2022年仁愛版英語八年級下冊Unit7Topic2《ImnotsurewhetherIcancookitwell》SectionCword教案

1、名師精編 優(yōu)秀教案Unit7 Topic2 SectionC參考教案. Material analysis 本節(jié)課建議用 1 課時上完；主要活動為Section C 的 1a 和 2；本課的閱讀部分出現(xiàn)的是談?wù)撐鞑偷牟妥蓝Y儀,來引出中西方飲食文化方面的差異,學(xué)習(xí)有關(guān)餐具的詞匯,把握有關(guān)就餐的短語,語法方面連續(xù)學(xué)習(xí)由 whether 和 if 引導(dǎo)的賓語從句；老師要讓同學(xué)在對比中西餐桌不同禮儀的過程中,讓學(xué) 生互幫互學(xué),開闊視野,既要促進(jìn)新知的形成,又要激發(fā)同學(xué)探究學(xué)習(xí)、自主學(xué)習(xí)的熱忱； 在指導(dǎo)同學(xué)學(xué)習(xí)其次部分關(guān)于更多不同國家的餐桌禮儀時,要引導(dǎo)學(xué)生在明白中國風(fēng)俗文化的同時, 樂于接觸和明白外國

2、風(fēng)俗文化, 從而更好地為弘 揚中國文化服務(wù)；. Teaching aims Knowledge aims：1. 連續(xù)學(xué)習(xí) whether/ if 引導(dǎo)的賓語從句；2. 談?wù)撐鞑偷牟妥蓝Y儀；3. 更多地明白不同國家的餐桌禮儀；Skill aims：1. 能聽懂有關(guān)餐桌禮儀的短文,識別主題,并獵取主要信息；2. 能使用英語簡述西餐的餐桌禮儀；3. 能從所給語言材料中找顯現(xiàn)關(guān)信息,懂得大意；4. 能寫出簡潔的文段；Emotional aims：1. 互幫互學(xué),開闊視野；2. 樂于接觸和明白外國風(fēng)俗文化,從而更好地為弘揚中國文化服務(wù)；. The key points and difficult poi

3、nts Key points：1. 連續(xù)學(xué)習(xí) whether/ if 引導(dǎo)的賓語從句；2. 談?wù)撐鞑偷牟妥蓝Y儀；3. 明白不同國家的餐桌禮儀；名師精編 優(yōu)秀教案Difficult points ：演示西餐的餐桌禮儀；. Learning strategies 明白不同國家的餐桌禮儀有助于更好地進(jìn)行跨文化溝通；. Teaching aids Computer multimedia projector; The utensils mentioned in this section; Videos of a formal western dinner and a Chinese dinner. .

4、Teaching procedures Introduction（8 minutes）1. Greet students ready for learning. ll the steps of making the sandwich, with First 2. Teacher lets the students rete Second Then Finally 3. Teacher asks the students to report the table manners in different countries they searched. Tell them that they mu

5、st follow the manners when they go to different countries. 4. Teacher asks the students to read the sentences of 2. Teach the new words elbow, spoon and chopstick by showing the teachers elbow, a spoon and chopsticks.5. Teacher lets students discuss if these actions are polite. 6. Teacher asks stude

6、nts to match the pictures with the conversation. 7. Teacher lets students check the answers. 8. Teacher divides the students into two groups. Let them practice the conversations. One group reads the questions and the other group reads the answers. Then let them change the roles. Finish 2. Presentati

7、on 10 minutes 1. Teacher asks the students to read 1a again, and then finish 1b. Teach the new word dine. 2. Teacher asks two students to tell the answers. 3. Teacher plays the recording sentence by sentence. 4. Teacher plays the recording without stopping. 5. Teacher lets the students read 1a, and

8、then asks them to learn in groups to find out 名師精編 優(yōu)秀教案the difficult points. At last let them sum up the main points of the conversation. 6. Teacher makes a summary to explain key points and difficult points to the students: 1 table manners 2 eat up 3 whether or not 4 drink to sb./sth. 5 take only a

9、 little 6 Remember not to 7. Teacher lets pairs of students prepare for the retelling with the help of the questions on the screen: What should you do when you sit down at the table. What does the dinner start with. What should you do when you start eating. What should you do when you drink to someb

10、ody. Practice 10 minutes 1. Teacher asks the students to retell the passage in pairs. One student does some actions and the other describes in English. 2. Teacher lets students evaluate the performances. 3. Teacher lets students read 1a again and underline the key points about western table manners.

11、 4. Teacher plays a video about a Chinese dinner. Then let students work in groups and compare them with western table manners. 5. Teacher lets two or three students report their results of comparing. 6. Teacher asks two or three students to perform about the western table manners and the Chinese ta

12、ble manners. 7. Teacher evaluates the performances and makes a summary. 8. Teacher lets students read the example of 3. 9. Teacher lets students understand the meanings of the sentences of 3. Teach the new word finger by pointing out the fingers of himself or herself. 10. Teacher lets students discu

13、ss eating customs in different countries. 名師精編 優(yōu)秀教案11. Teacher lets students practice the conversations in pairs. Let them grasp the usage of object clauses. Production 7minutes 1. Teacher asks the students to prepare the game of describing: One student does an action of Part 2 or 3, a student from

14、other groups describes the action in English. Ask the students to consolidate the usage of object clauses. The group which can describe correctly the most is the winner. 2. Teacher lets students write a short passage about table manners in China, using object clauses and the information they have co

15、llected in 1c. 3. Teacher lets two students write down the short passage on the blackboard. 4. Teacher lets students discuss and evaluate the two students written work, and then make a summary. 5. Teacher shows the summary of this section to the students. 6. Teacher assigns homework: 1 Review the su

16、mmary after class. 2 Tell the western table manners to your parents. 3 Collect some eating habits in different countries. Teaching Reflection There are many differences between western table manners and Chinese table manners. Students are interested in trying showing the differences by themselves. And after the practicing of this section, they gra