仁爱版八下教案Unit 7 Topic 1 We’re preparing for a food festival 第2课时

Unit7FoodFestivalTopic1We’repreparingforafoodfestival.教学内容分析及课时分配建议：本单元的主要内容围绕美食节展开。第一话题的主要内容是筹备美食节，从讨论筹备原因入手，到了解不同国家的饮食文化，融入功能项目里的“提建议”、“征求意见”、“赞美”和“邀请”等社交语言。倡导学生在学习的同时，学会关心，帮助世界上其他国家需要帮助的人，从而树立正确的人生观和价值观。本话题的语法重点是that引导的宾语从句。本话题建议用5个课时来完成。第一课时：SectionA-1a,1b,1c,1d,3第二课时：SectionA-2SectionB-1a,1b,1c,3a,3b第三课时：SectionB-2SectionC-1a,1b,1c第四课时：SectionD-3，SectionC-2,3,SectionD-2第五课时：SectionD-Grammarandfocus,1a,1b,Project第二课时（SectionA-2SectionB-1a,1b,1c,3a,3b）教学设计思路：本节课主要活动为SectionA-2与SectionB-1c及SectionB-1a。SectionA-2与SectionB-1c分别练习that引导的宾语从句的一般疑问句和特殊疑问句，句型较简单易学，所以将两部分结合在一起。首先完成SectionB-1c新词汇的学习，同时操练that引导的宾语从句的特殊疑问句，然后将两部分的素材结合在一起操练that引导的宾语从句的一般疑问句。目的是简化任务，同时为接下来的学习扫清词汇方面的障碍。本节课将教学主体部分设计成pre-listening,while-listening和post-listening三个阶段，思路清晰，便于教师操作。Ⅰ.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇soup,cheese,cookie,setthetable,pancake,western,Indian,fry,sushi,curry,Russian,Italian,African（2）掌握that引导的宾语从句一般疑问句和特殊疑问句及其答语。①—Doyouthink…?—Yes,Ithinkso./No,Idon’tthinkso. ②—Wheredoyouthinkthat…?—Ithink(that)…（3）语音：①在单词中区别/aK/和/ʌ/的发音。②在宾语从句中注意that的弱读以及一些句子成分的重读，并进行听和跟读模仿练习。2.Skillaims:能根据图文就“美食节”举办筹划，食物准备，食物和所属国家搭配跟同学进行口语交流。3.Emotionalaims:通过小组间良性的竞争与合作，培养友好互助的精神。4.Cultureawareness:了解各国饮食习惯以及各国代表性食物。Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）讨论食物准备相关话题。（2）掌握that引导的宾语从句的一般疑问句和特殊疑问句。2.Difficultpoints：利用宾语从句的特殊疑问句讨论食物和所属国家搭配的话题。Ⅲ.Learningstrategies学会用归类的方式来记忆单词。Ⅳ.Teachingaids录音机/多媒体课件/图片V.TeachingproceduresStage1(2mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose 1(Classactivity)T:Hi,class!Nicetomeetyouagain.Who’sondutytoday?T:Thankyouforyourreport.Don’tworry,xxxjusthasacoldandIthinkhewillbebetterandcomebacktoschooltomorrow.MakeadutyreportasusualS1:I’mondutytoday.It’sTuesday,May12th,2015today.Everyoneishereexceptxxx.Heisillandthedoctortoldhimtostayathomeandhavearest.Ihopehewillgetbetterandreturntoschoolsoon.Thanks.Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论、头脑风暴等。Stage2（3mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)PreviewthekeyphrasesandsentenceslearnedinSectionA.T:Hi,boysandgirls.DoyourememberwhatKangkangandhisfriendswilldotohelpCraigKielburger?T:Yes.AndinordertoholdtheRevisethephraseslearnedinSectionA.Ss:Theywillholdafoodfestivaltoraisemoneyforhim.回顾SectionA的内容，复习学过的短语。 festival,whatwillKangkangdo?T:Iftheyneedhelp,whatwilltheydo?T:Whatwillthefoodfestivalbelike?Canyouimagineit?Ss:KangkangwillgetintouchwithCraigKielburgertogetmoreinformationabouthim.Ss:Theywillturntotheirteachers.S1:Iimaginethattheywillpreparemanydeliciousfood.S2:Iimaginethattherewillbemanyguestsinthefoodfestival.…Remark：为了节省时间，也可以直接把学过的词汇和句型利用PPT呈现在白板上，让学生英汉互译或者用短语造句。Stage3（15mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Pairwork)ShowthepicturesandtheexampleinSectionB-1conthescreen.DiscusswiththestudentstolearnthenewswordsinSectionB-1c,andthenpracticetheobjectclauses.T:Ialsobelievethattheywillpreparemanydeliciousfoods.Well,Doyoulovedeliciousfood?Learnthenewwordsandpracticeobjectclausesbydiscussing.通过师生讨论的方式理解和掌握国家名词和相应的形容词。两人一组模仿所给例句编对话，练习宾语从句的特殊疑问句。 T:Whatkindoffoodisyourfavorite?T:S1,youmeanyouhaveasweettooth.T:Thatmeansyoulikeeatingsweetfood.Whataboutyou?T:OK,S4,Wheredoyouthinkpizzaisfrom?T:Yes,you’reright.PizzaisfromItaly,sowecallitItalianpizza.InthislessonIwanttointroducesometypicalfoodsfromdifferentcountries.Lookatthesepictures.Whatarethey?(pointingatapictureofIndiancurries)T:That’sright.SinceyoucallthemIndiancurries,wheredoyouthinktheyarefrom?T:Good!Itseemsthatyouknowalotaboutforeignfood.Let’Ss:Sure!S1:Ilikeeatingchocolates.S1:Sorry,Miss…Whatdoes“haveasweettooth”mean?S2:IlikeSushi.S3:Hamburgers.S4:IlikePizzabest.…S1:It’sfromItaly.Ss:TheyareIndiancurries.Ss:They’refromIndia. sdiscusssomeotherforeignfoodsinpairs.Youcanguesswheretheyarefrom.Justaskandanswerlikethis:What’sthis/arethey?Ithinkit’s…/they’re…Wheredoyouthinkit’s/they’refrom?Ithinkit’s/they’refrom…T:Welldone!YouallhadawarmdiscussionandIthinkyouknowmoreaboutthetypicalfoodsfromdifferentcountries.NowI’dlikeyoutoshowyourguessingresult.Forthefirstpicture,whichpairwouldliketosaysomethingaboutit?T:Doyouthinkso?T:Iagreewithyou.whowouldliketosaysomethingabouttheSs:…P1:A:Whatarethey?B:Ithinkthey’recheesepiesA:Wheredoyouthinkthey’refrom?B:Ithinkthey’refromAmerica.S3:No,Idon’tthinkso.Ithinkthey’refromGreece. secondone?T:Justasyousaid,theGreekcheesepiesarefromGreece.Greekisanadjectiveandit’susedbeforethenoun“cheesepies”tomodifyit.Greeceisanameofacountry.Socanyoumatchtheadj.withthenamesofthecountries?Youmaymatchthemwithasentence.Forexample:GreekcheesepiesarefromGreece.P2:…S1:IndiancurriesarefromIndia.S2:…2(Pairwork)ShowtheexampleinSectionA-2andthepicturesinSectionB-1conthescreen.T:Good.DoyouthinkthatthechildrenneedtomakeGreekcheesepies?T:Andwhatelsedotheyneedtodo?Dotheyneedtosetthetable?T:Itmeans“tolaythetablewarebeforemeals”.Forexample,youS3:Yes,Ithinkso.S4:Sorry,Miss…,whatdoes“setthetable”mean?将SectionB-1c与SectionA-2结合起来，利用这两个部分所提供的短语和图片，两人一组模仿所给例句编对话，练习宾语从句的一般疑问句。 shouldhelptosetthetablebeforedinners.T:Well,let’sworkinpairsanddiscusswhatelsetheyneedtodo.Youmayfollowtheexample.Ofcourse,thephrasesandpicturesmayhelpyou.S4:Thankyou.AndIthinktheyneedtosetthetable.P3:A:Doyouthinkthatthechildrenneedtocookfriedrice?B:NoIdon’tthinkso.Ithinktheyneedcookblackbread.P4:…Remark：1c中国家名称与相应的形容词的区别与巩固可以设计成连线题。让学生对比并总结国家名称与相应的形容词有助于学生分类和记忆。Stage4（5mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose: 1(Individualwork)Playthevideoof1a.Showthetableonthescreen.A.chocolatecookiesB.cheesepiesC.curriesKangkangD.beefcurryMariaE.blackboardJaneF.friedriceMichaelG.sushiH.pizzaI.dumplingsT:Let’sseewhatkindoffoodKangkang,Jane,MariaandMichaelaregoingtoprepareforthefoodfestival.Pleaselistentotheconversationandmatchthenameswiththefoodtheywillcook.T:Let’scheckyouranswers.WhatfoodisKangkanggoingtopreparetocook?T:HowaboutMichael,JaneandMaria?Watchthevideoandmatch.S1:FriedriceandJapanesesushi.Ss:…Listento1aandcomplete由易到难完成1a。 thepassagein1b.S1:Letmetry.Jane,Michael,KangkangandMariaaretalking…2(Individualwork)Playthetaperecorder.Checktheanswersto1b.T:Youdidquitewell.Nowlet’slistenagain.Fillintheblanksandcompletethepassagein1b.T:Haveyougottheanswers?Whowouldliketoreadthepassageforus?Remark：教师也可自行设计几道first-listening的题目，然后再听时完成1b.Stage5（8mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)AskSstoactout1ainrolesingroups.Payattentiontothepronunciationandintonation.T:Nowlet’sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.AndthenI’llasksomegroupstoreadandactitoutlater.T:Whichgroupwouldliketobethefirsttoactthedialogout!T:Youdidquitewell!AndIthinkyouwilldobetterinthenexttask.Read1ainrolesingroups.Payattentiontothepronunciationandintonation.Ss:…鼓励学生大声开口说英语。 2(Classactivity)Goovertheconversationanddealwiththelanguagepointsin1a.T:OK,everyone.Nowpleasereadthroughtheconversationandlet’sdealwiththelanguagepoints.Learnthelanguagepointsin1a.Ss:…RemarkStage5（7mins)：Pronunciation3(classactivity)Playtherecordingof3a.T:YourspokenEnglishisalmostgood,butjustasyouknow,agoodEnglishlearnershouldalwayspayattentiontohispronunciation.Solet’slearnmoreaboutit.First,listentothetapeandfindhowthelettersorcombinedletterspronounce.T:Canyoutellmethedifferencebetween“ow”and“ou”inpronunciation?Readthepairsofwordsandphrasesaloud,payingattentiontothesoundsoftheunderlinedletters.Thenlistenandtrytoimitate.S1:Thecombinedletters“ow”and“ou”canpronounce/au/.S2:“ou”alsopronounces/ʌ/.认真听录音，大单开口，反复模仿。 T:Great!YoudidbetterthanIbelieve.Canyoufindthedifferencebetweenthetwosounds?T:Goodjob!Nowreadthewordsloudlyafterthetape.Pleasetrytoimitate.T:Youknow,thestressandweakformarealsoimportantinyourpronunciation.Lookatthethreesentencesin3b.Thesemicolon“’”isthesignofstressand“-”isthesignofweakform.Firstyoucanreadbyyourselvesandpayattentiontothestressandweakforminobjectclauses.T:OK,nowlet’slistentothetapeandtrytoimitate.S3:Theletters“o”and“u”canpronounce/ʌ/.S4:Whenwepronoun/au/,weshouldopenourmouthswidely.Butthere’snoneedtodosowhenwepronounce/ʌ/.Ss:…Ss:…Ss:…Remark：让学生通过跟读，体会并自己总结英语字母及字母组合发音的规律，感受英文连读及节奏的美感。 Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose:1（Classactivity)EncouragetheSstosummarizethekeypointsT:Classwillbeoversoon.Weshouldsummarizethekeypointsnow.Let’sbegin!T:Soundsgreat!Ihopeyouwillrememberthem.Summarizethekeypoints.S1:setthetableS2:haveasweettoothS3:GreekandGreece,ItalianandItaly,IndianandIndia.S3:Wehavelearnedsomekeysentences.Forexample,Doyouthinkthatthechildrenneedtomaketea?Andtheanswers:Yes,Ithinkso.No,Idon’tthinkso.S4:Wheredoyouthinkcheesepiesarefrom?IthinktheyarefromGreece.归纳总结本课的知识点。2(Classactivity)AssignHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandphrases.PleasepracticeSectionB-1a,1candSectionA-2withyourpartner.Practicetheobjectclauseswiththeirpartners.适当的家庭作业有助于巩固课堂所学的知识。 AndthenyoushouldpreviewSectionB-2&SectionC-1a.Remark：VI.Blackboarddesign第二课时（SectionA-2SectionB-1a,1b,1c,3a,3b）Wordsandexpressions:Grammar:Objectclausessetthetable(1)Doyouthink(that)thechildrenneedtomaketea?haveasweettoothYes,Ithinkso./No,Idon’tthinkso.Greece-Greekcheesepies(2)Wheredoyouthinkcheesepiesarefrom?India-IndiancurriesIthink/guess(that)theyarefromGreece.Italy-Italianpizza