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八年级新湘教版下 Unit7 Topic 2 Section D教案

八年级新湘教版下 Unit7 Topic 2 Section D教案
Section D needs 1 period. Section D需要用1课时。
The main activities are 1a, 4 and 5. 本课重点活动是1a, 4和5。
Ⅰ.Aims and demands 目标要求
1. Learn some new words and phrase:
course, southern, hot dog
2. Review object clauses.
Can you tell me if there are two or more courses for every meal in North America, Australia and Europe?
I ask Tom if/whether the most popular food in his restaurant is hot dogs.
3. Learn different eating habits around the world.
In North America, Australia and Europe, there are two or more courses for every meal and people use knives and forks to eat.
In Korea, people use spoons or chopsticks to eat, but it is not polite to use both of them at the same time.
4. Review how to cook a kind of food.
Ⅱ. Teaching aids 教具
小黑板/录音机/教师制作的纸条
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 13分钟)
复习与食物有关的内容,导入新课。
(方案一)
1. (复习本话题所学内容,为本课的学习打好基础,并引出本课目标语言—eating habits。)
(让学生小组讨论自己最喜爱的食物及做法,并向全班描述。)
T: We have learned how to cook noodles, fried rice, and we have also learned how to make butter sandwiches and hamburgers. I wonder what’s your favorite food, and could you tell us how to cook it? Discuss in groups and I’d like some of you to describe it in the class, OK?
(引导学生在描述制作食物时,尽量用上First, … Next, … Then, … After that, … Finally, …并告诉学生在家里要多做一些力所能及的事。)
T: I’m very glad that you can cook food. I think most of you often help your parents with housework. It’s very nice of you/ It’s quite good (right) to help your parents with housework at home. You should try your best to do your things by yourselves at home. Do you agree with me?
Ss: …
2. (复习餐桌礼仪。)
T: There are many tools used by people for eating, aren’t there? Can you tell me the names of
the tools?
Ss: They are knife, fork, spoon, chopsticks, …
T: I wonder if you still remember how to start a formal western dinner. Would you please tell me something about it?
Ss: When you sit down at the table …
3. (呈现目标语言,导入本课阅读内容,激发阅读兴趣。)
T: What else do you know about the table manners? Please discuss in groups and make a short
report.
(要求各组推荐一位代表汇报,形成较系统的对就餐礼仪的认识。)
S1: …
S2: …

(教师总结学生汇报的结果。)
T: I think people around the world have different eating habits.
(继续引导学生讨论亚洲国家的就餐习惯。)
T: Do you know something about eating habits in Asian countries? Go on discussing in groups, and then each group makes a short report.
(学生讨论的过程,教师给学生一些例子,拓宽学生视野。导入1a in Section D。)
Example:
In China:
In the south of China, people eat rice, and in the north they often eat noodles. In the central and western parts, people are far away from the sea, so they don’t eat much fish. Chinese people use chopsticks to eat. The most popular Chinese food in western countries may be noodles served with fried bean sauce and Beijing Roast Duck.
In Korea:
People use a spoon or chopsticks to eat, but it is not polite to use both of them at the same time. The most popular food in Korea is Kim chi (pickled vegetables). (Kim chi韩国泡菜)
In Japan:
People use chopsticks to eat, but they often use their fingers, especially when they eat seafood and sushi. Sashimi and sushi may be the most popular food. (sashimi生鱼片)
In India:
People use fingers and bread to pick up the food. Hot food is popular with Indians and Mexicans.

(方案二)
1. (以小组形式出现,让学生说出本话题出现的炒饭/面条/大骨面/snack/hamburger, etc.的做法,通过上述复习从而导入新课,指导学生完成4。提醒学生注意用下列各词。)
First, Next, Then, After that, Finally
T: Work in pairs. Please use adverbs of sequence to retell how to cook fried rice/ noodles/snack/hamburger.
S1: …
S2: …
T: Well done! Please turn to page 68. Let’s discuss how to cook chicken soup, and
write a passage. Finish 4.
2. (教师先示范,用手势动作加实物复习西餐礼仪。必要时请学生到教室前面表演西餐礼 仪。准备实物刀、叉、勺、餐巾纸等。)
T: I have prepared these things (forks, spoon and so on) for you. First, look at me and see
what I do. Then I’ll ask some of you to come to the front and act it out.
Step 2 Presentation 第二步 呈现(时间: 5分钟)
呈现有关饮食习惯的内容,完成1a。
1. (呈现1a。)
T: We reviewed the eating habits during a formal dinner. Do you want to know more about eating habits in different parts of the world? Now, please listen to 1a carefully and find out the answers to these questions.
(出示小黑板上的这些问题,让学生带着任务听。这些问题还将用于1b和2a活动以巩固所学的关于饮食习惯的宾语从句的用法。)
What do people use to eat in North America?
What do people eat in the south of China?
What do people eat in the north of China?
What do people use to eat in the central and western parts of China?
In which country do people use fingers and bread to pick up the food?
What do Korean use to eat? Is it polite to use both of them at the same time?
2. (听1a录音,完成下面的表格。)
T: Listen to the tape, then fill in the form.
Area Eating habits
North America/Australia/Europe
China
Parts of India
Korea
Step 3 Consolidation 第三步 巩固(时间: 6分钟)
巩固1a,完成1b。
1. (朗读1a。从每组中找一两个学生根据小黑板上的问题,复述1a,给予评价鼓励。)
T: Read 1a out loud, please. Then I’ll ask one or two students from each group to retell 1a
according to the questions on the small blackboard.
2. (同伴互相讨论世界上不同地方的就餐习惯,完成1b。)
T: Talk about eating habits in different parts of the world according to 1a. Work in pairs after the example.
(让一名学生配合教师给大家做个示范,以便他们明确活动的要求。)
T: Can you tell me if people in the southern part of China eat rice?
S1: Yes, I think so.
T: Do you know if it is polite for people to use a spoon or chopsticks at the same time in Korea?
S1: No, I don’t think so.

3. (选几对学生到前面展示。)
T: Please come to the front and give us a“talk show”. Would you mind having a try? Who can try?
(示意学生回答时要加上动作。)

T: Good job!
Step 4 Practice 第四步 练习(时间: 10分钟)
练习本课2a,2b和3。
1. (复习2a宾语从句。)
(再次出示小黑板上第二步呈现的问题,使用问题来操练带whether/if的宾语从句。)
T: Read“Grammar focus”and make similar sentences, using these questions on the small blackboard. Work in pairs, please.
Example:
I ask him/her whether people eat noodles in the north of China.
Do you know whether people use knives and forks to eat in North America?
I don’t know if it is polite to use both of them at the same time.
(让学生分组练习。可以从每组学生中找几名同学到前面展示,以检查掌握情况。)
2. (复习2b。)
T: Read “Useful expressions” and make a conversation using these expressions. Work in groups.
(这样的练习是对学生的一个小挑战,要引导学生用最小的篇幅来使用这些表达法。这就需要学生发挥他们的聪明才智——没有创新思想可能就不易做到。可以分小组活动,合作学习,另外在学生表演时,如遇问题,可鼓励其他组给予帮助,完善对话表演,尽量将全部表达都用上。如果有困难,允许学生用到若干个独立的小对话中。)
(选几组上来展示。)
T: Would you please come here and have a try? / Group 1, can you try?
3. (两人一组表演3的采访活动。)
Example:
Beth: What’s the most popular food in your restaurant?
Tom: Hot dogs.
(然后再运用宾语从句表演3。)
Example:
S1: What did you ask Tom?
S2: I asked him if/whether the most popular food in his restaurant was hot dogs.
Step 5 Project 第五步 综合探究活动(时间: 11分钟)
进一步学习巩固各国的食品和餐桌礼仪,完成5。
1. (小组竞赛。组织学生用纸做一些帽子,并在每顶帽子上用英语注上一个学过的国家名称,如: Japan, China, Cuba…等。然后将帽子上写有相同国家的学生分为一组,每组写出各国的特色食品,展示结果,进行比赛,教师参与评比。)
T: First, please prepare some paper hats with country’s names on them, such as“Japan, China, Cuba…”.
(让学生准备2分钟。)
T: Now, those students who write the same country on your hats work in a group. Write down the special foods in your countries, and then show us the results.
(让各组选代表汇报。)
S1: …
S2: …

(对于表现好的小组,给予表扬。)
T: Well done! / Good job!
2. (让一些学生表演吃的动作,其他学生猜这些行为是否文明礼貌。)
T: Now, I’ll ask a few students to act out some eating habits and the other students guess whether or not they are polite.
(让2~3名学生表演动作,教师提问。)
T: What’s he/she doing?
S3: He/ She is using a spoon and chopsticks to eat.
T: Is it polite to do this during the dinner in Korea?
S4: It is not polite that he/she uses both of them at the same time in Korea.

3. (让学生写一篇关于不同国家不同餐桌礼仪的小短文。)
T: Write a passage about table manners in different countries.
(让学生准备2分钟,然后请2~3名学生来读。)
S5: …
S6: …
T: Well done! Thanks!
4. Homework:
(让学生在家帮父母做菜,然后将做菜的方法记下,并在下次

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