Unit 7 Food Festival Topic 2 Section B 示范公開課教學設(shè)計【八年級英語下冊仁愛版】

Unit7FoodFestivalTopic2I’mnotsurewhetherIcancookitwell.SectionB教學設(shè)計一、教學目標1.能根據(jù)已學語音、音標及發(fā)音規(guī)則，正確朗讀下列詞匯并在實際的對話操練中加以應(yīng)用：snack,butter,pear,piece,impolite,noisily,polite2.能在單詞中區(qū)別/t?/和/d?/的發(fā)音。3.繼續(xù)學習表示順序的副詞和副詞修飾動詞的用法。4.在復習形容詞的比較級、最高級的基礎(chǔ)上學習并掌握副詞的比較級和最高級。5.能聽懂語料中事件的發(fā)生順序和人物行為。6.掌握三明治的制作過程，并能用英語表述這一過程。7.能夠用征求許可的表達形式進行交流。8.通過以食物為媒介，鼓勵學生接觸并了解異國文化。二、教學重點及難點重點：1.能根據(jù)已學語音、音標及發(fā)音規(guī)則，正確朗讀下列詞匯并在實際的對話操練中加以應(yīng)用：snack,butter,pear,piece,impolite,noisily,polite2.能夠用征求許可的表達形式進行交流?！猈ouldyoumindifwelearntomakeitfromyou?—Ofcoursenot.3.繼續(xù)學習表示順序的副詞和副詞修飾動詞的用法。4.學習并掌握副詞的比較級和最高級：Youdidquitewell.ButIthinkyoudidbetterthanI.Michaeldidbestofall.難點：使用英語表述三明治的制作過程。三、教學準備教師：教學課件；多媒體設(shè)備；制作三明治的面包片、黃油、蜂蜜和梨。學生：課前預(yù)習四、教學過程Task1Step1Warming-up1.AfterashortgreetingwithSs,presentthetableinSectionA1bandgetSstoretellhowtocookfriedriceaccordingtotheinformationinthetable.2.Presentsixgroupsofkeywordsof2aandguideSstohaveatrytoretelltheinstructionsforcookingnoodles.【設(shè)計意圖】復習上節(jié)課的內(nèi)容，檢查學生對知識的掌握情況，通過學生的復述，導入新課。Step2Pre-listening1.Presentsomepicturesandteachnewwords.【設(shè)計意圖】結(jié)合圖片，學習新詞，為聽力活動掃清詞匯障礙。2.Takeouttheingredientsofmakingasandwich,suchastwopiecesofbread,apear,somebutterandhoney,andshowthestepsabouthowtomakeasandwichinclass.【設(shè)計意圖】吸引學生注意力，呈現(xiàn)聽力活動的具體步驟，出示目標語言。Step3While-listening1.Presentthecontentin1bandgetSstoreadandthinkwhattheyshouldpayattentiontowhilelistening.AndthenletSslistento1aandfillintheblanks.T:Listento1aandcomplete1b.Beforelistening,youshouldreadthequestionsfirst,andthinkwhatyoushouldpayattentiontowhilelistening.【設(shè)計意圖】培養(yǎng)學生進行聽前閱讀題目，預(yù)測答案的習慣和意識，提高聽力效率。2.GettheSstolistentotheconversationin1aagainandfollow.T:Listentotheconversationin1aagainandfollowthetapes.Payattentiontothepronunciationandintonation.【設(shè)計意圖】通過聽音跟讀，引導學生感知語音語調(diào)，提高聽力和發(fā)音水平。Step4Post-listeningLanguagepointsPresentandguideSstoguessandlearnthekeypointsof1a.1.Wouldyoumindifwelearntomakeitfromyou?我們向你學習做它（三明治）可以嗎？(1)Wouldyoumindif…用于請求允許或客氣地請某人做某事e.g.WouldyoumindifIopenthewindow?(2)learntodosth.fromsb.意為“向某人學習做某事”e.g.Helearnstoplaychessfromhisfather.2....,youdidquitewell.你做得非常好。ButIthinkyoudidbetterthanI.但是我認為你做得比我更好。Michaeldidbestofall.邁克爾是所有人中做得最好的。這三個句子中的well,better,best都是副詞，作動詞did的狀語。better,best分別是well的比較級和最高級形式。3.Practicemakesperfect.熟能生巧?！驹O(shè)計意圖】鍛煉學生的自主學習能力，并學習本課時的目標知識點，為接下來的復述課文儲備詞匯。RetellLetSsread1aandretelltheprocessofmakingasandwich,usingfirst,next,then...basedon1b.【設(shè)計意圖】鞏固制作三明治的步驟，提高學生的口頭表達能力。Task2Step1Pre-listeningPresentmorepicturesofnewwordsandexpressionsin3andguideSstoguessandlearn.【設(shè)計意圖】擴充學生的詞匯儲備，為新的聽力活動奠定基礎(chǔ)。Step2While-listeningLetSslistentotheconversationin3andnumberthesentencestoformaconversation.Thenpracticeinpairs.【設(shè)計意圖】檢測并進一步理解對話內(nèi)容，提高聽的能力和口頭表達能力。Step3Post-listeningGrammar1.Teachtheobjectclauseswithiforwhether.賓語從句是一般疑問句時，從句變?yōu)殛愂鼍湔Z序，連接詞用if或者whether。在下列情況下只能用whether：(1)在具有選擇意義，又有or或ornot時，尤其是直接與ornot連用時，往往用whether（if…ornot也可以使用）。(2)在介詞之后用whether。(3)whether置于句首時，不能換用if。(4)若用if會引起歧義時，則用whether?！驹O(shè)計意圖】引導學生初步認識并理解由if/whether引導的賓語從句。2.GuideSstoreviewtheregularandirregularrulesofthecomparativeandthesuperlativeformofsomeadjectives.形容詞的比較級和最高級的規(guī)則與不規(guī)則變化Regularrules(1)一般情況下，比較級詞尾＋er，最高級詞尾＋est。如：high—higher—highestdeep—deeper—deepest(2)以e結(jié)尾的詞，比較級詞尾＋r，最高級詞尾＋st。如：cute—cuter—cutestlarge—larger—largest(3)以輔音字母＋y結(jié)尾，變y為i，比較級詞尾＋er，最高級詞尾est。如：easy—easier—easiesthappy—happier—happiest(4)重讀閉音節(jié)，單輔音結(jié)尾，雙寫詞尾輔音字母＋er或est。如：fat—fatter—fattestthin—thinner—thinnesthot—hotter—hottestbig—bigger—biggest(5)多音節(jié)和部分雙音節(jié)的詞，比較級、最高級分別是在原級前＋more和themost。如：beautiful—morebeautiful—themostbeautifulcareful—morecareful—themostcareful包括少數(shù)單音節(jié)詞：pleased—morepleased—themostpleasedtired—moretired—themosttiredIrregularrulesgood—better—bestbad—worse—worstmany/much—more—most【設(shè)計意圖】激活已有的知識儲備，培養(yǎng)學生溫故而知新的學習策略，同時有利于學習和掌握新的語法點。3.AndthenpresentandguideSstolearntheregularandirregularrulesofthecomparativeandthesuperlativeformofsomeadverbs.副詞的比較級和最高級的規(guī)則與不規(guī)則變化規(guī)則變化：單音節(jié)詞，在詞尾加-er或-est；多音節(jié)詞以及-ly結(jié)尾的副詞（early除外），前面須加more或most.(1)hard—harder—hardest;late—later—latest;early—earlier—earliest(2)quickly—more

quickly—most

quickly;quietly—more

quietly—most

quietly

不規(guī)則變化：well—better—best;much—more—most;badly—worse—worst;little—less—least

【設(shè)計意圖】通過學生自己發(fā)現(xiàn)和總結(jié)語法的規(guī)律，培養(yǎng)學生類比、總結(jié)的學習策略，提高學生的學習效率。LookandmatchLetSslookatthepicturesin2andmatchthepartsofthesentences.AndthenguideSstotrytomakesentencesaccordingtotheinformationin2.【設(shè)計意圖】培養(yǎng)學生通過圖片等非文本信息獲取有用信息的能力，同時鼓勵學生學以致用，多開口練習。Pronunciation1.PresentandletSsreadthepairsofwordsin4aaloud.ThenplaytherecordingandletSslistenandtrytoimitate.【設(shè)計意圖】對比學習兩個輔音音素，引導學生改善自己的發(fā)音，使發(fā)音更加地道。2.AndthenpresentandguideSstoreadtheconversationin4b,payingattentiontotheintonationandpause.ThenplaytherecordingandletSslistenandtrytoimitate.Atlast,letSspracticeinpairs.【設(shè)計意圖】引導學生學習升、降調(diào)的朗讀技巧，培養(yǎng)學生敢于張口說英語的習慣和意識，提高他們的朗讀水平。TestPresenttheexercisesandlettheSshaveatest.Choosethebestanswerforeachsentence.1.Idon’tknow____heisright.A.that B.what C.if 2.Whichonegoes____,thecar,thetrainortheplane?A.fast B.faster C.fastest3.Iwouldlikeasandwich____honey.A.for B.with C.of4.It’spolite____upyourhandbeforeansweringthequestions.A.put B.putting C.toput5.—WouldyoumindifIlearnEnglishfromyou?—____.Iamverygladtoteachyou.A.Ofcoursenot. B.You’dbetternot. C.Soundsgreat.【設(shè)計意圖】檢測并強化學生對本課時內(nèi)容的掌握。Step4SummarySumupthemaincontentofthisclassandrepeatthekeypoints.Welearn:1.somewords:snack,butter,pear,piece,impolite,noisily,polite2.somesentences:—Wouldyoumindifwelearntomake