广东省肇庆市田家炳中学八年级英语下册 Unit 7 Topic 2 I’m not sure whether I can cook it well Section D教案 （新版）仁爱版.doc

Topic 2 I’m not sure whether I can cook it well Section D
Ⅰ. Material analysis
本节课建议用1课时完成。主要活动为Section D的1和3。
本课是本话题的最后一课，要求学生通过本课的学习活动，复习本话题的重点词汇、短语和请求允许的表达方式，对whether/ if 引导的宾语从句的用法作以总结， 复习单音节副词的比较级和最高级的用法。本课学习活动由谈论不同国家的饮食习惯展开，要求学生能读懂有关谈论不同国家的饮食习俗的短文，能采访同学最喜欢吃的食物，并复习简单的食物的制作方法。鼓励学生在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试，培养学生的自主探究精神；引导学生在英语学习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。
Ⅱ. Teaching aims
Knowledge aims：
1. 复习whether/if 引导的宾语从句的用法。
2. 复习单音节副词的比较级和最高级。
3. 谈论不同国家的饮食风俗。
Skill aims：
1. 能听懂有关不同国家的饮食风俗的语段，识别主题，并获取主要信息。
2. 能就不同国家的饮食风俗的话题进行交谈。
3. 能从有关不同国家的饮食风俗的语段中找出有关信息，理解大意。
4. 能写出简短的文段。
Emotional aims：
1. 勇于实践、大胆尝试，培养自主探究的精神。
2. 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。

Ⅳ. Learning strategies
在交际中注意中外交际习俗的差异。
Ⅴ. Teaching aids
Computer multimedia projector; the pictures of seafood.
Ⅵ. Teaching procedures

Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 minutes）
1. The whole
class work.
2. The whole
class work.

3. Pair work.

4. The whole
class work.

5. The whole
class work.

6. The whole
class work.
1. Focus their attention
on the teacher.
2. Students play the game
Brainstorming to review the western utensils.

3. Students talk about the table manners in different countries with the object clauses.

4. Students retell the
western table manners with the help of the questions on the screen.

5. Students report different
eating habits in different countries they have
collected.
6. Students realize the
importance of previewing.
1. Greet students ready for
learning.
2. Teacher asks the students to play the game
Brainstorming to review the western utensils.
3. Teacher asks the students
to talk about the table manners in different countries with the object clauses.
A: I want to know if it is polite to eat with your arms or elbows on the plate in America.
B: I think it’s impolite to…
4. Teacher asks the students to retell the western table manners 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 somebody?
5. Teacher lets students report
different eating habits in different countries they have collected.
6. Teacher encourages students to do better in the previewing. Lead to the new lesson.
Presentation
(10minutes)
1. Individual
work.

2. The whole
class work.

3. Individual
work.

4. The whole
class work.

1. Students read the
passage and grasp the general meaning. Then mark T or F.

2. Students check their
own answers. Then learn and master the new words with the help of the teacher.

3. Students underline the different eating habits after reading carefully.

4. Students tell the key
words.

1. Teacher asks the students to read the passage of 1 and make the sentence on the screen with T or F.
(1) In North America, people
have two or more courses for every meal.
(2) In south China, people
eat rice a lot.
(3) In central China,
people eat much seafood.
(4) All Indian people use
fingers to pick up the food.
(5) Only Chinese people
use chopsticks to eat.
2. Teacher asks two students to tell the answers. Teach southern by adding -ern behind south. Teach seafood by showing the pictures. Teach pick by doing the action.
3. Teacher asks the students to read the passage again and underline all the different eating habits in different areas.
4. Teacher writes down the
key words on the blackboard based on the students’ telling:
(1) people, different eat
habits.
(2) North America, Australia and Europe, two or more courses, knives and forks.
(3) China, rice, noodles,
seafood, chopsti
Consolidation
(10 minutes)
1. The whole
class work.

2. The whole
class work.

3. Group work.

4. The whole
class work.

5. Individual
work.

6. The whole
class work.

7. The whole
class work.

1. Students read the passage
after the recording
sentence by sentence.
2. Students try to follow
the speed, paying attention to the pronunciation
and intonation.
3. Students discuss in
groups to find out the difficult points and sum up the main points.

4. The students underline in their books and make some notes. Learn and grasp the new words and phrases.

5. Students try to remember the key words shown on the screen.

6. Students listen to the
retelling carefully.

7. Students evaluate the
retelling. And avoid
making the same mistake.
1. Teacher plays the recording
sentence by sentence.

2. Teacher plays the recording
without stopping.

3. Teacher asks the students
to learn in groups to find out
the difficult points in the
passage. At last let them
sum up the main points of the
passage.
4. Teacher makes a summary to explain the key points and difficult points to the students.
(1) use … to do …
(2) in the southern part of China
south → southern
north → northern
east → eastern
west → western
(3) pick up
(4) A knife and a fork are …
A knife and fork is …
5. Teacher asks the students to
prepare to retell the passage according to the key words shown on the screen.
6. Teacher asks two or three
students to share the retelling with the whole class.
7. Teacher lets the other students find out something wrong from the students’ retelling, and then make a summary.
Practice
(10 minutes)
1. The whole
class work.

2. The whole
class work.

3. The whole
class work.

4. The whole
class work.

5. Individual
work.

6. Pair work.

7. The whole
class work.

1. Students understand the underlined parts of the grammar tables.

2. Students sum up the usages of object clauses and the comparative and superlative degrees of adverbs.
3. Students share the
sentences containing object clauses with the whole class.

4. Students understand the underlined parts of each sentence in the functions table.

5. Students prepare and
retell how to make fried rice with the adverbs of sequence.

6. Students work in pairs to finish the interview work.

7. Students share their
report with the whole class.
1. Teacher asks the students to read through Sections A-C. Let the students understand the underlined parts of the grammar tables.
2. Teacher asks students to sum up the usages of object clauses and the comparative and superlative degrees of adverbs.
3. Teacher lets the students
find out more object clauses from Sections A-C. Let one student share the sentences with the whole class, and then ask other students to add the lost sentences
4. Teacher asks the students to read through Sections A-C and understand the underlined parts of each sentence in the functions table.
5. Teacher asks the students to prepare for the retelling of making fried rice, using First… Second… Next… Then… Finally…
6. Teacher asks the students to work in pairs. One student performs Beth, an interviewer; the other student performs Tom, a manager of a
restaurant. Let Beth interview Tom about the popular foods in their restaurant. They may use such sentences: I want to know if … Yes, it is.
7. Teacher lets students share their report with the whole class, and then evaluate and encourage them.
Production
(7 minutes)
1. Group work.

2. The whole
class work.

3. Individual
work.

4. The whole
class work.

5. The whole
class work.

6. Individual
work.
1. Students discuss how to cook chicken soup.

2. Students report the steps
of cooking chicken
soup with the whole
sentences.

3. Students write a
passage about how to
cook chicken soup.

4. Students evaluate the
passages written on
the blackboard.

5. Students summarize
Section D with the
teacher.
6. Students finish the
homework after class.

1. Teacher asks the students
to look at the pictures of
3. Let them discuss how
to cook chicken soup.
2. Teacher asks two students
to report the steps of cooking chicken soup with the whole sentences, using First… Second… Next… Then… Finally… and adverbs of manner, such as finely, lightly, carefully…
3. Teacher lets the students
write a passage about how to cook chicken soup. Let two students write down their passages on the blackboard. Walk around the classroom, help them if it is necessary.
4. Teacher asks the students to evaluate the passages written on the blackboard, and then compare them with the passage they have finished. At last the teacher makes a summary.
5. Teacher shows the summary
of this section to the students.

6. Teacher assigns homework:
(1) Review the summary
after class.
(2) Write a passage about
the eating habits in t places in
China.
(3) Preview the new
words of next topic.
Teaching Reflection
Students grasp the main grammar and useful expressions of this topic by reviewing this section, but if the teacher wants them grasp more detailed knowledge, he or she must design more practical exercises. They know about many different table manners and eating habits in this topic. They should know following the local rules is polite when they go abroad.

Ⅶ. Blackboard design

Unit 7 Food Festival
Topic 2 I’m not sure whether I can cook it well.
Section D

1. use … to do …
2. in the southern part of China
south → southern
north → northern
east → eastern
west → western
3. pick up
4. A knife and a fork are …
A knife and fork is …