人教版初二英语下全册教案.docx

人教版初二英语下全册教案.docx

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人教版初二英语下全册教案

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UNIT15Whatdopeopleeat?

Teachingaimsanddemands

本单元的中心话题是饮食文化与家庭生活。

围绕这一中心项目，让学生通过问答、对话、阅读、讨论、表演等各种活动熟悉并掌握有关食品的一些词汇及五种基本句型。

其中五种基本句型是本单元的语言训练重点和难点。

Lesson57

Teachingaimsanddemands:

1．kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato,soup,cheese,butterSodowe.Oh,wedon’t.Wouldyouliketo

Bringsomerealobjectslikepepper,salt,sugar,tomatoes,carrots,beer,wineetc.toclass.Studentsareinterestedintastingtheseobjects.（learningthenewwordsbywatching,tasting）

Showaphotoofakitchen.Thereisanicecupboardinit.It’sclosed.AskWhat’sinthecupboard?

Thenopenthecupboardandshowthestudentsthethingsinit.ThenaskWhat’sinyourcupboardatthenewwordsfork,spoon.ThenaskDoyouusuallyyourtableatandanswer

Inpairs,getthestudentstolookatthecolourpictureonpagei.Havethemaskandanswerquestionsasinthemodel.

Step4Presentation

Presentthisdialogue:

（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

Teachingaimsanddemands

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句型：

either…or…neither…nor…makesb.dosth.Fivekindsofsimplesentences

2．能力目标：

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。

3．情感目标：

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。

TeachingProcedures

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

Teachingaimsanddemands

认知目标:

　学习somethingEnglish,takeaseat,befamousfor,I’m

Showapicture（thetable?

Thenshowthewholepictureandchecktheanswers.（Revisethefooditemsinthisunit）

Step3Presentation

（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