最新仁愛版八年級英語下冊U7T2(p2)優(yōu)質教學設計

1、Unit 7 Food FestivalTopic 2 I m not sure whether I can cook it well.教學內容分析及課時分配建議：本單元第二個話題在復習上個話題的基礎上，引入新的內容包括步驟的表達，描述方式的副詞，食材，廚具和餐具等詞匯。主要句型有提供幫助Would you like me to help you? 贊美和鼓勵 Well done!請求得到允許 Would you mind if I？就餐用語 help yourself to some以及提醒和警告 remember (not) to語法包括 whether/if 引導的賓語從句；副詞的比較級

2、和最高級。本話題語音部分的內容包括/t /和/d 7的區(qū)分以及升降調的區(qū)分。此外，本話題貼近學生生活實際，從教學生做各種食物到不同國家的 餐桌禮儀和飲食文化，學生不僅可以學到語言知識還可以培養(yǎng)生活技能，拓展文化意識。本話題建議用5課時完成。第一課時:Section A- 1a, 1b, 1c ,2a,2b第二課時：Section B-1a,1b,1c,2 Section A-3a, 3b第三課時：Section C-1a,1b,1c,4第四課時：Section C-2,3 Section B-3,4a, 4b第五課時：Section D-Grammar and Functions, 1,2,3

3、, Project第二課時 (Section B-1a,1b,1c,2 Section A-3a, 3b )教學設計思路：本節(jié)課主要活動為 Section B -1a,2。在復習環(huán)節(jié)里，將SectionA-1a改寫成短文。在知識點處設空，復習賓語從句、副詞和表達步驟的方式。本課詞匯較多，且大部分是關于食品原料和炊具及餐具的名詞，適合利用圖片簡潔直觀的方式學習詞匯。為了降低聽力的難度，在Pre-listening環(huán)節(jié)里，利用1a的圖片討論了與對話可能相關的內容。并將While-listening環(huán)節(jié)的聽力任務分解，設置成不同角度，不同層次的兩個聽力任務。在Post-listening環(huán)節(jié)里，除了

4、要求學生模仿語音語調讀對話之外，還要求學生以口頭作文的方式復述三明治的制作過程，并提醒學生注意步驟副詞的使用。此外，通過復習形容詞的比較級和最高級引出副詞的比較級和最高級，并引導學生探究和總結副詞的比較級和最高級的規(guī)律及用法。最后，利用本課三明治的話題，過渡到快餐的討論，完成Section A-3a 的聽力訓練和3b 的自由討論。I . Teaching aims1. Knowledge aims ：（ 1 ）學習并掌握新詞匯：snack, butter, pear, piece, quick, healthily（ 2）學習表達請求允許的句型及其答語：Would you mind if we

5、 learn to make it from you?Of course not.（ 3）學習并掌握副詞的比較級和最高級。2. Skill aims:（ 1 ）掌握三明治的制作過程，并能用英語表述這一過程。（ 2）能聽懂有關食物制作的話題的對話，識別主題，并獲取主要信息。（ 3）能理解所給語言材料中事件的發(fā)生順序和人物行為。3. Emotional aims:（ 1 ）把課本上學到的知識運用于實際生活中。培養(yǎng)生活技能，比如做飯。（ 2）學生樂于接觸并了解異國文化。4. Culture awareness:n . The key points and difficult points5. Key

6、 points:（ 1 ）繼續(xù)學習表示順序的副詞的用法。（ 2）繼續(xù)學習副詞修飾動詞的用法。（ 3）學習并掌握副詞的比較級和最高級。6. Difficult points ：使用英語陳述食物的制作過程。in . Learning strategies1 . 鼓勵學生認真思考，勤于探究。善于發(fā)現(xiàn)語言學習的規(guī)律并能舉一反三。2 .溫故而知新。在原有知識經驗基礎上學習新的語言。IV . Teaching aids多媒體課件/圖片V Teaching proceduresStage 1(2mins)Getting students ready for learningStepTeacher activ

7、ityStudent activityDesigningpurpose(Classactivity)Greet the students and get themready for learning.T: Good morning, everyone!T: Did you make fried rice of noodles of something else to eat for your parents?T: Great. Some of you did it.How was your food? I think it must be very delicious and your par

8、ents must be very happy. Anyway, I hope you can have a try. Practice makes perfect. You will do it better and better. OK. Time for duty report. Who s on duty today?Focus their attention on the teacher.Ss: Good morning, Miss Ss: Yes/No.S1: It s me. .Remark：這一環(huán)節(jié)日勺目日勺是要創(chuàng)造學習英語的氛圍并使學生靜下心來，開始新的學習?？梢悦子枚喾N方式

9、，如唱歌、游戲、值日報告、自由討論等。Stage 2(2mins)RevisionDesigningStepTeacher activityStudent activitypurposeShowa short passage to review Fill in the blanks in the禾U 用短文填空 的Section A.short passage to review方式復 習上節(jié) 課1(Classactivity)Kangkang wants to makeSection A.學過的部分詞匯、fried rice for the food賓語從句、表達步festival. But

10、 he s not sure驟的副詞、副詞修he can cook it well. So飾動詞 的用法 以 he asks her mother for help.及 制作 炒飯的 過His mother is very glad to程。teach him to cook fried rice. Ss: , he should cut some cooked meat very.Next, he needs to put somein the pan. Then he willthe meat. After that, he needs tothericeand fry it for af

11、ew minutes., he mustadd some.Kangkang thinks cooking is fun.T: Let s begin our lesson.But first I would like you to review what we learned yesterday. Read this passage and fill in the blanks.T:Let s check your answers.Remark：Stage 3 (8mins) : Pre - listeningStepTeacher activityStudent activityDesign

12、ingpurpose1(Classactivity)Showpictures to learn the new words: snack, butter, piece.曜詼T: Look! What are these?T: Yes. They are snacks. Do you like snacks?T:Whaf s your favoritesnack?T: Yes. I also like sandwiches. Do you know what are in the sandwiches? Look at the pictures.T: Yes. We made sandwiche

13、sLearn the new words: snack , butter , pear , piece.Ss:Ss: Yes, we do.Ss:-51: There is bread.52: There are vegetables.53: There is ham and cream.利用圖片學習詞匯，同時師生討論導入本課話題。with pieces of bread. And we usually spread cream, honey, butter or jam to make them more delicious. Do you know what is butter?T: Pe

14、ople often put pieces of ham into the sandwiches. And you can put your favorite fruit in your sandwiches if you like.2(Pair work)Ask the students to look at the picture in 1a and read 1b. Talk about how to cook sandwiches and predict the answers to 1b.T: Knowing what are in the sandwiches, I think w

15、e can makesandwiches byourselves. Do you know how to make sandwiches? Look at the picture. You can discuss how to make it with your partners.Look at the picture in 1a and read 1b. Talk about how to cook sandwiches and predict the answers to 1b.Ss:S1: Let metry. First,cutthe breadintotwopieces. Next,

16、 put a vegetable on a piece of bread. Then, put someT: Would you mind telling me how this sandwich is made?T: You did a great job. Let s see how Michael cooks a sandwich. Look at the picture in 1a. What are on the desk?I mean what will Michael use to make his sandwich?T: Good. Let s read 1b and pred

17、ict the answers.butter on it. After that, put ham, fried egg and a piece of tomato on it. Finally, put the other piece of bread on it.S2: Two pieces of bread, a pear and some others, maybe butter or jam.Ss:Remark：Stage4 (5mins) : While - listeningStepTeacher activityStudent activityDesigningpurpose1

18、(Individualwork)Play the tape recording of 1a.Show the two questions:(1) What s Michael sfavorite snack?(2) Who made the snack best of all?T: Nowlisten to 1a and answerListen to 1a and answer the two questions.Ss:-51: Sandwiches.52: Sandwiches with butter, honey and a pear.分角度分層次設 置/、同的聽力任 務。the two

19、 questions.T:What sMichael sfavorite snack?T: Who made the snack best of all?S3: It s Michael.2(Individualwork)Play the tape recording of 1a again.T: Listen to 1a again and fill in the blanks in 1b. Please pay attention to the use of step words and adverbs.T: Check your answers with your partners.Li

20、sten to 1a again and fill in the blanks in 1b.Ss:Remark:Stage 5 (15mins) : Post- listeningStepTeacher activityStudent activityDesigningpurpose1(Group work)Play the tape recording of 1a.T: Read the conversation after the tape. Please pay attention to the stress and intonation.T: Would you mind readin

21、g the conversations in roles. Who would like to have a try?Read 1a after the tape paying attention to the stress and intonation.Ss:-G1:跟讀，練習語音語 調。之后分角色朗 讀對話。2(group work)Ask the students to retell the process of making a sandwich. T: Now can you make a sandwich? Can you tell your group members how t

22、o make a sandwich? Let s try to retell the process of making a sandwich in groups. 1b may help you and don t forget to use the steps words like first, second, next, then, after that and finally. They can make your instruction or description clearer.Retell the process of making a sandwich in groups.S

23、s:復述三明治的制作方法。鞏固 1a及副詞的使用和 表達步驟的方法。3(classactivity)Review the comparative and superlativedegreesofadjectives.And then learnthecomparativeandsuperlativedegreesofadverbs.T: You know Michael says practice makes perfect. Do you understand this saying?T: Good. So Michael sReview the comparative and superl

24、ative degrees of adjectives. And then learn the comparative and superlative degrees of adverbs.S1: Yes. It means “熟 能生巧”in Chinese.學習和掌握副詞 的比較級和最高 級，鼓勵學生自己 發(fā)現(xiàn)和總結語法 規(guī)律。sandwich is the best of theSs: Yes.three. That meansMichael didbest of the three. TheSs:bestin the firstS2: We adderorsentence is the

25、 superlativeest to an adverb.degree of the adverbThen we get thegood” . But the best incomparativeandthe second sentence is thesuperlative degrees ofsuperlative degree of thethe adverb just like theadverbwell ” . Can youway to an adjective.understand?T: Well. Let s learn moreabout the comparative an

26、dS3: We should addsuperlativedegrees ofmoreor mostadverbs. Look at the picturesbefore some adverbsin 1b and match the parts ofsuchasquicklythe sentences.successfully.Am IT: What have you learned? Canright?you say something about thisS4: The articlethegrammar?is missing before thesuperlative degrees

27、ofT: Yes. For most of theadverbs.adverbs, it is. But you shouldpay attention to somespecialSs: No, wedon t. Thankadverbs such as well, badlyyou.etc. Just like the adjective“ bad , the comparative and superlativedegreesof“badlyis worse”and“worst” . Any others?T: Yeah, you are right. Youare so clever.

28、 We ll learnabout it in the next topic.Any others?T: Good. You observe socarefully.The articlethe beforethe superlative degrees of adverbs can be omitted. Do you have any other questions?Remark： 1.溫故而知新。在復習形容詞比較級和最高級的基礎上學習和領會副詞的比較級和最高級。2.鼓勵學生認真思考，勤于探究。善于發(fā)現(xiàn)語言的規(guī)律并能舉一反三。Stage 6 (10mins) : listeningStep

29、Teacher activityStudent activityDesigningpurpose1(Group work)Teach the new words : quick, healthily. Ask the students to read the questions in 3b to know about the main idea ofLearn the new words: quick, healthily. Read the questions in 3b to know about the main idea利用構詞法知識學習新詞匯。聽力訓練前閱讀題目，培養(yǎng)學生預測答the

30、 listening text and predict the answers.T: Today we talked about sandwiches. We often call this kind of food fast food. That means this kind of food is quick. Remember quickly?So what s the meaning of quick?T: Good. Some people think fast food is unhealthy. Doyou think so?T: OK. Many people like fas

31、t food. I hope we can eat the fast food healthily. Just like quickly. Can you understand healthily?T: we ll listen to a passage about fast food. Read the questions in 1b and knowabout the main idea and predict the answers.of the listening textand predict theanswers.S1:快的.It s anadjective.Ss: Yes/No.

32、S2: Yes. It s an adverb. It means ”健康 地”.案的能力。2(Individualactivity)Play the tape recording of 3a.T: Now listen to the passage and choose the best answers.T: Do you need to listenListen to 3a and choose the best answers.Ss:Ss: Yes.again?T: OK. Once more, please.T:Let s check your answers.Ss:3(Pair wo

33、rk)Ask the students to talk about the fast food in China in pairs.T: I think you have your own opinions about fast food.Let s talk more about it.T: Would you mind sharing your opinions with us? Please act out your conversations!Talk about the fast food in China in pairs.Ss:P1:Remark: 1.鼓勵學生大膽開口，說出自己的想法。2.在原有知識經驗的基礎上學習新的語言。Stage 6 (3min