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仁爱科普版八年级下册Topic 3 I Cooked the Most Successfully教学设计
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这是一份仁爱科普版八年级下册Topic 3 I Cooked the Most Successfully教学设计，共3页。教案主要包含了and等内容，欢迎下载使用。
课题
Unit 7 Fd Festival Tpic 3 Sectin D
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
1. 谈论健康饮食及其重要性。
2. 总结多音节副词的比较级和最高级。
Skill aims：
1. 能听懂有关谈论健康饮食及其重要性的短文，识别主题，并获取主要信息。
2. 能在教师的帮助下用简单的语言阐述健康饮食的重要性。
3. 能拟出文章的题目，找出各段的中心句。
4. 能写出简单的关于健康饮食及其重要性的短文。
Emtinal aims：
1. 体验成功的喜悦。
2. 乐于参与各种英语实践活动。
3. 制定出合理的健康食谱，有健康饮食的意识。
教 学
重 点
难 点
Key pints：
1. 谈论健康饮食及其重要性。
2. 总结多音节副词的比较级和最高级
Difficult pints：
尝试用英语写出简单的关于健康饮食及其重要性的短文。
教 学
准 备
多媒体课件
教
学
过
程
1. Greet students ready fr learning.
2. Teacher divides the class int tw grups. The teacher speaks ut an adverb (e.g., successfully, finely, lightly, slwly, carefully, quickly, plitely and s n.) and asks students t speak ut its cmparative and superlative degrees. The grup that speaks ut the mst and crrectly wins.
3. Teacher plays tw vides fr the students: eating fast fd and eating a big dinner with the family. Let students discuss: Which d yu think is healthier?
4. Teacher lets students frm different grups reprt the hmewrk: Reprt the infrmatin they searched. Let them talk abut healthy eating habits as much as pssible. (Teacher may remind them t reprt abut what t eat, hw t eat and when t eat…)
5. Teacher evaluates their reprts. Shw a picture f a very fat by t the students, and let them speak ut their pinins: D yu think he is healthy? What are healthy eating habits? Lead t the new lessn.
1. Teacher lets students lk at the pictures f 1a: It’s imprtant fr us t have healthy eating habits if we want t be healthy. Kangkang and Jane are talking abut the same tpic, t. Please check which habits yu have. Explain the meaning f the new wrds regularly; at regular times; ften.
2. Teacher asks students t share their wn gd habits. Let them have a healthy eating habits shw.
3. Teacher asks students t read the passage and clr the intrductin and cnclusin parts.
4. Teacher asks students t tell the intrductin and cnclusin parts.
5. Teacher asks students t read Paragraphs 2-4 and underline the tpic sentences f them. Teach the new wrd diet by explaining it: the fd that yu eat and drink regularly.
6. Teacher lets tw students tell the tpic sentences. Encurage students t add mre pinins f themselves t the tpic sentences. Ask them t sum up the situatin f the tpic sentences in a paragraph. (The tpic sentences expresses the main idea f a paragraph. It is ften the first sentence r the last sentence in a paragraph).
1. Teacher lets students read the whle passage and find ut the answer t the questin: Hw shuld we eat t be healthy?
2. Teacher asks three students t tell the answers.
3. Teacher asks students t discuss the last questinf 1b: What shuld we d t keep healthy?
4. Teacher asks the students t share their answers. Encurage them t add their wn ideas.
5. Teacher asks students t write a gd title fr the passage. Remind them t make the title shrt and clear.
6. Teacher plays the recrding fr the students. Let them listen t the passage and fllw the recrding.
7. Teacher lets students find ut the cntents they can’t understand within their grups, and then lets the students frm ther grups help them t slve the prblems. Lead them t grasp the usage f the new phrase: in shrt. Teacher writes dwn the ntes n the blackbard.
(1) It’s said that…
(2) in fact
(3) in shrt
(4) nt nly… but als…
1. Teacher asks students t read 1a again and find ut the key wrds.
2. Teacher lets students tell the key wrds. Then let them cmpare their key wrds with the key wrds shwn n the screen.
3. Teacher lets students prepare t retell the passage accrding t the key wrds n the screen.
4. Teacher lets students retell the passage in grup f six. Member A retells the intrductin part. Member B retells Paragraph 2. Member C retells Paragraph 3. Member D retells Paragraph 4. Member E retells the cnclusin part. Member A retells the whle passage at last. The grup which uses the least time and retells crrectly is the winner.
5. Teacher asks the students t read thrugh Sectins A-C and find ut mre sentences like the nes in the grammar table.
6. Teacher asks tw students t tell the answers. Then ask them t make similar sentences.
7. Teacher asks the students t read thrugh Sectins A-C and fill in the blanks f the functins table with the crrect wrds.
8. Teacher asks tw students t tell the answers.
1. Teacher asks the students t discuss in grups and make a list f healthy fd and drinks:
What d yu usually eat fr breakfast, lunch r
dinner?
What are yur favrite fd and drinks?
What d yu think are healthy fd and drinks?
2. Teacher asks students t make a menu fr a week.
3. Teacher asks the representative frm each grup t reprt the reasns fr the menu.
4. Teacher asks students t chse the “Best Menu” and present it t the class. Teacher gives sme gd eating suggestins t the students.
5. Teacher shws the summary f this sectin t the students.
6. Teacher assigns hmewrk:
(1) Review the summary after class.
(2) Write an email t Rse t tell her smething abut eating habits and hw t eat healthily in China. Finish 2.
(3) Preview the cntents f next unit.
作 业
布 置
完成同步练习
课堂总结
As an bject aid, the vide is helpful and ppular with the students. It’s useful fr students t understand the aims f the teacher, and it’s easy t shw the cntents the teacher wanted t express. But teachers must chse the crrect vides carefully.
课题
Unit 7 Fd Festival Tpic 3 Sectin D
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
1. 谈论健康饮食及其重要性。
2. 总结多音节副词的比较级和最高级。
Skill aims：
1. 能听懂有关谈论健康饮食及其重要性的短文，识别主题，并获取主要信息。
2. 能在教师的帮助下用简单的语言阐述健康饮食的重要性。
3. 能拟出文章的题目，找出各段的中心句。
4. 能写出简单的关于健康饮食及其重要性的短文。
Emtinal aims：
1. 体验成功的喜悦。
2. 乐于参与各种英语实践活动。
3. 制定出合理的健康食谱，有健康饮食的意识。
教 学
重 点
难 点
Key pints：
1. 谈论健康饮食及其重要性。
2. 总结多音节副词的比较级和最高级
Difficult pints：
尝试用英语写出简单的关于健康饮食及其重要性的短文。
教 学
准 备
多媒体课件
教
学
过
程
1. Greet students ready fr learning.
2. Teacher divides the class int tw grups. The teacher speaks ut an adverb (e.g., successfully, finely, lightly, slwly, carefully, quickly, plitely and s n.) and asks students t speak ut its cmparative and superlative degrees. The grup that speaks ut the mst and crrectly wins.
3. Teacher plays tw vides fr the students: eating fast fd and eating a big dinner with the family. Let students discuss: Which d yu think is healthier?
4. Teacher lets students frm different grups reprt the hmewrk: Reprt the infrmatin they searched. Let them talk abut healthy eating habits as much as pssible. (Teacher may remind them t reprt abut what t eat, hw t eat and when t eat…)
5. Teacher evaluates their reprts. Shw a picture f a very fat by t the students, and let them speak ut their pinins: D yu think he is healthy? What are healthy eating habits? Lead t the new lessn.
1. Teacher lets students lk at the pictures f 1a: It’s imprtant fr us t have healthy eating habits if we want t be healthy. Kangkang and Jane are talking abut the same tpic, t. Please check which habits yu have. Explain the meaning f the new wrds regularly; at regular times; ften.
2. Teacher asks students t share their wn gd habits. Let them have a healthy eating habits shw.
3. Teacher asks students t read the passage and clr the intrductin and cnclusin parts.
4. Teacher asks students t tell the intrductin and cnclusin parts.
5. Teacher asks students t read Paragraphs 2-4 and underline the tpic sentences f them. Teach the new wrd diet by explaining it: the fd that yu eat and drink regularly.
6. Teacher lets tw students tell the tpic sentences. Encurage students t add mre pinins f themselves t the tpic sentences. Ask them t sum up the situatin f the tpic sentences in a paragraph. (The tpic sentences expresses the main idea f a paragraph. It is ften the first sentence r the last sentence in a paragraph).
1. Teacher lets students read the whle passage and find ut the answer t the questin: Hw shuld we eat t be healthy?
2. Teacher asks three students t tell the answers.
3. Teacher asks students t discuss the last questinf 1b: What shuld we d t keep healthy?
4. Teacher asks the students t share their answers. Encurage them t add their wn ideas.
5. Teacher asks students t write a gd title fr the passage. Remind them t make the title shrt and clear.
6. Teacher plays the recrding fr the students. Let them listen t the passage and fllw the recrding.
7. Teacher lets students find ut the cntents they can’t understand within their grups, and then lets the students frm ther grups help them t slve the prblems. Lead them t grasp the usage f the new phrase: in shrt. Teacher writes dwn the ntes n the blackbard.
(1) It’s said that…
(2) in fact
(3) in shrt
(4) nt nly… but als…
1. Teacher asks students t read 1a again and find ut the key wrds.
2. Teacher lets students tell the key wrds. Then let them cmpare their key wrds with the key wrds shwn n the screen.
3. Teacher lets students prepare t retell the passage accrding t the key wrds n the screen.
4. Teacher lets students retell the passage in grup f six. Member A retells the intrductin part. Member B retells Paragraph 2. Member C retells Paragraph 3. Member D retells Paragraph 4. Member E retells the cnclusin part. Member A retells the whle passage at last. The grup which uses the least time and retells crrectly is the winner.
5. Teacher asks the students t read thrugh Sectins A-C and find ut mre sentences like the nes in the grammar table.
6. Teacher asks tw students t tell the answers. Then ask them t make similar sentences.
7. Teacher asks the students t read thrugh Sectins A-C and fill in the blanks f the functins table with the crrect wrds.
8. Teacher asks tw students t tell the answers.
1. Teacher asks the students t discuss in grups and make a list f healthy fd and drinks:
What d yu usually eat fr breakfast, lunch r
dinner?
What are yur favrite fd and drinks?
What d yu think are healthy fd and drinks?
2. Teacher asks students t make a menu fr a week.
3. Teacher asks the representative frm each grup t reprt the reasns fr the menu.
4. Teacher asks students t chse the “Best Menu” and present it t the class. Teacher gives sme gd eating suggestins t the students.
5. Teacher shws the summary f this sectin t the students.
6. Teacher assigns hmewrk:
(1) Review the summary after class.
(2) Write an email t Rse t tell her smething abut eating habits and hw t eat healthily in China. Finish 2.
(3) Preview the cntents f next unit.
作 业
布 置
完成同步练习
课堂总结
As an bject aid, the vide is helpful and ppular with the students. It’s useful fr students t understand the aims f the teacher, and it’s easy t shw the cntents the teacher wanted t express. But teachers must chse the crrect vides carefully.
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