Section Bppt配套的教学设计及说课稿

八年级下册教案设计

Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. Section B 一. Material analysis

本节课建议用1课时上完。主要活动为1a。

本课继续谈论Kangkang和同学们为美食节做准备，

继在Section A中呈现炒饭的做法之后，本课又推出了西餐中三明治的做法。要求学生复习运用表达请求和允许的功能用语，在进一步学习运用表示顺序的副词的用法、以及由whether/ if引导的宾语从句之外，初步接触单音节副词的比较级和最高级，并要了解不同国家不同的餐桌礼仪。通过让学生亲自动手做三明治，鼓励学生要勇于实践、大胆尝试，培养他们的自主探究精神；还要引导学生乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。

二. Teaching aims Knowledge aims：

1. 学习

whether/ if 引导的宾语从句。

2. 学习单音节副词的比较级和最高级。

3. 了解不同国家的餐桌礼仪。

Skill aims：

1. 能听懂有关食物制作话题的对话，识别主题，并获取主要信息。

2. 能使用英语陈述食物的制作过程。

3. 能理解所给语言材料中事件的发生顺序和人物行为。

4. 能写出简单的文段。

Emotional aims：

1. 在其原有的英语学习愿望和兴趣的基础之上，勇于实践、大胆尝试，培养自主探究精神。

2. 乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。

三. The key points and difficult points Key points：

1. 学习

whether/ if 引导的宾语从句。

2. 学习单音节副词的比较级和最高级。

3. 了解不同国家的餐桌礼仪。

Difficult points：

一边操作一边使用英语陈述食物的制作过程。

教学情景导入

1.(复习Section A做菜方式，呈现做甜点的方式。)

T：Let’s check your homework. (检查作业，检查学生对知识的掌握情况。)

T：Who can tell me how to make fried rice? (老师呈现步骤中的关键词。)

T：Can you tell me how to make a bowl of noodles? (请1位同学陈述步骤并表演动作，提醒动作表演要到位，体现slowly, lightly, finely, immediately, carefully, gently, 复习副词的用法。)

T：How do you make Jiaozi? (请位同学介绍包饺子的步骤。)

T：Well done! 2.(出示面包和苹果的甜点，引出本课的目标语言。) Shall we make a snack with a piece of bread and an apple? (学生可能会感到惊讶，但又想知道怎样做，引起学生的注意。接着老师演示制作的过程，并加以解说，解说词呈现在小黑板上。)

T：Now，

look at me carefully and listen. I’ll show you how to make it. (做完一遍，操练一下黑板Unit7. Topic2. Section B 1

上的步骤，让学生对制作过程有个完整的概念。)

T：It looks easy. It may be very delicious. Would you like to have it? (引导学生自己动手学做一个，但动手前要学好理论。因此就一起操练黑板上的步骤。)

T：Follow me please.

四、教学过程设计

教学过程：

Step 1

Review Review the words of western food. Discuss in groups with the following sentences. For example: A: What’s your favorite western food? B: It’s pizza. A: Which country is it from? B: It’s from Italy.

Step 2

Presentation

1. The teacher says: Last class we learned how to cook Chinese food. Today we are going to learn how to cook western food. Let the students read the conversation. Underline the new words and guess their meanings according to the context. Then the teacher gives their correct meanings and writes them on the blackboard: snack, butter, spread. Ask the students to repeat them one by one.

2. The students read the conversation in 1a after the tape.

3. The teacher writes the key words on the blackboard. Ask the students to retell the cooking procedure of sandwich with them. Finish 1b.

First, take... and spread... Next, cup up... and put... After that, pour... Finally, put...

Step 3

Consolidation 1. Brainstorming: Do you like to eat a hamburger? Do you know how to cook a hamburger? The teacher shows the picture of a hamburger. Ask the students to give their answers, open the books to finish 2 and learn the correct way to cook hamburgers.

Step 4

Practice

1. Listen to the tape in 3a and answer this question: Do people eat noisily in Cuba?

2. Read after the tape. And then practice 3a with the tape.

3. In pairs, discuss the questions below: Is it polite to eat noisily or quietly in Cuba? What about in Japan?

4. Listen to the tape in 3b and learn the different eating customs in different countries.

五. Blackboard design

Unit 7 Food Festival

Topic 2 I’m not sure whether I can cook it well. Section B

1. Would you mind if we

learn to make it from you? 2. well→

better →best

3. Practice makes perfect. early →

earlier →

earliest

long →

longer →

longest

重点句型

(1)Well，in Cuba you can’t eat so noisily. (2)It’s polite to drink soup noisily and finish all the rice in Japan.

(3)It’s impolite to eat with your arms or elbows on the table in America.

(4)Eat with right-hand in India. No need for knife，fork，spoon or chopsticks.

(5)People use a large spoon and a fork to eat in Thailand. They don’t use knives at all.

(6)It’s not impolite to smoke during a meal in France.

Unit7. Topic2. Section B 2