Unit 7 Food Festival Topic 2 Section D 示范公开课教学设计【八年级英语下册仁爱版】

Unit7FoodFestivalTopic2I’mnotsurewhetherIcancookitwell.SectionD教学设计一、教学目标1.能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：southern,seafood,pick,pickup2.复习whether/if引导的宾语从句的用法。3.复习单音节副词的比较级和最高级。4.复习步骤的表达方式。5.了解不同国家的饮食习惯，能够用英语谈论不同国家的饮食风俗。6.在了解中国风俗文化的同时，乐于接触和了解国外风俗文化，从而更好地为弘扬中国文化服务。二、教学重点及难点重点：1.能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：southern,seafood,pick,pickup2.复习whether/if引导的宾语从句的用法。ButI’mnotsurewhether/ifIcancookitwell.IaskTomif/whetherthemostpopularfoodinhisrestaurantishotdogs.Doyouknowwhetherornotit’simpolitetosmokeduringamealinFrance?3.复习单音节副词的比较级和最高级。4.复习步骤的表达方式。难点：用英语谈论不同国家的饮食习惯。三、教学准备教师：教学课件；多媒体设备；写有不同国家名的若干个帽子。学生：课前预习四、教学过程Task1Step1Warming-upAfterashortgreetingwithSs,presentsomeEnglishriddlesandgetSstoreadandguess.【设计意图】创造学习英语的氛围并引导学生快速回归课堂学习状态，开始新的学习。Step2RevisionPresentthesentencesinGrammarinSectionDofTopic1andletSstoreadandreviewobjectclausesguidedby“that”.【设计意图】复习上一话题中所学的that引导的宾语从句的语法，引出本话题中所学的语法，温故而知新。Step3PresentationWorkonGrammarPresentthesentencesincludingobjectclausesandcomparativeandsuperlativedegreesofadverbsinGrammarandletSstoreadandunderstandtheunderlinedpartofeachsentence.Atthesametime,guideSstoreviewthegrammartheyhavelearnedinthisunit.【设计意图】引导学生复习、总结所学语法。WorkonFunctionsPresentthecontentinFunctionsandletSsreadandunderstandtheunderlinedpartofeachsentence.【设计意图】复习、总结本单元的功能性句型，提高学生的语言储备。Step4PracticePresentsomequestionsandaskstudentstofinishthembythemselves.Thenchecktheanswers.Choosecorrectanswers.1.—Areyougoingcampingthisafternoon?（2016・江苏南京）—Atyphooniscoming.I’mnotsure______theroadtothemountainswillbeclosed.A.whichB.whatC.whetherD.why2.—Excuseme,Iwonder______theplanecanlandontime.（2018・吉林）—Waitaminute,please.Letmecheckitout.A.ifBwhichC.that3.—Excuseme,Iwonder______.—Yes.It’snearthebookstore.A.wherewewillgofortheholidayB.ifthereisalostandfoundofficeC.whenshewillgivemeacallD.howwecangotoHongKong【设计意图】学习过程中检测学生对本语法点的掌握情况，培养学生及时查漏补缺的意识和习惯。Task2Step1Pre-reading1.PresentaquestionandaskSstothinkandanswertoreviewthewesterntablemanners.【设计意图】通过讨论的活动，复习上一节课所学的餐桌礼仪，为阅读语料做铺垫。2.PresentpicturesandguideSstoguessandlearnthenewwords.【设计意图】为接下来的阅读扫清词汇障碍，提高学生的阅读效率。Step2While-reading1.Presentatableaboutthecontentof1andletSsreadthepassagein1andthenfillinthetable.Checktheanswersinclass.AreaEatinghabitsNorthAmerica/Australia/EuropeChinaPartsofIndiaThailandKorea【设计意图】通过指导学生读前读题，培养学生带着问题捕捉文章有效信息的习惯和意识，提高学生的阅读能力。2.AskseveralSstoreadthepassageinclass.Correctthepronunciationandintonationduringtheirreading.【设计意图】指导学生注意朗读时的语音、语调，提高学生的发音水平。Step3Post-reading1.PresentandguideSstoguessandlearnthekeypointstogether.(1)Peoplearoundtheworldhavedifferenteatinghabits.全世界的人们有不同的饮食习惯。aroundtheworld=allovertheworld=throughouttheworld全世界e.g.Itisknownaround/throughout/allovertheworld.(2)...,therearetwoormorecoursesforeverymealandpeopleuseknivesandforkstoeat.……每顿饭有两道或两道以上的主菜，人们用刀叉吃饭。course可数名词，意为“一道菜”。e.g.Themaincourseistheroastduck.(3)InpartsofIndia,peopleusetheirfingerstopickupthefood.在印度有些地方，人们用手指头拿食物吃。pickup拿起，捡起；接某人；取某物；搭便车e.g.ThephonerangandIpickeditup.【设计意图】锻炼学生自主阅读和自行归纳重点知识的能力，巩固对目标语言的掌握。2.Presentsomekeywordsaboutthepassagein1andletSstrytoretellthepassageaccordingtothekeywords.AskseveralSstoretellinclass.differenteatinghabitsNorthAmerica,Australia,Europe,courses,knives,forks.southernpartofChina,rice,north,noodles,central,western,don’t,seafood,chopsticks.partsofIndia,fingers,pickup.Thailand,spoon,fork,don’tuseknives.Korea,spoons,chopsticks,notpolite,both.【设计意图】通过看关键词复述的活动，构建学生的文章逻辑，提高他们的口头表达能力，进一步理解文章内容。3.PresentanexampleandguideSstotalkabouteatinghabitsindifferentpartsoftheworldaccordingtothecontentin1.e.g.A:CanyoutellmeiftherearetwoormorecoursesforeverymealinNorthAmerica,AustraliaandEurope?B:Yes,Ithinkso.A:DoyouknowifpeopleinthesouthofChinaofteneatnoodles?B:No,Idon’tthinkso.Butsometimestheydo.【设计意图】通过对话练习的活动，培养学生能够用英语谈论世界上不同国家的饮食风俗的能力。4.Presenttheinterviewnotesin2andletSsreadfirstandthenreportinpairs.【设计意图】结合表演采访活动，操练本单元所学的目标句型，加强学生对语法知识的巩固。Task3Step1Pre-writing1.PresentthetableinSectionA1bandgetSstoretellhowtocookfriedriceaccordingtotheinformationinthetable.2.Presentsixgroupsofkeywordsof2aandguideSstohaveatrytoretelltheinstructionsforcookingnoodles.【设计意图】复习所学的两种食物的制作方式，接下来的写作任务梳理思路。Step2While-writingLetSswriteapassageabouthowtocookchickensoupaccordingtothepicturesandwordsorphrasesin3.【设计意图】通过图片及关键词语的提示，训练学生有关食物制作的写作，锻炼他们的写作能力。Step3Post-writingAndthenpresenttheexamplepassageandaskSstocheckwhattheyhavewritteninpairs.Ifnecessary,letseveralSstoshowtheirpassagesinclass.【设计意图】通过范文学习，以及互批互改的方式，引导学生相互交流、取长补短，提高自身的写作能力。ProjectDividetheclassinto7groupsnamedAmerica,France,Thailand,India,China,CubaandJapan.GuideSstodiscusstheeatingactionsindifferentingroups.Thenlettwostudentsineachgroupactouttheeatingactions,whileotherstudentsdiscusswhethertheyarepoliteornot.Andthenaskthestudentstowriteapassageabouttablemannersindifferentcountries.【设计意图】引导学生学会合作完成任务，共同提高，并在了解中国风俗文化的同时，乐于接触和了解国外风俗文化，从而更好地为弘扬中国文化服务。TestPresenttheexercisesandlettheSshaveatest.Choosethebestanswer.1.Don’tworry.Myfatherwill____usupinthecarifitrainstomorrow.A.bring B.take C.pick2.Idon’tknow____it’spoliteornottoeatwithourarmsorelbowsonthetableinAmerica.A.if B.whether C.that 3.—WouldyoumindifIlearnEnglishfromyou?—__________.Iamverygladtoteachyou.A.Ofcoursenot. B.You’dbetternot.C.Soundsgreat.4.AllChineseusechopsticks________.A.eat B.toeat C.eating5.Inthe_______partofChina,peopleeatriceandfishalot.A.south B.north C.southern【设计意图】检测并强化学生对本课时内容的掌握。Step4SummarySumupthemaincontentofthisclassandrepeatthekeypoints.Welearn:1.somewords:southern,seafood,pick,pickup2.somephrases:eatinghabits,inthesouthernpartof,pickup,atthesametime3.somesentences:ButI’mnotsurewhether/ifIcancookitwell.IaskTomif/whetherthemostpopularfoodinhisrestaurantishotdogs.Doyouknowwhetherornotit’simpolitetosmokeduringamealinFrance?Wecan:1.askforandgivepermissione.g.—Wouldyoumindifwelearntomakeitfromyo