仁爱初中英语八下精品教案设计U7T1p2.docx

仁爱初中英语八下精品教案设计U7T1p2.docx

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仁爱初中英语八下精品教案设计U7T1p2

Unit7Foodfestival

Topic1We’repreparingforafoodfestival.

教学内容分析及课时分配建议：

本单元的主要内容围绕美食节展开。

第一话题的主要内容是筹备美食节，从讨论筹备原因入手，到了解不同国家的饮食文化，融入功能项目里的“提建议”、“征求意见”、“赞美”和“邀请”等社交语言。

倡导学生在学习的同时，学会关心，帮助世界上其他国家需要帮助的人，从而树立正确的人生观和价值观。

本话题的语法重点是that引导的宾语从句。

本话题建议用5个课时来完成。

第一课时：

SectionA-1a,1b,1c,1d,3

第二课时：

SectionA-2SectionB-1a,1b,1c,3a,3b

第三课时：

SectionB-2SectionC-1a,1b,1c

第四课时：

SectionD-3，SectionC-2,3,SectionD-2

第五课时：

SectionD-Grammarandfocus,1a,1b,Project

第二课时（SectionA-2SectionB-1a,1b,1c,3a,3b）

教学设计思路：

本节课主要活动为SectionA-2与SectionB-1c及SectionB-1a。

SectionA-2与SectionB-1c分别练习that引导的宾语从句的一般疑问句和特殊疑问句，句型较简单易学，所以将两部分结合在一起。

首先完成SectionB-1c新词汇的学习，同时操练that引导的宾语从句的特殊疑问句，然后将两部分的素材结合在一起操练that引导的宾语从句的一般疑问句。

目的是简化任务，同时为接下来的学习扫清词汇方面的障碍。

本节课将教学主体部分设计成pre-listening,while-listening和post-listening三个阶段，思路清晰，便于教师操作。

Ⅰ.Teachingaims

1.Knowledgeaims：

（1）学习并掌握新词汇

soup,cheese,cookie,setthetable,pancake,western,Indian,fry,sushi,curry,Russian,Italian,African

（2）掌握that引导的宾语从句一般疑问句和特殊疑问句及其答语。

①—Doyouthink…?

—Yes,Ithinkso./No,Idon’tthinkso.

②—Wheredoyouthinkthat…?

—Ithink（that）…

（3）语音：

①在单词中区别/aK/和/ʌ/的发音。

②在宾语从句中注意that的弱读以及一些句子成分的重读，并进行听和跟读模仿练习。

2.Skillaims:

能根据图文就“美食节”举办筹划，食物准备，食物和所属国家搭配跟同学进行口语交流。

3.Emotionalaims:

通过小组间良性的竞争与合作，培养友好互助的精神。

4.Cultureawareness:

了解各国饮食习惯以及各国代表性食物。

Ⅱ.Thekeypointsanddifficultpoints

1.Keypoints:

（1）讨论食物准备相关话题。

（2）掌握that引导的宾语从句的一般疑问句和特殊疑问句。

2.Difficultpoints：

利用宾语从句的特殊疑问句讨论食物和所属国家搭配的话题。

Ⅲ.Learningstrategies

学会用归类的方式来记忆单词。

Ⅳ.Teachingaids

录音机/多媒体课件/图片

V.Teachingprocedures

Stage1（2mins）：

Gettingstudentsreadyforlearning

Step

Teacheractivity

Studentactivity

Designingpurpose

1（Classactivity）

T:

Hi,class!

Nicetomeetyouagain.Who’sondutytoday?

T:

Thankyouforyourreport.Don’tworry,xxxjusthasacoldandIthinkhewillbebetterandcomebacktoschooltomorrow.

Makeadutyreportasusual

S1:

I’mondutytoday.It’sTuesday,May12th,2015today.Everyoneishereexceptxxx.Heisillandthedoctortoldhimtostayathomeandhavearest.Ihopehewillgetbetterandreturntoschoolsoon.Thanks.

Remark：

这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。

可以采用多种方式，如唱歌、游戏、值日报告、自由讨论、头脑风暴等。

Stage2（3mins）：

Revision

Step

Teacheractivity

Studentactivity

Designingpurpose

1（Classactivity）

PreviewthekeyphrasesandsentenceslearnedinSectionA.

T:

Hi,boysandgirls.DoyourememberwhatKangkangandhisfriendswilldotohelpCraigKielburger?

T:

Yes.Andinordertoholdthefestival,whatwillKangkangdo?

T:

Iftheyneedhelp,whatwilltheydo?

T:

Whatwillthefoodfestivalbelike?

Canyouimagineit?

RevisethephraseslearnedinSectionA.

Ss:

Theywillholdafoodfestivaltoraisemoneyforhim.

Ss:

KangkangwillgetintouchwithCraigKielburgertogetmoreinformationabouthim.

Ss:

Theywillturntotheirteachers.

S1:

Iimaginethattheywillpreparemanydeliciousfood.

S2:

Iimaginethattherewillbemanyguestsinthefoodfestival.

…

回顾SectionA的内容，复习学过的短语。

Remark：

为了节省时间，也可以直接把学过的词汇和句型利用PPT呈现在白板上，让学生英汉互译或者用短语造句。

Stage3（15mins）：

Pre-listening

Step

Teacheractivity

Studentactivity

Designingpurpose

1（Pairwork）

ShowthepicturesandtheexampleinSectionB-1conthescreen.DiscusswiththestudentstolearnthenewswordsinSectionB-1c,andthenpracticetheobjectclauses.

T:

Ialsobelievethattheywillpreparemanydeliciousfoods.Well,Doyoulovedeliciousfood?

T:

Whatkindoffoodisyourfavorite?

T:

S1,youmeanyouhaveasweettooth.

T:

Thatmeansyoulikeeatingsweetfood.

Whataboutyou?

T:

OK,S4,Wheredoyouthinkpizzaisfrom?

T:

Yes,you’reright.PizzaisfromItaly,sowecallitItalianpizza.InthislessonIwanttointroducesometypicalfoodsfromdifferentcountries.Lookatthesepictures.Whatarethey?

（pointingatapictureofIndiancurries）

T:

That’sright.SinceyoucallthemIndiancurries,wheredoyou

thinktheyarefrom?

T:

Good!

Itseemsthatyouknowalotaboutforeignfood.Let’sdiscusssomeotherforeignfoodsinpairs.Youcanguesswheretheyarefrom.Justaskandanswerlikethis:

What’sthis/arethey?

Ithinkit’s…/they’re…

Wheredoyouthinkit’s/they’refrom?

Ithinkit’s/they’refrom…

T:

Welldone!

YouallhadawarmdiscussionandIthinkyouknowmoreaboutthetypicalfoodsfromdifferentcountries.NowI’dlikeyoutoshowyourguessingresult.Forthefirstpicture,whichpairwouldliketosaysomethingaboutit?

T:

Doyouthinkso?

T:

Iagreewithyou.whowouldliketosaysomethingaboutthesecondone?

T:

Justasyousaid,theGreekcheesepiesarefromGreece.Greekisanadjectiveandit’susedbeforethenoun“cheesepies”tomodifyit.Greeceisanameofacountry.Socanyoumatchtheadj.withthenamesofthecountries?

Youmaymatchthemwithasentence.Forexample:

GreekcheesepiesarefromGreece.

Learnthenewwordsandpracticeobjectclausesbydiscussing.

Ss:

Sure!

S1:

Ilikeeatingchocolates.

S1:

Sorry,Miss…Whatdoes“haveasweettooth”mean?

S2:

IlikeSushi.

S3:

Hamburgers.

S4:

IlikePizzabest.

…

S1:

It’sfromItaly.

Ss:

TheyareIndiancurries.

Ss:

They’refromIndia.

Ss:

…

P1:

A:

Whatarethey?

B:

Ithinkthey’recheesepies

A:

Wheredoyouthinkthey’refrom?

B:

Ithinkthey’refromAmerica.

S3:

No,Idon’tthinkso.Ithinkthey’refromGreece.

P2:

…

S1:

IndiancurriesarefromIndia.

S2:

…

通过师生讨论的方式理解和掌握国家名词和相应的形容词。

两人一组模仿所给例句编对话，练习宾语从句的特殊疑问句。

2（Pairwork）

ShowtheexampleinSectionA-2andthepicturesinSectionB-1conthescreen.

T:

Good.DoyouthinkthatthechildrenneedtomakeGreekcheesepies?

T:

Andwhatelsedotheyneedtodo?

Dotheyneedtosetthetable?

T:

Itmeans“tolaythetablewarebeforemeals”.Forexample,youshouldhelptosetthetablebeforedinners.

T:

Well,let’sworkinpairsanddiscusswhatelsetheyneedtodo.Youmayfollowtheexample.Ofcourse,thephrasesandpicturesmayhelpyou.

S3:

Yes,Ithinkso.

S4:

Sorry,Miss…,whatdoes“setthetable”mean?

S4:

Thankyou.AndIthinktheyneedtosetthetable.

P3:

A:

Doyouthinkthatthechildrenneedtocookfriedrice?

B:

NoIdon’tthinkso.Ithinktheyneedcookblackbread.

P4:

…

将SectionB-1c与SectionA-2结合起来，利用这两个部分所提供的短语和图片，两人一组模仿所给例句编对话，练习宾语从句的一般疑问句。

Remark：

1c中国家名称与相应的形容词的区别与巩固可以设计成连线题。

让学生对比并总结国家名称与相应的形容词有助于学生分类和记忆。

Stage4（5mins）：

While-listening

Step

Teacheractivity

Studentactivity

Designingpurpose:

1（Individualwork）

Playthevideoof1a.Showthetableonthescreen.

A.chocolatecookies

B.cheesepies

C.curries

KangkangD.beefcurry

MariaE.blackboard

JaneF.friedrice

MichaelG.sushi

H.pizza

I.dumplings

T:

Let’sseewhatkindoffoodKangkang,Jane,MariaandMichaelaregoingtoprepareforthefoodfestival.Pleaselistentotheconversationandmatchthenameswiththefoodtheywillcook.

T:

Let’scheckyouranswers.WhatfoodisKangkanggoingtopreparetocook?

T:

HowaboutMichael,JaneandMaria?

Watchthevideoandmatch.

S1:

FriedriceandJapanesesushi.

Ss:

…

Listento1aandcompletethepassagein1b.

S1:

Letmetry.Jane,Michael,KangkangandMariaaretalking…

由易到难完成1a。

2（Individualwork）

Playthetaperecorder.Checktheanswersto1b.

T:

Youdidquitewell.Nowlet’slistenagain.Fillintheblanksandcompletethepassagein1b.

T:

Haveyougottheanswers?

Whowouldliketoreadthepassageforus?

Remark：

教师也可自行设计几道first-listening的题目，然后再听时完成1b.

Stage5（8mins）：

Post-listening

Step

Teacheractivity

Studentactivity

Designingpurpose

1（Groupwork）

AskSstoactout1ainrolesingroups.Payattentiontothepronunciationandintonation.

T:

Nowlet’sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.AndthenI’llasksomegroupstoreadandactitoutlater.

T:

Whichgroupwouldliketobethefirsttoactthedialogout!

T:

Youdidquitewell!

AndIthinkyouwilldobetterinthenexttask.

Read1ainrolesingroups.Payattentiontothepronunciationandintonation.

Ss:

…

鼓励学生大声开口说英语。

2（Classactivity）

Goovertheconversationanddealwiththelanguagepointsin1a.

T:

OK,everyone.Nowpleasereadthroughtheconversationandlet’sdealwiththelanguagepoints.

Learnthelanguagepointsin1a.

Ss:

…

Remark

Stage5（7mins）：

Pronunciation

3（classactivity）

Playtherecordingof3a.

T:

YourspokenEnglishisalmostgood,butjustasyouknow,agoodEnglishlearnershouldalwayspayattentiontohispronunciation.Solet’slearnmoreaboutit.First,listentothetapeandfindhowthelettersorcombinedletterspronounce.

T:

Canyoutellmethedifferencebetween“ow”and“ou”inpronunciation?

T:

Great!

YoudidbetterthanIbelieve.Canyoufindthedifferencebetweenthetwosounds?

T:

Goodjob!

Nowreadthewordsloudlyafterthetape.Pleasetrytoimitate.

T:

Youknow,thestressandweakformarealsoimportantinyourpronunciation.Lookatthethreesentencesin3b.Thesemicolon“’”isthesignofstressand“-”isthesignofweakform.Firstyoucanreadbyyourselvesandpayattentiontothestressandweakforminobjectclauses.

T:

OK,nowlet’slistentothetapeandtrytoimitate.

Readthepairsofwordsandphrasesaloud,payingattentiontothesoundsoftheunderlinedletters.Thenlistenandtrytoimitate.

S1:

Thecombinedletters“ow”and“ou”canpronounce/au/.

S2:

“ou”alsopronounces/ʌ/.

S3:

Theletters“o”and“u”canpronounce/ʌ/.

S4:

Whenwepronoun/au/,weshouldopenourmouthswidely.Butthere’snoneedtodosowhenwepronounce/ʌ/.

Ss:

…

Ss:

…

Ss:

…

认真听录音，大单开口，反复模仿。

Remark：

让学生通过跟读，体会并自己总