八年级英语教学案例分析

八年级英语下册Unit 7 Topic 3英语教案4

Section D needs 1 period. Section D需用1课时。

The main activities are 1a, 3 and 4. 本课重点活动是1a, 3和4。

Ⅰ. Aims and demands 目标要求

1. Learn new word and phrases:

balaced diet, realize, not only ... but also

2. Review comparative and superlative forms of adverbs.

Jane cooked more carefully.

Michael cuts more finely than she / her.

I cooked the most carefully.

3. Learn balanced diet and its importance.

We must have enough food and the food must be clean.

It's very important for us to keep a balanced diet.

We should eat regularly.

We should eat not only our favorite food but also healthy food.

Ⅱ. Teaching aids 教具

录音机/小黑板或多媒体课件

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 13分钟)

复习本话题呈现的健康饮食习惯。

(方案一)

1. (复习餐桌礼仪和饮食习惯的表达法,引导学生讨论健康饮食问题,呈现本课目标语言。)

T: We all know that people around the world have different eating habits. Would you please tell me something about eating habits in different parts around the world? Who can try?

(从第2话题Section D饮食习惯导入自由讨论,既激发兴趣,又复习旧知识。选2名学生发言,也可以分组进行两分钟的讨论。)

T: And we should pay attention to the table manners. Would you mind telling me how to eat politely in different countries? (从第2话题餐桌礼仪入手,展开讨论。学生既可以说出所学的饮食文化礼仪,还可以说出他们课余探究学习所了解到的其他内容,互帮互学,开阔视野,复习知识,激发兴趣。)

2. (除课本和学生提供的内容,教师还可以进一步提供一些常见的餐桌礼仪。)

T: Do not put much food in your mouth at a time. Drink only when there is no food in your mouth. Do not make any noise when you eat. Do not clean your teeth at table or anywhere in public, not even with your tongue.

(以上为一些常见西餐或中餐礼仪知识。如果学生对西餐中一套刀叉的使用感到迷惑,可以稍加讲解,这是学生非常感兴趣的问题。) T: Dinner usually begins with soup. The largest spoon is the soup spoon. A fish course probably follows the soup. A fork for the fish is similar to the meat fork and it's smaller. A salad is eaten with a fork only held in the right hand with points turned up. It's a little smaller than the others. It's impolite for a guest to leave the table during a meal.

(方案二)

(复习餐饮用语、电话订餐、食物的食用方法。)

1. (教师出示Section A,1中的挂图,谈论美食节,让学生总结餐饮用语。)

T: Now I'd like to show you the picture in 1 in Section A. Please summarize the expressions about dinner.

2. (两人一组练习订餐用语。)

T: Practice how to order a meal by phone in pairs.

3. (以对话的形式练习有关不同食物的食用方法。)

T: Make up a conversation about the ways to eat different foods.

S1: How do you eat fried noodles?

S2: I use chopsticks.

4. (复习副词的等级用法,让学生完成句子。)

T: Review the usage of comparative forms of adverbs, and complete the following sentences.

(板书)

Maria adds the rice ____ slowly.

Michael adds the rice ____ slowly than she / her.

Kangkang adds the rice ____ ____ slowly of the three.

Answers: very, more, (the) most

Step 2 Presentation 第二步 呈现(时间: 5分钟)

呈现本课活动1a。

1. (讨论健康饮食问题,呈现目标语言。)

T: Different places have different foods and drinks. Different countries also have different eating customs. However, everyone around the world wants to be healthy. So, I wonder what and how we should eat to keep healthy. Discuss in groups about two minutes and give me some advice, please.

(让学生分组讨论两分钟,然后各组派一个代表汇报讨论结果。通常学生可能会给出以下几个回答。)

Example:

G1: We should eat more vegetables and drink more water.

G2: We should eat all kinds of foods, and we shouldn't just eat our favorite food.

G3: We should have a good breakfast, a good lunch and a smaller supper.

G4: We should eat more fruit and drink more milk.

G5: We should eat more fish and eggs.

…

(教师可以引导思考方向,开拓学生思维,同时对学生的发言稍加评论,使他们提高认识,引入1a部分的课前阅读问题,了解画线部分的生词。)

T: A good breakfast keeps the body strong. It's very important to keep a balanced diet. We should eat regularly. Do you agree? / Am I right? I think another best way is to exercise properly.

(让全体学生讨论,使他们养成健康饮食习惯。鼓励学生整理发言,便于记忆,教师可以引导归纳。)

(出示写有下面内容的小黑板,画线部分是让学生讨论填入的内容。)

Health experts said that people should have healthy eating habits.

First, we must eat regular meals and begin with a good breakfast.

Second, we should have different kinds of foods, such as fruit, vegetables, eggs, milk and so on.

Third, we shouldn't eat so many snacks and fried foods.

Never overeat, never eat too late.

Fast food tastes delicious, but eating too much is also unhealthy.

I think it's very important to keep a balanced diet and eat regularly.

We shouldn't just eat our favorite food.

(完成上面内容的归纳后,让学生们填写下面的表格。)

Foods

Healthy

Unhealthy

2. (出示小黑板上的问题,让学生边读1a短文边思考问题,迅速找出答案。)

T: Now, please open your books, read the passage in 1a carefully, and find out the answers to

these questions.

Do we need fruit and vegetables to make us healthy?

How to keep a balanced diet?

Should we eat regularly?

Do you think we may just eat our favorite food?

(让几名学生回答,或分组讨论。)

Step 3 Consolidation 第三步 巩固(时间: 4分钟)

巩固练习1b。

(让学生再读一遍文章,完成1b的判断题。)

T: Please read 1a again, and finish 1b.

(核对答案。)

Step 4 Practice 第四步 练习(时间: 12分钟)

练习本课2a,2b和3。

1. (复习巩固2a重点语法。)

T: Read "Grammer focus" and then make similar sentences using these words and expressions.

(出示小黑板上内容。)

chop(切剁) pear carefully

slice(切片) beef slowly

cook meat finely

peel curry lightly

cut bread neatly

spread(涂) onion gently

scoop(舀出) mushroom(蘑菇)

Example:

Mary chops the meat finely.

Alice chops the meat more finely.

Tom chops the meat the most finely.

2. (复习巩固2b中的重要表达方式。用这些内容编一个对话或故事。选两组学生来展示。)

T: Read the sentences in 2b carefully, and then make a dialog or make up a story. Then ask two groups to act out the dialog.

3. (完成3。根据本话题所学的知识,比较中国和西方国家饮食习惯的差异,并写一篇小短文。)

T: Please compare the different eating habits between China and western countries, and write a passage. The information in 3 can help you.

(学生准备两分钟。)

T: Who can try? Please read the passage.

(让1~2名学生来读。)

Step 5 Project 第五步 综合探究活动(时间: 11分钟)

组织学生讨论完成4。

1. (完成4。组织学生分组讨论,每组根据本节所学知识填一个星期营养食谱表格,并说明原因。推选几名学生当评委,评选出最合理的食谱。)

T: In order to keep healthy and strong, we should eat different kinds of foods. We shouldn't just eat our favorite food. Delicious food may be not good for health. Now, work in groups, first fill out the form in 4, and then give reasons for your menu. We'll decide the best menu of our class.

(给学生三分钟准备。)

T: Have you finished your menu? Let's see whose menu is the best.

(引导学生给予评价,互相学习。培养学生学以致用的能力,树立健康饮食观念。)

2. (小组活动。每小组3~4人讨论健康食品和饮料两分钟,然后各组派一个代表汇报讨论结果。)

T: Now, work in groups of three or four. Talk about healthy food and drinks.

(给学生两分钟讨论。)

T: Now stop. Please report your results group by group.

(对学生及时给予表扬。)

…

T: Well done! / Good job!

3. (组织学生分组讨论世界各国不同的饮食习惯,并填写表格,用小黑板出示表格。)

T: Work in groups. Discuss eating habits in different countries around the world, and fill out the form.

(出示小黑板上的表格。)

England Cuba China …

Eating habits

4. Homework:

(从因特网、杂志、电视上等搜集更多的世界上不同国家的饮食习惯的资料。)

Search more information about eating habits in different countries around the world from the Internet, magazine, TV…

八年级英语下册Unit 7 Topic 2 英语教学案例3

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?

…

(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,并在下次课上与大家分享。)

八年级英语下册Unit 7 Topic 3英语教案1

Unit 7 Topic 3

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1 and 2a. 本课重点活动是1和2a。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases:

lady, gentleman, on sale, satisfy, guest, menu, wine, soft drink, bill

2. Learn how to order and offer food and drinks.

Here's the menu.

May I take your order?

I'd like Beijing Roast Duck and vegetable soup.

Which kind of drink would you like, beer, wine or a soft drink?

Anything else?

May I have the bill?

Here's your change.

Thanks for coming.

3. Learn some expressions about the food festival.

Ladies and gentlemen, welcome to Ren'ai International School!

The first Ren'ai International Food Festival is now open!

Thanks for coming.

We'll try to satisfy all the guests.

Let's wish them success!

Enjoy yourselves!

4. Social Communications

Which kind of drink would you like, beer, wine or a soft drink?

Here's your change.

Ⅱ.Teaching aids 教具

小黑板/图片(食物类) /录音机/挂图

Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 12分钟)

复习学过的食物及饮料名称。

1. (师生互动复习学过的食物、饮料及就餐表达法。)

(1) T: What did you have/eat this morning?

(随机问几名学生。)

S1: I had bread.

S2: I ate noodles.

S3: I had an egg and a glass of milk.

…

(2) T: Let's make a small menu, OK? Work in groups.

(解释画线单词。让学生们分组讨论学过的有关食物和饮料的单词,引导归纳。)

Example:

Menu

egg, rice, noodles, hamburger, dumpling, beef, pizza, porridge, cake, chicken, fish, pie, cookie, drink, coffee, water, apple juice, milk, tea

(教师检查各组菜单作品,及时给予肯定和鼓励,调动学生的积极性。)

2. (教师引导学生学习有关美食节的词句。)

T: There are so many kinds of foods. What is your favorite?

(链式操练,教师出示学过的食物名称的图片。)

S4: My favorite food is fried rice. What about you?

S5: My favorite food is …

S6: My favorite food is …

S7: My favorite food is …

T: Thank you. Now let's imagine what they will serve in the food festival.

S8: I think that they will serve fried rice, …

S9: I think they will serve Indian curries.

S10: …

T: Well, I can't wait to see the opening ceremony of the food festival. Let's go!

(过渡到下一步。)

Step 2 Presentation 第二步 呈现(时间: 5分钟)

呈现本课1。

(展示1挂图。放1录音,抓住中心意思。)

T: Boys and girls! Look at the picture, it's about the opening ceremony of the food festival. Welcome to the food festival! Listen carefully and tell me what food you heard.

(学生听1录音后回答问题。)

S1: I heard many different delicious food are on sale.

S2: Such as fried rice, meat pie, Indian curries and so on.

T: Look at the picture again. What can you see? What do they feel?

S3: I can see many people.

S4: I think they are excited.

T: Good! Now, look at the picture, there is a boy and a girl in the center. Do you know what they say? Please listen again and try to follow it.

(出示小黑板,要求学生用主持人的语气齐读这些句子。)

Ladies and gentlemen.

The first Ren'ai International Food Festival is now open!

Thanks for coming.

We'll try to satisfy all the guests.

Let's wish them success!

Enjoy yourselves!

(教师讲解学生不理解的句型。)

T: These are the sentences for the opening ceremony of the food festival. Do you have any difficulties?

Step 3 Consolidation 第三步 巩固(时间: 6分钟)

巩固练习1。

1. (再听1录音,并跟读。)

T: Listen to 1 again and follow it.

2. (给两分钟时间准备,选几组学生上台表演。)

T: Practice in pairs. And try to act it out.

Step 4 Practice 第四步 练习(时间: 12分钟)

练习2a并完成2b。

(美食节上来了许多客人。假如你是服务员,你会怎样给客人服务呢?)

T: There are many guests coming to the food festival. Suppose you were one of the waiters or waitresses. How will you serve the guests?

(鼓励学生积极思考,教师搜集服务用语。)

S1: Welcome to the food festival! May I take your order?

S2: Let me see. I'd like some dumplings.

T: I'd like Beijing Roast Duck, vegetable soup. Also I'd like a bottle of Tsingtao beer.

S1: OK.

(待学生完成后,教师总结并呈现新句型。)

T: May I have the bill? (做掏钱动作。)

S1: …(提醒学生回答: It's￥45. Thank you for coming!)

(表演结束,教师将菜单及新词句巩固一遍。)

(板书服务用语,解释句意。可留操练时用。)

Here is the menu.

May I take your order?

What would you like to eat/drink?

Anything else?

May I have the bill?

Thanks for coming.

T: Now, Mr. and Mrs. Yang come to the food festival. Do you know what they will have? Listen to 2a and tell us. (播放2a录音。)

S3: They want to have Beijing Roast Duck and vegetable soup.

S4: Mr. Yang would like a bottle of Tsingtao beer, and Mrs. Yang would like a cup of Chinese tea.

T: Great! Now let's read the dialog and practice it.

(学生三人一组表演2a对话,并完成2b。)

T: Good! Let's learn more about Mr. and Mrs. Yang. Read 2a, and fill in the blanks in 2b.

(学生独立完成2b,注意一般过去时的用法。核对答案。)

T: S5, would you please read the passage of 2b for us?

S5: Sure!

(教师核对答案后,学生圈出一般过去式的动词。)

T: Thanks! Now please circle the verbs with the past form.

Step 5 Project 第五步 综合探究活动(时间: 10分钟)

组织学生操练如何点菜。

1. (小组活动。)

(方案一)

(将全班分成几组,每组抽一名学生扮侍者,带上菜单到其他组服务,将点菜结果记录下来。)

S1: May I take your order? / What would you like to have?

S2: Let me see. I'd like …

S3: I'd like …

…

(表格采用表1或表2,基础较差写不了菜名的可采用表2,打钩即可。)

(表1)

Name Food Drink

(表2)

Name Rice Chicken Pizza Tea Coffee Juice Beef Roast duck Vegetable soup Beer Wine Water

(最后随机抽几名扮侍者的学生向大家汇报结果。 )

S4: A would like …

B would like …

S5: …

…

(如果时间允许,可以请几组完成较好的,到前面表演整个就餐过程。)

(方案二)

T: Now please act out the dialog about food festival in groups.

(分5~6人一组,用自己的话表演小型美食节,串演全部对话。)

2. Homework:

(1)(进一步完善菜单--将所有学过的表示食物和饮料的单词全部收集齐,并稍加分类做

一个食物分类表。)

(2)(写一段就餐的对话,要求至少10个句子。)

八年级英语下册Unit 7 Topic 3英语教案2

Section B needs 1 period. Section B需用1课时。

The main activity is 1a. 本课重点活动是1a。

Ⅰ.Aims and demands 目标要求

1. Learn some new words and phrase:

main course, salad, Coke, lemonade

2. Go on learning to order and offer food and drinks.

Could I order a meal by phone?

We'll send the food to you in twenty minutes.

Can I have the menu, please?

What would you like for the main course/ dessert?

3. Learn how to make a menu.

4. Social Communications

(1)Farewells

See you./See you soon.

(2)Shopping

How much would you like?

(3)Having meals

Just a little, please.

Ⅱ.Teaching aids 教具

录音机/多媒体课件/菜单/食物图片

Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 12分钟)

复习已学过的食品名称。

1. (检查上节课作业,组织学生互评,教师选若干份给予点评。)

T: Look! This one is very beautiful! /Good job! /Well done! /Excellent! /I like it very much! /That's interesting! …

2. (由作业中的"食物分类"导入新单词。)

(方案一)

(选1~2份分类比较到位、制作较精美的食物分类表展示给全班同学看,或自己准备一份用多媒体课件呈现。)

T: I'll show you some charts about the foods./Look at the screen.

(方案二)

(竞赛: 分组到黑板上写出食物分类表,组员可以补充,看看哪个组先写得最多、最完整。)

T: Please read the words.

(评价作品。学生朗读后,导入新知识。)

T: We've learned many kinds of foods.

(展示食物名称的幻灯片。)

(在复习2中用方案二的,可采用以下游戏。)

T: Now let's play a game: I"build"many"houses". Can you take the"babies"home?

(学生将食品名称的词归类。)

(遇到生词,板书并让学生试着说出意思,然后边呈现边让学生归类,评出优胜小组。)

(板书)

tofu, main course, staple, salad, Coke, lemonade

T: Good, all the"babies"are at home now. Do you remember their "houses"? Let's read them together.

Ss: Yes.

(导入下一步。)

(方案三)

(分组归纳食品及饮料名称,填写下列表格,教师帮助学生找出本课生词并在其下画线。)

T: Let's classify the vocabulary about foods and drinks, and then fill in the form below.

Soup

汤 tofu

Staples

主食

Main courses

主菜

Desserts

甜点 Salad

Drinks

饮料 Coke, lemonade

Step 2 Presentation 第二步 呈现(时间: 8分钟)

呈现本课1a。

(听1a录音,找出赵先生用电话订了什么?)

T: Let's talk about the food festival. Mr. and Mrs. Yang came to the food festival. They enjoyed themselves. However, Mr. Zhao is busy. He can't come to the food festival. But he wants to order some food in the food festival. What should he do? Ss: By phone.

T: Right. Please listen to 1a, and find out what he wants to order by phone.

(播放1a录音后,学生回答问题。)

Ss: He'd like fried rice, roast chicken and beef curry.

T: Good! Read 1a and tell me how to order and offer food by phone. Then find out the key

sentences.

(教师板书重点句型,解释句意后学生齐读。)

Could I order a meal by phone?

What would you like?

I can e-mail you one.

We'll send the food to you in twenty minutes.

(学生利用菜单编新对话操练。)

T: Now please practice in pairs. Make a new dialog with your partner, and the menu below may help you.

Step 3 Consolidation 第三步 巩固(时间: 4分钟)

进一步巩固练习1a。

1. (通过练听力的形式来复习菜单中的食品名称。)

T: Go through the"menu"on the book. Circle the words you hear. Ready? Go!

2. (两人一组练习1a,然后表演。)

T: Practice 1a in pairs. Then act it out.

Step 4 Practice 第四步 练习(时间: 14分钟)

练习本课活动1b,1c和2。

1. (将学生分成4人一组,讨论本节课中食物和饮料的词汇。用自己最喜欢的食物和饮料完

成1b的表格。)

T: Let's divide the class into groups of four, discuss the vocabulary of foods and drinks in this

section, and then complete the form in 1b with your favorite foods and drinks.

2. (让学生朗读1b的两个例子,学习用菜单点菜,并让学生组织对话并表演。)

T: Please read the two examples in 1b and learn how to order dishes with a menu.

T: Quite good! Now let's learn more about ordering and offering food.

(教师板书重点句型。)

Can I have the menu, please?

What would you like to eat/drink?

What would you like for the main course/ dessert?

How much would you like?

Just a little, please.

(教师讲解运用这些句子,让学生仿照例子,完成1b。组织对话。)

T: Please practice in pairs imitating the example in 1b then act it out in the front.

(学生表演之后,检查效果,并对学生给以充分的肯定。)

3. (让学生模仿1a的菜单,自己制作有特色的菜单,完成1c。)

T: Try to make your own special menu according to the menu in 1a, finish 1c.

4. (采用服务员与顾客对话的形式归纳复习就餐用语。)

T: Well done! Everyone has his favorite food. When you eat out, do you know how to order the food? Let's ask some students to have a try.

S1: Welcome to our restaurant. This way, please!

S2: Thank you!

S1: May I take your order?

S2: I'd like some fried rice, vegetable soup and fried chicken.

S1: Anything to drink?

S2: Some Coke, please.

S1: Help yourself !

S2: Thanks.

(a moment later)

S2: May I have the bill?

S1: It's￥40.8.

S2: Here you are.

S1: Here's your change. Thanks for coming.

(如有时间可多表演两组,教师给予肯定并评价。)

5. (看2图,设置听力任务。)

T: Look at the picture of 2. Two girls are talking about what food they will prepare for the party. Can you guess what they

want to prepare?

Ss: I think they will prepare noodles, ice cream, …

(让学生猜的同时复习听力中可能会出现的食品名称。)

T: Maybe you are right. Now listen to 2. And check your answers.

(播放2录音,归纳总结,核对答案。完成2。)

T: What will they prepare? Can you tell me?

Ss: Yes. They will prepare fried rice, fish curry, …

Step 5 Project 第五步 综合探究活动(时间: 7分钟)

进一步巩固复习菜单的制作方法。

1. (假设学生自己是一家餐馆的老板,要求学生为自己的餐馆设计一份菜单。)

T: We've learned many kinds of foods. Suppose you were the boss of a restaurant, please make a menu for your restaurant. You can do it with the help of the menu on page 71.

(板书)

Restaurant

Menu

Soups

Staples

…

(教师挑选一些好的"菜单"给予点评,鼓励。)

2. (让学生复习1a电话订餐句型,并表演餐馆点菜的对话。)

T: I'll ask some guests to order their meals in your restaurant by phone. Can you satisfy your guests? OK! Who'll try? (如有时间,可多表演几组。)

3. Homework:

(根据Topic 3,Section B所学内容,想象并描述"美食节"发生的过程和结果。为Section C做准备。

八年级英语下册Unit 7 Topic 3英语教案3

Section C needs 1 period. Section C需用1课时。

The main activities are 1 and 3a. 本课重点活动是1和3a。

Ⅰ.Aims and demands 目标要求

1. Learn some new words:

worth, effort

2. Learn comparative and superlative forms of adverbs.

Maria cooked very carefully.

Jane cooked more carefully.

I cooked the most carefully.

3. Talk about the correct ways to eat different food.

fried noodles -- chopsticks

tofu soup -- spoon

Ⅱ.Teaching aids 教具

录音机/小黑板/挂图(Page 69图片)/多媒体课件

Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 12分钟)

复习有关美食节的活动。导入1。

1. (检查上节课作业,由作业"Tell something about the food festival."导入1和3a内容,呈现副词的比较等级。导入时,先让学生根

据自己的想象和作业内容描绘"美食节",然后用问题形式引导学生完善描述,从而引出本课目标语言。)

T: Boys and girls, check your homework, please.

(检查作业,选1~2个完成较好的到前面发言。)

T: S1, would you like to tell something about the food festival to our class? / would you please…?/ can you try …? S1: …

T: OK, excellent. And who can try? / Anyone else?

(可以请1~2个自愿者上来讲一讲,同时让学生来评价,这样可以避免没有发言的学生开小差。当然也可以就发言学生的描述提出若干问题,以检查学生听的效果。)

2. (教师可以利用以下问题来引导学生进一步思考,完善描述,同时便于导入本课目标语

言。)

(1)(以下问题使用小黑板/幻灯片展示。)

T: Please answer the questions.

How did the food festival go?

Were the results worth the effort?

Who did the students invite?

Did the parents and teachers like the food?

Who cooked carefully?

Who cooked more carefully?

Who cooked the most carefully?

What food and drink did they sell?

Were they happy?

How did the students work?

How much did they make?

(2)(画线部分为目标语言和新词,应详细讲解,便于学生学习、理解。)

(3)(因未学习正文,故以上问题无固定答案,重在巩固知识,学习目标语言,提高语言综合应用能力。)

(4)(这些问题在学过1和3a后还要使用,以检查学生理解课文的程度和学习效果。)

T: Please think over these questions above, and discuss in groups. I'll ask some of you to answer later. You may look at the picture on page 69.

(讨论两分钟后,请部分小组派代表来讲一讲。然后给予评价,加以肯定。如果学生对目标语言仍有问题,教师可以稍加讲解并再次练习目标语言,如此重复几次。)

Step 2 Presentation 第二步 呈现(时间: 6分钟)

呈现本课1。

1. (再次使用第一步复习中小黑板上的问题,引导学生理解课文,获取正确信息,检查学习效果。)

T: Just now, we talked about the food festival. Now, read the e-mail which Li Weikang sent to Daniel in 1. In the e-mail, Li Weikang described the scene very carefully. Read it carefully and answer the questions.

T: What's Daniel's e-mail address?

Ss: Daniel @ hotmail. com.

(增加类似上面问题,然后与学生共同核对答案。让学生口头回答,或让学生分组竞赛写

答案,看哪组写得又快又好,及时给予评价。)

2. (读1,然后完成下面的表格。)

T: Do you know the results of the First Ren'ai International Food Festival? Here is an e-mail from Li Weikang to Daniel. Read it carefully, and you'll know the results. After reading it, fill out the form.

Name Quantity of sold-out food Attitude

Maria 35 dishes of beef curry Very carefully

Jane

Beth

Li Weikang

Step 3 Consolidation 第三步 巩固(时间: 6分钟)

巩固2,锻炼学生听力。

1. (完成2。让学生先看题目,以降低难度。)

T: Now, let's look at 2. First read the sentences in one minute. Then listen to 2 and fill in the blanks.

(学生听完录音后。)

T: OK, let's check the answers.

(提供标准答案并板书。)

1. four 2. a glass of lemonade 3. a big glass of milk

4. sandwiches, sausages, a bottle of beer

2. (让学生再听对话2。)

T: Listen to 2 again. Make up a similar dialog according to the dialog in 2. Work in groups.

(根据学生的特点可以多听几遍。要求学生根据听力对话的形式,参考听力答案,自编对话。)

3. (请一组或两组来表演。)

T: Who can try? Act out the dialog in the front.

Step 4 Practice 第四步 练习(时间: 10分钟)

操练本课3a和3b,完成4。

1. (学习3a。)

T: Listen to 3a and answer the questions.

(板书)

What did Mina make for the food festival?

How did they have them?

(听完录音,核对答案。)

T: Let's check the answers together.

(让学生跟读两遍。)

T: Please read after the tape twice.

(让学生分组练习对话,可以看提示问题。)

T: Practice in pairs, please.

(选几组到前面示范表演。)

T: Let's welcome Pair A and Pair B!

(给予及时评价、鼓励。)

2. (学习3b。)

T: Now, let's match the food with the correct way to eat it.

(给学生1~2分钟连线,并核对答案,或学生互评。)

(分组练习对话,巩固所学的食品名称和餐具名称。)

T: Please make a conversation about eating. Practice in pairs like this:

(加入动作来体现对话内容。)

S1: How do you eat steak?

S2: I use knife and fork.

S1: How do you eat fried chicken?

S2: I use my hands.

(可以请2~3组来表演他们的对话,记得提醒学生加上动作。)

3. (学习完成4。)

T: Look at 4, and fill in the blanks, please.

(核对答案。)

T: Practice in pairs after the example.

Example:

S3: Maria cuts the meat finely.

S4: Michael cuts the meat more finely than she / her.

S5: Kangkang cuts (the) most finely.

…

(选1~3组学生到前面来表演,然后给予评价。)

Step 5 Project 第五步 综合探究活动(时间: 11分钟)

探究形容词/副词的比较等级用法。

1. (讲故事比赛。尽量用上1,3b和4中所学内容,给学生两分钟准备。)

T: Say something about the food festival, especially the scene / the picture on page 69, using the words and expressions in 1, 3b and 4 as many as possible. Practice in groups.

(再次提醒学生尽量用上1的内容,3b中有关食物的吃法、用具和4中的副词比较等级内容,用得越多越好。)

2. (开展竞赛。每组推荐一名选手讲关于美食节的故事,学生掌声的响亮程度决定名次,将得分记入各小组。)

T: Let's have a competition about the food festival. Each group can have a chance.

Groups 1 2 3 4 5 6 7

Scores

3. Homework:

(组织你的朋友们举办一次美食节。)

Organize your friends to hold a food festival.

八年级英语下册Unit 8 Topic 1教学案例1

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 3. 本课重点活动是1a和3。

Ⅰ. Aims and demands目标要求

1. Learn some new words:

silk, cotton, afford, scarf, jeans, overcoat, handbag, hat, sock

2. Learn the structure of "so …that …" .

I liked it so much that my father bought it for me.

My old coats are so short that I want to buy some new ones.

3. Learn how to ask for help.

Could you tell me where to buy a scarf ?

Thanks. And what about hats and socks?

4. Making appointments

Do you have time tomorrow?

Could we meet at the school gate at 8 a.m.?

5. Logical relations

Cause and effect

I liked it so much that my father bought it for me.

Ⅱ. Teaching aids 教具

教学用的服装卡片/安排学生自带的衣服/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 10分钟)

复习服装词汇,导入1a。

1. (用卡片复习以前学过的服装词汇。)

T: Boys and girls, today we will have a lesson about clothes. I think it is useful for you. You must be interested in it. Look at here, what's in my hand? Oh, yes, there are many cards about clothes in my hand. You should speak out the names of these clothes as soon as I take them out. Are you ready?

Ss: Yes.

(教师抽出一张张画有衣服的卡片,让学生一起大声说出服装名称,复习已学过的衣服名称。)

coat blouse pants shirt raincoat dress

sweater jacket

T: Good! You have known so many words about clothes. Are you happy?

Ss: Of course.

2. (教师用手中的卡片,教会学生有关询问服装质地的表达,并板书句型。)

T: We have learnt so many words about clothes. Today we will learn how to ask the materials of clothes.

(板书并学习新单词。)

cotton n. 棉布;棉花 adj. 棉花的;棉布制的

silk n. 丝 adj. 丝制的

(教师指着自己的眼镜告诉学生它是塑料制成的。)

T: Look at my glasses. They are made of plastic.

(教师走到一名学生身旁,引导其他学生说这名学生的衣服是什么质地的。)

T: He is wearing a coat. It's a cotton one. Now, please use cotton and silk to describe your deskmate's clothes. (让学生之间互相练习这一句型。)

T: Now, work in pairs to practice the expressions.

S1: Li Ling is wearing a scarf. It's a silk one.

S2: Du Lei is wearing a jacket. It's a cotton one.

…

T: Then I have more beautiful clothes here. Do you want to say them in English?

Ss: Yes.

3. (教师拿出已准备好的服装展示给学生,并教新词,巩固有关服装质地的表达。)

T: Look here. What are they?

(帮助学生回答。)

Ss: They are jeans.

(板书画线部分, 并让学生跟读。)

(让学生触摸,感觉质地,引导学生回答。)

Ss: They are cotton ones.

T: Then what is it?

(拿另一件衣服,比如围巾,展示给学生。)

(学生会用汉语回答: 围巾。)

T: Yes, it's a scarf.

(板书单词教学生大声跟读。)

(让学生触摸,感觉质地。)

T: OK, it's a silk one.

(以此类推,学习其余生词handbag, hat, …)

(板书)

jeans /dVi:nz / - They are cotton ones.

They are cotton jeans.

scarf /skB: f / - It's a silk one.

It's a silk scarf.

handbag /′h?ndb?g/ n. 女用皮包;手提包

hat / h?t / n. 帽子;礼帽

T: Can you remember these new words? If you can't, I'll give you several minutes to remember them. OK?

Ss: OK!

(几分钟后,教师可用手势表示停下来。)

T: Time is up. Let's have a word competition. Say the names of these clothes when I show them. I'll see which group is the quickest and best. Group A, go!

(在这组活动结束后,可适当对获胜者进行表扬,同时不忘鼓励落后者,希望他们下次表现更好。)

T: OK, stop here. Group A is good. Group B is better. Group C is the best. Group D, don't lose your heart, I believe you will do better next time.

4. (根据展示的图片,师生问答。)

T: How do you like the coat?

Ss: It is beautiful.

T: What do you think of the skirt?

Ss: It is nice.

T: How about …?

Ss: It is … / They are …

(过渡到下一步。)

Step 2 Presentation 第二步 呈现(时间: 10分钟)

呈现本课活动1a。

(方案一)

1. (让学生听1a录音,设置听力任务,让学生带着问题听。)

T: Well done. Now let's come to 1a. First look around our classroom. What did you find? Oh, you can find your classmates are wearing different kinds of clothes. What nice clothes! Today, Maria is also wearing a beautiful coat. If you want to know it, please listen to the tape carefully.

(板书)

What is Maria wearing?

What's it made of ?

What does Jane want to buy?

(听完后,让学生回答上面的问题。)

T: Who wants to answer the first question?

S1: She is wearing a Chinese Tang costume.

T: OK. Next question?

S2: It's made of silk.

T: Good! The last question?

S3: She wants to buy some new coats.

2. (让学生看1a听对话,然后跟录音朗读。)

T: Look at 1a, listen to the dialog again, and then follow the tape.

(学生跟读完之后,师生共同找出关键词句并列于黑板上,同时讲解一些重难点。)

(板书)

look great - What a nice coat! - a Chinese Tang costume -

feel soft - so… that… - buy some new coats - have a fashion show

(方案二)

1. (出示1a的图片,师生问答,引入1a, 然后听录音。)

T: I'll show you a picture, please look at it carefully, and then try to answer my question. How does Maria look? Ss: She looks great. She wears a nice coat.

T: The nice coat is a Chinese Tang costume. Now listen to 1a and try to find out what Maria and Jane are talking about.

2. (让学生跟读录音,并回答下列问题。)

T: Please read after the tape, and then answer the following questions:

(板书)

(1) Why does the Chinese Tang costume feel soft?

(2) When will they have a class fashion show?

(3) Will they go shopping? What time will they meet?

Step 3 Consolidation 第三步 巩固(时间: 7分钟)

1. (让学生根据黑板上的关键词句,总结对话的主要内容。)

T: Please sum up the dialog according to the key words and sentences on the blackboard.

(让学生再读一遍课文,然后两人一组根据黑板上的重点词句表演对话。)

T: Please read the dialog again and act it out in pairs according to the key words and sentences on the blackboard. (学生读完之后。)

T: Are there any volunteers? Please come to the front and act out the dialog.

S1: …

S2: …

(教师让学生参与评价,选出最佳的一组,给予表扬。)

T: Well, You did a good job! S1 and S2 are No.1. Congratulations!

2. (让学生独立完成1b,巩固so … that …和so that …的用法。)

T: Now, finish 1b by yourselves.

(一分钟以后)

T: Have you finished? Now, let's check the answers.

(教师可适当补充一些语法练习,再巩固so … that … 和so that …的用法。)

Step 4 Practice 第四步 练习(时间: 10分钟)

完成2。

1. (教师带领学生完成2。)

(1) T: Are you happy that you can say much about clothes? OK! It's time for you to write something about them. Please fill in the blanks carefully, and then we'll check them together.

(2) T: Well. You have known the clothes that people are wearing, but do you know who they are?

OK, let's listen to 2 and find out who they are. Please number the pictures.

(让学生根据所听句子的顺序相应标出人物的顺序。等学生听完并做完之后,核对答案。)

2. (学生完成2后,教师可领学生做个小游戏,既放松心情,又巩固所学知识。)

T: I think you must be tired. Let's play a game, OK?

Ss: OK.

(此活动具体操作如下: 教师先作示范,用英语描述某个学生的衣着,然后让大家闭上眼睛猜描述的是谁。猜对的学生,教师给予表扬。然后找几名学生来描述某个学生的衣着,其他学生猜。)

T: She is wearing a pair of glasses. She is wearing a bright yellow skirt. She has long hair. Can you guess who she is?

Ss: …

T: Right. Well done!

…

(此活动的目的是: 激发学生学习英语的兴趣,既锻炼了学生的听力,又提高了他们的口语表达能力,让学生在轻松愉快中掌握所学知识。) Step 5 Project 第五步 综合探究活动(时间: 8分钟)

完成本课活动3。

1. (让学生两人一组完成3。首先进行小组讨论,说出图中每层楼所售服装名称, 然后模仿对话,编一个新的对话。)

T: Well, boys and girls, today we have learnt a lot of names about clothes. I think you can look at the pictures in 3 and find out what's on each floor in pairs. Do you understand?

Ss: Yes.

(学生在讨论过程中,教师可到学生当中帮助学习有困难的小组。)

T: Time is up. Be quiet, please. Let's check the answers together. I'll ask one group to tell the answers. Who will try? (看学生反应情况,选一组向大家汇报讨论结果。)

T: G1, please.

G1: You can buy shoes and hats in the Shoes & Hats Section on the first floor. You can buy…

(如果汇报的学生在讲述过程中有遗漏的地方,可让其他学生补充。)

T: OK, please stop here. Is that all? Anything else? Please look carefully.

(这部分结束之后,要求学生按原组进行角色表演,其中一位扮演顾客,向另外一位扮演售货员的学生询问各种服装所在位置。) T: OK. Next, look at the dialog in 3, and then make similar dialogs with your partner. Go!

2. Homework:

(让学生回家准备一张家人的照片,运用本节课所学内容,介绍相片里的家人所穿的服装以及服装质地。)

Prepare a family photo and describe their clothes.

八年级英语下册Unit 8 Topic 1教学案例2

Section B needs 1 period. Section B需用1课时。

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Aims and demands目标要求

1. Learn some new words and phrase:

size, be made of, natural

2. Learn useful expressions about choosing clothes.

-What would you like to buy?

-I'd like these cotton pants and this T-shirt.

-What size do you wear?

-Size M.

It's made of natural materials.

-What do you want to buy?

-I'd like to buy a silk hat and a woolen dress.

3. Master the usage of adverbial clauses of result.

4. Size

-What size do you wear?

-Size M.

5. Shopping

Ⅱ. Teaching aids 教具

实物/学生从家里带来的照片/图片/多媒体课件/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 10分钟)

复习服装词汇,呈现生词。

1. (复习上节课内容,叫学生描述所带家庭相片中家人所穿的服饰以及服饰的质地。)

T: Now. It's time to check your homework. Have you brought your family photos?

Ss: Yes.

T: Can you introduce your family to our classmates?

Ss: Yes.

T: Who will be the volunteer? OK, please come to the front, and introduce your family to us.

(示意学生举手。)

(该学生手拿相片,面对全班学生。)

S1: This is my father. He's wearing a gray sweater and the sweater is made of wool. His shoes are made of leather. This is my mother. She is wearing a beautiful pink dress and the dress is made of cotton. Her scarf is made of silk …

…

(再叫几名学生做相似的介绍。)

2. (从介绍家人服装的学生手中留下几张适合本课教学的相片,抽出一张进行介绍。)

T: Boys and girls, please look at the photo. Can you remember whose mother she is?

Ss: Yes. She is ××'s mother.

T: What is she wearing?

Ss: She is wearing a sweater.

(教师手指着毛衣,示意学生用英语齐声说出。)

T: What's it made of?

Ss: It's made of wool.

T: Yes, it's made of wool. You can also say it's a woolen sweater.

(板书画线部分。并在woolen下用彩笔画线,并标出音标、注释,让学生跟读。)

T: Please look at the blackboard and read after me.

(学完woolen之后,教师手拿一个皮制手提包。)

T: What's it?

Ss: It's a handbag.

T: Yes, it's a handbag. What's it made of ?

(帮助学生回答。)

T: It's made of leather. It's a leather handbag.

(板书画线部分并标出音标、注释,让学生跟读。)

(以此类推,呈现size, silk, windbreaker和natural materials。)

(板书)

It's a woolen sweater. /′wJl[n/羊毛制的

in a clothing shop

It's a leather handbag. /′le T[/皮制的

What size do you wear? /saIz/

It's a silk windbreaker. /′wIndbreIk[/

It's made of natural materials.

(教师在板书时,可悄悄地加上一句未操练的句子,并且句子里含有生词,这样不仅可以灵活地引入新词,还可以培养学生的观察力,活跃课堂气氛。)

T: Well done! Now we have learnt so many new words on the blackboard. Please look at the blackboard carefully. Can

you still find any other words you don't know?

Ss: Yes, there is a new word in these key words.

T: Yes, follow me,"clothing".

(学生跟读几遍,掌握它的拼写。)

(教师把clothing, clothes, cloth写在黑板上,让学生说出它们之间的区别,然后教师归纳总结。)

T: Who can tell me the differences among clothing, clothes and cloth?

Ss: …

Step 2 Presentation 第二步 呈现(时间: 10分钟)

呈现1a,完成1b,简要介绍结果状语从句。

1. (引入1a。)

T: Great! We know that the clothes are made of different natural materials.

T: Read after me, please,"natural materials".

(让学生多读几遍,熟练掌握这个词组。)

T: You know so many natural materials, but can you tell me what size do you wear? First, let me tell you the size of my coat. I wear size S/M/L.

(板书画线部分并解释。)

What size do you wear? 你穿多大号的?

size S/M/L? (小号/中号/大号?)

S1: I wear size S.

S2: I wear size M.

S3: I wear size L.

…

(让学生自由说英语,培养说英语能力。过渡到下一步。)

T: That's fine. You know about your clothes well. But what about your friends Michael,

Kangkang, Jane and Maria? Please listen to 1a and answer the following questions.

What would Kangkang like to buy?

What about Michael?

What size does Michael wear?

What does Jane want to buy?

How about Maria?

(上述问题可在课前准备好,板书在小黑板上或用幻灯片显示,以节省课堂时间。)

(学生听完之后,如果回答有困难,可再播放一遍。)

2. (让学生再听1a录音,看图片,独立完成1b。)

T: Well, let's check the answers.

SS: …

T: Very good. How clever you are!

T: Now, open your books on page 79. Read the dialog in 1a aloud together.

Ss: …

(让学生大声读两遍之后,提问几名学生,检查读音情况,予以及时纠正。)

T: Please read the dialog again, and then find out the key words.

Ss: OK.

T: Let's begin.

(学生开始查找,大约两分钟后。)

T: Are you ready?

Ss: Yes.

T: Let's go through the dialog and find out the key words together.

(师生共同合作,写出关键词。)

fashion show

Kangkang - cotton pants and T-shirt

Michael - windbreaker - Size M - natural materials

Jane - silk hat and a woolen dress

Maria - a leather jacket

Step 3 Consolidation 第三步 巩固(时间: 8分钟)

进一步巩固1a。

(读对话,然后放录音,逐句核对语音语调。)

T: How great! Let's go further in understanding the dialog. Please read the dialog together. After you read one sentence, I'll play the same sentence again on the tape. You can check your pronunciation and intonation.

(学生读完之后。)

T: You have a better understanding of the dialog now. And make similar dialogs by using the key words. Later, I will let you act out your dialogs.

(因为对话较长,在学生编对话过程中允许看一下书,只要他们能用上关键词并且语言流利即可。)

T: Most of you can use the key words correctly. That's good enough. You can go further.

Step 4 Practice 第四步 练习(时间: 12分钟)

练习1c和2,介绍结果状语从句。

1. (让学生根据图片和提示语填空,完成1c,进一步巩固so …, so … that … 和 … so that …的用法。)

T: Michael, Kangkang, Jane and Maria are trying on the new clothes. Do you know how they feel? Look at the four pictures in 1c, and fill in the blanks according to the pictures.

(教师可补充适当练习,让学生更好地掌握结果状语从句的用法。)

(1) We study English hard, our English teacher is very happy.

(2) The price of the leather jacket is expensive I can't afford it.

(3) Miss Wang planned very well her students enjoyed a good trip.

2. (教师可把学生分成三组,做一个小游戏,寓教于乐,更好地理解结果状语从句的用法。 在左边列出Group 1造的任意的短句,在右边列出Group 2造的任意的短句。让学生用这三个结构把左边和右边连成一个句子,当然不是所有的句子都可以连接的,这样连接出来的句子有的就很搞笑,让学生在笑声中学会这三个结构的用法。)

T: Now Group 1 and Group 2 make some sentences like these:

(板书)

I'm a student. He can reach the apple on the tree.

He is tall. I must learn English well.

… …

T: Group 3 use"so…","so…that…", or"… so that…"to match the sentences on the left with those on the right.

Example:

I'm a student so he can reach the apple on the tree.

…

3. (完成2。教师先让学生把需要判断的句子读一遍,以便听2录音时有针对性,有利于培养学生捕捉细节的能力,促进听力水平的提高。) T: OK, let's come to 2. First, go through the sentences in 2. Then listen to the tape and mark True (T) or False (F). (听完2录音后。)

T: Now, tell me your answers.

Ss: …

(如果部分学生没听懂,教师应把听力原文用幻灯片显示出来,让学生朗读、熟读,培养语感。)

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

进一步掌握有关服饰及质地的词。巩固结果状语从句。

1. (让学生调查班内五名学生最喜欢的服饰和服装的质地,填入下列表格中。)

T: Make a survey about five of your classmates' favorite clothes and the materials of their clothes. Then fill out the form. Name Clothes Materials

2. Homework:

(用so …, so … that … 和 … so that … 造句。至少5个。)

Use"so …","so … that …"and "… so that …"to make sentences. At least five sentences.

Ⅳ. 疑点探究

afford v. "买得起,(有时间)做,能做"。通常与can, could或be able to 连用,尤用于

否定句和疑问句。如:Can we afford a new car?

affordable adj. 如:affordable prices/housing付得起的价格,买得起的住宅

八年级英语下册Unit 8 Topic 1教学案例3

Section C needs 1 period. Section C需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Aims and demands目标要求

1. Learn some new words and phrases:

depend on, glove, nearly, northern, Australian, according to, catch one's eye, sliver, iron

2. Go on learning the structure of"so…that…".

The T-shirt is so bright that Kangkang looks lively.

3. Learn the dressing culture in North America.

4. Be able to read the instruction tag on the clothes.

100% cotton Made of 100% cotton

Ⅱ. Teaching aids 教具

一些准备好的服装/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 10分钟)

复习有关服饰的名词。呈现1a生词。

1. (教师在袋子里放上几件特殊的衣服,让学生猜,复习上节课的内容。)

T: Boys and girls, I'm very happy today, because I have brought you many special clothes in this bag. We can play a guessing game. I am sure you will like it.

(教师拿着装衣服的袋子走到学生面前让学生用手摸一下并猜测是什么衣服及用什么做的。学生只许触摸不许看。教师视学生的猜测做相应的回答。)

T: Let me tell you how to play the game. I'll ask some of you to put your hands into the bag, touch the clothes and tell me what it is and what it's made of. You can make a guess by asking questions, like"Is it a cotton coat?"

S1: Is it a silk scarf ?

T: No. You can take it out.

S1: Oh, it's a silk skirt.

(教师肯定他/她的回答后,把这件衣服拿出来。教师可把袋子拿到下一名学生旁边。)

T: You can also have a try.

(学生感觉质地并问。)

S2: OK. Are they cotton pants?

T: Yes. They are cotton pants. Thank you. Please sit down.

(教师回答后,把这条裤子拿出来。)

…

(继续下面的游戏,让学生自如地运用所学知识,并把拿出的衣服依次放于讲桌上。)

2. (导入新词汇和新课。)

T: Wow, there are so many beautiful clothes on the desk. Which of them do we wear on special days and which ones do we wear on common days? Do you know?

Ss: Yes, of course.

(请一学生上来分类,把在正式场合穿的衣服放左边,其余的放右边。如果学生分好了可表扬,没分好可请其他人帮忙。)

T: OK. I'll ask one student to come here and do it for us. And you must put the clothes which we wear on special days on the left and the clothes which we wear on common days on the right.

(一分钟之后。)

T: Is it right? Any other ideas? Anyone else? Good, you please.

(学生把服装分好了之后。)

T: That's right. As for me, I prefer to dress formally. What about you?

(板书)

formal -- formally

informal -- informally

(对板书的四个词解释并让学生跟读。)

Example:

T: Do you prefer to dress formally or informally?

S3: I prefer to dress formally.

S4: I prefer to dress informally.

…

(教师询问学生平时穿的衣服和特殊日子穿的衣服。)

T: What do you usually wear at school?

S5: I usually wear shirt.

S6: I usually wear T-shirt.

…

T: What do you wear on special days?

S7: At Christmas, I wear Santa Claus hat.

S8: In Spring Festival, I wear new clothes.

…

T: Oh, I see. What you wear depends on what you like.

(板书画线部分,并注音标和释义,让学生跟读。)

What you wear depends on what you like.

/dI5pend/ v. 依赖,依靠,取决于

T: Can you make sentences using"depend on"?

(让学生造句熟悉depend on的运用,为下面更好地理解文章内容作铺垫。让学生尽可能多地造句,既扩展了学生的思维,也活跃了课堂气氛。)

T: You made so many sentences. I'll also make a sentence for you. Sometimes what people wear depends on festivals. In some areas women must wear red coats during Spring Festival. It's a custom. Would you like to know what North American people wear on special days?

Ss: Yes, we'd love to.

T: OK, we'll learn it today. Please open your books on page 81.

(自然导入下一步。)

Step 2 Presentation 第二步 呈现(时间: 15分钟)

呈现1a, 完成1b。

1. (让学生快速阅读1a, 找到下面两个问题的答案并根据课后词汇表, 自学生词: dislike,

boot, northern, Australian, 培养学生自学能力。)

T: Now read the whole passage as quickly as you can and try to find out the answers to the questions on the blackboard. You can look up the new words in your word list.

(板书)

What do North American people wear on special days?

What do Chinese people wear in northern China in winter?

(几分钟后,请找出答案的学生回答问题。)

T: Oh, good, boys and girls. Please answer the first question.

S1: There are very few formal days. What people wear depends on their likes and dislikes.

T: Really smart! What about the next one? You, please.

S2: Chinese people usually wear coats, gloves, boots, hats and so on in winter.

T: Well done!

(由于这是一篇阅读课文,一开始,教师让学生带着问题读,有利于培养学生快速阅读并摄取有效信息的能力。)

2. (听1a录音并跟读,完成1b。通过阅读、跟读以及练习可使学生进一步熟悉语言材料,强化感性认识。)

T: Boys and girls, read after the tape, get more information about the passage and finish 1b.

(学生做完1b后核对答案,可进行抢答。)

T: Most of you have finished 1b. Let's check the answers. Now, I'd like to divide the class into two parts, Group A and Group B. Anyone in either group can stand up and answer the questions. Then we will see which group offers more correct answers. Let's go! The first one , is it right? S3, please.

S3: No. It's wrong.

T: How to correct it?

S3: There are very few formal days in North America.

T: Quite right. Please sit down. Next one? S4, please.

S4: The sentence is wrong. Because there isn't Spring Festival in Canada or the United States.

T: Yes, well done!

…

(以此类推,核对下列三题。)

(教师给予评价。)

Example:

T: Group A did a good job. Group B did better. Because … I hope …

3. (学生再自读一遍1a并找出关键词或词组。)

T: All of you have done a very good job. Well, boys and girls, read 1a again and try to find out the key words and phrases in this passage.

(学生查找完关键词与词组后,要求他们讲述出来,教师核查并板书于黑板上,讲解部分生词与重难点。)

North Americans dress - on special days - few formal days - depends on their likes and dislikes - paper party hats - Canadian people - wear - the same in northern China - generally - in Canada and the United States - the same style of dressing - South American - the same way - Australians

Step 3 Consolidation 第三步 巩固(时间: 5分钟)

巩固1a。

1. (让学生看着关键词与词组,试着复述课文。)

T: I think you all understand the passage well, and then try to retell the passage according to the key words on the blackboard. I'll give you two minutes to prepare.

(学生在积极准备中。)

T: Time is up. Any volunteers? Come to the front and retell the passage to us.

(让学生到前面复述课文。及时鼓励学生,增强学习信心。)

T: I'm pleased with your spoken English. Now we all know what North American people wear.

2. (让学生讨论1a问题。)

T: Kangkang and his classmates bought many nice clothes to make them look handsome for the fashion show next Monday. Most of us also want to look handsome. So we often buy nice clothes. Now please discuss the two pre-reading questions in 1a.

Step 4 Practice 第四步 练习(时间: 10分钟)

练习2,完成3。

1. (双人活动。让学生仿照2中例子,编对话。完成2。)

T: Please look at the pictures in 2. Here is the fashion show in the classroom on Monday. Work in pairs to make similar dialogs according to the example. You have two minutes to prepare for it.

(让学生思考2分钟。)

(表演对话。)

T: Stop here, please! I'd like some pairs to come to the front and act out the dialog. Any volunteers?

T: OK, you two ! Go!

(教师进行评价。)

T: You did so well that I was very happy. Thank you.

(板书画线部分并解释"so … that …"。)

so … that … 如此……以至于……

T: Please use"so … that …"to make more sentences.

Example:

The shoes are so expensive that I can't afford them.

He got up so early that he could catch the first bus.

2. (听录音,完成3。)

T: Great! I think most of your mothers like shopping. Kangkang's mother likes it, too. Let's learn something about Kangkang's mother. Go to 3 on page 82 together. Please look at the picture, and answer my question,"Did Kangkang's mother buy many things?"

Ss: Yes. There are many bags in her hands.

T: So listen to 3 and find out what she bought.

(可让学生听三遍,第一遍整体理解课文,第二遍填入答案,第三遍核对答案,最后教师核对答案。)

T: Do it like this. First, listen. Second, listen and fill in the blanks. Then, check the answers by yourselves. At last, let's check the answers together. Do you understand? Go!

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

完成练习4。进一步巩固有关服装及质地的词。

1. (以游戏的形式完成4。)

T: We will play a game. I'll ask some of you to describe your classmates' clothes. The classmate who you are talking about should try to explain the instruction tag on clothes like 4.

(如果被描述到的学生能够很好地理解4的内容,示意全班学生给予热烈的掌声鼓励。)

2. (让学生调查其家庭成员最喜爱的衣服并填表。)

T: Make a survey about your family's favorite clothes and fill out the form below.

Member Favorite Clothes Materials

My grandfather

My grandmother

My father

My mother

My sister

2. Homework:

(根据上表写一篇短文。)

Ⅳ. 疑点探究

Dislike: n. dislike (of / for / sb. / sth.) 不喜爱,厌恶,反感。

e.g. He did not try to hide his dislike of his boss.

常用复数dislikes表示"不喜欢的事物,讨厌的事物"

八年级英语下册Unit 8 Topic 1教学案例4

Section D needs 1 period. Section D 需用1课时。

The main activities are 1a, 3 and 4. 本课重点活动是1a, 3和4。

Ⅰ. Aims and demands目标要求

1. Learn a new word and a sentence:

society

You are what you wear.

2. Review the usages of "so …", "so … that …" and "… so that …".

I liked it so much that my father bought it for me.

My old coats are so short that I want to buy some new ones.

People started to wear clothes so that they could protect themselves from the sun, wind, rain

and cold.

3. Learn some information about clothes.

It's said that the first types of clothes were made of animal skins.

Ⅱ. Teaching aids 教具

一块大布料(用于遮挡)/纸剪的楼梯模型(用于贴在黑板上)/四个纸剪的小人像(代表班里的四个组)/学生准备好的服饰/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 13分钟)

复习有关服饰的表达,完成2b。导入1a。

1. (让学生报告上节课的调查结果。)

T: Boys and girls, I want to know the results of your surveys. Would you like to share with us?

(学生举手。)

Ss: Yes.

T: Great! S1, please.

S1: I interviewed six family members. My father's favorite overcoat is dark blue. It's made of cotton …

T: Wonderful! I'm pleased with your description. Anyone else?

(继续安排其他学生报告调查结果。)

2. (小组竞赛,将全班分成四组,看一看哪一组在两分钟内说出有关衣服的句型和词组最多。要求学生回忆归纳本话题所学过的句型和词组。)

T: Well done! I believe you have got the main points of this topic. Right?

Ss: Yes!

T: So let's have a competition. You can say the sentences about clothes as many as possible in two minutes. Understand? (教师在讲此话时,板书G1, G2, G3, G4, 并把纸剪的楼梯模型贴于黑板上。)

G1 G2 G3 G4

Ss: Yes.

(要求学生不看书,来检查其掌握的程度,同时鼓励学生大胆开口说英语。讲述过程中不允许重复别人说过的句子,每说一句跟本单元话题有关的话即可为其所在组赢得分数。)

T: Please say the sentences that we have learnt without looking at books, but what you say should be different from others'! I'll see how many points you can get. Are you ready?

Ss: Yes.

T: Go!

S2: It is made of natural materials.

S3: I can't buy the silk blouse.

S4: What a nice coat!

S5: I want to buy a leather jacket.

…

T: Time is up. Let's see which group is the winner.

(看黑板上分数情况。)

G1 G2 G3 G4

正 正 正 正

正 正

正

T: Oh, Group 2 got sixteen points. So they are the winners. Congratulations! Give them a big round of applause!

(学生热烈鼓掌,更加活跃了课堂气氛。同时按得分情况把代表第2组的小人像放在第四台阶,同时根据实际情况将另外三个小人像分别放在另外三个组相应的台阶上,但不要忘记鼓励落后者。)

T: Don't worry, Group 4, and there will be some other good chances for you. Work harder!

G4: OK!

T: Well! Let's sum up what you said just now.

3. (教师与学生一起回忆并板书归纳本单元重点句型与词组,尽量呈现Section D, 2b内容。完成2b。)

T: Let's read the sentences in 2b together.

Ss: …

T: Great! Then I'll give you a surprise. You eight, please come here.

(教师示意事先安排好的8名学生穿上准备好的服饰到讲台前,模仿模特,走一圈后排队站好。)

T: Boys and girls, please look at them carefully.

(学生观察好后,叫两名学生用一块大布把这8名学生衣服遮住,只露出脖子以上部位。)

T: Don't be surprised! What you should do is to describe their clothes and get points for your

group.

(教室前面八名学生中的任意一名学生的服装被描述对了,这名学生就可从队里出来,回到座位上。描述者就可赢得分数,这样既可活跃课堂气氛,又可培养学生的竞争与合作意识,同时也引出了新词汇与句型。)

(板书,解释并让学生跟读。)

uniform, kimono, sportswear

T: Is that interesting?

Ss: Yes.

T: Do you know what the first types of clothes were made of?

Ss: Sorry, we don't know.

T: OK. It's said that many years ago the first types of clothes were made of animal skins.

(板书"It's said that …", 并解释。)

It's said that …

T: Do you know why we wear clothes? OK, you can discuss it with your partner.

(让学生讨论一分钟左右。)

T: Boys and girls, if you want to know some more information, please open your books on page 83. Look at 1a. (导入新课。)

Step 2 Presentation 第二步 呈现(时间: 12分钟)

呈现本课1a,完成1b。

1. (学生自读1a,教师板书问题。)

T: We can know what kind of materials the clothes are made of from the instruction tag. Now read the passage in 1a and answer the following questions:

(1) What were the first type of clothes made of ?

(2) Why did people wear clothes?

(3) How do you understand"You are what you wear."?

2. (鼓励全班学生大声整齐地读文章, 学生阅读完1a,核对问题的答案并完成1b。在核对过程中,如果有错及时予以纠正。) T: Now you read 1a aloud together. Then finish 1b.

T: Now, let's check the answers in 1b. The first one, is it right?

Ss: No. It's wrong.

T: How to correct it?

Ss: The first types of clothes were made of animal skins.

T: Yes. You are so clever.

3. (听1a录音并跟读。给学生讲解一些语言点,并板书关键词和句子。)

T: Let's follow the tape and go through the passage again. This time we should find out the key words and sentences. (板书)

It is said that--be made of--so that--today--more than--tell--yellow or pink clothes--lively and easy-going--you are what you wear

Step 3 Consolidation 第三步 巩固(时间: 5分钟)

进一步巩固课文1a,完成2a。

1. (让学生以游戏的方式复述课文。)

T: Very good. Every student is so excellent. Now, please read 1a as carefully as you can and try to remember it. Later, we will play a game to retell the text.

(活动说明: 把关键词按在文中出现的顺序分成三块,写在纸条上并标上序号;然后以接龙的方式复述课文主要内容。操作方式如下: 教师以击鼓传花的方式来选取三名学生,让学生参看纸条内容按顺序复述课文。该活动可重复,让每名学生都有机会参与。)

T: Stop here, boys and girls. I would like to choose three students to retell the passage. Every student will have a note with key words and a number. Do you understand?

Ss: Yes.

T: I hit the table. When I stop, the student holding this book will be given a note to retell part of the passage. Go! S1 S2 S3: …

S4 S5 S6: …

T: OK, stop here. Let's retell the text together.

Ss: …

2. (让学生朗读2a的句型。理解"so … / so … that … / so that …"的用法,并在本话题中找出类似的句子。)

T: Let's read the sentences in 2a and find out similar sentences in this topic.

Step 4 Practice 第四步 练习(时间: 9分钟)

进一步巩固练习2a。

1. (让学生完成2a。)

T: I'm pleased with your job. I'm sure you can do better next. Let's look at the sentences in 2a again. Do you have any problems about the sentences?

Ss: No.

T: Then let's read it together.

(全班齐读2a。)

Ss: …

2. (让学生用"so …","so … that …"或"so that …"造句。)

(把班级分成四组进行。讨论后比赛,发挥组员合作精神。所造句子不能重复,可叫一名学生计时,教师计分。学生讨论过程中,教师可到学生中帮助学习有困难的小组。)

T: Please make sentences using"so …","so … that …"or"so that …". You should work in groups, and I'll see which group can make the most sentences in one minute. First, discuss in groups. Begin!

(讨论之后,让学生造句子。)

T: Stop here. Let's begin. Which group will try first?

T: Group A, S1, please.

S1: The house is so expensive that I can't buy it.

S2: I'm very tired, so I want to have a good sleep.

S3: I want to make more money so that I can buy a MP4.

…

T: I'm sorry there is no time for us to do it. Let's see which group is the best.

(看黑板上的分数情况,并进行综合性评价。)

T: Oh, Group 4 got fifteen points. So they are the winners. Give them a big round of applause! The other groups, work harder next time.

Step 5 Project 第五步 综合探究活动(时间: 6分钟)

完成3和4。

1. (完成4。)

T: Please finish 4.

(三分钟左右,让三名学生向全班汇报调查结果。)

T: Now, time is up. It's time for you to give a report to the whole class. I'll ask three students to do it. Do you understand? Ss: Yes.

T: S1, please.

S1: …

…

2. Homework:

(完成3。观察3中图片,然后描述她的衣服。)

Look at the picture and describe the girl's clothes.

Useful sentences:

(1) Who is she?

(2) What color / size / materials … are her clothes?

(3) What do you think of them?

八年级英语下册Unit 7 Topic 3英语教案4

Section D needs 1 period. Section D需用1课时。

The main activities are 1a, 3 and 4. 本课重点活动是1a, 3和4。

Ⅰ. Aims and demands 目标要求

1. Learn new word and phrases:

balaced diet, realize, not only ... but also

2. Review comparative and superlative forms of adverbs.

Jane cooked more carefully.

Michael cuts more finely than she / her.

I cooked the most carefully.

3. Learn balanced diet and its importance.

We must have enough food and the food must be clean.

It's very important for us to keep a balanced diet.

We should eat regularly.

We should eat not only our favorite food but also healthy food.

Ⅱ. Teaching aids 教具

录音机/小黑板或多媒体课件

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 13分钟)

复习本话题呈现的健康饮食习惯。

(方案一)

1. (复习餐桌礼仪和饮食习惯的表达法,引导学生讨论健康饮食问题,呈现本课目标语言。)

T: We all know that people around the world have different eating habits. Would you please tell me something about eating habits in different parts around the world? Who can try?

(从第2话题Section D饮食习惯导入自由讨论,既激发兴趣,又复习旧知识。选2名学生发言,也可以分组进行两分钟的讨论。)

T: And we should pay attention to the table manners. Would you mind telling me how to eat politely in different countries? (从第2话题餐桌礼仪入手,展开讨论。学生既可以说出所学的饮食文化礼仪,还可以说出他们课余探究学习所了解到的其他内容,互帮互学,开阔视野,复习知识,激发兴趣。)

2. (除课本和学生提供的内容,教师还可以进一步提供一些常见的餐桌礼仪。)

T: Do not put much food in your mouth at a time. Drink only when there is no food in your mouth. Do not make any noise when you eat. Do not clean your teeth at table or anywhere in public, not even with your tongue.

(以上为一些常见西餐或中餐礼仪知识。如果学生对西餐中一套刀叉的使用感到迷惑,可以稍加讲解,这是学生非常感兴趣的问题。) T: Dinner usually begins with soup. The largest spoon is the soup spoon. A fish course probably follows the soup. A fork for the fish is similar to the meat fork and it's smaller. A salad is eaten with a fork only held in the right hand with points turned up. It's a little smaller than the others. It's impolite for a guest to leave the table during a meal.

(方案二)

(复习餐饮用语、电话订餐、食物的食用方法。)

1. (教师出示Section A,1中的挂图,谈论美食节,让学生总结餐饮用语。)

T: Now I'd like to show you the picture in 1 in Section A. Please summarize the expressions about dinner.

2. (两人一组练习订餐用语。)

T: Practice how to order a meal by phone in pairs.

3. (以对话的形式练习有关不同食物的食用方法。)

T: Make up a conversation about the ways to eat different foods.

S1: How do you eat fried noodles?

S2: I use chopsticks.

4. (复习副词的等级用法,让学生完成句子。)

T: Review the usage of comparative forms of adverbs, and complete the following sentences.

(板书)

Maria adds the rice ____ slowly.

Michael adds the rice ____ slowly than she / her.

Kangkang adds the rice ____ ____ slowly of the three.

Answers: very, more, (the) most

Step 2 Presentation 第二步 呈现(时间: 5分钟)

呈现本课活动1a。

1. (讨论健康饮食问题,呈现目标语言。)

T: Different places have different foods and drinks. Different countries also have different eating customs. However, everyone around the world wants to be healthy. So, I wonder what and how we should eat to keep healthy. Discuss in groups about two minutes and give me some advice, please.

(让学生分组讨论两分钟,然后各组派一个代表汇报讨论结果。通常学生可能会给出以下几个回答。)

Example:

G1: We should eat more vegetables and drink more water.

G2: We should eat all kinds of foods, and we shouldn't just eat our favorite food.

G3: We should have a good breakfast, a good lunch and a smaller supper.

G4: We should eat more fruit and drink more milk.

G5: We should eat more fish and eggs.

…

(教师可以引导思考方向,开拓学生思维,同时对学生的发言稍加评论,使他们提高认识,引入1a部分的课前阅读问题,了解画线部分的生词。)

T: A good breakfast keeps the body strong. It's very important to keep a balanced diet. We should eat regularly. Do you agree? / Am I right? I think another best way is to exercise properly.

(让全体学生讨论,使他们养成健康饮食习惯。鼓励学生整理发言,便于记忆,教师可以引导归纳。)

(出示写有下面内容的小黑板,画线部分是让学生讨论填入的内容。)

Health experts said that people should have healthy eating habits.

First, we must eat regular meals and begin with a good breakfast.

Second, we should have different kinds of foods, such as fruit, vegetables, eggs, milk and so on.

Third, we shouldn't eat so many snacks and fried foods.

Never overeat, never eat too late.

Fast food tastes delicious, but eating too much is also unhealthy.

I think it's very important to keep a balanced diet and eat regularly.

We shouldn't just eat our favorite food.

(完成上面内容的归纳后,让学生们填写下面的表格。)

Foods

Healthy

Unhealthy

2. (出示小黑板上的问题,让学生边读1a短文边思考问题,迅速找出答案。)

T: Now, please open your books, read the passage in 1a carefully, and find out the answers to

these questions.

Do we need fruit and vegetables to make us healthy?

How to keep a balanced diet?

Should we eat regularly?

Do you think we may just eat our favorite food?

(让几名学生回答,或分组讨论。)

Step 3 Consolidation 第三步 巩固(时间: 4分钟)

巩固练习1b。

(让学生再读一遍文章,完成1b的判断题。)

T: Please read 1a again, and finish 1b.

(核对答案。)

Step 4 Practice 第四步 练习(时间: 12分钟)

练习本课2a,2b和3。

1. (复习巩固2a重点语法。)

T: Read "Grammer focus" and then make similar sentences using these words and expressions.

(出示小黑板上内容。)

chop(切剁) pear carefully

slice(切片) beef slowly

cook meat finely

peel curry lightly

cut bread neatly

spread(涂) onion gently

scoop(舀出) mushroom(蘑菇)

Example:

Mary chops the meat finely.

Alice chops the meat more finely.

Tom chops the meat the most finely.

2. (复习巩固2b中的重要表达方式。用这些内容编一个对话或故事。选两组学生来展示。)

T: Read the sentences in 2b carefully, and then make a dialog or make up a story. Then ask two groups to act out the dialog.

3. (完成3。根据本话题所学的知识,比较中国和西方国家饮食习惯的差异,并写一篇小短文。)

T: Please compare the different eating habits between China and western countries, and write a passage. The information in 3 can help you.

(学生准备两分钟。)

T: Who can try? Please read the passage.

(让1~2名学生来读。)

Step 5 Project 第五步 综合探究活动(时间: 11分钟)

组织学生讨论完成4。

1. (完成4。组织学生分组讨论,每组根据本节所学知识填一个星期营养食谱表格,并说明原因。推选几名学生当评委,评选出最合理的食谱。)

T: In order to keep healthy and strong, we should eat different kinds of foods. We shouldn't just eat our favorite food. Delicious food may be not good for health. Now, work in groups, first fill out the form in 4, and then give reasons for your menu. We'll decide the best menu of our class.

(给学生三分钟准备。)

T: Have you finished your menu? Let's see whose menu is the best.

(引导学生给予评价,互相学习。培养学生学以致用的能力,树立健康饮食观念。)

2. (小组活动。每小组3~4人讨论健康食品和饮料两分钟,然后各组派一个代表汇报讨论结果。)

T: Now, work in groups of three or four. Talk about healthy food and drinks.

(给学生两分钟讨论。)

T: Now stop. Please report your results group by group.

(对学生及时给予表扬。)

…

T: Well done! / Good job!

3. (组织学生分组讨论世界各国不同的饮食习惯,并填写表格,用小黑板出示表格。)

T: Work in groups. Discuss eating habits in different countries around the world, and fill out the form.

(出示小黑板上的表格。)

England Cuba China …

Eating habits

4. Homework:

(从因特网、杂志、电视上等搜集更多的世界上不同国家的饮食习惯的资料。)

Search more information about eating habits in different countries around the world from the Internet, magazine, TV…

八年级英语下册Unit 7 Topic 2 英语教学案例3

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?

…

(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,并在下次课上与大家分享。)

八年级英语下册Unit 7 Topic 3英语教案1

Unit 7 Topic 3

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1 and 2a. 本课重点活动是1和2a。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases:

lady, gentleman, on sale, satisfy, guest, menu, wine, soft drink, bill

2. Learn how to order and offer food and drinks.

Here's the menu.

May I take your order?

I'd like Beijing Roast Duck and vegetable soup.

Which kind of drink would you like, beer, wine or a soft drink?

Anything else?

May I have the bill?

Here's your change.

Thanks for coming.

3. Learn some expressions about the food festival.

Ladies and gentlemen, welcome to Ren'ai International School!

The first Ren'ai International Food Festival is now open!

Thanks for coming.

We'll try to satisfy all the guests.

Let's wish them success!

Enjoy yourselves!

4. Social Communications

Which kind of drink would you like, beer, wine or a soft drink?

Here's your change.

Ⅱ.Teaching aids 教具

小黑板/图片(食物类) /录音机/挂图

Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 12分钟)

复习学过的食物及饮料名称。

1. (师生互动复习学过的食物、饮料及就餐表达法。)

(1) T: What did you have/eat this morning?

(随机问几名学生。)

S1: I had bread.

S2: I ate noodles.

S3: I had an egg and a glass of milk.

…

(2) T: Let's make a small menu, OK? Work in groups.

(解释画线单词。让学生们分组讨论学过的有关食物和饮料的单词,引导归纳。)

Example:

Menu

egg, rice, noodles, hamburger, dumpling, beef, pizza, porridge, cake, chicken, fish, pie, cookie, drink, coffee, water, apple juice, milk, tea

(教师检查各组菜单作品,及时给予肯定和鼓励,调动学生的积极性。)

2. (教师引导学生学习有关美食节的词句。)

T: There are so many kinds of foods. What is your favorite?

(链式操练,教师出示学过的食物名称的图片。)

S4: My favorite food is fried rice. What about you?

S5: My favorite food is …

S6: My favorite food is …

S7: My favorite food is …

T: Thank you. Now let's imagine what they will serve in the food festival.

S8: I think that they will serve fried rice, …

S9: I think they will serve Indian curries.

S10: …

T: Well, I can't wait to see the opening ceremony of the food festival. Let's go!

(过渡到下一步。)

Step 2 Presentation 第二步 呈现(时间: 5分钟)

呈现本课1。

(展示1挂图。放1录音,抓住中心意思。)

T: Boys and girls! Look at the picture, it's about the opening ceremony of the food festival. Welcome to the food festival! Listen carefully and tell me what food you heard.

(学生听1录音后回答问题。)

S1: I heard many different delicious food are on sale.

S2: Such as fried rice, meat pie, Indian curries and so on.

T: Look at the picture again. What can you see? What do they feel?

S3: I can see many people.

S4: I think they are excited.

T: Good! Now, look at the picture, there is a boy and a girl in the center. Do you know what they say? Please listen again and try to follow it.

(出示小黑板,要求学生用主持人的语气齐读这些句子。)

Ladies and gentlemen.

The first Ren'ai International Food Festival is now open!

Thanks for coming.

We'll try to satisfy all the guests.

Let's wish them success!

Enjoy yourselves!

(教师讲解学生不理解的句型。)

T: These are the sentences for the opening ceremony of the food festival. Do you have any difficulties?

Step 3 Consolidation 第三步 巩固(时间: 6分钟)

巩固练习1。

1. (再听1录音,并跟读。)

T: Listen to 1 again and follow it.

2. (给两分钟时间准备,选几组学生上台表演。)

T: Practice in pairs. And try to act it out.

Step 4 Practice 第四步 练习(时间: 12分钟)

练习2a并完成2b。

(美食节上来了许多客人。假如你是服务员,你会怎样给客人服务呢?)

T: There are many guests coming to the food festival. Suppose you were one of the waiters or waitresses. How will you serve the guests?

(鼓励学生积极思考,教师搜集服务用语。)

S1: Welcome to the food festival! May I take your order?

S2: Let me see. I'd like some dumplings.

T: I'd like Beijing Roast Duck, vegetable soup. Also I'd like a bottle of Tsingtao beer.

S1: OK.

(待学生完成后,教师总结并呈现新句型。)

T: May I have the bill? (做掏钱动作。)

S1: …(提醒学生回答: It's￥45. Thank you for coming!)

(表演结束,教师将菜单及新词句巩固一遍。)

(板书服务用语,解释句意。可留操练时用。)

Here is the menu.

May I take your order?

What would you like to eat/drink?

Anything else?

May I have the bill?

Thanks for coming.

T: Now, Mr. and Mrs. Yang come to the food festival. Do you know what they will have? Listen to 2a and tell us. (播放2a录音。)

S3: They want to have Beijing Roast Duck and vegetable soup.

S4: Mr. Yang would like a bottle of Tsingtao beer, and Mrs. Yang would like a cup of Chinese tea.

T: Great! Now let's read the dialog and practice it.

(学生三人一组表演2a对话,并完成2b。)

T: Good! Let's learn more about Mr. and Mrs. Yang. Read 2a, and fill in the blanks in 2b.

(学生独立完成2b,注意一般过去时的用法。核对答案。)

T: S5, would you please read the passage of 2b for us?

S5: Sure!

(教师核对答案后,学生圈出一般过去式的动词。)

T: Thanks! Now please circle the verbs with the past form.

Step 5 Project 第五步 综合探究活动(时间: 10分钟)

组织学生操练如何点菜。

1. (小组活动。)

(方案一)

(将全班分成几组,每组抽一名学生扮侍者,带上菜单到其他组服务,将点菜结果记录下来。)

S1: May I take your order? / What would you like to have?

S2: Let me see. I'd like …

S3: I'd like …

…

(表格采用表1或表2,基础较差写不了菜名的可采用表2,打钩即可。)

(表1)

Name Food Drink

(表2)

Name Rice Chicken Pizza Tea Coffee Juice Beef Roast duck Vegetable soup Beer Wine Water

(最后随机抽几名扮侍者的学生向大家汇报结果。 )

S4: A would like …

B would like …

S5: …

…

(如果时间允许,可以请几组完成较好的,到前面表演整个就餐过程。)

(方案二)

T: Now please act out the dialog about food festival in groups.

(分5~6人一组,用自己的话表演小型美食节,串演全部对话。)

2. Homework:

(1)(进一步完善菜单--将所有学过的表示食物和饮料的单词全部收集齐,并稍加分类做

一个食物分类表。)

(2)(写一段就餐的对话,要求至少10个句子。)

八年级英语下册Unit 7 Topic 3英语教案2

Section B needs 1 period. Section B需用1课时。

The main activity is 1a. 本课重点活动是1a。

Ⅰ.Aims and demands 目标要求

1. Learn some new words and phrase:

main course, salad, Coke, lemonade

2. Go on learning to order and offer food and drinks.

Could I order a meal by phone?

We'll send the food to you in twenty minutes.

Can I have the menu, please?

What would you like for the main course/ dessert?

3. Learn how to make a menu.

4. Social Communications

(1)Farewells

See you./See you soon.

(2)Shopping

How much would you like?

(3)Having meals

Just a little, please.

Ⅱ.Teaching aids 教具

录音机/多媒体课件/菜单/食物图片

Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 12分钟)

复习已学过的食品名称。

1. (检查上节课作业,组织学生互评,教师选若干份给予点评。)

T: Look! This one is very beautiful! /Good job! /Well done! /Excellent! /I like it very much! /That's interesting! …

2. (由作业中的"食物分类"导入新单词。)

(方案一)

(选1~2份分类比较到位、制作较精美的食物分类表展示给全班同学看,或自己准备一份用多媒体课件呈现。)

T: I'll show you some charts about the foods./Look at the screen.

(方案二)

(竞赛: 分组到黑板上写出食物分类表,组员可以补充,看看哪个组先写得最多、最完整。)

T: Please read the words.

(评价作品。学生朗读后,导入新知识。)

T: We've learned many kinds of foods.

(展示食物名称的幻灯片。)

(在复习2中用方案二的,可采用以下游戏。)

T: Now let's play a game: I"build"many"houses". Can you take the"babies"home?

(学生将食品名称的词归类。)

(遇到生词,板书并让学生试着说出意思,然后边呈现边让学生归类,评出优胜小组。)

(板书)

tofu, main course, staple, salad, Coke, lemonade

T: Good, all the"babies"are at home now. Do you remember their "houses"? Let's read them together.

Ss: Yes.

(导入下一步。)

(方案三)

(分组归纳食品及饮料名称,填写下列表格,教师帮助学生找出本课生词并在其下画线。)

T: Let's classify the vocabulary about foods and drinks, and then fill in the form below.

Soup

汤 tofu

Staples

主食

Main courses

主菜

Desserts

甜点 Salad

Drinks

饮料 Coke, lemonade

Step 2 Presentation 第二步 呈现(时间: 8分钟)

呈现本课1a。

(听1a录音,找出赵先生用电话订了什么?)

T: Let's talk about the food festival. Mr. and Mrs. Yang came to the food festival. They enjoyed themselves. However, Mr. Zhao is busy. He can't come to the food festival. But he wants to order some food in the food festival. What should he do? Ss: By phone.

T: Right. Please listen to 1a, and find out what he wants to order by phone.

(播放1a录音后,学生回答问题。)

Ss: He'd like fried rice, roast chicken and beef curry.

T: Good! Read 1a and tell me how to order and offer food by phone. Then find out the key

sentences.

(教师板书重点句型,解释句意后学生齐读。)

Could I order a meal by phone?

What would you like?

I can e-mail you one.

We'll send the food to you in twenty minutes.

(学生利用菜单编新对话操练。)

T: Now please practice in pairs. Make a new dialog with your partner, and the menu below may help you.

Step 3 Consolidation 第三步 巩固(时间: 4分钟)

进一步巩固练习1a。

1. (通过练听力的形式来复习菜单中的食品名称。)

T: Go through the"menu"on the book. Circle the words you hear. Ready? Go!

2. (两人一组练习1a,然后表演。)

T: Practice 1a in pairs. Then act it out.

Step 4 Practice 第四步 练习(时间: 14分钟)

练习本课活动1b,1c和2。

1. (将学生分成4人一组,讨论本节课中食物和饮料的词汇。用自己最喜欢的食物和饮料完

成1b的表格。)

T: Let's divide the class into groups of four, discuss the vocabulary of foods and drinks in this

section, and then complete the form in 1b with your favorite foods and drinks.

2. (让学生朗读1b的两个例子,学习用菜单点菜,并让学生组织对话并表演。)

T: Please read the two examples in 1b and learn how to order dishes with a menu.

T: Quite good! Now let's learn more about ordering and offering food.

(教师板书重点句型。)

Can I have the menu, please?

What would you like to eat/drink?

What would you like for the main course/ dessert?

How much would you like?

Just a little, please.

(教师讲解运用这些句子,让学生仿照例子,完成1b。组织对话。)

T: Please practice in pairs imitating the example in 1b then act it out in the front.

(学生表演之后,检查效果,并对学生给以充分的肯定。)

3. (让学生模仿1a的菜单,自己制作有特色的菜单,完成1c。)

T: Try to make your own special menu according to the menu in 1a, finish 1c.

4. (采用服务员与顾客对话的形式归纳复习就餐用语。)

T: Well done! Everyone has his favorite food. When you eat out, do you know how to order the food? Let's ask some students to have a try.

S1: Welcome to our restaurant. This way, please!

S2: Thank you!

S1: May I take your order?

S2: I'd like some fried rice, vegetable soup and fried chicken.

S1: Anything to drink?

S2: Some Coke, please.

S1: Help yourself !

S2: Thanks.

(a moment later)

S2: May I have the bill?

S1: It's￥40.8.

S2: Here you are.

S1: Here's your change. Thanks for coming.

(如有时间可多表演两组,教师给予肯定并评价。)

5. (看2图,设置听力任务。)

T: Look at the picture of 2. Two girls are talking about what food they will prepare for the party. Can you guess what they

want to prepare?

Ss: I think they will prepare noodles, ice cream, …

(让学生猜的同时复习听力中可能会出现的食品名称。)

T: Maybe you are right. Now listen to 2. And check your answers.

(播放2录音,归纳总结,核对答案。完成2。)

T: What will they prepare? Can you tell me?

Ss: Yes. They will prepare fried rice, fish curry, …

Step 5 Project 第五步 综合探究活动(时间: 7分钟)

进一步巩固复习菜单的制作方法。

1. (假设学生自己是一家餐馆的老板,要求学生为自己的餐馆设计一份菜单。)

T: We've learned many kinds of foods. Suppose you were the boss of a restaurant, please make a menu for your restaurant. You can do it with the help of the menu on page 71.

(板书)

Restaurant

Menu

Soups

Staples

…

(教师挑选一些好的"菜单"给予点评,鼓励。)

2. (让学生复习1a电话订餐句型,并表演餐馆点菜的对话。)

T: I'll ask some guests to order their meals in your restaurant by phone. Can you satisfy your guests? OK! Who'll try? (如有时间,可多表演几组。)

3. Homework:

(根据Topic 3,Section B所学内容,想象并描述"美食节"发生的过程和结果。为Section C做准备。

八年级英语下册Unit 7 Topic 3英语教案3

Section C needs 1 period. Section C需用1课时。

The main activities are 1 and 3a. 本课重点活动是1和3a。

Ⅰ.Aims and demands 目标要求

1. Learn some new words:

worth, effort

2. Learn comparative and superlative forms of adverbs.

Maria cooked very carefully.

Jane cooked more carefully.

I cooked the most carefully.

3. Talk about the correct ways to eat different food.

fried noodles -- chopsticks

tofu soup -- spoon

Ⅱ.Teaching aids 教具

录音机/小黑板/挂图(Page 69图片)/多媒体课件

Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 12分钟)

复习有关美食节的活动。导入1。

1. (检查上节课作业,由作业"Tell something about the food festival."导入1和3a内容,呈现副词的比较等级。导入时,先让学生根

据自己的想象和作业内容描绘"美食节",然后用问题形式引导学生完善描述,从而引出本课目标语言。)

T: Boys and girls, check your homework, please.

(检查作业,选1~2个完成较好的到前面发言。)

T: S1, would you like to tell something about the food festival to our class? / would you please…?/ can you try …? S1: …

T: OK, excellent. And who can try? / Anyone else?

(可以请1~2个自愿者上来讲一讲,同时让学生来评价,这样可以避免没有发言的学生开小差。当然也可以就发言学生的描述提出若干问题,以检查学生听的效果。)

2. (教师可以利用以下问题来引导学生进一步思考,完善描述,同时便于导入本课目标语

言。)

(1)(以下问题使用小黑板/幻灯片展示。)

T: Please answer the questions.

How did the food festival go?

Were the results worth the effort?

Who did the students invite?

Did the parents and teachers like the food?

Who cooked carefully?

Who cooked more carefully?

Who cooked the most carefully?

What food and drink did they sell?

Were they happy?

How did the students work?

How much did they make?

(2)(画线部分为目标语言和新词,应详细讲解,便于学生学习、理解。)

(3)(因未学习正文,故以上问题无固定答案,重在巩固知识,学习目标语言,提高语言综合应用能力。)

(4)(这些问题在学过1和3a后还要使用,以检查学生理解课文的程度和学习效果。)

T: Please think over these questions above, and discuss in groups. I'll ask some of you to answer later. You may look at the picture on page 69.

(讨论两分钟后,请部分小组派代表来讲一讲。然后给予评价,加以肯定。如果学生对目标语言仍有问题,教师可以稍加讲解并再次练习目标语言,如此重复几次。)

Step 2 Presentation 第二步 呈现(时间: 6分钟)

呈现本课1。

1. (再次使用第一步复习中小黑板上的问题,引导学生理解课文,获取正确信息,检查学习效果。)

T: Just now, we talked about the food festival. Now, read the e-mail which Li Weikang sent to Daniel in 1. In the e-mail, Li Weikang described the scene very carefully. Read it carefully and answer the questions.

T: What's Daniel's e-mail address?

Ss: Daniel @ hotmail. com.

(增加类似上面问题,然后与学生共同核对答案。让学生口头回答,或让学生分组竞赛写

答案,看哪组写得又快又好,及时给予评价。)

2. (读1,然后完成下面的表格。)

T: Do you know the results of the First Ren'ai International Food Festival? Here is an e-mail from Li Weikang to Daniel. Read it carefully, and you'll know the results. After reading it, fill out the form.

Name Quantity of sold-out food Attitude

Maria 35 dishes of beef curry Very carefully

Jane

Beth

Li Weikang

Step 3 Consolidation 第三步 巩固(时间: 6分钟)

巩固2,锻炼学生听力。

1. (完成2。让学生先看题目,以降低难度。)

T: Now, let's look at 2. First read the sentences in one minute. Then listen to 2 and fill in the blanks.

(学生听完录音后。)

T: OK, let's check the answers.

(提供标准答案并板书。)

1. four 2. a glass of lemonade 3. a big glass of milk

4. sandwiches, sausages, a bottle of beer

2. (让学生再听对话2。)

T: Listen to 2 again. Make up a similar dialog according to the dialog in 2. Work in groups.

(根据学生的特点可以多听几遍。要求学生根据听力对话的形式,参考听力答案,自编对话。)

3. (请一组或两组来表演。)

T: Who can try? Act out the dialog in the front.

Step 4 Practice 第四步 练习(时间: 10分钟)

操练本课3a和3b,完成4。

1. (学习3a。)

T: Listen to 3a and answer the questions.

(板书)

What did Mina make for the food festival?

How did they have them?

(听完录音,核对答案。)

T: Let's check the answers together.

(让学生跟读两遍。)

T: Please read after the tape twice.

(让学生分组练习对话,可以看提示问题。)

T: Practice in pairs, please.

(选几组到前面示范表演。)

T: Let's welcome Pair A and Pair B!

(给予及时评价、鼓励。)

2. (学习3b。)

T: Now, let's match the food with the correct way to eat it.

(给学生1~2分钟连线,并核对答案,或学生互评。)

(分组练习对话,巩固所学的食品名称和餐具名称。)

T: Please make a conversation about eating. Practice in pairs like this:

(加入动作来体现对话内容。)

S1: How do you eat steak?

S2: I use knife and fork.

S1: How do you eat fried chicken?

S2: I use my hands.

(可以请2~3组来表演他们的对话,记得提醒学生加上动作。)

3. (学习完成4。)

T: Look at 4, and fill in the blanks, please.

(核对答案。)

T: Practice in pairs after the example.

Example:

S3: Maria cuts the meat finely.

S4: Michael cuts the meat more finely than she / her.

S5: Kangkang cuts (the) most finely.

…

(选1~3组学生到前面来表演,然后给予评价。)

Step 5 Project 第五步 综合探究活动(时间: 11分钟)

探究形容词/副词的比较等级用法。

1. (讲故事比赛。尽量用上1,3b和4中所学内容,给学生两分钟准备。)

T: Say something about the food festival, especially the scene / the picture on page 69, using the words and expressions in 1, 3b and 4 as many as possible. Practice in groups.

(再次提醒学生尽量用上1的内容,3b中有关食物的吃法、用具和4中的副词比较等级内容,用得越多越好。)

2. (开展竞赛。每组推荐一名选手讲关于美食节的故事,学生掌声的响亮程度决定名次,将得分记入各小组。)

T: Let's have a competition about the food festival. Each group can have a chance.

Groups 1 2 3 4 5 6 7

Scores

3. Homework:

(组织你的朋友们举办一次美食节。)

Organize your friends to hold a food festival.

八年级英语下册Unit 8 Topic 1教学案例1

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 3. 本课重点活动是1a和3。

Ⅰ. Aims and demands目标要求

1. Learn some new words:

silk, cotton, afford, scarf, jeans, overcoat, handbag, hat, sock

2. Learn the structure of "so …that …" .

I liked it so much that my father bought it for me.

My old coats are so short that I want to buy some new ones.

3. Learn how to ask for help.

Could you tell me where to buy a scarf ?

Thanks. And what about hats and socks?

4. Making appointments

Do you have time tomorrow?

Could we meet at the school gate at 8 a.m.?

5. Logical relations

Cause and effect

I liked it so much that my father bought it for me.

Ⅱ. Teaching aids 教具

教学用的服装卡片/安排学生自带的衣服/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 10分钟)

复习服装词汇,导入1a。

1. (用卡片复习以前学过的服装词汇。)

T: Boys and girls, today we will have a lesson about clothes. I think it is useful for you. You must be interested in it. Look at here, what's in my hand? Oh, yes, there are many cards about clothes in my hand. You should speak out the names of these clothes as soon as I take them out. Are you ready?

Ss: Yes.

(教师抽出一张张画有衣服的卡片,让学生一起大声说出服装名称,复习已学过的衣服名称。)

coat blouse pants shirt raincoat dress

sweater jacket

T: Good! You have known so many words about clothes. Are you happy?

Ss: Of course.

2. (教师用手中的卡片,教会学生有关询问服装质地的表达,并板书句型。)

T: We have learnt so many words about clothes. Today we will learn how to ask the materials of clothes.

(板书并学习新单词。)

cotton n. 棉布;棉花 adj. 棉花的;棉布制的

silk n. 丝 adj. 丝制的

(教师指着自己的眼镜告诉学生它是塑料制成的。)

T: Look at my glasses. They are made of plastic.

(教师走到一名学生身旁,引导其他学生说这名学生的衣服是什么质地的。)

T: He is wearing a coat. It's a cotton one. Now, please use cotton and silk to describe your deskmate's clothes. (让学生之间互相练习这一句型。)

T: Now, work in pairs to practice the expressions.

S1: Li Ling is wearing a scarf. It's a silk one.

S2: Du Lei is wearing a jacket. It's a cotton one.

…

T: Then I have more beautiful clothes here. Do you want to say them in English?

Ss: Yes.

3. (教师拿出已准备好的服装展示给学生,并教新词,巩固有关服装质地的表达。)

T: Look here. What are they?

(帮助学生回答。)

Ss: They are jeans.

(板书画线部分, 并让学生跟读。)

(让学生触摸,感觉质地,引导学生回答。)

Ss: They are cotton ones.

T: Then what is it?

(拿另一件衣服,比如围巾,展示给学生。)

(学生会用汉语回答: 围巾。)

T: Yes, it's a scarf.

(板书单词教学生大声跟读。)

(让学生触摸,感觉质地。)

T: OK, it's a silk one.

(以此类推,学习其余生词handbag, hat, …)

(板书)

jeans /dVi:nz / - They are cotton ones.

They are cotton jeans.

scarf /skB: f / - It's a silk one.

It's a silk scarf.

handbag /′h?ndb?g/ n. 女用皮包;手提包

hat / h?t / n. 帽子;礼帽

T: Can you remember these new words? If you can't, I'll give you several minutes to remember them. OK?

Ss: OK!

(几分钟后,教师可用手势表示停下来。)

T: Time is up. Let's have a word competition. Say the names of these clothes when I show them. I'll see which group is the quickest and best. Group A, go!

(在这组活动结束后,可适当对获胜者进行表扬,同时不忘鼓励落后者,希望他们下次表现更好。)

T: OK, stop here. Group A is good. Group B is better. Group C is the best. Group D, don't lose your heart, I believe you will do better next time.

4. (根据展示的图片,师生问答。)

T: How do you like the coat?

Ss: It is beautiful.

T: What do you think of the skirt?

Ss: It is nice.

T: How about …?

Ss: It is … / They are …

(过渡到下一步。)

Step 2 Presentation 第二步 呈现(时间: 10分钟)

呈现本课活动1a。

(方案一)

1. (让学生听1a录音,设置听力任务,让学生带着问题听。)

T: Well done. Now let's come to 1a. First look around our classroom. What did you find? Oh, you can find your classmates are wearing different kinds of clothes. What nice clothes! Today, Maria is also wearing a beautiful coat. If you want to know it, please listen to the tape carefully.

(板书)

What is Maria wearing?

What's it made of ?

What does Jane want to buy?

(听完后,让学生回答上面的问题。)

T: Who wants to answer the first question?

S1: She is wearing a Chinese Tang costume.

T: OK. Next question?

S2: It's made of silk.

T: Good! The last question?

S3: She wants to buy some new coats.

2. (让学生看1a听对话,然后跟录音朗读。)

T: Look at 1a, listen to the dialog again, and then follow the tape.

(学生跟读完之后,师生共同找出关键词句并列于黑板上,同时讲解一些重难点。)

(板书)

look great - What a nice coat! - a Chinese Tang costume -

feel soft - so… that… - buy some new coats - have a fashion show

(方案二)

1. (出示1a的图片,师生问答,引入1a, 然后听录音。)

T: I'll show you a picture, please look at it carefully, and then try to answer my question. How does Maria look? Ss: She looks great. She wears a nice coat.

T: The nice coat is a Chinese Tang costume. Now listen to 1a and try to find out what Maria and Jane are talking about.

2. (让学生跟读录音,并回答下列问题。)

T: Please read after the tape, and then answer the following questions:

(板书)

(1) Why does the Chinese Tang costume feel soft?

(2) When will they have a class fashion show?

(3) Will they go shopping? What time will they meet?

Step 3 Consolidation 第三步 巩固(时间: 7分钟)

1. (让学生根据黑板上的关键词句,总结对话的主要内容。)

T: Please sum up the dialog according to the key words and sentences on the blackboard.

(让学生再读一遍课文,然后两人一组根据黑板上的重点词句表演对话。)

T: Please read the dialog again and act it out in pairs according to the key words and sentences on the blackboard. (学生读完之后。)

T: Are there any volunteers? Please come to the front and act out the dialog.

S1: …

S2: …

(教师让学生参与评价,选出最佳的一组,给予表扬。)

T: Well, You did a good job! S1 and S2 are No.1. Congratulations!

2. (让学生独立完成1b,巩固so … that …和so that …的用法。)

T: Now, finish 1b by yourselves.

(一分钟以后)

T: Have you finished? Now, let's check the answers.

(教师可适当补充一些语法练习,再巩固so … that … 和so that …的用法。)

Step 4 Practice 第四步 练习(时间: 10分钟)

完成2。

1. (教师带领学生完成2。)

(1) T: Are you happy that you can say much about clothes? OK! It's time for you to write something about them. Please fill in the blanks carefully, and then we'll check them together.

(2) T: Well. You have known the clothes that people are wearing, but do you know who they are?

OK, let's listen to 2 and find out who they are. Please number the pictures.

(让学生根据所听句子的顺序相应标出人物的顺序。等学生听完并做完之后,核对答案。)

2. (学生完成2后,教师可领学生做个小游戏,既放松心情,又巩固所学知识。)

T: I think you must be tired. Let's play a game, OK?

Ss: OK.

(此活动具体操作如下: 教师先作示范,用英语描述某个学生的衣着,然后让大家闭上眼睛猜描述的是谁。猜对的学生,教师给予表扬。然后找几名学生来描述某个学生的衣着,其他学生猜。)

T: She is wearing a pair of glasses. She is wearing a bright yellow skirt. She has long hair. Can you guess who she is?

Ss: …

T: Right. Well done!

…

(此活动的目的是: 激发学生学习英语的兴趣,既锻炼了学生的听力,又提高了他们的口语表达能力,让学生在轻松愉快中掌握所学知识。) Step 5 Project 第五步 综合探究活动(时间: 8分钟)

完成本课活动3。

1. (让学生两人一组完成3。首先进行小组讨论,说出图中每层楼所售服装名称, 然后模仿对话,编一个新的对话。)

T: Well, boys and girls, today we have learnt a lot of names about clothes. I think you can look at the pictures in 3 and find out what's on each floor in pairs. Do you understand?

Ss: Yes.

(学生在讨论过程中,教师可到学生当中帮助学习有困难的小组。)

T: Time is up. Be quiet, please. Let's check the answers together. I'll ask one group to tell the answers. Who will try? (看学生反应情况,选一组向大家汇报讨论结果。)

T: G1, please.

G1: You can buy shoes and hats in the Shoes & Hats Section on the first floor. You can buy…

(如果汇报的学生在讲述过程中有遗漏的地方,可让其他学生补充。)

T: OK, please stop here. Is that all? Anything else? Please look carefully.

(这部分结束之后,要求学生按原组进行角色表演,其中一位扮演顾客,向另外一位扮演售货员的学生询问各种服装所在位置。) T: OK. Next, look at the dialog in 3, and then make similar dialogs with your partner. Go!

2. Homework:

(让学生回家准备一张家人的照片,运用本节课所学内容,介绍相片里的家人所穿的服装以及服装质地。)

Prepare a family photo and describe their clothes.

八年级英语下册Unit 8 Topic 1教学案例2

Section B needs 1 period. Section B需用1课时。

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Aims and demands目标要求

1. Learn some new words and phrase:

size, be made of, natural

2. Learn useful expressions about choosing clothes.

-What would you like to buy?

-I'd like these cotton pants and this T-shirt.

-What size do you wear?

-Size M.

It's made of natural materials.

-What do you want to buy?

-I'd like to buy a silk hat and a woolen dress.

3. Master the usage of adverbial clauses of result.

4. Size

-What size do you wear?

-Size M.

5. Shopping

Ⅱ. Teaching aids 教具

实物/学生从家里带来的照片/图片/多媒体课件/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 10分钟)

复习服装词汇,呈现生词。

1. (复习上节课内容,叫学生描述所带家庭相片中家人所穿的服饰以及服饰的质地。)

T: Now. It's time to check your homework. Have you brought your family photos?

Ss: Yes.

T: Can you introduce your family to our classmates?

Ss: Yes.

T: Who will be the volunteer? OK, please come to the front, and introduce your family to us.

(示意学生举手。)

(该学生手拿相片,面对全班学生。)

S1: This is my father. He's wearing a gray sweater and the sweater is made of wool. His shoes are made of leather. This is my mother. She is wearing a beautiful pink dress and the dress is made of cotton. Her scarf is made of silk …

…

(再叫几名学生做相似的介绍。)

2. (从介绍家人服装的学生手中留下几张适合本课教学的相片,抽出一张进行介绍。)

T: Boys and girls, please look at the photo. Can you remember whose mother she is?

Ss: Yes. She is ××'s mother.

T: What is she wearing?

Ss: She is wearing a sweater.

(教师手指着毛衣,示意学生用英语齐声说出。)

T: What's it made of?

Ss: It's made of wool.

T: Yes, it's made of wool. You can also say it's a woolen sweater.

(板书画线部分。并在woolen下用彩笔画线,并标出音标、注释,让学生跟读。)

T: Please look at the blackboard and read after me.

(学完woolen之后,教师手拿一个皮制手提包。)

T: What's it?

Ss: It's a handbag.

T: Yes, it's a handbag. What's it made of ?

(帮助学生回答。)

T: It's made of leather. It's a leather handbag.

(板书画线部分并标出音标、注释,让学生跟读。)

(以此类推,呈现size, silk, windbreaker和natural materials。)

(板书)

It's a woolen sweater. /′wJl[n/羊毛制的

in a clothing shop

It's a leather handbag. /′le T[/皮制的

What size do you wear? /saIz/

It's a silk windbreaker. /′wIndbreIk[/

It's made of natural materials.

(教师在板书时,可悄悄地加上一句未操练的句子,并且句子里含有生词,这样不仅可以灵活地引入新词,还可以培养学生的观察力,活跃课堂气氛。)

T: Well done! Now we have learnt so many new words on the blackboard. Please look at the blackboard carefully. Can

you still find any other words you don't know?

Ss: Yes, there is a new word in these key words.

T: Yes, follow me,"clothing".

(学生跟读几遍,掌握它的拼写。)

(教师把clothing, clothes, cloth写在黑板上,让学生说出它们之间的区别,然后教师归纳总结。)

T: Who can tell me the differences among clothing, clothes and cloth?

Ss: …

Step 2 Presentation 第二步 呈现(时间: 10分钟)

呈现1a,完成1b,简要介绍结果状语从句。

1. (引入1a。)

T: Great! We know that the clothes are made of different natural materials.

T: Read after me, please,"natural materials".

(让学生多读几遍,熟练掌握这个词组。)

T: You know so many natural materials, but can you tell me what size do you wear? First, let me tell you the size of my coat. I wear size S/M/L.

(板书画线部分并解释。)

What size do you wear? 你穿多大号的?

size S/M/L? (小号/中号/大号?)

S1: I wear size S.

S2: I wear size M.

S3: I wear size L.

…

(让学生自由说英语,培养说英语能力。过渡到下一步。)

T: That's fine. You know about your clothes well. But what about your friends Michael,

Kangkang, Jane and Maria? Please listen to 1a and answer the following questions.

What would Kangkang like to buy?

What about Michael?

What size does Michael wear?

What does Jane want to buy?

How about Maria?

(上述问题可在课前准备好,板书在小黑板上或用幻灯片显示,以节省课堂时间。)

(学生听完之后,如果回答有困难,可再播放一遍。)

2. (让学生再听1a录音,看图片,独立完成1b。)

T: Well, let's check the answers.

SS: …

T: Very good. How clever you are!

T: Now, open your books on page 79. Read the dialog in 1a aloud together.

Ss: …

(让学生大声读两遍之后,提问几名学生,检查读音情况,予以及时纠正。)

T: Please read the dialog again, and then find out the key words.

Ss: OK.

T: Let's begin.

(学生开始查找,大约两分钟后。)

T: Are you ready?

Ss: Yes.

T: Let's go through the dialog and find out the key words together.

(师生共同合作,写出关键词。)

fashion show

Kangkang - cotton pants and T-shirt

Michael - windbreaker - Size M - natural materials

Jane - silk hat and a woolen dress

Maria - a leather jacket

Step 3 Consolidation 第三步 巩固(时间: 8分钟)

进一步巩固1a。

(读对话,然后放录音,逐句核对语音语调。)

T: How great! Let's go further in understanding the dialog. Please read the dialog together. After you read one sentence, I'll play the same sentence again on the tape. You can check your pronunciation and intonation.

(学生读完之后。)

T: You have a better understanding of the dialog now. And make similar dialogs by using the key words. Later, I will let you act out your dialogs.

(因为对话较长,在学生编对话过程中允许看一下书,只要他们能用上关键词并且语言流利即可。)

T: Most of you can use the key words correctly. That's good enough. You can go further.

Step 4 Practice 第四步 练习(时间: 12分钟)

练习1c和2,介绍结果状语从句。

1. (让学生根据图片和提示语填空,完成1c,进一步巩固so …, so … that … 和 … so that …的用法。)

T: Michael, Kangkang, Jane and Maria are trying on the new clothes. Do you know how they feel? Look at the four pictures in 1c, and fill in the blanks according to the pictures.

(教师可补充适当练习,让学生更好地掌握结果状语从句的用法。)

(1) We study English hard, our English teacher is very happy.

(2) The price of the leather jacket is expensive I can't afford it.

(3) Miss Wang planned very well her students enjoyed a good trip.

2. (教师可把学生分成三组,做一个小游戏,寓教于乐,更好地理解结果状语从句的用法。 在左边列出Group 1造的任意的短句,在右边列出Group 2造的任意的短句。让学生用这三个结构把左边和右边连成一个句子,当然不是所有的句子都可以连接的,这样连接出来的句子有的就很搞笑,让学生在笑声中学会这三个结构的用法。)

T: Now Group 1 and Group 2 make some sentences like these:

(板书)

I'm a student. He can reach the apple on the tree.

He is tall. I must learn English well.

… …

T: Group 3 use"so…","so…that…", or"… so that…"to match the sentences on the left with those on the right.

Example:

I'm a student so he can reach the apple on the tree.

…

3. (完成2。教师先让学生把需要判断的句子读一遍,以便听2录音时有针对性,有利于培养学生捕捉细节的能力,促进听力水平的提高。) T: OK, let's come to 2. First, go through the sentences in 2. Then listen to the tape and mark True (T) or False (F). (听完2录音后。)

T: Now, tell me your answers.

Ss: …

(如果部分学生没听懂,教师应把听力原文用幻灯片显示出来,让学生朗读、熟读,培养语感。)

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

进一步掌握有关服饰及质地的词。巩固结果状语从句。

1. (让学生调查班内五名学生最喜欢的服饰和服装的质地,填入下列表格中。)

T: Make a survey about five of your classmates' favorite clothes and the materials of their clothes. Then fill out the form. Name Clothes Materials

2. Homework:

(用so …, so … that … 和 … so that … 造句。至少5个。)

Use"so …","so … that …"and "… so that …"to make sentences. At least five sentences.

Ⅳ. 疑点探究

afford v. "买得起,(有时间)做,能做"。通常与can, could或be able to 连用,尤用于

否定句和疑问句。如:Can we afford a new car?

affordable adj. 如:affordable prices/housing付得起的价格,买得起的住宅

八年级英语下册Unit 8 Topic 1教学案例3

Section C needs 1 period. Section C需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Aims and demands目标要求

1. Learn some new words and phrases:

depend on, glove, nearly, northern, Australian, according to, catch one's eye, sliver, iron

2. Go on learning the structure of"so…that…".

The T-shirt is so bright that Kangkang looks lively.

3. Learn the dressing culture in North America.

4. Be able to read the instruction tag on the clothes.

100% cotton Made of 100% cotton

Ⅱ. Teaching aids 教具

一些准备好的服装/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 10分钟)

复习有关服饰的名词。呈现1a生词。

1. (教师在袋子里放上几件特殊的衣服,让学生猜,复习上节课的内容。)

T: Boys and girls, I'm very happy today, because I have brought you many special clothes in this bag. We can play a guessing game. I am sure you will like it.

(教师拿着装衣服的袋子走到学生面前让学生用手摸一下并猜测是什么衣服及用什么做的。学生只许触摸不许看。教师视学生的猜测做相应的回答。)

T: Let me tell you how to play the game. I'll ask some of you to put your hands into the bag, touch the clothes and tell me what it is and what it's made of. You can make a guess by asking questions, like"Is it a cotton coat?"

S1: Is it a silk scarf ?

T: No. You can take it out.

S1: Oh, it's a silk skirt.

(教师肯定他/她的回答后,把这件衣服拿出来。教师可把袋子拿到下一名学生旁边。)

T: You can also have a try.

(学生感觉质地并问。)

S2: OK. Are they cotton pants?

T: Yes. They are cotton pants. Thank you. Please sit down.

(教师回答后,把这条裤子拿出来。)

…

(继续下面的游戏,让学生自如地运用所学知识,并把拿出的衣服依次放于讲桌上。)

2. (导入新词汇和新课。)

T: Wow, there are so many beautiful clothes on the desk. Which of them do we wear on special days and which ones do we wear on common days? Do you know?

Ss: Yes, of course.

(请一学生上来分类,把在正式场合穿的衣服放左边,其余的放右边。如果学生分好了可表扬,没分好可请其他人帮忙。)

T: OK. I'll ask one student to come here and do it for us. And you must put the clothes which we wear on special days on the left and the clothes which we wear on common days on the right.

(一分钟之后。)

T: Is it right? Any other ideas? Anyone else? Good, you please.

(学生把服装分好了之后。)

T: That's right. As for me, I prefer to dress formally. What about you?

(板书)

formal -- formally

informal -- informally

(对板书的四个词解释并让学生跟读。)

Example:

T: Do you prefer to dress formally or informally?

S3: I prefer to dress formally.

S4: I prefer to dress informally.

…

(教师询问学生平时穿的衣服和特殊日子穿的衣服。)

T: What do you usually wear at school?

S5: I usually wear shirt.

S6: I usually wear T-shirt.

…

T: What do you wear on special days?

S7: At Christmas, I wear Santa Claus hat.

S8: In Spring Festival, I wear new clothes.

…

T: Oh, I see. What you wear depends on what you like.

(板书画线部分,并注音标和释义,让学生跟读。)

What you wear depends on what you like.

/dI5pend/ v. 依赖,依靠,取决于

T: Can you make sentences using"depend on"?

(让学生造句熟悉depend on的运用,为下面更好地理解文章内容作铺垫。让学生尽可能多地造句,既扩展了学生的思维,也活跃了课堂气氛。)

T: You made so many sentences. I'll also make a sentence for you. Sometimes what people wear depends on festivals. In some areas women must wear red coats during Spring Festival. It's a custom. Would you like to know what North American people wear on special days?

Ss: Yes, we'd love to.

T: OK, we'll learn it today. Please open your books on page 81.

(自然导入下一步。)

Step 2 Presentation 第二步 呈现(时间: 15分钟)

呈现1a, 完成1b。

1. (让学生快速阅读1a, 找到下面两个问题的答案并根据课后词汇表, 自学生词: dislike,

boot, northern, Australian, 培养学生自学能力。)

T: Now read the whole passage as quickly as you can and try to find out the answers to the questions on the blackboard. You can look up the new words in your word list.

(板书)

What do North American people wear on special days?

What do Chinese people wear in northern China in winter?

(几分钟后,请找出答案的学生回答问题。)

T: Oh, good, boys and girls. Please answer the first question.

S1: There are very few formal days. What people wear depends on their likes and dislikes.

T: Really smart! What about the next one? You, please.

S2: Chinese people usually wear coats, gloves, boots, hats and so on in winter.

T: Well done!

(由于这是一篇阅读课文,一开始,教师让学生带着问题读,有利于培养学生快速阅读并摄取有效信息的能力。)

2. (听1a录音并跟读,完成1b。通过阅读、跟读以及练习可使学生进一步熟悉语言材料,强化感性认识。)

T: Boys and girls, read after the tape, get more information about the passage and finish 1b.

(学生做完1b后核对答案,可进行抢答。)

T: Most of you have finished 1b. Let's check the answers. Now, I'd like to divide the class into two parts, Group A and Group B. Anyone in either group can stand up and answer the questions. Then we will see which group offers more correct answers. Let's go! The first one , is it right? S3, please.

S3: No. It's wrong.

T: How to correct it?

S3: There are very few formal days in North America.

T: Quite right. Please sit down. Next one? S4, please.

S4: The sentence is wrong. Because there isn't Spring Festival in Canada or the United States.

T: Yes, well done!

…

(以此类推,核对下列三题。)

(教师给予评价。)

Example:

T: Group A did a good job. Group B did better. Because … I hope …

3. (学生再自读一遍1a并找出关键词或词组。)

T: All of you have done a very good job. Well, boys and girls, read 1a again and try to find out the key words and phrases in this passage.

(学生查找完关键词与词组后,要求他们讲述出来,教师核查并板书于黑板上,讲解部分生词与重难点。)

North Americans dress - on special days - few formal days - depends on their likes and dislikes - paper party hats - Canadian people - wear - the same in northern China - generally - in Canada and the United States - the same style of dressing - South American - the same way - Australians

Step 3 Consolidation 第三步 巩固(时间: 5分钟)

巩固1a。

1. (让学生看着关键词与词组,试着复述课文。)

T: I think you all understand the passage well, and then try to retell the passage according to the key words on the blackboard. I'll give you two minutes to prepare.

(学生在积极准备中。)

T: Time is up. Any volunteers? Come to the front and retell the passage to us.

(让学生到前面复述课文。及时鼓励学生,增强学习信心。)

T: I'm pleased with your spoken English. Now we all know what North American people wear.

2. (让学生讨论1a问题。)

T: Kangkang and his classmates bought many nice clothes to make them look handsome for the fashion show next Monday. Most of us also want to look handsome. So we often buy nice clothes. Now please discuss the two pre-reading questions in 1a.

Step 4 Practice 第四步 练习(时间: 10分钟)

练习2,完成3。

1. (双人活动。让学生仿照2中例子,编对话。完成2。)

T: Please look at the pictures in 2. Here is the fashion show in the classroom on Monday. Work in pairs to make similar dialogs according to the example. You have two minutes to prepare for it.

(让学生思考2分钟。)

(表演对话。)

T: Stop here, please! I'd like some pairs to come to the front and act out the dialog. Any volunteers?

T: OK, you two ! Go!

(教师进行评价。)

T: You did so well that I was very happy. Thank you.

(板书画线部分并解释"so … that …"。)

so … that … 如此……以至于……

T: Please use"so … that …"to make more sentences.

Example:

The shoes are so expensive that I can't afford them.

He got up so early that he could catch the first bus.

2. (听录音,完成3。)

T: Great! I think most of your mothers like shopping. Kangkang's mother likes it, too. Let's learn something about Kangkang's mother. Go to 3 on page 82 together. Please look at the picture, and answer my question,"Did Kangkang's mother buy many things?"

Ss: Yes. There are many bags in her hands.

T: So listen to 3 and find out what she bought.

(可让学生听三遍,第一遍整体理解课文,第二遍填入答案,第三遍核对答案,最后教师核对答案。)

T: Do it like this. First, listen. Second, listen and fill in the blanks. Then, check the answers by yourselves. At last, let's check the answers together. Do you understand? Go!

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

完成练习4。进一步巩固有关服装及质地的词。

1. (以游戏的形式完成4。)

T: We will play a game. I'll ask some of you to describe your classmates' clothes. The classmate who you are talking about should try to explain the instruction tag on clothes like 4.

(如果被描述到的学生能够很好地理解4的内容,示意全班学生给予热烈的掌声鼓励。)

2. (让学生调查其家庭成员最喜爱的衣服并填表。)

T: Make a survey about your family's favorite clothes and fill out the form below.

Member Favorite Clothes Materials

My grandfather

My grandmother

My father

My mother

My sister

2. Homework:

(根据上表写一篇短文。)

Ⅳ. 疑点探究

Dislike: n. dislike (of / for / sb. / sth.) 不喜爱,厌恶,反感。

e.g. He did not try to hide his dislike of his boss.

常用复数dislikes表示"不喜欢的事物,讨厌的事物"

八年级英语下册Unit 8 Topic 1教学案例4

Section D needs 1 period. Section D 需用1课时。

The main activities are 1a, 3 and 4. 本课重点活动是1a, 3和4。

Ⅰ. Aims and demands目标要求

1. Learn a new word and a sentence:

society

You are what you wear.

2. Review the usages of "so …", "so … that …" and "… so that …".

I liked it so much that my father bought it for me.

My old coats are so short that I want to buy some new ones.

People started to wear clothes so that they could protect themselves from the sun, wind, rain

and cold.

3. Learn some information about clothes.

It's said that the first types of clothes were made of animal skins.

Ⅱ. Teaching aids 教具

一块大布料(用于遮挡)/纸剪的楼梯模型(用于贴在黑板上)/四个纸剪的小人像(代表班里的四个组)/学生准备好的服饰/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 13分钟)

复习有关服饰的表达,完成2b。导入1a。

1. (让学生报告上节课的调查结果。)

T: Boys and girls, I want to know the results of your surveys. Would you like to share with us?

(学生举手。)

Ss: Yes.

T: Great! S1, please.

S1: I interviewed six family members. My father's favorite overcoat is dark blue. It's made of cotton …

T: Wonderful! I'm pleased with your description. Anyone else?

(继续安排其他学生报告调查结果。)

2. (小组竞赛,将全班分成四组,看一看哪一组在两分钟内说出有关衣服的句型和词组最多。要求学生回忆归纳本话题所学过的句型和词组。)

T: Well done! I believe you have got the main points of this topic. Right?

Ss: Yes!

T: So let's have a competition. You can say the sentences about clothes as many as possible in two minutes. Understand? (教师在讲此话时,板书G1, G2, G3, G4, 并把纸剪的楼梯模型贴于黑板上。)

G1 G2 G3 G4

Ss: Yes.

(要求学生不看书,来检查其掌握的程度,同时鼓励学生大胆开口说英语。讲述过程中不允许重复别人说过的句子,每说一句跟本单元话题有关的话即可为其所在组赢得分数。)

T: Please say the sentences that we have learnt without looking at books, but what you say should be different from others'! I'll see how many points you can get. Are you ready?

Ss: Yes.

T: Go!

S2: It is made of natural materials.

S3: I can't buy the silk blouse.

S4: What a nice coat!

S5: I want to buy a leather jacket.

…

T: Time is up. Let's see which group is the winner.

(看黑板上分数情况。)

G1 G2 G3 G4

正 正 正 正

正 正

正

T: Oh, Group 2 got sixteen points. So they are the winners. Congratulations! Give them a big round of applause!

(学生热烈鼓掌,更加活跃了课堂气氛。同时按得分情况把代表第2组的小人像放在第四台阶,同时根据实际情况将另外三个小人像分别放在另外三个组相应的台阶上,但不要忘记鼓励落后者。)

T: Don't worry, Group 4, and there will be some other good chances for you. Work harder!

G4: OK!

T: Well! Let's sum up what you said just now.

3. (教师与学生一起回忆并板书归纳本单元重点句型与词组,尽量呈现Section D, 2b内容。完成2b。)

T: Let's read the sentences in 2b together.

Ss: …

T: Great! Then I'll give you a surprise. You eight, please come here.

(教师示意事先安排好的8名学生穿上准备好的服饰到讲台前,模仿模特,走一圈后排队站好。)

T: Boys and girls, please look at them carefully.

(学生观察好后,叫两名学生用一块大布把这8名学生衣服遮住,只露出脖子以上部位。)

T: Don't be surprised! What you should do is to describe their clothes and get points for your

group.

(教室前面八名学生中的任意一名学生的服装被描述对了,这名学生就可从队里出来,回到座位上。描述者就可赢得分数,这样既可活跃课堂气氛,又可培养学生的竞争与合作意识,同时也引出了新词汇与句型。)

(板书,解释并让学生跟读。)

uniform, kimono, sportswear

T: Is that interesting?

Ss: Yes.

T: Do you know what the first types of clothes were made of?

Ss: Sorry, we don't know.

T: OK. It's said that many years ago the first types of clothes were made of animal skins.

(板书"It's said that …", 并解释。)

It's said that …

T: Do you know why we wear clothes? OK, you can discuss it with your partner.

(让学生讨论一分钟左右。)

T: Boys and girls, if you want to know some more information, please open your books on page 83. Look at 1a. (导入新课。)

Step 2 Presentation 第二步 呈现(时间: 12分钟)

呈现本课1a,完成1b。

1. (学生自读1a,教师板书问题。)

T: We can know what kind of materials the clothes are made of from the instruction tag. Now read the passage in 1a and answer the following questions:

(1) What were the first type of clothes made of ?

(2) Why did people wear clothes?

(3) How do you understand"You are what you wear."?

2. (鼓励全班学生大声整齐地读文章, 学生阅读完1a,核对问题的答案并完成1b。在核对过程中,如果有错及时予以纠正。) T: Now you read 1a aloud together. Then finish 1b.

T: Now, let's check the answers in 1b. The first one, is it right?

Ss: No. It's wrong.

T: How to correct it?

Ss: The first types of clothes were made of animal skins.

T: Yes. You are so clever.

3. (听1a录音并跟读。给学生讲解一些语言点,并板书关键词和句子。)

T: Let's follow the tape and go through the passage again. This time we should find out the key words and sentences. (板书)

It is said that--be made of--so that--today--more than--tell--yellow or pink clothes--lively and easy-going--you are what you wear

Step 3 Consolidation 第三步 巩固(时间: 5分钟)

进一步巩固课文1a,完成2a。

1. (让学生以游戏的方式复述课文。)

T: Very good. Every student is so excellent. Now, please read 1a as carefully as you can and try to remember it. Later, we will play a game to retell the text.

(活动说明: 把关键词按在文中出现的顺序分成三块,写在纸条上并标上序号;然后以接龙的方式复述课文主要内容。操作方式如下: 教师以击鼓传花的方式来选取三名学生,让学生参看纸条内容按顺序复述课文。该活动可重复,让每名学生都有机会参与。)

T: Stop here, boys and girls. I would like to choose three students to retell the passage. Every student will have a note with key words and a number. Do you understand?

Ss: Yes.

T: I hit the table. When I stop, the student holding this book will be given a note to retell part of the passage. Go! S1 S2 S3: …

S4 S5 S6: …

T: OK, stop here. Let's retell the text together.

Ss: …

2. (让学生朗读2a的句型。理解"so … / so … that … / so that …"的用法,并在本话题中找出类似的句子。)

T: Let's read the sentences in 2a and find out similar sentences in this topic.

Step 4 Practice 第四步 练习(时间: 9分钟)

进一步巩固练习2a。

1. (让学生完成2a。)

T: I'm pleased with your job. I'm sure you can do better next. Let's look at the sentences in 2a again. Do you have any problems about the sentences?

Ss: No.

T: Then let's read it together.

(全班齐读2a。)

Ss: …

2. (让学生用"so …","so … that …"或"so that …"造句。)

(把班级分成四组进行。讨论后比赛,发挥组员合作精神。所造句子不能重复,可叫一名学生计时,教师计分。学生讨论过程中,教师可到学生中帮助学习有困难的小组。)

T: Please make sentences using"so …","so … that …"or"so that …". You should work in groups, and I'll see which group can make the most sentences in one minute. First, discuss in groups. Begin!

(讨论之后,让学生造句子。)

T: Stop here. Let's begin. Which group will try first?

T: Group A, S1, please.

S1: The house is so expensive that I can't buy it.

S2: I'm very tired, so I want to have a good sleep.

S3: I want to make more money so that I can buy a MP4.

…

T: I'm sorry there is no time for us to do it. Let's see which group is the best.

(看黑板上的分数情况,并进行综合性评价。)

T: Oh, Group 4 got fifteen points. So they are the winners. Give them a big round of applause! The other groups, work harder next time.

Step 5 Project 第五步 综合探究活动(时间: 6分钟)

完成3和4。

1. (完成4。)

T: Please finish 4.

(三分钟左右,让三名学生向全班汇报调查结果。)

T: Now, time is up. It's time for you to give a report to the whole class. I'll ask three students to do it. Do you understand? Ss: Yes.

T: S1, please.

S1: …

…

2. Homework:

(完成3。观察3中图片,然后描述她的衣服。)

Look at the picture and describe the girl's clothes.

Useful sentences:

(1) Who is she?

(2) What color / size / materials … are her clothes?

(3) What do you think of them?