仁爱科普版八年级下册Topic 2 I’m not sure whether I can cook it well.教案

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课题
Unit 7 Fd Festival Tpic 2 Sectin D
课 型
新授课
课 时
1
教学


目标
Knwledge aims：


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。


Skill aims：


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。


Emtinal aims：


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。
教 学


重 点


难 点
Key pints：


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。


Difficult pints：


写出关于不同国家的饮食风俗的短文。
教 学


准 备
多媒体课件
教





学





过





程
1. Greet students ready fr learning.


2. Teacher asks the students t play the game Brainstrming t review the western utensils.


3. Teacher asks the students t talk abut the table manners in different cuntries with the bject clauses.


A: I want t knw if it is plite t eat with yur arms r elbws n the plate in America.


B: I think it’s implite t…


4. Teacher asks the students t retell the western table manners 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?


Teacher lets students reprt different eating habits in different cuntries they have cllected.


Teacher encurages students t d better in the previewing. Lead t the new lessn.





1. Teacher asks the students t read the passage f 1 and make the sentence n the screen with T r F.


(1) In Nrth America, peple have tw r mre curses fr every meal.


(2) In suth China, peple eat rice a lt.


(3) In central China, peple eat much seafd.


(4) All Indian peple use fingers t pick up the fd.


(5) Only Chinese peple use chpsticks t eat.


2. Teacher asks tw students t tell the answers. Teach suthern by adding -ern behind suth. Teach seafd by shwing the pictures. Teach pick by ding the actin.


3. Teacher asks the students t read the passage again and underline all the different eating habits in different areas.


4. Teacher writes dwn the key wrds n the blackbard based n the students’ telling:


(1) peple, different eat habits.


(2) Nrth America, Australia and Eurpe, tw r mre curses, knives and frks.


(3) China, rice, ndles, seafd, chpsticks.


(4) India, fingers, pick up.


(5) Thailand, a spn and a frk.


(6) Krea, spns r chpsticks.





1. Teacher plays the recrding sentence by sentence.


2. Teacher plays the recrding withut stpping.


3. Teacher asks the students t learn in grups t find ut the difficult pints in the passage. At last let them sum up the main pints f the passage.


4. Teacher makes a summary t explain the key pints and difficult pints t the students.


(1) use … t d …


(2) in the suthern part f China


suth → suthern


nrth → nrthern


east → eastern


west → western


(3) pick up


(4) A knife and a frk are …


A knife and frk is …


5. Teacher asks the students t prepare t retell the passage accrding t the key wrds shwn n the screen.


6. Teacher asks tw r three students t share the retelling with the whle class.


7. Teacher lets the ther students find ut smething wrng frm the students’ retelling, and then make a summary.





1. Teacher asks the students t read thrugh Sectins A-C. Let the students understand the underlined parts f the grammar tables.


2. Teacher asks students t sum up the usages f bject clauses and the cmparative and superlative degrees f adverbs.


3. Teacher lets the students find ut mre bject clauses frm Sectins A-C. Let ne student share the sentences with the whle class, and then ask ther students t add the lst sentences.


4. Teacher asks the students t read thrugh Sectins A-C and understand the underlined parts f each sentence in the functins table.


5. Teacher asks the students t prepare fr the retelling f making fried rice, using First… Secnd… Next… Then… Finally…


6. Teacher asks the students t wrk in pairs. One student perfrms Beth, an interviewer; the ther student perfrms Tm, a manager f a restaurant. Let Beth interview Tm abut the ppular fds in their restaurant. They may use such sentences: I want t knw if … Yes, it is.


7. Teacher lets students share their reprt with the whle class, and then evaluate and encurage them.





1. Teacher asks the students t lk at the pictures f 3. Let them discuss hw t ck chicken sup.


2. Teacher asks tw students t reprt the steps f cking chicken sup with the whle sentences, using First… Secnd… Next… Then… Finally… and adverbs f manner, such as finely, lightly, carefully…


3. Teacher lets the students write a passage abut hw t ck chicken sup. Let tw students write dwn their passages n the blackbard. Walk arund the classrm, help them if it is necessary.


4. Teacher asks the students t evaluate the passages written n the blackbard, and then cmpare them with the passage they have finished. At last the teacher makes a summary.


5. Teacher shws the summary f this sectin t the students.


6. Teacher assigns hmewrk:


(1) Review the summary after class.


(2) Write a passage abut the eating habits in different places in China.


(3) Preview the new wrds f next tpic.
作 业





布 置
完成同步练习
课堂总结
Students grasp the main grammar and useful expressins f this tpic by reviewing this sectin, but if the teacher wants them grasp mre detailed knwledge, he r she must design mre practical exercises. They knw abut many different table manners and eating habits in this tpic. They shuld knw fllwing the lcal rules is plite when they g abrad.