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八年级下册Topic 2 I’m not sure whether I can cook it well.教案
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这是一份八年级下册Topic 2 I’m not sure whether I can cook it well.教案，共4页。教案主要包含了Wuld等内容，欢迎下载使用。
课题
Unit 7 Fd Festival Tpic 2 Sectin B
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
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. 学生能区分辅音音素/ tʃ/和/ dʒ/, 并能正确拼读单词。
5. 学生能在朗读句子时正确处理语调和停顿。
Skill aims：
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。
Emtinal aims：
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。
教 学
重 点
难 点
Key pints：
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。
Difficult pints：
一边操作一边使用英语陈述食物的制作过程。
教 学
准 备
多媒体
教
学
过
程
1. Greet students ready fr learning.
2. Teacher lets the students read the passage abut hw t ck their favrite fd, using adverbs f sequence and manner.
3. Teacher asks the students t retell the steps f cking fried rice, using First… Secnd… Then… Finally…
4. Teacher asks the students t read the sentences f 4b by themselves, paying attentin t the intnatin and pause.
5. Teacher plays the recrding f 4b. Let students listen and check their reading.
6. Teacher plays the recrding f 4b again, and let the students listen and try t imitate.
7. Teacher lets students practice the cnversatin f 4b with their partners.
8. Teacher shws the phnetics / tʃ/ and / dʒ/ and the wrds n the screen. Let the students try reading them.
9. Teacher plays the recrding f 4a. Let students just listen.
10. Teacher plays the recrding f 4a again, and lets the students listen and try t imitate.
11. Teacher shws mre wrds n the screen. Ask the students t read them crrectly.
1. The teacher lets students lk at the picture f 1a and have a guess: What’s Michael’s favrite fd?
2. Teacher lets students read 1a and check the guess.
3. Teacher plays the recrding fr students and lets them underline the new wrds.
4. Teacher teaches the new wrds t the students: Teach snack by shwing the picture f hamburgers, sandwiches, ckies and biscuits. Teach butter and pear by shwing pictures f them. Teach piece by cutting the pear int pieces.
5. Teacher plays the recrding sentence by sentence and lets the students fill in the blanks f 1b.
6. Teacher plays the recrding withut stpping. Let students listen and check their answers.
7. Teacher asks tw students t tell their answers.
8. Teacher asks students t read 1a and find ut the difficult pints, and then explain the key pints and the difficult pints t the students.
(1) Wuld yu mind if we learn t make it frm yu?
(2) well→ better → best
(3) Practice makes perfect.
1. Teacher plays the recrding sentence by sentence.
2. Teacher plays the recrding withut stpping.
3. Teacher asks the students t read 1a again and prepare t make the sandwich by themselves, using the things the teacher prepared.
4. Teacher lets tw r three pairs f students prefrm hw t make the sandwich. One student tells the prcess f making it, using First… Secnd… Then… Finally… And the ther student makes it as what his r her partner describes.
5. Teacher evaluates the sandwiches which the students did by themselves and encurages them with the fllwing structures: Well dwn! A did quite well, but B did better than A. C did the best f all. Then let students find ut the same structures in 1a. Stress the usage f
cmparative and superlative degrees f mnsyllabic adverbs.
1. Teacher asks the students t lk at the pictures f 2 carefully and read the parts f the sentences.
2. Teacher lets students match the parts f the sentences.
3. Teacher lets tw students tell the answer, and then ask them t read the sentences and grasp the usage f cmparative and superlative degrees f mnsyllabic adverbs.
4. Teacher shws the pictures f a bike, a bus, and a train. Ask students t make up sentences. Ask tw students t write them dwn n the blackbard.
5. Teacher lets tw students evaluate the wrk n the blackbard.
6. Teacher asks students t read the sentences f 3. Teach the new wrds slurp by imitating the sund f drinking sup. Teach nisily by cmparing with nisy. Teach plite and implite by perfrm actins f thrwing ut paper and picking up the paper.
7. Teacher plays the recrding f 3 fr the students. Let them listen and number the sentences t frm a cnversatin.
8. Teacher lets tw students tell the answers.
9. Teacher lets students practice the cnversatin in pairs. Let them try imitating the nise made by Kumik when she is drinking sup.
1. Teacher asks the students t find ut the sentences cntaining bject clauses frm 3. Then ask them t grasp the usage f bject clauses.
2. Teacher lets students discuss different table manners between Japan and Cuba.
3. Teacher lets tw students tell the differences.
4. Teacher lets students discuss the table manners f China.
5. Teacher lets students finish the table.
Plite
Implite
6. Teacher lets students reprt their wrk.
7. Teacher evaluates students’ reprts.
8. Teacher shws the summary f this sectin t the students.
9. Teacher assigns hmewrk:
(1) Review the summary after class.
(2) Make a sandwich fr their parents by themselves.
(3) Cllect mre table manners in different cuntries.
作 业
布 置
完成同步练习
课堂总结
The students are very glad that they can make the sandwich by
themselves. They grasp the usage f bject clauses well and learn the
usage f cmparative and superlative degrees f mnsyllabic adverbs.
And they are very interested in the table manners in different cuntries.
课题
Unit 7 Fd Festival Tpic 2 Sectin B
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
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. 学生能区分辅音音素/ tʃ/和/ dʒ/, 并能正确拼读单词。
5. 学生能在朗读句子时正确处理语调和停顿。
Skill aims：
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。
Emtinal aims：
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。
教 学
重 点
难 点
Key pints：
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。
Difficult pints：
一边操作一边使用英语陈述食物的制作过程。
教 学
准 备
多媒体
教
学
过
程
1. Greet students ready fr learning.
2. Teacher lets the students read the passage abut hw t ck their favrite fd, using adverbs f sequence and manner.
3. Teacher asks the students t retell the steps f cking fried rice, using First… Secnd… Then… Finally…
4. Teacher asks the students t read the sentences f 4b by themselves, paying attentin t the intnatin and pause.
5. Teacher plays the recrding f 4b. Let students listen and check their reading.
6. Teacher plays the recrding f 4b again, and let the students listen and try t imitate.
7. Teacher lets students practice the cnversatin f 4b with their partners.
8. Teacher shws the phnetics / tʃ/ and / dʒ/ and the wrds n the screen. Let the students try reading them.
9. Teacher plays the recrding f 4a. Let students just listen.
10. Teacher plays the recrding f 4a again, and lets the students listen and try t imitate.
11. Teacher shws mre wrds n the screen. Ask the students t read them crrectly.
1. The teacher lets students lk at the picture f 1a and have a guess: What’s Michael’s favrite fd?
2. Teacher lets students read 1a and check the guess.
3. Teacher plays the recrding fr students and lets them underline the new wrds.
4. Teacher teaches the new wrds t the students: Teach snack by shwing the picture f hamburgers, sandwiches, ckies and biscuits. Teach butter and pear by shwing pictures f them. Teach piece by cutting the pear int pieces.
5. Teacher plays the recrding sentence by sentence and lets the students fill in the blanks f 1b.
6. Teacher plays the recrding withut stpping. Let students listen and check their answers.
7. Teacher asks tw students t tell their answers.
8. Teacher asks students t read 1a and find ut the difficult pints, and then explain the key pints and the difficult pints t the students.
(1) Wuld yu mind if we learn t make it frm yu?
(2) well→ better → best
(3) Practice makes perfect.
1. Teacher plays the recrding sentence by sentence.
2. Teacher plays the recrding withut stpping.
3. Teacher asks the students t read 1a again and prepare t make the sandwich by themselves, using the things the teacher prepared.
4. Teacher lets tw r three pairs f students prefrm hw t make the sandwich. One student tells the prcess f making it, using First… Secnd… Then… Finally… And the ther student makes it as what his r her partner describes.
5. Teacher evaluates the sandwiches which the students did by themselves and encurages them with the fllwing structures: Well dwn! A did quite well, but B did better than A. C did the best f all. Then let students find ut the same structures in 1a. Stress the usage f
cmparative and superlative degrees f mnsyllabic adverbs.
1. Teacher asks the students t lk at the pictures f 2 carefully and read the parts f the sentences.
2. Teacher lets students match the parts f the sentences.
3. Teacher lets tw students tell the answer, and then ask them t read the sentences and grasp the usage f cmparative and superlative degrees f mnsyllabic adverbs.
4. Teacher shws the pictures f a bike, a bus, and a train. Ask students t make up sentences. Ask tw students t write them dwn n the blackbard.
5. Teacher lets tw students evaluate the wrk n the blackbard.
6. Teacher asks students t read the sentences f 3. Teach the new wrds slurp by imitating the sund f drinking sup. Teach nisily by cmparing with nisy. Teach plite and implite by perfrm actins f thrwing ut paper and picking up the paper.
7. Teacher plays the recrding f 3 fr the students. Let them listen and number the sentences t frm a cnversatin.
8. Teacher lets tw students tell the answers.
9. Teacher lets students practice the cnversatin in pairs. Let them try imitating the nise made by Kumik when she is drinking sup.
1. Teacher asks the students t find ut the sentences cntaining bject clauses frm 3. Then ask them t grasp the usage f bject clauses.
2. Teacher lets students discuss different table manners between Japan and Cuba.
3. Teacher lets tw students tell the differences.
4. Teacher lets students discuss the table manners f China.
5. Teacher lets students finish the table.
Plite
Implite
6. Teacher lets students reprt their wrk.
7. Teacher evaluates students’ reprts.
8. Teacher shws the summary f this sectin t the students.
9. Teacher assigns hmewrk:
(1) Review the summary after class.
(2) Make a sandwich fr their parents by themselves.
(3) Cllect mre table manners in different cuntries.
作 业
布 置
完成同步练习
课堂总结
The students are very glad that they can make the sandwich by
themselves. They grasp the usage f bject clauses well and learn the
usage f cmparative and superlative degrees f mnsyllabic adverbs.
And they are very interested in the table manners in different cuntries.
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