仁爱版英语八年级下册教案：Unit 7 Topic 1 Section B
仁爱版八年级英语下册教案：Unit7 Topic1 SectionB教案
基于“课程标准、中招视野、两类结构”Unit7 Topic1 SectionB 教案设计（新授课）制作人：张庄二中主备人：崔方方一、学习目标确定的依据：1、课程标准相关要求:《英语课程标准》（2011年版）要求学生能够会读会写知汉意的单词和短语•单词：western, Indian, curry, African,Russian, address短语：1、have a sweet tooth2、such as3、what’s more4、be sure that5、plan to do语法：（1）会用that引导的宾语从句2、教材分析：本节课为该话题的第一节课，建议用2课时,主要学习that引导的宾语从句。
3、中招考点：that引导的宾语从句4、学情分析：学生英语学科基础较差，部分学生学习兴趣不是很足，鉴于这一点，上课前应当充分备足课，知识点应让学生在掌握的基础之上还要多加练习，努力提高学生的学习兴趣。
二、学习目标• 1.会读，会写P57-58页的生词• 2.熟读1a并会运用1a中的知识点• 3.进一步学习that引导的宾语从句三、评价任务1、针对目标1，通过学习p57-58的生词，让学生并能熟练说出、写出P57-58的生词，并能进行英汉互译。
2、针对目标2，通过熟读1a，能够说出1a的知识点，能够熟练做题。
3、针对目标3，通过举一些例句，让学生能够熟练运用that引导的宾语从句。
四、教学过程教学活动评价要点要点归纳学习目标目标1：学习并能说出、写出P57-58的生词，并能进行英汉互译自学指导11、自学内容：课本P57-58的生词及短语。
2、自学方法：同桌互相正音，提问。
3、自学时间：10分钟4、自学要求：正确进行英汉互译及熟练运用学生看书自学，教师巡视辅导。
自学检测1英译汉：1.西方的2.希腊的3.印度人的4.咖喱食品5.油炸的6.寿司7.意大利人的8.非洲的9.俄国的10.住址，地址根据句意及首字母提示，完成下列句子。
仁爱版八年级英语下册课件：Unit 7 Topic 1 Section B
自学指导2
1.自学内容：课本57页1a 2.自学方法：听录音和扫读。 3.自学时间：5分钟 4.自学要求：听1a，完成1b
1b
Jane,Michael,Kangkang and Maria are talking about what they would like to cook for the food ______festival .Michael would like to prepare some _______food,such as American western chocolate _______ cookies and Greek cheese_____. pies Jane plans cook to______Indian curries. Kangkang is sure that Chinese
A（
1.Some new words: western,Indian,Italian,African,Russian, curry,fried,sushi, address 2.Object clauses: I think beef curry is OK. I believe we’ll raise a lot of money for Free the Children.
Unit 7 Food Festival
Section
BHale Waihona Puke 学习目标• 1.会读，会写P57-58页的生词 • 2.熟读1a并会运用1a中的知识点 • 3.进一步学习that引导的宾语从 句并会运用
自学指导1
• 1.自学内容：课本57-58页的生词。 • 2.自学方法：先根据音标试读，同 桌互相正音。 • 3.自学时间：6分钟 • 4.自学要求：会读，知道其汉语意 思。
仁爱版英语8年级下册 Unit7_Topic1_SectionB精品教案
仁爱版英语八下Unit 7 Topic 1 Section B 精品教学设计Ⅰ. Material analysis本节课建议用1课时完成。
主要活动为Section B的1a和2。
本课通过Kangkang, Michael, Maria和Jane 谈论为“国际美食节”做准备的话题，继续学习that 引导的宾语从句，复习发出和接受邀请的功能用语，了解不同国家的代表性食物，并通过网上聊天继续了解Craig Kielburger的情况。
鼓励学生积极参与有益的课外实践活动，乐于接触并了解异国的美食文化，培养关心他人，乐于助人的态度。
Ⅱ. Teaching aimsKnowledge aims：1. 学生能区分元音音素/ au/和/Λ/, 并能正确拼读单词。
2. 学生能在朗读句子时正确处理重读和弱读。
3. 学生能正确掌握有关各国美食的词。
4. 学生能进一步运用宾语从句进行交流。
Skill aims：1. 能听懂有关谈论各国美食的对话和邀请他人参加美食节的对话。
2. 能引出有关各国美食的话题并进行几个回合的交谈。
3. 能从所给语言材料中找出有关信息，并理解大意。
4. 能写出简单的有关各国美食的短文。
Emotional aims：学习积极参与有益的课外实践活动，乐于接触并了解异国的美食文化，关心他人，乐于助人。
Ⅲ. The key points and difficult pointsKey points：1. 谈论各国有代表性的美食。
2. 进一步掌握宾语从句的用法。
Difficult points：运用有代表性的美食词汇，写出关于小组成员对各国美食喜好的短文。
Ⅳ. Learning strategies1. 学生能在朗读句子时注意结构词通常不需要重读。
2. 在学习有关国家名字和各国人的相关词汇时，注意发现语言的规律并能运用规律举一反三。
Ⅴ. Teaching aidsComputer multimedia projector, the pictures of some typical foods of different countries, thepictures of the flag of different countries, the pictures of Craig Kielburger.Ⅵ. Teaching proceduresⅦ. Blackboard design。
仁爱版八年级英语下册优秀教学案例：Unit7Topic1SectionB
3.学生通过听力活动，提高听力理解能力，培养获取和处理信息的能力。
4.学生通过完成练习题，巩固所学知识，提高自主学习和解决问题的能力。
（三）情感态度与价值观
1.学生能够认识到环境保护的重要性，提高环保意识。
2.学生能够理解每个人都应该为环境保护做出努力，培养社会责任感。
5.教学目标的全面培养：本节课的教学目标涵盖了知识与技能、过程与方法、情感态度与价值观三个部分。通过本节课的学习，学生不仅能够掌握关于环境保护的词汇和表达方式，提高环保意识，还能够培养积极参与环保行动的积极性，提高综合素质。
作为一名特级教师，我深知教学案例亮点的重要性。在本节课中，我注重了情景的创设，问题导向的探究，小组合作的实践，反思与评价的总结，以及教学目标的全面培养。这些亮点不仅使得学生能够在轻松愉快的氛围中学习，还能够培养他们的思考能力、交际能力和创新能力，为他们的全面发展奠定基础。
2.引导学生通过观察、实验、讨论等方法，分析问题，寻找解决方案，提高问题解决能力。
3.鼓励学生提出自己的观点和疑问，充分尊重他们的思维个性，培养创新思维能力。
（三）小组合作
1.组织学生进行小组讨论、角色扮演等活动，培养团队协作能力和沟通能力。
2.分配不同层次的任务，让每个学生在小组合作中都能发挥自己的优势，提高自尊心和自信心。
在教学过程中，我以多媒体课件和实际生活场景为辅助，引导学生通过观察、思考和讨论，深入理解课文内容，并能够运用所学知识进行实际情境的交际。同时，我还设计了一系列互动活动，激发学生的学习兴趣，提高他们的参与度和积极性。
二、教学目标
（一）知识与技能
1.学生能够掌握关于环境保护的词汇和表达方式，如：pollution, recycle, protect the environment等。
仁爱科普版英语八年级下学期Unit 7 Topic1 Section B 教案
八年级英语科目课堂教学设计课题Unit 7 Topic 1 Section B时间教师二次备课教材内容/学情本课是为仁爱英语八年级下册Unit 7 Topic 1 Section B编写的教学课件。
这是第七单元第一话题的第二课时。
本课内容较多，训练量较大。
在了解其他国家特色食物名称的基础上，学会表达邀请，表示惋惜，并了解宾语从句的基本构成。
SectionA-2与SectionB-1c分别练习that引导的宾语从句的一般疑问句和特殊疑问句，句型较简单易学，所以将两部分结合在一起。
首先完成SectionB-1c新词汇的学习，同时操练that引导的宾语从句的特殊疑问句，然后将两部分的素材结合在一起操练that引导的宾语从句的一般疑问句。
目的是简化任务，同时为接下来的学习扫清词汇方面的障碍。
学习目标：1.能正确听说读有关各国美食的单词：western, Greek, Indian, curry, fried, sushi, Italian, African,Russian, address. 能根据图文就“美食节”举办筹划，食物准备，食物和所属国家搭配跟同学进行口语交流2. 掌握that引导的宾语从句一般疑问句和特殊疑问句及其答语。
①—Do you think…?—Yes, I think so. / No, I don’t think so.②—Where do you think that…?—I think (that)…3.能在单词中区别的发音。
教学重难点1. Key points:（1）讨论食物准备相关话题。
（2）掌握that引导的宾语从句的一般疑问句和特殊疑问句。
2. Difficult points：利用宾语从句的特殊疑问句讨论食物和所属国家搭配的话题。
教学过程设计复习导入——What are three students going to do?What will the food festival be like ? Can you imagine ?What will children prepare for the food festival ?呈现——①师生谈话引出1a的新句型及新单词，学习相关国家特色食品名称。
仁爱版八年级英语下册Unit7Topic1SectionB优质PPT课件
I plan / decide / want to cook … What about you? A: I plan to cook … …
Internet to get more information about him.
2 Listen and fill in the blanks.Then practice with your partner,
paying attention to the pronunciation and intonation.
Chinese
South Africa South Arican
Japan Japanese
America
American
India Indian
Russia
Russian
Italy Italian
Greece
Greek
Suppose you and your friends are chatting about preparing for the food festival on QQ. Make a conversation about it. You may begin like this:
Unit 7 Food Festival
Section B
Do you remember what KMaicnhgakealnwgiwll idllodfoorfotrhethfeoofodofdesfteisvtaivl?al?
仁爱版英语八年级下册Unit7_Topic1_SectionB_课件
Thank you very much. Kangkang 19:49:15
It’s a pleasure. Well, we are _p_r_e_p_a_r_i_n_g_ for a food festival. May I __i_n_v_i_t_e__ you to our food festival?
Project
Suppose you and your friends are chatting about preparing for the food festival on QQ. Make a conversation about it. You may begin like this:
A: Will you come to the food festival? B: Yes. A: What will you cook?/What would you like to cook? B: I think I will prepare...
Language points
1. have a sweet tooth = like eating sweet food
意为“喜欢吃甜食”
知
2. What’s more 而且/还有
识
3. I’m sure that... 我确信……
总
例：
结
I’m sure that he will come here. 我确信他会来的。
down—done found—fund
town—ton ground—grunt
found money enough houses
town’s fund touch ground
说课稿(仁爱英语八年级下册U7T1SB)
说课稿仁爱英语八下Unit 7, Topic 1, Section B胡萍It’s my great honor to stand here and present my lesson to you. The lesson I present today is from the second section of Topic 3, Unit 6 Bicycle riding is good exercise. It’s in the second book for grade 8, published by Popular Science Press. Now I will share my teaching plan with you from the following six aspects: the analysis of teaching materials, the analysis of students, teaching method, learning method, teaching procedure, and blackboard layout. Now, I will begin with the analysis of teaching materials.Part One Analysis of Teaching MaterialsFirstly, let me analyze the status and functions of this section.First, Status and FunctionsThe main activities of this section is 1a and 2a.This section starts with a discussion between Kangkang and Michael about a serious traffic accident, and as bicycle riders, what we should do to prevent traffic accidents from happening. And the whole section continues to talk about the topic of traffic safety. Also, this section furthers the study of adverbial clauses of condition. So we can see that this section serve as a bridge of the whole topic not only in terms of the theme, but also grammatically. By learning this part, ss will be able to cultivate a strong awareness of traffic safety.Therefore, it is of great importance of master this part.Secondly, I will talk about the teaching aims, namely the three dimensional objectives. Second, Teaching Aims and Demands1.Knowledge Objectives:(1)Ss will learn about the expression of traffic rules.(2)Ss will understand the usage of adverbial clauses of condition better.(3)Ss will be able to judge the focus of a sentence by listening to the stress.2.Ability objectives:Ss will be able to understand conversation about traffic rules and to talk about such topic.Ss will be able to read and write about traffic rules using if sentences.My teaching procedure is designed to improve students’abilities of listening, speaking, reading and writing.3.Emotional objectives:Ss will learn to obey the traffic rules, and pay more attention to traffic safety after learning this section.Third, on account of the above analyses, the Key points and Difficult points:Key points: 1.the expression of traffic rules using if sentences.Difficult point: the tense of adverbial clauses of conditionsPart Two The analysis of studentsNow, let’s move on to the second part of my presentation. Since students are the center of modern class, an analysis of them is necessary.1.The students of Grade 8 have learned English for a few years, they have accumulated somewords and expressions. But many of them are too shy to speak english in public. As a result, they are relatively weak in english speaking and listening.2.Students of this age have very active mind, so they can still be easily distracted. On the otherhand, they can be extremely creative.3.In Chinese big size class, differences exist among students. That is, their different levels ofenglish, personalities and interests.Therefore, all of these will be taken into consideration in my class. More encouragement will be given to build up their confidence in speaking english. Diverse and interesting activities will be arranged to catch their attention while catering to the needs of different students.Part Three Teaching methodsBased on the analyses of teaching materials and students, I will mainly adopt two teaching methods:1.task-based Language Teaching method: by applying TBLT, I will make ss the main doers ofclassroom activities, which will help to cultivate their learning autonomy. Tasks can help them to focus, and enables every student to participate and find out what they can do. It will build up ss’ confidence in learning English.2.situational teaching method: with this method, scenes close to real life will be created tohelp the ss feel and understand the language better.Besides, I will use multimedia and a variety of classroom activities to activate the classroom atmosphere.Part Four Learning MethodsNow, I will talk about ss’ learning methods. Eight graders have already formed their own views on everything; they want to know more than what’s written on the book. So we should provide them with a more open and interactive learning atmosphere. And let them take the initiative in study. In my class, I will direct my ss to1.Study autonomously and independently. They should make full preparation for a lesson bypreviewing it or doing some research. During class, they are supposed to find out the mainlanguage points by themselves. And at the end of the class they will be asked to make a summary.2.Learn in groups. Discussions and brainstorming will be employed for the ss to learn englishcooperatively, which will help to bring out their potential and develop their team spirit.During discussion, I will walk around to give aid when necessary.Next is the most important part: teaching procedures. I will finish this lesson in six steps.Part Five Teaching ProceduresStep 1 Lead-in with a picturePresent a picture of a traffic accident.Ask ss to discuss a topic：Have you seen or experience any bicycle accidents before, if yes, please describe it.PPT：If we______________________, we may have a bicycle accident.Ask ss to summarize the cause of the accident using the sentences of adverbial cause of condition.（this step will draw ss’ attention to the topic of this part, and will get ss to think over the causes of bicycle riding, and prepares them to the study of 1a. moreover, the grammar of adverbial clauses of condition is reviewed）Step 2 Listening1.Guess the main idea of 1a after listeningplete the sentences of 1b after second listening3.Follow the tape sentence by sentence4. ss discuss to find out the key and difficult points(guessing the main idea of 1a by looking at the picture will help to inspire ss’enthusiasm of learning the new dialogue. Second listening help to train ss’ability of listening for the detail. Reading sentence by sentence is important for ss to get more familiar with the dialogue, and finding out the main language point by themselves can cultivate ss’ learning autonomy.)Step 3 consolidation1. Use If-clause to write about the consequences of breaking traffic rules according to the pictures and hints in 2a.ss will be asked to imitate the example sentence, and pay attention to the tense of main clause and the subordinate clause: that is when we apply simple future tense in the main clause, simple future tense should be applied in the subordinate clause. (主将从现)（this task will help ss to fully understand the difficult part of adverbial clause of condition. The exercise is also beneficial for the ss in that it continues to talk about the importance of traffic safety.）2 . finish 2bpresent the sentences in ppt：If you ride at night, what should you do?If you ride on the street, what should you wear?……After ss give their answer, I will let them finish exercise 2b, to match two parts of sentences to make more traffic rules. ( this task also benefit the ss in the study of if sentence and in learning more about traffic rules.)Step 4 learning about stress of a sentenceTeacher set an example:My parents bought me a nice bike yesterday.My parents bought me a nice bike yesterday.Ask different groups of ss to read with stress on different places.Step 5 practise with a gameIf chain game. One s makes up a sentence with if, the next student says an if sentence starting with the first sentence’s result.Step 6 Summary and homeworkHomework：1.research online to find out more about traffic rules and write 5 more traffic rules using if sentences.2.Review and previewPart Six Blackboard LayoutUnit 6 Topic 3 Section BBicycle riding is good exercise.Main language points:1．when riding=when we are riding2. why don’t we/why not3. get a fine4. if we ride at night, we should…(writing the main points on the blackboard helps ss to betterunderstand the lesson, and it’s easier for them to remember the main points at the end of the class)。
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Section BSection B needs 1 period. Section B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. (1)Learn about the food in different countries:American chocolate cookies, Greek cheese pies, Indian curries, Chinese fried rice, Japanese sushi, Italian pizza, South African beef curry, Russian black bread(2)Learn other new words:western, Indian, Russian, pity(3)Learn some new expressions:That’s good enough.Wonderful!What’s more, …It’s a great pity!2. Go on learning object clauses:I think beef curry is OK.I believe we’ll raise a lot of money for Daniel Igali.3. Social communications:Invitation:May I invite you to our food festival?Ⅱ.Teaching aids 教具录音机/图片(食物)/国旗图片(本课中出现的国家: 美国、印度、中国、意大利、俄罗斯、日本、南非、希腊) /幻灯片(或小黑板)Ⅲ.Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间: 5分钟)通过Section A的对话，导入2。
1. (师生快速问答，复习Section A，并导入2。
)T: What will Maria do for the food festival?S1: She will turn to her teachers.T: Very good. What will Michael do for the food festiva l?S2: He will make a poster.T: Good job. Then what about Kangkang, do you remember?S3: Yes. He’ll chat with Daniel on QQ to get more information about him.T: Excellent! Then do you want to know what Kangkang and Daniel will talk about on QQ?Please listen to the tape in 2 and answer the questions on the blackboard.(板书)(1) What are Kangkang’s classmates going to do for Daniel Igali?(2) Is Daniel coming to their food festival?(3) How does Kangkang feel when he knows Daniel won’t come to their food festival?2. (通过回答问题，引导学生复习表示邀请的句式，从而导入拒绝别人邀请时的答句，并板书。
)(板书2的目标语言。
教学并让学生掌握pity。
)—May I invite you to our food festival?—I’d love to, but I’m sorry I can’t, because I have no time these days.—It’s a great pity, but never mind.(导入Section B的2。
)Step 2 Presentation 第二步呈现(时间: 15分钟)呈现本课2和1a。
1. (听2录音，并跟读，让学生找出他们不理解的句子，教师板书并讲解。
)T: Listen to 2 and follow it. Then find out the sentences you don’t understand.(板书关键句子。
并让学生了解生词Nigerian。
)I know you want to build a new school for your village.So my friends and I decided to help you raise some money.We are preparing for a food festival.It’s a great pity!2. (由2的谈话内容，引出对食物名称的复习，从而呈现1a的新单词。
)T: Through the conversation in 2, we knew the children were preparing for the food festival and Daniel gave Kangkang some information about him. Then Michael could make a poster for the festival. Besides a poster, they should also prepare some food. What food do you think they will prepare for it?(学生说出一些食物名称。
)S4: Rice.S5: Dumplings.S6: Cheese pies.S7: Biscuits.T: V ery good. Cheese pies and biscuits are sweet. Some people may have a sweet tooth. I think they like to buy some western sweet food. Such as American chocolate cookies and Greek cheese pies.(呈现western food, American chocolate cookies, Greek cheese pies的图片，并教学生读音。
) T: Do you want to know other foreign food? OK, let’s look at some other pictures.(呈现Indian curries, Japanese sushi, South African beef curry, Russian black bread等食物的图片，并将食物名称写在黑板上，操练几次读音。
要求学生掌握：western, Indian, Russian；理解：cookie, Greek, fried, Italian, African；了解：curry, sushi, pizza。
)western food: American chocolate cookies, Greek cheese pies, Italian pizza; South African beef curry, Indian curries, Russian black bread, Chinese fried rice, Japanese sushi(教师举着食物的图片，让学生看黑板上的名称并重点领读画线单词。
)T: Read after me and pay attention to the new words.(学生用图片快速复习所学食物的名称，提示并引出I think beef curry is OK.)T: Now please review the names of food learned today as quickly as possible.(方案一：学生用图片与黑板上的单词匹配，学生问答。
)(方案二：师生问答。
)Example:S/T: What do you prefer, beef curry or dumplings?S8: I prefer beef curry. I think beef curry is OK.T: Wonderful! And what do you think of Chinese fried rice and dumplings?S 9: I think they are easy t o cook. What ’s more, I ’m sure they will be popular.S 10: …T: Well done/Pretty well! (鼓励发言好的学生。
)T: We have prepared many kinds of food for the food festival. That ’s good enough. I believewe ’ll raise a lot of money for Daniel Igali. (将画线词句呈现在黑板上，并讲解。
)have a sweet tooth.I think beef curry is OK.Wonderful!What ’s more.That ’s good enough.I believe we ’ll raise a lot of money for Daniel Igali.T: Read these sentences together and find out the object clauses.(简单复习宾语从句，鼓励学生说出一些宾语从句的句子。
)Ss: The second one and the sixth one are object clauses.T: Good! Can you make a sentence like them?S 10:Yes. I think that …S 11:I believe that …(导入下一步。
)Step 3 Consolidation 第三步 巩固(时间: 10分钟)巩固1a 。
1. (听1a 录音，回答问题。
)T: Just now we learned so much food. Let ’s listen to 1a and find out what the children will cook for the food festival.(教师指向黑板上写的食物名称。