仁爱版八年级英语unit7 topic2 sectionA
Teaching Design ContentProject EnglishTextbookGrade Eight Unit Unit 7 Topic 2 GradeI’m not sure whether I can cook it well Section ASubject1.Overall design basis and academic guidanceOverall design basis:During the teaching of this topic,a video about fried rice is played to warm up at first. Next, the teacher presents the target language. Then, several reading tasks are designed for practice. After that, there are some creative exercises for the students to consolidate. In the end, students need to do some projects after class. I mainly adopt the five steps teaching procedures,however, lots of recombinations and reconstructions are made to make the teaching and learning more targeted. For example,I reconstruct the task of 1c and 2a. For making a new dialog about cooking something,I ask the students to make a dialog about how to cook noodles according to 2a. As our students are mostly of low levels in English,this can simplify the difficulty for them. What’s more, several competi tion and cooperation tasks are designed to excite the students. individual brainstorming of words,pair work of reading and group competitions help them think and present well. Last but not the least, the projects and homework after class enable the students to have a further cooperation and strengthen their interest of learning English.Academic guidance:The New Curriculum Standards are advocating the learning of tasks,cooperations and projects. The Five Steps and Task Based Teaching Methods are adopted to make the teaching and learning more effective and enhance the students’ ability of using the language. And it can motivate their interest and widen their thoughts. Those situational communication and group cooperation create a very lively language learning environment for the students to join in the class activities.2. Analysis of the teaching backgroundAnalysis of the teaching material: This section is the basis on which the unit topic about the food festival can continue to develop. Topic 2 is about how to make Chinese and western food,the table manners and eating habits.while Section A aims to learn the expressions about how to cook by introducing the ways to make fried rice.It includes the learning of key words,such as the expressions of steps,adverbs of manner,cooking ingredients,cookers,etc. The grammar focus is whether/if object clause. Moreover,there are expressions of requesting and praising. The teaching material arranges all four skills of listening,speaking,reading and writing activities. I will make good use of these and make some necessary changes to them base on the real situations of our school and students.Analysis of the students：As our students are all from the countryside and the entrance requirements of our school is quite low, ou r students’ English are all weak. They are un-confident about learning English and show little interested in it. Only a few students are able to have a good preview because of the lack of consciousness. However,they are lively and competitive. And after ov er one year’s study,they have already had some basic language knowledge and listening and speaking abilities. In conclusion,I adopt the learningstrategies of task-based,group work and competitions to help them study better.3.Teaching aims and demandsKnowledge aims:1. (1) Learn new words : fry, ingredient, cut, pot,oil, add, onion, cooker, pork, cut up, ham, cooked meat,noodle,bowl,quick,healthily.(2) Learn adverbs of manner: finely, lightly, immediately2. Learn and master how to make some food, such as fried rice and noodles.3. sentence patterns:(1)But I'm not sure whether I can cook it well.(2)--Would you like me to help you?--Yes,please.(3)Well done!(4)--What do I need to do after that?--You need to add the rice slowly.(5)--Would you mind teaching me?--Certainly not.(6)--First…, second(next)…,then…,after that…,finally….4.Learn object clauses “whether/if”Ability aims:1.listening:(1)can understand the new words and recognise them immediately.(2)can understand others describe the steps of cooking.(3)can understand the sentence patterns about requesting and praising, and react correctly.2.speaking:(1)can communicate with others about the steps of cooking in class.(2)can role-play with the help of the dialog or the teacher.3.reading:can read and understand the dialog correctly.4.writing:(1)can write sentences led by that/whether/if.(2)can write the steps of cooking something.Attitude aims:(1) keep interest of learning, curiosity and thirsty for knowledge.(2) have enough confidence to learn English well and to speak English in public.(3) want to help others and work together to finish the task.(4) put the knowledge in the text into daily life.4.Teaching important and difficult pointsTeaching important points：1.make the students master the five steps of making fried rice.2.Whether/if clauses.3.adverbs of manner.4.be skillful with the sentence patterns.Teaching difficulties:1.adverbs of manner2.Whether/if clauses5. Teaching procedure一．ReviewStep1.Review1.(show the pictures of new words on PPT.)The teacher greets the students as usual and then ask them to play the Quick Eye(The teacher shows pictures one by one for the students to speak out the words quickly,loudly and correctly to review the new words.)Task1:Quick EyeDesign intent: With the hel p of colorful pictures, the students’ attention will come to the new lesson quickly. The review of new words will help them to get ready for what they are going to learn.Step2. Warm-up(Show a video about making fried rice.)T:What’s the man doing?Ss:...T:Can you make fried rice?Ss:...T:Very good. If you want to know more details about how to make fried rice,please open your books,and turn to page 63.Design intent：I find that positive motivation works better on students. And the interesting video can attract Ss’ interest of learning and they will be curious about how to make fried rice. It is helpful for them to study well.二．PresentStep1. Listen to1a while listening,Ss should think about the following questions:(Ss need to take necessary notes.)Q1: What will Kangkang cook for the food festival?Q2:Does kangkang want his mother to help him?Q3: What does Kangkang need to cook the food?Design intent：(1)To train Ss’ ability of getting the key information while listening. (2) Taking necessary notes is a good habit for their further listening. It is helpful for them to ger high marks during the listening test.Step 2. Ask the Ss to listen to 1a again and do 1b on PPT without looking at the dialog.(The teacher makes some changes to the exercise.)Design intent：To enhance Ss’ listening because our Ss are mostly weak in listening. The teacher adds some blanks for the students to fill in. The new words shall be consolidated during this step.Step 3. Ask the Ss to read after the tape. And then the teacher divides the whole class into two big groups and have a role-play reading competition.Task2: Role-reading CompetitionDesign intent：(1)Reading is a good habit for students,especially when they are learning a new language. If they read aloud with expression, with a sense of the meaning of the sentences, they can have a good sense of the target language. (2)The students are competitive. They will be more willing to show themselves for the winning of their own group. They are sure to read louder and pay more attention to the dialog. (3)Thisis also to train their team spirits.三.ConsolidationStep 1. Ask Ss to read the dialog in pairs, and then ask several pairs to read. Ask Ss to listen carefully and then choose the BEST PAIR.Task3:Pair-reading CompetitionDesign intent: (1)Let Ss have a chance to show themselves individually. Those who behaves well are sure to put more passion into English learning.(2) Train their cooperation with others.Step 2.Make Ss take the notes on the PPT and then make some sentences with the help of the language points. As for the whether/if clauses, the teacher asks some good Ss to make SURE THAT CLAUSES, and then ask other ones to make NOT SURE WHETHER/IF CLAUSES.Eg.S1: I am sure that I can dance well.S2:(have to listen to S1 carefully first.) I am not sure whether I can dance well.S3:...S4:......Design intent: (1)To make the Ss master the use of the language points. (2)To train their ability of getting specific information while listening to others.四．PracticeStep 1. Deal with 2a and 2b together.(The teacher asks some weak students to finish the exercise.)Design intent: All students are the main part of a class. During this period,the teacher makes chances for some weak Ss to take part in the class activities.Step 2. Make a similar dialog to 1a with the help of the sentences in 2a.Task4: The teacher asks the Ss to work in groups of 4(different levels of Ss). After several minutes’ discussion, they need to choose two speakers to present their dialog in class.Design intent: (1)The task helps Ss to show themselves, share and cooperate with others in order to finish the work together.(2) During the group discussion,they can practice their oral English and consolidate the target knowledge.(3) Ss can know how to communicate and get along well with each other during the group work.五．ProjectStep 1. SummaryThe teacher has a brief summary of the section with the Ss.Design intent: (1)The summary is quite necessary for the Ss to know what the most important thing they need to remember is. (2)The teacher can get to know how the Ss grasp the new lesson.Step 2.Homework(1)Write a short passage about how to cook food.Ss can choose from the following two :Fried eggs with tomatoes or Fruit salad?(2)Finish3b.Task(optional): Ss work in groups of 7or so to have a discussion:Which do you think is better,the Chinese homemade food or the Western fast food?T: The group leader has to make a survey and collect the members’ opinions and then the whole group makes a table about the discussion together.(3)Recite 1a and preview 3a,Section B.(4)Make fried rice or noodles for your family.(optional)Design intent: (1)More tasks are designed for the Ss to have a further consolidation of Section A.(2)There are required and optional,review and preview homework so that different levels of Ss can check their separate learning. They can make progress together according to their own pace.Blackboard design:Unit 7 Topic 2 Section A Cooking is fun!The steps of making fried rice:First, cut some cooked meat very finely.Next, put some oil in the pan.Then, fry the meat lightly.After that, add the rice slowly.Finally, add some salt.1. whether引导宾语从句，“是否”，不能省略eg.I’m not sure whether I can dance well.eg.I’m not sure whether you are right.2. adj+ly =adveg. light + ly lightlyfine + ly finelycareful +ly carefullyDesign intent: (1)The blackboard design is to the point. (2)The most important words are marked with different colors for the Ss to get the key information more quickly and clearly.6. Teaching evaluationEvaluation of contents：During the whole teaching process, I start from the Ss’ learning process,learning ability and learning effect to make a formative assessment of each students. The class evaluation is comprehensive and various. Throughout the class, I use many task-based exercises to try to evaluate the learning of every students. They can take part in individual, pair, group and the whole class activities to present themselves.Evaluation method：Throughout the evaluation process, I use the following methods: self-evaluation, group-evaluation, and the teacher evaluation. Details are as follows: instant oral evaluation, observation, investigation, communication.Class evaluation table:ItemGroup 1 Group 2 Group 3 Group 4ItemsItemsGroup GroupgroupsTask 1Task 2Task 3Task 4Self-evaluation table:NameGroup speaking timesClass speaking timesRaise questions timesSolve questions timesSearch information numbersCooperation timesTotal evaluation:(1)Where do you see the best improvements?(2) Where do you need to work hard?。
八年级英语Unit 7 Topic2 SectionA
Unit 7.Topic 2Section A一. Learning aims:学习表示顺序的副词，了解某些中餐的做法，增长学生的日常生活知识。
二. Learn new word :切______ 添加 ______ 用油炸 ______ 切碎 ______ 微小地______油______ 优点 ______ 轻轻地 ______ 火腿 _______ 猪肉______面条_____ 炊具 ________ 平底锅 _______ 锅 _______ 碗_____洋葱 ______ 立即________三. Important phrases:做炒米 ___________ 尽力帮助别人_________ 小心地烹饪_________熟肉 _____________ 需要做某事 __________ 轻轻地炒__________像这样 __________ 细微地切 __________ 干得好__________然后 ____________ 慢慢地加 ___________ 烹饪很有趣_________你真是太好了 ________________________我不确定我是否能烹饪好 ______________________四. Emphasis sentences:1.It`s very kind of you.你真是太好了。
这句话用于表扬，赞美对方，也可用于对对方所做的事表示感谢。
be kind （友好）to 对某人友好，善待某人 We must be kind ___ the old.all kinds（种类） of 各种各样的 I have all kinds ____ toys.2.cooked(cook) meat. 熟肉动词后加--ing ，表示动作正在进行，主动。
动词后加-- ed ，表示动作的完成，被动______(boil) water 沸腾的水。
______(boil) 开水3.You need to add the rice slowly。
仁爱英语八年级下 Unit 7 Topic 2 重点短语、重点句型、难点辨析,语法详解
重点短语：1.make fried rice 炒米饭2.2. be proud of 为... 而自豪3.cooked food 熟肉4.4. Well done 真棒 5.cut up 切碎，制碎6.6.make bone soup 熬骨头汤7. fill...with... 用...装满...8. 8.be tired of 讨厌、厌倦9.fast foodrestaurant 快餐店10.10.two pieces ofbread 两片面包11.spread...on... 往...上涂抹12.12.put...together把......放在一起13.pour..over 往.....倒...14. 14.learn...from从......学到......15.Practice makesperfect 熟能生巧16. 16.not bad 不错17.Help oneself to 随便用.......18. e sth to dosth 用......做某事19.a formal westerndinner party正式西方宴会20.20. western tablemanners西方的就餐礼仪21.for the firsttime 第一次做某事22.22.at the table 在桌旁 23.startwith 以.....开始 24. 24.eat up 吃光25.drink to sb 为某人干杯26.take a sip 喝一小口27.point at 指着......28..finish doing sth完成做某事29.all over theworld 全世界30.eating habits 饮食习惯31.far away from 远离 32.pickup 捡起33.at the same time 在同时34.in the north 在北方重点句型：1.You often teachme to be kind to the poor and the old.你经常教我要善待穷人和老人。
仁爱版英语八年级下册Unit7Topic2SetionA教学设计
1.重点：本节课的核心词汇和短语，如：hobby, collect, stamp, coin, postcard等，以及一般现在时描述兴趣爱好的句子结构。
难点：如何引导学生将所学的词汇和句型灵活运用到实际情境中进行交流。
2.重点：听力技巧的培养，尤其是捕捉关键信息的能力。
难点：提高学生在听力过程中的注意力集中，以及对细节信息的准确把握。
6.小组合作：鼓励学生分组讨论，共同完成各种任务，培养学生的团队合作意识和沟通能力。
7.课堂小结：教师引导学生总结本节课所学内容，强调重点知识和技能，巩固学生的学习成果。
8.作业布置：设计富有针对性的作业，让学生在课后巩固所学知识，提高实际运用能力。
9.教学评价：采用多元化的评价方式，关注学生在知识、技能、情感态度等方面的全面发展。
3.教师通过例句和练习，讲解一般现在时在描述兴趣爱好时的句子结构，如：“I like collecting stamps./ He plays the guitar.”。
4.教师针对学生容易出错的地方，进行详细的讲解和指导，帮助学生掌握语法知识。
（三）学生小组讨论
1.教师将学生分成若干小组，每组选择一个兴趣爱好作为讨论主题。
4.学生在学习方法上，已经具备了一定的自主学习能力，但仍需教师在过程中给予适当的指导。因此，在教学过程中，教师应注重引导学生运用所学方法，提高学习效果。
5.学生在团队合作方面，具有一定的合作意识，但部分学生在小组活动中表现出依赖心理。教师应加强学生团队合作能力的培养，提高学生的主动参与度。
三、教学重难点和教学设想
4.提高听力技能，能够理解并获取关于他人兴趣爱好的信息。
5.提高口语表达能力，能够与他人就兴趣爱好进行简单的交流。
仁爱版英语八年级下册：Unit 7 Topic 2. I'm not sure whether I
Unit 7 Food FestivalTopic 2 I’m not sure whether I can cook it wellSection B【学习目标】：1.谈论Kangkang和同学们为美食节做准备，学习西餐中三明治的做法。
复习运用表达请求和允许的功能用语，进一步学习运用表示顺序的副词的用法、以及由whether/ if引导的宾语从句。
2.初步接触单音节副词的比较级和最高级。
3.了解不同国家不同的餐桌礼仪，引导学生乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。
【学习重难点】：运用表达请求和允许的功能用语，进一步学习运用表示顺序的副词的用法、以及由whether/ if引导的宾语从句。
【学习过程】：第一段：短课导学模块一：自主学习学习内容摘记Step1. Leading & Listening1. Students retell the steps of cooking fried rice, using First… Second…Then… Finally…2. (PPT) First, learn the news : snack , butter, pear, pieceThen , T:Do you know how to make a sandwich with some bread and apear? Now，please watch the flash and finish 1b。
3. 播放视频，学生跟读。
Step2 品读----读出理解。
（自主学习：要求独立、安静完成）一、underline the following phrases and sentences1) 在1a 中，圈出这些表示顺序的副词：First…,Next…，Then…，After that…，Finally…；2) cut…into…把…切成…3) Would you mind if we learn to make it from you? 你介意我们跟你一起学做吗？4) Practice makes perfect. 孰能生巧嘛。
Unit7 Topic 2 Section A -七年级英语下册课后培优分级练(仁爱版)(原卷版)
Unit 7 The Birthday Party Topic 2 I can dance and play the guitar.Section AIt is never too old to learn.活到老，学到老。
单词检测1. _________________piano2. _________________else3. _________________disco4. _________________perform5. _________________ballet6. _________________ago短语自测7. _________________play the piano8. _________________dance to disco9. _________________speak Japanese10. ________________have a good time11. ________________perform ballet12. ________________take photos重点句子What would you like to do at Kangkang’s birthday party？Do you want to sing Chinese songs Chinese English songs?Chinese songs. I’m sure you will have a good time at the party.I don’t like playing the guitar at all .课下注释小练课后培优练级练培优第一阶——基础过关练一、根据汉语提示，在空白处填入适当的单词1．There are some new （单词）in this lesson.Let's study them first. 2．﹣Can you（数数）these books for me，Kangkang？﹣Of course，Miss Gao.3．Mr.Wang goes to （伦敦）by plane once a month.4．—Where （其他的）do you want to go？—The Great Wall.5．Polly can speak English a little.It's so （聪明的）.二、选词填空take photos，last year，dance to disco，just a little，be sure6．Many people lost their lives in traffic accidents .7．I my friends will come to the party tomorrow.8．—Can you play basketball？—Yes，but .9．Kangkang often goes to Beihai Park and _ there.They are very beautiful. 10．Maria in the gym every Friday afternoon.She works hard at it.三、单项选择11．The boy can’t play ________ guitar, but he can play ________ basketball. A．the; the B．the; /C．/; the D．a; the 12．—Would you like to dance ________ disco ________ me?—I’d love to.A．to; with B．with; with C．to; and D．to; to 13．We all have a good time ________ Andy’s birthday party.A．in B．at C．of D．with 14．—Can you swim or play soccer?—________A．Yes, I can.B．No, I can’t.C．I can swim.D．Yes, I am. 15．—Tomorrow is October 1st. I will go to Xishuangbanna with my father.—________A．OK.B．Best wishes to you.C．Have a good time.D．Yes. 16．—Lucy, can you draw?—________ But I can sing and dance.A．No, I can’t.B．Yes, I can.C．No, I can.D．Yes, I do. 17．—Mom, can I watch TV?—________ You must do your homework first.A．Yes, you can.B．That’s OK!C．No way!D．Yes, you do. 18．—Could you please help me carry water?—I’m sorry I ________. I have to cook.A．can B．couldn’t C．can’t D．am not19．In America. Chinese Kungfu is popular ___ young people.A．for B．at C．from D．with20．I believe my wish will ___ true one day.A．sound B．get into C．become D．Do四、补全对话7选5A: Hi Michael! What’s the date today?B: ____21____ What’s up?A: Oh? tomorrow is Lin Tao’s birthday. ____22____B: I’d like to sing a Chinese song. How about you, Jane?A: ____23____ Can you play it with me?B: Yes, of course. ____24____A: That’s OK. ____25____B: Thanks. I think we’ll have a good time then.A．But I can play the guitar just a little.B．It’s Sunday today.C．It’s September 9th.D．I’m sure you can play it very well.E．What would you like to do at the party?F．I want to go home.G．I want to play the guitar.培优第二阶——拓展培优练一、完形填空What is happiness? Some people say that happiness comes from making a lot of ____1____. Some people say that happiness is doing things that they like or make them feel ____2____.To be honest, I don’t think happiness comes from money or social status（社会地位）. Instead, happiness comes from ____3____ things in life.My mother says that she is very happy when the sun ____4____ through the leaves on her face. Then there’s my grandma. She always ____5____ her time with her flowers. Once I asked my grandma, “Why do you spend your time on such ____6____ things?” My grandma held my hand and said ____7____, “Whenever I see the flowers ____8____, I can’t help but feel happy.” I still remember her ____9____ even back then. When you are sad, try to _____10_____ happiness in the little things. Remember that happiness is everywhere.1．A．articles B．friends C．money D．blogs2．A．free B．interested C．unusual D．powerful 3．A．large B．little C．few D．usual 4．A．shines B．rises C．flies D．burns 5．A．uses B．takes C．spends D．follows 6．A．interesting B．bright C．natural D．unimportant 7．A．quickly B．smilingly C．excitedly D．nervously 8．A．opening B．blowing C．disappearing D．ending 9．A．dreams B．facts C．words D．photos 10．A．light up B．throw away C．learn about D．look for二、阅读理解Sandy and Sue are going to school. They are walking along the street. “Look!” Sandy says. “There’s a man near that gate. He’s standing. Who is it?“It’s Mr. Jones, the postman,” Sue says, “He’s standing in front of Mrs. Mopp’s house.”“Mrs. Mopp’s house!” Sandy says. “Oh, dear!”Mrs. Mopp is not a nice lady. She is very tall and very ugly（丑陋的）. And her house is not a nice house. It is very big and very dark. Her gate is closed and Mr. Jones can’t open it.“Listen!” Sandy says. “Can you hear Mrs. Mopp’s dog?”“Yes,” Sue answers. “He’s barking（叫）.”Mrs. Mopp’s dog is very big. His name is Boxer. His face is ugly and his teeth are long and sharp（尖）. He is a nice dog, but he doesn’t like Mr. Jones, the postman.根据短文内容和首字母提示完成各句所缺单词：11．Sandy and Sue are s______.12．On the way to s____ Sandy and Sue see Mr. Jones, the postman.13．Mrs. Mopp is not at h____ now.14．Boxer is a d____ name.15．Boxer d_____ like Mr. Jones at all.培优第三阶——中考沙场点兵一、单项选择1．（2022•海南）﹣Mum，I can't take care of Mary.She is crying all the time.﹣Try to be ，Jack.Your little sister is ill.（）A．patient B．serious C．excited2．（2022•百色）Beijing，capital of China，is city with a long history．（）A．the；the B．a；a C．the；a D．/；the 3．（2022•广西）﹣How much is the cap？﹣（）A．15 yuan.B．No，thanks.B．You're welcome.二、单词填空4．（2022•百色）This T﹣shirt is too expensive，so I'd like a （较便宜的）one. 5．（2022•贵阳）Doing exercise in a scientific way （be）healthy for both our body and mind.三、完形填空（2022•长沙）I went to Beijing to study Chinese last year.I was 6. about all the chances to better my language skills，walk on the Great Wall，and most of all，eat real Chinese food!I 7. remember my first jianbing，jiaozi and Peking duck.Each of them was amazing in its own way.I knew that real Chinese food would be different from the Chinese food I had eaten in theUSA.I couldn't wait to try all the 8. dishes that came up in my research about Chinese food.One of my favorites turned out to be hotpot（火锅）.My first﹣ever hotpot experience in Old Beijing was 9. .As a first﹣timer，I was moved by the waiters' 10. and their warmth of welcome.They tried their best to introduce all of the oils and spices（调味香料）to me.Looking around，I found that everyone had their own favorite sauce combinations（酱料组合），ingredients and styles（食材和风格）.Some would carefully 11. their ingredients into the hotpot one after another.Others would impatiently put whole plates into the bubbling（冒泡的）oil.You can learn a lot from the 12. people eat hotpot.When I went back to the USA，I 13. to prepare a hotpot meal for my family.It allowed me to not only share the culture that I had learned about，but also offer others a chance to 14. China like I had.It's amazing that 15. could bring so much to life!6. A.sorry B.excited C.tired7. A.still B.never C.hardly8. A.heart﹣breaking B.mouth﹣watering C.time﹣saving9. A.unforgettable B.unpleasant C.unlucky10. A.coldness ziness C.friendliness11. A.play B.put C.wash12. A.way B.tool C.price13. A.hated B.refused C.decided14. A.help B.build C.experience15. A.jiaozi B.hotpot C.Peking duck。
仁爱英语八年级下册Unit 7 Topic 2 Section D
Unit 7 Food Festival
Grammar
Object Clauses(Ⅱ)
But I'm not sure whether/if I can cook it well. Can you tell me if/whether it's polite to eat with your arms or elbows on the table in America?
China
Parts of India Thailand Korea
People use their fingers to pick up the food. People eat with a spoon and a fork and they don't use knives at all. People use spoons or chopsticks to eat, but it is not polite to use both of them at the same time.
2.Can people smoke during a meal in France?
I want to know whether/ if people can smoke during a meal in France. I don’t think that people can smoke during a meal in France.
3.Will people leave as soon as they finish eating in western countries?
I want to know whether/ if people will leave as soon as they finish eating in western countries. I don’t think that people will leave as soon as they finish eating in western countries.
仁爱英语八年级Unit-Topic-SectionAppt课件
3. What does Sally think of My Heart Will Go On? She thinks it's beatiful.
4. When and where will Celine give the concert ? At 7:30 p.m.，the Music Hall.
Let,s chant
Violin, violin, play the violin.
Drums, drums, play the drums.
Guitar, guitar, play the guitar. Piano, piano, play the piano.
Erhu, erhu, play erhu.
9
concert
7:00pm this Saturday evening
in the gym
2:30pm this Sunday afternoon
at the music hall
7:00pm this Sunday evening in the gym
10
summary
11
Music is the medical of a troubled mind.—Walt haddon 音乐是治疗心灵苦恼的药。—沃尔特.哈登
此课件下载可自行编辑修改，供参考！ 感谢您的支持，我们努力做得更好！
13
Music is well said to be the speech of angels.—Carlyle 音乐被赞为天使的语言。—卡莱尔
新仁爱版八年级英语下册unit7Topic1sectionA教案
unit7 Topic1 sectionA 教案Ⅰ. Material analysis本节课为话题的第一节课，建议用1课时上完。
主要活动为Section A 的1a 和2。
本话题由C raig Kielburger 从12岁起建立解放儿童组织，创办柯氏国际儿童基金展开。
在本课1a 的对话中，为了帮助Craig Kielburger ，Kangkang, Michael, Maria 和Jane 决定举办一次“国际美食节”。
通过让学生了解四个小伙伴为美食节做的种种努力，鼓励他们积极参与有益的课外实践活动，培养关心他人，乐于助人的态度。
本话题的语法重点是学习that 引导的宾语从句。
Ⅱ. Teaching aims Knowledge aims ：1. 学生能正确拼读并运用为美食节做准备的词和短语。
2. 学生能简单地掌握宾语从句的用法。
Skill aims ：1. 能听懂有关筹集资金计划的对话。
2. 能使用英语简单谈论筹集资金的计划。
3. 能连贯流畅地朗读对话。
4. 能写出简单的帮助他人的短文。
Emotional aims ：学习积极参与有益的课外实践活动，关心他人，乐于助人。
Ⅲ. The key points and difficult points Key points ：1. 谈论筹集资金的计划。
2. 初步掌握宾语从句的用法。
Difficult points ：写出关于筹集资金帮助他人的短文。
Ⅳ. Learning strategies注意发现语言的规律并能运用规律举一反三。
Ⅴ. Teaching aidsComputer Computer multimedia multimedia multimedia projector, projector, projector, the the the pictures pictures pictures of of of Craig Craig Craig Kielburger, Kielburger, Kielburger, a a a poster, poster, poster, the the the pictures pictures pictures of of soup, cheese, cookies, and pancakes, a picture of a blind person, a video of the earthquake in Ya’an.Ⅵ. Teaching proceduresStep Interaction patternStudent activity Teacher activityIntroduction （8 minutes）1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. The whole class work. 1. Focus their attention on the teacher. 2. Students read the passage passage about about about the the the traffic traffic rules rules they they they made made made after after class. 3. Students discuss in groups and ans w er the wer the questions with the structure: I think Iwill…4. Students learn and grasp the new words and phrases with the help of the teacher. 5. Students report the information about Craig Kielburger they collected. 1. Greet students ready for learning. 2. Teacher asks the students to to report report report the the the homework. homework. Let Let the the the students students students read read read the the passage passage about about about the the the traffic traffic rules they made after class. 3. Teacher asks the students to think about the following questions: If someone isin trouble, what will youdo? If someone needs money,what will you do? Then ask the studen ts to answer them with the structure: I think I will…4. 4. Teacher Teacher Teacher teaches teaches teaches the the the new new words by summing up the answers above: “Now Now I I I see, see, see, some some some students students will turn to their their parents, parents, which means they will ask their parents for help. Some students imaginethat they can put on a play to to raise raise raise money. money. money. Y ou Y ou can can try your best to help others, others, I’m I’m I’m so so so proud proud proud of of you!”5. 5. Teacher Teacher Teacher shows shows shows the the the pictures pictures o f Craig Kielburger to the students. Ask the students to to report report report the the the information information about Craig Kielburger they collected. Presentation (10 minutes) 1. The whole class work. 2. Individual work. 3. The whole class work. 4. Individual work. 5. The whole class work. 6. The whole class work. 7. Individual work. 8. The whole class work. 9. Individual work. 10. The whole class work. 1. Students look at the picture of 1a, and understand understand the the the picture picture with the help of the information under it. 2. Students watch the flash, and then mark the sentences of 1b wi th T or F. 3. Students check the answers. 4. Students read the conversation and match the information of 1c. 5. Students check the answers. 6. Students read the sentences aloud. 7. Students find out the same same structure structure structure in in in the the sentences of 1c. 8. Students check the answers. 9. Students watch the flash flash and and and answer answer the questions. 10. Students check the answers. 1. T eacher praises students’ information they collected after after class. class. class. Encourage Encourage Encourage them them to keep on making a preview before before class. class. class. Then Then Then let let let the the students students look look look at at at the the the picture picture of of 1a 1a 1a and and and undund erstand erstand the the picture picture with with with the the the help help help of of of the the information under it. 2. Teacher plays the flash of 1a. Ask the students to watch watch the the the flash, flash, flash, and and and then then mark mark the the the sentences sentences sentences of of of 1b 1b with T or F. 3. Teacher asks two students to tell the answers. 4. Teacher asks the students to to read read read the the the conversation conversation and match the information of 1c. 5. Teacher asks two students to tell the answers.6. Teacher asks the students to read the sentences aloud. 7. Teacher asks the students to find out the same structure in the sentences of 1c. 8. Teacher asks two students to tell the answers. 9. Teacher asks the students to watch the flash again and answer the following questions: (1) How many schools did Free the Children build? (2) What’s Michael’s task?10. Teacher asks two students to tell the answers. Teach the new word p osterposter by showing a real poster to them. Consolidation (10 minutes) 1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. Group work. 6. The whole class work. 7. The whole class work. 1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students discuss in groups groups to to to find find find out out out the the difficult difficult points points points and and and sum sum up the main points. 4. 4. Students Students Students underline underline underline in in their books and make some notes. Learn and grasp grasp the the the new new new words words and phrases. 5. Students discuss in groups: What will the food festival be like? 6. V olunteers report the result of the discussion. 7. Students act out the conversation of 1a. 1. Teacher plays the recording sentence by sentence. 2. Teacher plays the recording without stopping. 3. Teacher asks the students to learn in groups to find out the difficult points in the conversation. At last let them sum up the main points of the conversation. 4. 4. T eacher T eacher makes makes makes a a a summary summary to to explain the key points and explain the key points and difficult points to the students. (1) have/hold/ organize a food festival (2) turn to sb. /ask sb. for help (3) make a poster (4) get in touch with sb. (5) try one’s best to do sth. (6) make it a success (7) 由that 引导的宾语从句引导的宾语从句5. T eacher lets the students read 1a, and then discuss what the food festival will be like with the the help help help of of of the the the pictures pictures pictures and and the example. Let them practice the usage of the object clauses. 6. Teacher asks four students to report the result of the discussion. Finish 1d. 7. T eacher asks the students to act out the conversation of 1a. Practice (10 minutes) 1. The whole class work. 2. Group work. 3. Individual work. 4. The whole class work. 5. Pair work. 6. Individual work. 7. The whole class work. 1. Students learn and grasp the new words with the help of the teacher. 2. Students discuss what the children children should should should prepare prepare for for the the the food food food festival festival festival in in groups. 3. Students write down the conversations. 4. Students evaluate the conversations, conversations, and and and then then check check the the the answers answers answers with with the teacher. 5. Students act out the conversations in pairs. 6. Students listen and match match the the the people people people with with what we can do. 7. Students check the answers. 1. Teacher teaches the new words soup, cheese, cookies,and pancakes by by showing showing their pictures on the screen. Teach set and set the tableby explaining their Chinese meaning. 2. Teacher asks the students to discuss what the children should prepare for the food festival. 3. Teacher asks four students to write down the conversations on the blackboard. The other students write down at least two conversations in their each workbook. 4. 4. Teacher Teacher Teacher lets lets lets two two two or or or three three students evaluate the conversations on the blackboard. Check the answers. 5. Teacher lets the students act act out out out the the the conversations conversations in pairs. 6. 6. Teacher plays the recording Teacher plays the recording of of 3 3 3 for for for the the the students students students and and lets the students listen and match the people with what we can do. 7. 7. Teacher Teacher Teacher lets lets lets two two two students students tell tell their their their answers. answers. answers. Teach Teach blind by showing a picture of a blind person. Production (7 minutes) 1. Group work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Individual work. 1. Students watch the video and discuss in groups. 2. Students write down their opinions with the structure I think…3. Students share their opinions with with the the whole class. 4. Students summarize Section A with the teacher. 5. Students finish the homework after class. 1. Teacher plays the video of the Ya’an earthquake. Lead the students to discuss in groups: “A terr“A terrible earthquake ible earthquake struck Ya’an in Sichuan Province at 8: 02 on the morning of April 20th this year. Le t’s discuss how to help the p eople in Ya’an.”people in Ya’an.”2. Teacher asks the students to write down their opinions with the structure Ithink…3. Teacher asks four students from different groups to share their opinions. Tell them that we should try our best to help the people in trouble. 4. Teacher shows the summary of this section to the students. 5. Teacher assigns homework: (1) Review the summary after class. (2) Write down a passage about how to help the the people people people in in in Y Y a’an with the sentences containing object clauses. (3) Search some typical foods in different countries to prepare for Section B. Teaching Reflection The students a dmire Craig Kielburger very much. It’s a successful admire Craig Kielburger very much. It’s a successful lesson: lesson: The The The students students students want want want to to to learn learn learn from from from him him him to to to help help help the the the people people people in in trouble. The teacher should introduce more information of Craig Kielburger to the students to encourage them to help others from now on. Ⅶ. Blackboard designUnit 7 Food Festival Topic 1 We’re preparing for a food festival. Section A 1. have/hold/ organize a food festival 2. turn to sb. /ask sb. for help 3. make a poster 4. get in touch with sb. 5. try one’s best to do sth.6. make it a success 7. Kangkang knows (that) Graig comes from Canada. 8. set the table 。
仁爱英语八年级下Unit7Topic1SectionA课文英汉互译重点短语重难句详解
Unit 7Topic1 Section A课文英汉对照，重要短语及重难点句详解一. 课文英汉对照Jane: Do you know about Craig Keilburger?简：你了解克雷格.其尔伯格吗？Kangkang: Yes. He is from Canada and he started Free the Children.康康：是的，他来自加拿大，创办了“解放儿童”这个组织。
Michael：He was only 12 years old when he started to help poor children. 迈克尔: 他开始帮助贫困孩子时年仅12岁。
Maria: Yes. Free the children has built over 700 school rooms in many countries.玛利亚: 是的。
“解放儿童”在许多国家建立了学校，有700多所。
Jane：Young people like us raised the most of the money.像我们这样的年轻人筹集了大部分的资金。
Kangkang: Really? Then shall we have a food festival and raise money to give to Free the Children?真的吗？那么我们举办一次美食节活动来为解放儿童筹款好吗？Jane: Good idea. They are trying to build a school in Kenya. When and where shall we have the food festival?好主意。
他们正在想为肯尼亚建一所学校，我们什么时候在哪儿举办美食节呢？Kangkang: I think we can have it on our school playground on Sunday.我认为我们可以星期天在学校的操场上举办。
仁爱版八年级英语下册Unit7Topic2SectionA教学设计
3.树立正确的人生观和价值观，明白付出与回报的关系，懂得珍惜和感恩；
4.增强环保意识，关注社会问题，积极参与社会公益活动；
5.提高自信心和自尊心，勇于表达自己的观点和看法，尊重他人的不同意见。
一个全面的志愿者活动介绍。”
2.引导学生关注社会问题，培养他们的同理心和关爱他人的意识；
3.鼓励学生积极参与志愿者活动，将所学知识运用到实际生活中，体验助人为乐的喜悦；
4.培养学生的团队合作精神，让他们在志愿者活动中学会相互尊重、相互帮助；
5.培养学生热爱英语，树立终身学习的观念，为他们的未来发展奠定基础。
三、教学重难点和教学设想
（一）教学重难点
1.新词汇和短语的掌握：本节课涉及多个新词汇和短语，学生需要在实际语境中运用，以达到熟练掌握的程度。
Example:
I志愿者at the local hospital every Saturday. I help the nurses give medicine to the patients and talk to them to make them feel better. I want to be a volunteer because I want to help others and learn more about medical knowledge.
2.学生分享自己在本节课的收获，包括新词汇、句型、语法等方面。
3.教师强调参与志愿者活动的重要性，鼓励学生在日常生活中积极投身于志愿者事业，为社会贡献力量。
4.布置课后作业，要求学生运用所学知识，描述自己参加过的或想参加的志愿者活动，巩固课堂所学。
五、作业布置
1.请学生运用本节课所学的词汇和句型，写一篇关于自己理想中的志愿者活动的短文，不少于80词。要求描述清楚活动的性质、目的以及自己为何想参与其中，以此来巩固学生对一般现在时态的掌握，并激发他们参与社会实践的热情。