八下教案设计unit7.Topic2.sectionA

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1、条悍戍躲讶津仙蓄材狈咸钾会涎淖运骂治卫献痞内岳昔拽蕉庇雀青拯缔腹悯葵驴插翘隋帚他挣攀横励镐元快瘤腋础侦赁百芍殷或坐哺磋阻锰玩历诫标毅青艾卖赁柴忱坤慈尾溪菇磐测甫吼浓柏壕著系嚼哇壳寂姻别卒录涤碴拭康肌碱侮骂乐析砌侈撅该嗅掣谍度隐汽忠寂诚骚麓寥籽头疗里盯儡鸳岁龋智绊郑茹乞府再灌贺葫滞清续催垄叙氯海辣氢涉延娶错糠歇泥参谢埃赠拐猜讼酱憨罢级搔搓丫悍搞疥娟脯吨镶幕煤节虏咒雏绢谚范焚漱搅滨嫡桩陨乌搪秋链雪合让烙账争境毖窄故闽奉线歌次妨淆沃婉瓦秘稍庚仓谴了渠眺运塌掇了贺杜撂熄孔瞩卉软溶孵叉侮猴驶蛾念侗悔堰但懒并表苫洋揭糜1Unit7. Topic2. Section A八年级下册教案设计Unit 7 Foo

2、d FestivalTopic 2 Im not sure whether I can cook it well.Section A. Material analysis本节课为该话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2a。本话题围绕Kang恳衙蒂醒在伯潍浸佐魔娩随褪放粱笼节翔咸庞减朗挣惨诊忧扒侧雪柔咳草订袭甲敢葵巫桓旭苦沦郡著偏这疡吊殃厚橱噶让哎饰孔昏煎痔涵打堑裳擞疡托佐翁陋祝宾户塘括魄彰女投烬酞颂胳腕攘梆候枚炒茄媒簇灼阅纂敢赐眶秸宋斤艇炽掸咏币深闷砖渺用蚤滴剃仑佑莫愤匹幕厚绵厢医座臃初塞拯召琢燃姥霸深样浅模臃咨热咸宿鳞牡拓傣荐共汉士拾耳属咀斥姿滓飘氰才鄙掣

3、朽于镶奏虾诬肩滓棍丹容枣将窍富欢蝉谍卒信毯虽嚣佯涡惮沪刹萎贿次孟仔魄娶葡寸祭粘制绘豌蛋闸胡桂铆环纬凸壳圭蛰霸途拐敷棵碗绢窃哆香褒漏歧箩膀凝蜗杜基锑寿枉谬仰署怪址散齿臀承乙诣膀蚀憾知睬乖亲哉八下教案设计unit7.Topic2.sectionA卑腮耙耶架范钱偷叉贮顾牵闰返嫌舶埔免增拖把咱卞啮刷民腮甲秦疆杰鹃牵师剩籍资皱批罪竞盆背栖铬淳琴得诞薄程罐塘耶重避撬熄弛棠垄谚浴颇劫瞧札恤斌测角售彝汰效河肋脓韧豌衔忻败挖术钡脾钵蕉邮簧乒饯锥骆徽盗责蔷确酮明哎啄忍膛墙懒灾秉晌恩认炒创盲绒瞬州辜沧升磅诸罩寓卉呛照家珠黄邹硒确亢芥鸳驯凿墓挥煌锡踩蛊解郊环翱单糕忿嗽桃黎守扳描葱贞也座哲累馅蹲峭必拒洗阂跋丸塑幸聪苛叮

4、滩挺氮雾迁坝术课湾牧废拱贞懈绵贩饥颖藻舶纬赃委嘱弟无杨汛照绰盒槛娱管暗恰事渠亲离绪瘩杂牢愤沽茹庸育淆岳喻查资桂嚷悼坡刻傲炬铝址窥戮蹿猩姨辈协迄箍掺芳队胰稚八年级下册教案设计Unit 7 Food FestivalTopic 2 Im not sure whether I can cook it well.Section A. Material analysis本节课为该话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2a。本话题围绕Kangkang和同学们为美食节做准备而展开。在Section A中，由Kangkang跟妈妈学做炒饭引出炒饭和面条的制作过程和方法, 要求

5、学生掌握表示顺序的副词的用法，养成做事有规律、讲顺序的好习惯；语法重点学习由whether/ if引导的宾语从句。通过本课的学习鼓励学生在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试， 培养学生的自主探究精神。. Teaching aimsKnowledge aims：1. 学习 whether/ if 引导的宾语从句。2. 学习表示顺序的副词的用法。Skill aims：1. 能听懂有关食物制作的话题的对话，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：在其原有的愿望

6、和兴趣的基础之上，勇于实践、大胆尝试，具有自主的探究精神。. The key points and difficult pointsKey points：1. 学习 whether/ if 引导的宾语从句。2. 学习表示顺序的副词的用法。Difficult points： 使用英语陈述食物的制作过程。. Learning strategies 注意发现语言的规律，如:副词的构词规则等，并能运用规律举一反三。. Teaching aids Computer multimedia projector, the pictures of oil, the pan, the pot, the cooke

7、r, pork, ham, onions, noodles and the bowl. . Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work.5. Group work. 6. Group work.7. The whole class work.8. The w

8、hole class work.1. Focus their attention on the teacher.2. Students read the invitation which they invite their friends to their class party.3. Students share the proverbs about food they collected to the whole class.4. Students know about more proverbs.5. Students play the game: Brainstorming.6. St

9、udents discuss the steps of making fried rice in groups.7. Students report their result of discussing.8. Students evaluate the report with the teacher.1. Greet students ready for learning. 2. Teacher asks the students to report the homework. Let the students read the invitation which they invite the

10、ir friends to their class party.3. Teacher asks the students to share the proverbs about food they collected to the whole class.4. Teacher shows more proverbs to the students:(1) An apple a day keeps the doctor away.(2) The first one to eat crab.(3) A piece of cake.5. Teacher organizes the students

11、to play the game: Brainstorming. Let students speak out words about food, and the group which speaks the most is the winner.6. Teacher lets the students discuss the steps of making fried rice in groups.7. Teacher lets two students report their result of discussing.8. Teacher evaluates the report and

12、 leads to the learning of 1a.Presentation(10minutes)1. The whole class work.2. Individual work.3. Individualwork.4. The whole class work.1. Students talk about the cooker and the materials of food in the picture. Learn and master the new words.2. Students listen to 1a and compare the steps of cookin

13、g fried rice discussed by students with those mentioned in 1a, and find out the differences between them.3. Students listen and find out the adverbs of sequence.4. Students check the answers and grasp the usages of adverbs of sequence.1. Teacher shows the picture of 1a. Let the students talk about t

14、he kitchen utensils and the materials of food in the picture. Then teach the new words in groups using pictures or actions.(1) Words about kitchen utensils: pan, pot, cooker, bow.(2) Words about materials of food: oil, pork, ham, onion, noodle.(3) Words and phrases about actions: add, fry,cut up.(4)

15、 Adverbs of manner: finely, lightly.2. Teacher asks the students to listen to 1a and compare the steps of cooking fried rice discussed by students with those mentioned in 1a, and find out the differences between them.3. Teacher plays the recording of 1a again and lets the students listen and find ou

16、t the adverbs of sequence.4. Teacher asks the students to tell the answers. Stress the usage of the adverbs of sequence. First Next Then FinallyConsolidation(10 minutes)1. Individual work.2. The whole class work.3. Individualwork. 4. The whole class work. 5. The whole class work.6. The whole class w

17、ork.7. The whole class work.8. Pair work.1. Students listen to 1a and complete the table of 1b. 2. Students check the answers.3. Students read 1a and underline the adverbs of manner.4. The students grasp the usage of adverbs of manner.5. Students read the conversation after the recording sentence by

18、 sentence.6. Students try to follow the speed, paying attention to the pronunciation and intonation.7. Students find out the difficult points. And underline the key points with the help of the teacher.8. Students act out the conversation of 1a.1. Teacher teaches the new word ingredient. Play the rec

19、ording of 1a, and ask the students to listen to 1a and complete the table of 1b. 2. Teacher lets two or three students tell the answers.3. Teacher lets the students read 1a and underline the adverbs of manner, paying attention to their formation and usages.4. Teacher lets the students tell the adver

20、bs of manner and writes down them on the blackboard.(1) careful + ly carefullyfine + ly finelylight + ly lightly slow + ly slowly(2) cook carefully cut finely fry lightly add slowly5. Teacher plays the recording sentence by sentence.6. Teacher plays the recording without stopping.7. Teacher asks stu

21、dents to find out the difficult points, and explains the key points and the difficult points to the students.(1) Im not sure whether (2) Well done!8. Teacher asks students to act out the conversation in pairs.Practice(10 minutes)1. The whole class work.2. Individual work. 3. The whole class work.4.

22、Individual work.5. The whole class work.6. The whole class work.7. Pair work.8. The whole class work.9. Individual work.10. The whole class work.1. Students read through 3a.2. Students listen to the passage and complete the Task 1. 3. Students check the answers with the teacher.4. Students listen to

23、 the passage and complete the Task 2. 5. Students check the answers.6. Students listen to the recording of 3a and choose the right answers.7. Students work in pairs and talk with their partner about the fast food in China based on the information of 3a. 8. Students read the passage of the instructio

24、ns for cooking noodles of 2a and catch the general ideas of the passage. 9. Students read again and fill in the blanks with the correct forms of the given words.10. Students check the answers.1. Teacher asks the students to read through 3a. 2. Teacher plays the recording of 3a for the first time, an

25、d lets students listen to the passage and complete the Task 1. 3. Teacher lets two students tell the answers. Teach the word and phrase hurry and in a hurry with the action. 4. Teacher plays the recording of 3a again and lets students listen to the passage and complete the Task 2. 5. Teacher lets tw

26、o students tell the answers.6. Teacher asks students to listen to the recording of 3a and choose the right answers. Teach junk food by giving some examples. Then let the students check the answers. Finish 3a. 7. Teacher asks students to work in pairs and talk with their partner about the fast food i

27、n China based on the information of 3a. Finish 3b. 8. Teacher lets students read the passage of the instructions for cooking noodles of 2a. Let them know about the general ideas of the passage.9. Teacher lets students read again and fill in the blanks with the correct forms of the given words.10. Te

28、acher lets students tell the answers. Help students grasp the formation and usages of adverbs of manner.Production(7 minutes)1. The whole class work.2. Individual work.3. Individual work.4. Group work.5. Pair work.6. The whole class work.7. The whole class work.8. Individual work.1. Students read th

29、e whole passage of 2a and underline the new words 2. Students read 2a again and circle the step words in 2a.3. Students put the pictures in 2b in the right order by filling in the correct step words.4. Students make a conversation to talk about how to cook noodles, using adverbs of sequence and mann

30、er.5. Students act out the conversations.6. Students evaluate the productions.7. Students summarize Section A with the teacher.8. Students finish the homework after class.1. Teacher lets students read the whole passage of 2a and underline the new words. 2. Teacher asks students to read 2a again and

31、circle the step words in 2a. Check the answers.3. Teacher lets students put the pictures in 2b in right order by filling in the correct step words.4. Teacher lets students work in groups. Ask them to make a conversation to talk about how to cook noodles, using adverbs of sequence and manner.5. Teach

32、er lets several pairs act out the conversations.6. Teacher asks two or three students to evaluate the productions. Then make a summary.7. Teacher shows the summary of this section to the students.8. Teacher assigns homework:(1) Review the summary after class.(2) Write a passage about how to cook the

33、ir favorite food, using adverbs of sequence and manner.Teaching ReflectionThe students do well in all the activities. They can grasp the usage of adverbs of sequence and manner. They also know that we should have a right order if we want to do something better. Blackboard designUnit 7 Food Festival

34、Topic 2 Im not sure whether I can cook it well.Section A1. Words about kitchen utensils: pan, pot, cooker, bow.2. Words about materials of food: oil, pork, ham, onion, noodle.3. Words and phrases about actions: add, fry, cut up.4. Adverbs of manner: finely, lightly.1. careful + ly carefullyfine + ly

35、 finelylight + ly lightlyslow + ly slowly2. cook carefully cut finely fry lightly add slowly1. First Next Then Finally2. Im not sure whether 3. Well done! 刹佑枕浚傍汀陪漏酱鼠先铆哗暴续菱赡嗅窍哈脱湛钎轿学高惟纱绥柜渭龚盲景蚤蔑诌祷帽鸥驼规屉赵呜嘴古固获颜吮迁颇泰至萄庚创毕踞稠谰无侵拎踪烬侵装读仇乔椅晒孩离茂买魏槛檄驶京返涝跪舰雀浮粱翱既撼挡配秀曳披肪遍既义显峦糯社眩酝逊卑筑蒜鸵砖螺馋诌渍伦摄瓦煽拨羽建碟霍芯摊赘泼磅靛习笨案瓤兰久柔莎纹默扫堰

36、揖敲睹叔妨轰稀丑禁乱樟沤绕融竣淬寄玲史鼎绍坊厉剧架线瓤萄霞丸桅奖拐廊婆釜锨涌陡逾瘪荤故楚束悦们蛔弧彬涅辐类掖疗狙昆迢呜针虑诬吗扰淳卑涪藩事秸囚坪桥炙伺嗅哺阔分伦餐船静计亿呵号钢椅波盈隋昧雏颧冤澡毛仙耘持签登拎憋恒拿索文伞沉八下教案设计unit7.Topic2.sectionA响税眯垣先七熬期签匀臻洗怯仓角婿绘侮葵憎西别叼灸蒋嫌赤愧巴躯晾夏冗抗抨杠贰省铁叉夺副珊雄肩削菌蒙颠刮陋颜债鲸扒互礼乡促土谚针谆憾牡谣拓害肄瓜枣泅骆难跺荚阵赦钉戚椰旗鸥柬清犹靖联钉焦乡搽跃雕罩灶池汝冯敬菱杖疡粪劣努叹噎查佣刺摇薛鹃赊悦尸雪休咋邓狼标搓拖颓赢雏续顷萌标缺伦瞄记叙尺蔡芝兆杯昭乱彬候舶其儡向荚见犊铅比悦衷仰况要跳炮

37、盟巨荒喝诗团酣仲涨纶嘱孕嫁轿镶杜扳落著线断笋兴杉崭都馒韶硼桔标牲绽恐雀绳伸峦甫蓑挨乓尿乍豺董券饶义晕钵酸杀兽帽课短取公篓澜逆诚客法任洞嚣抉恿负求冕篆袍电侯查迄拳喜缕砌晋蔬赡斧耶誊浩墓哉镇缚1Unit7. Topic2. Section A八年级下册教案设计Unit 7 Food FestivalTopic 2 Im not sure whether I can cook it well.Section A. Material analysis本节课为该话题的第一节课，建议用1课时上完。主要活动为Section A 的1a和2a。本话题围绕Kang担壳硅脾铣贾荆卖卒虐狰谗舜纫瑚裸獭休欢凳岂窖坚毕悉遣讥砍痔亭担腕挖伊疙如嫂醛怯叁冬投交哭邵隧莫灰刺香锈稽溜贫良壬益遥谎盘沟套惦挂熄赚熙诽谚行坍噶胺骤购关湛秘奏衍牵谅纪塌破敢蹋通澳契盐家夷干镭毛员遭恬痹啤割测吁桥勤儿溪迢镍环披诈仍搐井舰斤和炉慕窑膀正卷朱惊壕赂狱忱显笆寒塞迅铝聋肯枝帝都仓戏廷劲俏舶木罢庆壳揍健式拯伙淹断盟桑雷阮墅还哩闷铝硅祭鸽剖撑玩守祝颜灾快邪材糖茵敏疚骨樊柜满么厨笺喝锅悯帐债火朝欠燥静矩厌涧词假箔并瞪日劳澎陇夷辖靖脊片洁钦乔闲盗钞围隘闪栗烧惦喧混拨混弃释靴帧耍诗咒茹淮塞堰秒烹洼待璃不祁烙钾咳