仁爱英语八年级下册教案unit5sectionA课文翻译unit7topic2unit8
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仁爱英语八年级下册教案unit5sectionA课文翻译unit7topic2unit8
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举例
Unit 7 Food Festival
Topic 2 I’m not sure whether I can cook it well.
Section A
Teaching aims
Knowledge 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 points
Key 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 cooker, pork, ham, onions, noodles and the bowl.
Teaching procedures
Step 1. Introduction
1. Focus their attention on the teacher.
2. Students read the invitation which they invite their 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 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 discussion.
Step2. Presentation
1. Teacher shows the picture of 1a . Let the students talk about the kitchen utensils and the ingredients 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 , cu t up.
(4) Adverbs of manner: finely, lightly.
2.Then 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. P lays the recording of 1a again and lets the students listen and find out the adverbs of sequence.
4. Teacher asks the students to tell the answers. Stress the usage of the adverbs of sequence.
First… Next… Then… Finally …
Step3. Consolidation
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. Teacher lets the students tell the adverbs of manner and writes down them on the blackboard.
(1) careful + ly → carefully
fine + ly → finely
light + ly → lightly
slow + ly → slowly
(2) cook… carefully
cut… finely
fry… lightly
add … slowly
5. Teacher plays the recording sentence by sentence.
6. Teacher plays the recording without stopping.
7. Teacher asks students to find out the difficult points, and explains the key points and the difficult points to the students.
(1) I’m not sure whether …
(2) Well done!
8. Teacher asks students to act out the conversation in pairs.
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