
教 学
准 备
多媒体课件
教
学
过
程
1. Greet students ready fr learning.
2. Teacher lets the students retell the steps f making the sandwich, with First… Secnd… Then… Finally…
3. Teacher asks the students t reprt the table manners in different cuntries they searched. Tell them that they must fllw the manners when they g t different cuntries.
4. Teacher asks the students t read the sentences f 2. Teach the new wrds elbw, spn and chpstick by shwing the teacher’s elbw, a spn and chpsticks.
5. Teacher lets students discuss if these actins are plite.
6. Teacher asks students t match the pictures with the cnversatin.
7. Teacher lets students check the answers.
8. Teacher divides the students int tw grups. Let them practice the cnversatins. One grup reads the questins and the ther grup reads the answers. Then let them change the rles. Finish 2.
1. Teacher plays the vide f a frmal western dinner fr the students. Lead t the new lessn.
2. Teacher lets students lk at the picture f 1a. Teacher perfrms the western table manners with the utensils t intrduce the new wrds: napkin, lap, frk, and dish.
3. Teacher lets students write dwn the wrds n the lines in the picture f 1a. Let them grasp the new wrds frk and dish. Knw abut napkin.
4. Teacher lets tw students write dwn their answers n the blackbard t check the answers.
5. Teacher asks the students t read the passage f 1a, and then underline the ther new wrds, guessing their meanings accrding t the passage.
6. Teacher teaches the ther new wrds and phrases: frmal,table manners, eat up, quietly and drink t sb./sth.
7. Teacher asks students t read the passage again, and discuss the fllwing questins and check the answers.
(1) Is it plite t eat up everything n yur plate?
(2) Is it plite t speak ludly at the table?
(3) Is it plite t drink t much during the dinner?
1. Teacher asks the students t read 1a again, and then finish 1b. Teach the new wrd dine.
2. Teacher asks tw students t tell the answers.
3.Teacher plays the recrding sentence by sentence.
4. Teacher plays the recrding withut stpping.
5. Teacher lets the students read 1a, and then asks them t learn in grups t find ut the difficult pints. At last let them sum up the main pints f the cnversatin.
6. Teacher makes a summary t explain key pints and difficult pints t the students:
(1) table manners
(2) eat up
(3) whether… r nt …
(4) drink t sb./sth.
(5) take (nly) a little
(6) Remember nt t …
7. Teacher lets pairs f students prepare fr the retelling with the help f the questins n the screen:
What shuld yu d when yu sit dwn at the table?
What des the dinner start with?
What shuld yu d when yu start eating?
What shuld yu d when yu drink t smebdy?
1. Teacher asks the students t retell the passage in pairs. One student des sme actins and the ther describes in English.
2. Teacher lets students evaluate the perfrmances.
3. Teacher lets students read 1a again and underline the key pints abut western table manners.
4. Teacher plays a vide abut a Chinese dinner. Then let students wrk in grups and cmpare them with western table manners.
5. Teacher lets tw r three students reprt their results f cmparing.
6. Teacher asks tw r three students t perfrm abut the western table manners and the Chinese table manners.
7. Teacher evaluates the perfrmances and makes a summary.
8. Teacher lets students read the example f 3.
9. Teacher lets students understand the meanings f the sentences f 3. Teach the new wrd finger by pinting ut the fingers f himself r herself.
10. Teacher lets students discuss eating custms in different cuntries.
11. Teacher lets students practice the cnversatins in pairs. Let them grasp the usage f bject clauses.
1. Teacher asks the students t prepare the game f describing: One student des an actin f Part 2 r 3, a student frm ther grups describes the actin in English. Ask the students t cnslidate the usage f bject clauses. The grup which can describe crrectly the mst is the winner.
2. Teacher lets students write a shrt passage abut table manners in China, using bject clauses and the infrmatin they have cllected in 1c.
3. Teacher lets tw students write dwn the shrt passage n the blackbard.
4. Teacher lets students discuss and evaluate the tw students’ written wrk, and then make a summary.
5. Teacher shws the summary f this sectin t the students.
6. Teacher assigns hmewrk:
(1) Review the summary after class.
(2) Tell the western table manners t yur parents.
(3) Cllect sme eating habits in different cuntries.
作 业
布 置
完成同步练习
课堂总结
There are many differences between western table manners and Chinese table manners. Students are interested in trying shwing the differences by themselves. And after the practicing f this sectin, they grasp the usage f bject clauses very well.
课题
Unit 7 Fd Festival Tpic 2 Sectin C
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
1. 继续学习 whether/ if 引导的宾语从句。
2. 谈论西餐的餐桌礼仪。
3. 更多地了解不同国家的餐桌礼仪。
Skill aims：
1. 能听懂有关餐桌礼仪的短文，识别主题，并获取主要信息。
2. 能使用英语简述西餐的餐桌礼仪。
3. 能从所给语言材料中找出现关信息，理解大意。
4. 能写出简单的文段。
Emtinal aims：
1. 互帮互学，开阔视野。
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。
教 学
重 点
难 点
Key pints：
1. 继续学习 whether/ if 引导的宾语从句。
2. 谈论西餐的餐桌礼仪。
3. 了解不同国家的餐桌礼仪。
Difficult pints：
演示西餐的餐桌礼仪。
教 学
准 备
多媒体课件
教
学
过
程
1. Greet students ready fr learning.
2. Teacher lets the students retell the steps f making the sandwich, with First… Secnd… Then… Finally…
3. Teacher asks the students t reprt the table manners in different cuntries they searched. Tell them that they must fllw the manners when they g t different cuntries.
4. Teacher asks the students t read the sentences f 2. Teach the new wrds elbw, spn and chpstick by shwing the teacher’s elbw, a spn and chpsticks.
5. Teacher lets students discuss if these actins are plite.
6. Teacher asks students t match the pictures with the cnversatin.
7. Teacher lets students check the answers.
8. Teacher divides the students int tw grups. Let them practice the cnversatins. One grup reads the questins and the ther grup reads the answers. Then let them change the rles. Finish 2.
1. Teacher plays the vide f a frmal western dinner fr the students. Lead t the new lessn.
2. Teacher lets students lk at the picture f 1a. Teacher perfrms the western table manners with the utensils t intrduce the new wrds: napkin, lap, frk, and dish.
3. Teacher lets students write dwn the wrds n the lines in the picture f 1a. Let them grasp the new wrds frk and dish. Knw abut napkin.
4. Teacher lets tw students write dwn their answers n the blackbard t check the answers.
5. Teacher asks the students t read the passage f 1a, and then underline the ther new wrds, guessing their meanings accrding t the passage.
6. Teacher teaches the ther new wrds and phrases: frmal,table manners, eat up, quietly and drink t sb./sth.
7. Teacher asks students t read the passage again, and discuss the fllwing questins and check the answers.
(1) Is it plite t eat up everything n yur plate?
(2) Is it plite t speak ludly at the table?
(3) Is it plite t drink t much during the dinner?
1. Teacher asks the students t read 1a again, and then finish 1b. Teach the new wrd dine.
2. Teacher asks tw students t tell the answers.
3.Teacher plays the recrding sentence by sentence.
4. Teacher plays the recrding withut stpping.
5. Teacher lets the students read 1a, and then asks them t learn in grups t find ut the difficult pints. At last let them sum up the main pints f the cnversatin.
6. Teacher makes a summary t explain key pints and difficult pints t the students:
(1) table manners
(2) eat up
(3) whether… r nt …
(4) drink t sb./sth.
(5) take (nly) a little
(6) Remember nt t …
7. Teacher lets pairs f students prepare fr the retelling with the help f the questins n the screen:
What shuld yu d when yu sit dwn at the table?
What des the dinner start with?
What shuld yu d when yu start eating?
What shuld yu d when yu drink t smebdy?
1. Teacher asks the students t retell the passage in pairs. One student des sme actins and the ther describes in English.
2. Teacher lets students evaluate the perfrmances.
3. Teacher lets students read 1a again and underline the key pints abut western table manners.
4. Teacher plays a vide abut a Chinese dinner. Then let students wrk in grups and cmpare them with western table manners.
5. Teacher lets tw r three students reprt their results f cmparing.
6. Teacher asks tw r three students t perfrm abut the western table manners and the Chinese table manners.
7. Teacher evaluates the perfrmances and makes a summary.
8. Teacher lets students read the example f 3.
9. Teacher lets students understand the meanings f the sentences f 3. Teach the new wrd finger by pinting ut the fingers f himself r herself.
10. Teacher lets students discuss eating custms in different cuntries.
11. Teacher lets students practice the cnversatins in pairs. Let them grasp the usage f bject clauses.
1. Teacher asks the students t prepare the game f describing: One student des an actin f Part 2 r 3, a student frm ther grups describes the actin in English. Ask the students t cnslidate the usage f bject clauses. The grup which can describe crrectly the mst is the winner.
2. Teacher lets students write a shrt passage abut table manners in China, using bject clauses and the infrmatin they have cllected in 1c.
3. Teacher lets tw students write dwn the shrt passage n the blackbard.
4. Teacher lets students discuss and evaluate the tw students’ written wrk, and then make a summary.
5. Teacher shws the summary f this sectin t the students.
6. Teacher assigns hmewrk:
(1) Review the summary after class.
(2) Tell the western table manners t yur parents.
(3) Cllect sme eating habits in different cuntries.
作 业
布 置
完成同步练习
课堂总结
There are many differences between western table manners and Chinese table manners. Students are interested in trying shwing the differences by themselves. And after the practicing f this sectin, they grasp the usage f bject clauses very well.
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