八下教案設(shè)計(jì)unit7. Topic3. Section C.doc

八年級(jí)下冊(cè)教案設(shè)計(jì)Unit 7 Food FestivalTopic 3 The food festival is now open!Section C. Material analysis本節(jié)課建議用1課時(shí)上完。主要活動(dòng)為Section C 的1a和2。本課繼前兩個(gè)Sections談?wù)擖c(diǎn)菜進(jìn)餐的話題之后，又呈現(xiàn)了一個(gè)學(xué)生感興趣的話題 談?wù)摬煌厣澄锏氖秤梅椒?。教師在本課可以從學(xué)生感興趣的內(nèi)容入手，在常規(guī)復(fù)習(xí)之后，先讓學(xué)生欣賞幾段與餐具用法有關(guān)的視頻，導(dǎo)入第二部分對(duì)食物的正確食用方法的探究學(xué)習(xí)。本課的1a 部分以Kangkang向Craig 發(fā)電子郵件的形式總結(jié)了美食節(jié)的情況， 呈現(xiàn)了多音節(jié)副詞的比較級(jí)和最高級(jí)的用法。教師可以借助本課對(duì)美食節(jié)的總結(jié)，引導(dǎo)學(xué)生體驗(yàn)成功的喜悅，并能通過(guò)Craig 的慈善組織Free the Children幫助全世界的兒童，像Kangkang 與同學(xué)們籌備美食節(jié)一樣來(lái)籌款幫助肯尼亞的孩子們建學(xué)校，讓學(xué)生們初步樹立“國(guó)際大家庭”的概念及樂(lè)于助人的思想。. Teaching aimsKnowledge aims：1. 學(xué)習(xí)多音節(jié)副詞的比較級(jí)和最高級(jí)。Maria cooked very successfully.Jane cooked more successfully.I cooked the most successfully.2. 談?wù)摬煌澄锏氖秤梅椒?。steakknife and forkfried noodleschopsticksfried chickenfingerstofu soupspoonSkill aims：1. 能聽(tīng)懂有關(guān)談?wù)摬煌澄锏氖秤梅椒ǖ亩涛?，識(shí)別主題，并獲取主要信息。2. 能在教師的幫助下用簡(jiǎn)單的語(yǔ)言總結(jié)美食節(jié)的收獲。3. 能找出文章中的主題，預(yù)測(cè)可能的結(jié)局。4. 能寫出簡(jiǎn)單的關(guān)于同伴最喜歡的食物的調(diào)查報(bào)告。Emotional aims：1. 體驗(yàn)成功的喜悅。2. 樂(lè)于參與各種英語(yǔ)實(shí)踐活動(dòng)。3. 初步樹立“國(guó)際大家庭”的概念及樂(lè)于助人的思想。. The key points and difficult pointsKey points：1. 學(xué)習(xí)多音節(jié)副詞的比較級(jí)和最高級(jí)。2. 談?wù)摬煌澄锏氖秤梅椒?。Difficult points： 嘗試用英語(yǔ)完成調(diào)查報(bào)告。. Learning strategies 1. 閱讀時(shí)可以通過(guò)字體的顏色、畫線的句子、大寫字母等來(lái)抓住文章的重點(diǎn)。 2. 借助手勢(shì)、表情等體態(tài)語(yǔ)進(jìn)行交流。 3. 在學(xué)習(xí)中積極思考，主動(dòng)探究，善于發(fā)現(xiàn)語(yǔ)言的規(guī)律并能運(yùn)用規(guī)律舉一反三。. Teaching aids Computer multimedia projector; the videos of eating steak, noodles, sandwich and drinking soup; the picture of steak. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work.2. Pair work.3. The whole class work.4. Group work.5. The whole class work.6. The whole class work.1. Focus their attention on the teacher.2. Students act out the conversation about ordering a meal by phone they prepared. 3. Students enjoy the videos about ways of eating the food.4. Students discuss the correct way to eat the food shown in the table of 2. 5. Students check their answers each other.6. Students listen carefully and check their answers with the help of the teacher.1. Greet students ready for learning. 2. Teacher asks the students to act out the conversation about ordering a meal by phone they prepared. Lead them to review how to order a meal by phone.3. Teacher plays four videos for the students: eating steak, (teach the word steak by showing the picture of it.) eating noodles, eating sandwiches and drinking soup. Let students speak out more correct ways to eat different food. 4. Teacher lets students work in groups: Discuss the correct way to eat the food shown in the table of 2. 5. Teacher lets four students from different groups tell their answers. 6. Teacher reads the correct ways to eat them and lets students listen carefully and check their answers: we should use knives and forks to eat steak; we can use chopsticks to eat noodles; we must use spoon to drink soup Teacher encourages students to speak out their different opinions, and then lets the whole class make a discussion.Presentation(10 minutes)1. Pair work.2. The whole class work.3. The whole class work.4. The whole class work.5. The whole class work.6. The whole class work.1. Students work in pairs to decide whether the statements are true or false based on the pictures. 2. Students read the letter, and then check their answers.3. Students check their answers.4. Students listen to 1a and match the persons with their related information. 5. Students check the answers. 6. Students read and understand the sentences underlined. 1. Teacher lets students look at the pictures of 1a and understand the three statements. Let them work in pairs to decide whether the statements are true or false based on the pictures. 2. Teacher asks students to read the letter, and then check their answers. Teach the new word job: It has the same meaning as work, but its a countable noun.3. Teacher asks students to tell their judgments.4. Teacher asks students to listen to 1a and match the persons with their related information. Teach the new words worth and effort.Maria 35 dishes of beef curryJane 45 IndiancurriesKangkang 50 bowls of fried rice 5. Teacher asks students to check the answers. 6. Teacher lets students read and understand the sentences underlined. Teach the new word successfully: successsuccessfulsuccessfully. Teacher can add more similar word pairs. Tell them they can emphasize the major points through underling. Consolidation(10 minutes)1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work. 5. The whole class work.1. Students follow the underlined sentences to make new sentences according to the table of 1b.2. Students write down the sentences. 3. Students grasp the comparative and superlative degrees of adverbs with multiple syllables. 4. Students read the correct sentences on the blackboard aloud. 5. Students read the letter carefully and find out the difficult points of 1a. Learn the new structure with the help of the teacher. 1. Teacher lets students follow the underlined sentences to make new sentences according to the table of 1b. Remind them they should add the word more or most before the adverbs finely, lightly and careful to form their comparative and superlative degrees.2. Teacher asks three students to write down the sentences on the blackboard. 3. Teacher asks the otherstudents to evaluate their work. Then the teacher makes a summary, writes down the formations of the comparative and superlative degrees of adverbs with multiple syllables on the blackboard. And let students grasp them.4. Teacher asks the students to read the correct sentences on the blackboard aloud. 5. Teacher asks students to read the letter carefully and find out the difficult points of 1a, (Its important to leave enough time to them.) and lets other students help to explain them. Teacher writes the main structure be worth (doing) sth. on the blackboard. Practice(10 minutes)1. Group work.2. The whole class work.3. The whole class work.4. Pair work.5. The whole class work.6. Group work.7. The whole class work.1. Students work in groups to ask questions according to the letter.2. Students read the example of 2.3. Students make the similar conversations.4. Students act out their own conversations in pairs. 5. Students evaluate the acting. 6. Students make a similar table to make a survey in groups.7. Students report the result of the survey to the whole class.1. Teacher divides students into two groups. Let students read the letter again, then ask students from Group 1 to ask questions according to the contents of the letter, the students from Group 2 to answer the questions. Then let them change the roles.2. Teacher lets students read the example of 2. Teach the new word neatly by showing neat+ ly.3. Teacher lets students make the similar conversations according to the food and the ways to eat it.4. Teacher lets students act out their own conversations in pairs. 5. Teacher asks other students to evaluate the acting. Teacher may add more different ways to eat the food.6. Teacher lets students read the information of the table in 3. Then let them make a similar table to make a survey in groups.7. Teacher asks students to report the result of the survey to the whole class: Li Lin likes sausage because she thinks it is quick and delicious. Zhang Hong likes noodles because it is healthy Encourage them to use the comparative and superlative degrees of adjectives and adverbs.Production(7 minutes)1. The whole class work.2. Group work.3. The whole class work.4. The whole class work.5. The whole class work.6. Individual work.1. Students play the guessing game. 2. Students work in groups and find out their group members strong points. 3. Students report the strong points of their members. 4. Students evaluate the reports.5. Students summarize Section C with the teacher.6. Students finish the homework after class.1. Teacher asks the students to play the guessing game: One student makes the gesture about the way to eat food, the other guesses what he or she is eating.2. Teacher asks students to work in groups and find out their group members strong points. Let them take notes and compare the same strong points of members in each group, using the comparative and superlative degrees of adverbs as much as possible: Wang Hai runs fast, but Sun Lei runs faster than Wang Hai. 3. Teacher chooses a member in each group to report the strong points of members in each group. 4. Teacher asks students to evaluate the reports. Choose the best two groups.5. Teacher shows the summary of this section to the students.6. Teacher assigns homework:(1) Review the summary after class.(2) Retell the production of food festival to