人教版初二英语下全册教案文档格式.docx
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人教版初二英语下全册教案文档格式.docx
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(1)Teacher:
Ieatalotoffruitandvegetablesforsupper.
Aboy:
Oh,Idon’t.Ieatalotoffish.
Teacher:
SodoI.
ExplainthatIeatalotoffruitandvegetablesmeansIofteneatfruitandvegetables.SodoImeansIeatalotoffish,too.
Practisethefollowingdialogueswithstudents.
(2)Teacher:
Doesyourmothercookmealsforyourfamilyeveryday?
StudentA:
Yes,shedoes.Shecooksnicefoodformeanddad.
Teacher:
Sodoesmymum.
(3)Teacher:
IalwaysreadEnglishforabout’t.IalwaysreadEnglishbeforeIstudentsunderstandthedialogues,getthemtotalkabouttheirdailylifelikethisinpairs.
Step5Competition
Dividestudentsintotwoteams.TellthemMyforeignfriendswillcometodinnerthisweekend.MrSmithcomesfromAmerica.MrsPottercomesfromEngland.SusancomesfromFrance.MarycomesfromJapan,DavecomesfromCanada.MissWhitecomesfromAustralia.Wouldyouliketochecktheanswersasaclass.Inpairs,talkaboutthepicturesduringbreak.
Lesson58
ImportantPoints
1.认知目标:
通过学习本课,学生应理解并学会正确运用以下单词和句型:
Italy,India,Italian,Indian,Moscow,even,taste,enjoy,pizza,Itseemsthat….Doyouthink…?
Yes,Ithinkso.No,Idon’tthinkso.Yes,Iagree.No,Idon’treallyagree.Ireallydon’tagree.
2.能力目标:
通过阅读课教学,培养学生的略读能力、对课文细节的理解能力及在情境中猜词的能力。
3.情感目标:
进一步学习了解不同国家的饮食文化差异,给学生灌输“吃出健康”的饮食理念;
了解中国饮食在世界上的影响培养学生的爱国情操。
TeachingProcedures
Step1.Warming-up(Aguessing-game)
Getthestudentstotalkabouttheirfavouritefoodinpairs.
Step3.Pre-read
ThenTeacherasks“Howdoyoulike…?
AretheyChinesefood?
AretheythemostpopularfoodinChina?
WhatdoyouthinkisthemostpopularfoodinChina?
Whataboutintheworld?
Whatdoyouusuallygroupsoffour,then;
bullfrogfromFrance;
dumplingsfromChina;
theworld?
Thestudentsscanthepassagefortheanswer.
Careful-reading:
1)WhatkindoffooddoIndianslike?
2)DoweChinesepeopleeatfishinthesamewayasJapanese?
3)DoEnglishpeopleusuallyeatfishandchipsjustattheroad“meaninthispassage?
(trytoexplainitinEnglish)
4)HowdoweknowthatAmericanfastfoodisthemostpopularintheworld?
5)What’sChinesefoodlike?
WhyisChinesefoodpopularintheworld?
Thestudentsreadthepassageslowlyandcarefulllyforinformation.
Encouragethestudenttoguessthenewwords“even”and“taste”inthecontext.
Readwiththetape.Helpstudentswiththeirintonationandpronunciation.
Retellthispassage.
Step5Presentation
“Ioftentellyoutogetupearlyandthatsomeofyougetuplateandacometoschoolwithoutbreakfast.Ireallyworryabouttheir’treallyagreewithme.Whatdoyouthinkofthat?
”
“DoyouknowChinesepeopleliketoeatalotoffoodatsupper?
Ireallydon’tagreewiththiskindofbehavior.Whataboutyou?
”
Helpstudentsunderstandthedifferencebetween”Idon’treallyagree“and“Ireallydon’tagree.”(“Idon’treallyagree”meansthatyoujustdisagreealittlebitbutareopento’spointofviewandyoumaychangeyouropinion;
’tagree”meansthatyoustronglydisagreewiththeotherpersonandnothingwillchangeyourmind.)
Step6Askandanswer
CanyoufindanyfoodfromothercountriesinChinainWenzhou?
Aretheyfamous?
Doyoulikethem?
Why&
whynot?
Whyisfastfoodsopopularintheworld?
InAmerica?
InChina?
IsitgoodforgroupsandthenmakealistofaboutChinesefoodindifferentplaceslikeinthenorthofChina,inthesouthofChina,inthewestofChina,intheeastofChina,learndifferenteatingcustomsinChina.WriteacompositionaboutChinesefood.(SBPage5Part4)
2.”DoyoulikeWesternfastfood?
是选择饺子,还是选择“巨无霸”,看中西快餐谁领风骚?
”Interviewyourfriendsoryourforeignteachersandthenwriteacompositionabouttheiropinions.
3.WriteacompositionaboutyoureatingexperienceatawesternfastfoodorataChinesefastfood.
lesson59
通过学习本课,学生应理解并学会正确运用以下句型:
either…or…neither…nor…makesb.dosth.Fivekindsofsimplesentences
通过warming-up阶段questionbombardment培养学生在无法预先准备的真实情况下运用英语快速反应的能力;
通过学习五种基本句型,提高学生运用所学语言进行创造性描写的能力;
通过阅读与讨论,引导学生联系实际,发散思维,提高语言综合能力;
组织学生进行辩论,培养思维的流畅性、变通性和独特性。
培养学生学习与协作的能力,引导学生观察生活,热爱劳动,关注家庭,体恤父母。
Step1Warming-up
Step2Study
SBPage3,Part1.Letstudentsreadthroughthesentencesinthefirstboxcarefully.Askthemiftheycandiscoverthecommonfeatureinthesentences.Pointoutthatallthesentencescontainanounorpronoundenotingadoer(subject)andaverb(predicate).Dowiththerestofthesentencesinthesameway.(不过分强调句子成分和结构的分析,把重点放在理解句子的意义上。
)
Step3Presentation
Askthestudentstosaysomethingabouttheirfamilylifebyusingthesentencestheydiscussedjustnow.Getoneortwotodemonstratetheirpassages.Theotherstrytocommenttheirfamilylife.Usetheinformationfromthestudentstopresentthefollowingtwosentencestructures:
either…or…neither…nor….
Step4Readanddiscuss
AskWhodoestheHanMei’sfamily?
Getthemtoquicklyskanthefirstpassagefortheanswer.DiscussthethreequestionsonPage3inpairs.
ShowthepictureoftheIndiangirl’sfamilyandletthestudentspredictaskthemtoreadthesecondpassagecarefullyandfindtherightidea.
(1)Playthetapeandshoulddopartofthedon’tneedtodofamilywhenyougrowup.Whatwillyourfamilylifebelike?
Whatwillyourwifethenextday.
Lesson60
认知目标:
学习somethingEnglish,takeaseat,befamousfor,I’m
Showapicture(thetable?
Thenshowthewholepictureandchecktheanswers.(Revisethefooditemsinthisunit)
(1)AnnisinvitingaChinesegirlChentodinner.Supposeyou’reAnn,yourpartnerisChen.Makeupashortdialogueandact.
(2)NowChenarrives,Annisservingtheymeet.PredictwhatChenwillsaywhensheseesAnn’smotherandwhattheywillsaytoeachotherduringdinner.
Step3Readandact
(1)AskWhataretheytothetapeandfindouttheanswers.
(2)Havethestudentslistenandrepeat.
Step4Presentation
ShowamenuwithsomethingEnglishAmericanItalianJapaneseFrenchonit.AskWheredoweusuallyyougointoarestaurant?
(awaiterandawaitress)Whatwillawaiterwaitressdoafterthat?
Step5Readandact
AskWhatwillLindaandPaulandfindouttheanswer.
Listentothetapeandrepeat.
TellthestudentssomedifferencesbetweenanAmericanrestaurantandanEnglishone.Thenaskthemtosaysomethingabouttablemanners.
Step6Listening
SBPage4,Part2.
Step7Homework
DesignanEnglishnewspaperinfour.ThetopicwillbeeitherFood&
HealthorFamilyLife.YoucanshowyourownopinionsorfindoutsomeinformationaboutthatfromInternet,magazines,TVetc.
Unit16Whatagood,kindgirl!
Abouttheteachingmaterial
ThetopicofUnit16is“Askingandshowingtheway”,andthefunctionalitemisaskingpermissionandtalkingaboutpossibilitywithmodalverbs“can”and“may”.
Cognizance:
1.TheSscanusethefollowingwords:
kind,lady,library,cross,reach,corner,church,café
fix,lab,suddenly,usethefollowingexpressions:
Turnleftrightatthe…crossing.
Goonuntilyoureach….
Youcan’tmissit.
onone’swayto,firstofall,begetlost,waitfor
Abilitiesandskills:
1.TheSscangiveinstructionstosomeplacesinthestreetoraccordingtoamap.
2.TheSscanusedifferentexpressionstoasktheway.
3.TheSscanaskpermissionandtalkaboutpossibilitywith“can”and“may”
Feelingandattitudes:
1.TheSscanrealizethattheylearnEnglishfortheirreallife,notonlyfortheEnglishclassandexams.
2.GivetheSsthefeelingthattheyarethecentreinEnglishlearningactivitiessothattheywilltrytobeactiveandcreativeinclass.
Lesson61
SteponeRevision
Askandanswer
PutthesignsofsomepublicplacesonsomeSsdesks.TheSsaskandanswerthepositionsofthem:
beside,behind,nextto,between…and…,infrontof…
SteptwoPresentation
a)Wordshop
ShowtheSsalistofthethingsI’mgoingtodotomorrow.
GettheSstotelltheplacesIshallgotodothesethings.Showthepicturesofcafé
video,shopandchurch.
b)Askandanswer
ShowthemapofL61onthescreen.
AsktheSsthewaytotheplacesabove,anduntilyoureach…”“Turnrightatthesecondcrossing.”
StepthreePractice
TheSsaskandanswerthewaytootherplacesonthemapinpairs.
TheSsaskandanswerthewayonanothermap.
StepfourDiscussion
TheSsdiscussingroupsof4—6tofindouttheshortest(best)wayfoemetodoallthe5thingsabove.
StepfiveGuessinggame
Showthemapofourlocalplace.Eachstudenttellsthewaytoaplace,andothersguesswhere-gap
Givetwomapstoeachpair(A’siscompletedandB’sisuncompleted).TheSsaskandanswerthewayonthemapandcompl
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