八年级英语仁爱版下册教案：Unit 7 Topic 2 Section D
（2）能区分辅音音素/t∫/和/dᶾ/,并能正确拼读单词。
（3）学生能在朗读句子时正确处理语调和停顿。
3. Emotional aims:
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。
重点难ຫໍສະໝຸດ 点1. Key points:
（1）继续学习whether/if引导的宾语从句。
1. Ben jumps ____ (high) than some of the boys in his class.
2.—Does Nancy sing ____ (well) than Helen?
—Yes, she does.
3. Of all the students, Wu Dong runs ____ (fast).
First,... next,... then,... after that, ...at last...
Step 4 Summary
Check the students’answers of Grammar and Function.
Step 5 Homework
1.Finish the exercises in section D.
Step 3 While-writing
Show a table about the passage. Then ask the students to retell the passage according to the table.
place
What to eat
What to use
North America,Australia,Europe
2.Write a composition about traffic accident.
3.Go through section D.
个人教学反思
课题：Unit 7 Topic 2 Section D
集体备课主讲人：个人备课：
授课时段：第周星期
课型Writing
教
学
目
标
Knowledge aims：
（1）学习并掌握新词汇
spoon, chopstick, finger, elbow, slurp, noisily ,southern, pick, pick up, seafood
（2）继续学习宾语从句
I want to know whether/if it is polite to point with chopsticks at people inChina.
（3）了解不同国家的餐桌礼仪。
（4）掌握辅音音素/t∫/和/dᶾ/。
（5）学会朗读句子时正确处理语调和停顿。
2. Skill aims:
（2）了解不同国家的餐桌礼仪。
2. Difficult points：
利用whether/ if引导的宾语从句谈论不同国家的餐桌礼仪。
(5)短文中涉及的一些地方名称的正确发音。
教学过程
集体备课
个人备课
Step 1 Review
1. Show some exercises to review comparative and superlative degrees of adverbs and learn the new words.
China
southern part
northern part
central and western part
part ofIndia
/
Thailand
/
Korea
/
Step 3 While-writing
Ask the students to write a short passage about how to cook chicken soup while review the step words:
4.Yang Lin goes to bed ____ (late) than Su Yang every day.
5. Who gets up ____ (early), Tom, Tim or Jack?
Step 2 Pre-writing
1.Ask the students to skim the passage in 1 and find the topic sentence.
新版仁爱英语八年级下册英语教学案Unit7Topic 2(无答案)
英语（八下）有效课堂教学设计Unit 7 Topic2 I’m not sure whether I can cool it wellSection A导读单学习目标：1. 学习“whether”引导的宾语从句：But I’m not sure whether I can cook it well.2. 表示说明顺序的词：First … Second … Next … Then … After that … Finally学习过程：一读1a, 完成1b二．在文中找到，划出并背诵下面的短语和句子1. 做炒米饭_____________________2. 尽力去帮助他人___________________3. 对…感到自豪____________________4．你真是太好了！_____________________5. 精细地把肉切成片__________________6. 干得好！______________________7. 把肉稍微炒炒____________________8．慢慢地把米加进去___________________9. 把…炒几分钟____________________10. 烧些开水_______________________11. 熬骨汤_____________________12. 把火腿切碎___________________13. 把面条煮3到5分钟_________________15. 对做饭感到厌倦________________14. 在碗里装满七八成的骨头汤_______________________三、句型解释Whether ,用来引导宾语从句，不能省，后接陈述句。
I don’t know whether he will be late.注：I’m not sure whether(是否) + 宾语从句肯定句转换：I’m sure _______ I can cook it well.拓展：whether还可以换为if (是否) 但有区别whether 后面可跟or not , 而if 则不可以练习：a. 我不知道他是否会邀请我参加他们的美食节。
仁爱版八年级英语下册教案：Unit7Topic1SectionD教案
仁爱版八年级英语下册教案：Unit7Topic1SectionD教案基于“课程标准、中招视野、两类结构”Unit7 Topic1 SectionD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：comegtrue短语：1、have a sweet tooth2、such as3、what’s more4、be sure that5、plan to do语法：（1）so that与so…that区别2、教材分析：本节课为该话题的第四节课,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.复习that引导的宾语从句以及本话题重要词组并会运用2.学习本节词组并会灵活运用3.学习某国，某国人的复数形式并会运用三、评价任务1、针对目标1，通过学习SectionA-C的生词，让学生并能熟练说出、写出生词，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，会运用so that与so…that四、教学过程教学活动评价要点要点归纳学习目标目标1：通过学习Sectio nA-C 的生词，让学生并能熟练说出、写出生词，并能进行英汉互译自学指导11.自学内容：复习课本sectionA-C的重要词组2.自学方法：自学+讨论3.自学时间：6分钟4.自学要求：会读，会运用所学词组。
词组复习1.向…寻求帮助2.和…取得联系3.考虑4.尽全力做…5.对要做的事遗憾6.与某人作斗争7.以便，为了8.结果9.感谢...10.爱吃甜食11.足够好12.而且13.我相信…14.邀请某人去做某事自学检测1( )1. She didn’t sing the song ____ at the party last night.A. enough goodB. well enoughC. enoughwell D. good enough( )2. Jenny’s teeth are not good, because she ____.A. has a sweet toothB. has sweet toothC. have a sweet toothD. have sweet teeth( )3. Yesterday I rode to school instead____ a taxi.A. takingB. of takingC. tookD. of took( )4. When you have some difficult math problems, you can ____ your math teacher.A. turn toB. to askC. turnD. ask for1.通过复习P5生词，让学生练说出、写出生词，并能进行英汉互译。
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Unit7教案
3. Role play: Ordering the food in the food festival.
Activity-based approach
Teaching procedures
Steps Step 1 Step 2
Step 3
Contents
Aims
Lead- in 1. Play a short video. 2. Welcome students to the food festival as a host
4. To fully master the sentence patterns of how to order the food and take the bill.
5. To emotionally lead students to learn to care about others.
1. Difficult words: salad, apple pie, fried rice, roast duck, beef curry, tofu soup, coke, Tsingtao
Let’s care about them: Show the students a short piece of children
suffering from the lack of food with teacher’s emotional monologue.
Teach students to learn to care
Let’s listen and imitate. 1. Listen and read after the dialogue sentence by
sentence repeatedly while watching them. 2. Read again in class
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。
仁爱版八年级英语下册Unit7Topic2单元整体说课稿
（二）教学目标
1.知识与技能：
（1）学生能够掌握本节课所学的词汇，如change, grow, develop, improve等，并能正确运用这些词汇描述生活中的变化。
（2）学生能够熟练运用一般过去时和一般现在时描述生活中的变化，以及使用比较级和最高级进行比较。
4.通过互动式讲解，邀请学生参与示例句子的构建，以加深他们对知识点的理解。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
1.小组讨论：学生分组讨论生活中的变化，并用目标语言进行描述，教师巡回指导，提供必要的帮助。
2.角色扮演：学生扮演不同角色，模拟生活中的变化场景，如搬家、转学等，进行对话练习。
1.利用多媒体播放一段关于生活中变化的短视频，如城市的发展、科技的进步等，让学生在视觉和听觉上感受到变化的主题。
2.提出一个开放性问题：“Can you tell me one thing that has changed in your life?”鼓励学生分享个人经历，快速吸引他们的注意力。
3.通过展示一张过去和现在的对比图片，引导学生思考变化的概念，并自然过渡到本节课的主题。
2.在比较级和最高级的使用上存在语法错误。
3.在课堂活动中，由于紧张或缺乏自信，可能无法流畅地表达自己的想法。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.通过引入学生生活中实际的变化案例，如学校环境的变化、个人成长的变化等，来引起学生的共鸣。
2.设计互动性强的小组讨论和角色扮演活动，让学生在真实的语境中使用目标语言。
（二）学习障碍
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。
仁爱版八年级英语下册Unit7Topic1SectionD优秀教学案例
（三）学生小组讨论
在学生掌握了一定的基础知识后，我组织他们进行小组讨论。我给出了一个关于四位不同人物的性格特点和爱好的情景，要求学生以小组为单位，用英语进行描述。学生积极参与，讨论热烈，通过合作完成了任务。
（四）总结归纳
在小组讨论结束后，我邀请各小组代表汇报讨论成果。在此基础上，我进行了总结归纳，强调了在描述人物性格和爱好时，要准确使用词汇和恰当的句型。同时，我还提醒学生在实际生活中，要尊重他人的性格特点和爱好，培养良好的人际关系。
1. 积极向上的人生态度：通过引导学生了解不同性格特点和爱好对人们生活的影响，使学生认识到拥有积极性格和爱好对生活的重要性，激发他们积极面对生活的勇气；
2. 良好的团队合作精神：通过小组讨论、互动交流等形式，使学生在合作中体验到团队精神的力量，培养他们积极参与团队合作的态度；
3. 尊重他人：在教学过程中，引导学生尊重他人的性格特点和爱好，使学生学会理解和接纳他人，培养良好的人际关系。
4. 亮点四：过程性评价与终结性评价相结合
在教学评价方面，我注重过程性评价与终结性评价相结合。通过观察学生在课堂活动中的表现，我及时发现他们的优点和不足，并给予针对性的反馈。此外，我还定期进行终结性评价，了解学生对本节课知识的掌握程度，为下一步教学提供有力依据。
5. 亮点五：教学目标与实际相结合
在本节课的教学中，我注重将教学目标与学生的实际需求相结合。通过制定合理的学习目标，我引导学生积极参与课堂活动，提高他们的英语水平。同时，我还关注学生的全面发展，培养他们的人际交往能力和团队合作精神。
（五）作业小结
最后，我布置了作业，要求学生运用所学知识，写一篇关于自己或朋友的性格特点和爱好的短文。作业布置后，我对课堂内容进行了简要回顾，鼓励学生认真完成作业，巩固所学知识。
仁爱版八下英语 Unit 7 Topic 2 Section C 教案
Unit 7 Food FestivalTopic 2 I'm not sure whether I can cook it well.Section C 教学设计Ⅰ. Material analysis本课的阅读部分呈现的是谈论西餐的餐桌礼仪，来引出中西方饮食文化方面的差异，学习有关餐具的词汇，掌握有关就餐的短语，语法方面继续学习由whether和if 引导的宾语从句。
老师要让学生在对比中西餐桌不同礼仪的过程中，让学生互帮互学，开阔视野，既要促进新知的形成，又要激发学生探究学习、自主学习的热情。
在指导学生学习第二部分关于更多不同国家的餐桌礼仪时，要引导学生在了解中国风俗文化的同时，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。
Ⅱ. Teaching aimsKnowledge aims：1. 继续学习whether/ if 引导的宾语从句。
2. 谈论西餐的餐桌礼仪。
3. 更多地了解不同国家的餐桌礼仪。
Skill aims：1. 能听懂有关餐桌礼仪的短文，识别主题，并获取主要信息。
2. 能使用英语简述西餐的餐桌礼仪。
3. 能从所给语言材料中找出相关信息，理解大意。
4. 能写出简单的文段。
Emotional aims：1. 互帮互学，开阔视野。
2. 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。
Ⅲ. The key points and difficult pointsKey points：1. 继续学习whether/ if 引导的宾语从句。
2. 谈论西餐的餐桌礼仪。
3. 了解不同国家的餐桌礼仪。
Difficult points：演示西餐的餐桌礼仪。
Ⅳ. Learning strategies了解不同国家的餐桌礼仪有助于更好地进行跨文化交流。
Ⅴ. Teaching aidsComputer multimedia projector; the utensils mentioned in this section; videos of a formal western dinner and a Chinese dinner.Ⅵ. Teaching proceduresStepInteractionpatternStudent activity Teacher activityIntroduction （8 minutes）1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.1. Focus their attentionon the teacher.2. Students retell the stepsof making the sandwich,with First… Second…Then… Finally…3. Students report thetable manners in differentcountries they searched.4. Students read thesentences of 2.1. Get the students ready forlearning.2. Teacher lets the studentsretell the steps of makingthe sandwich, with First…Second… Then… Finally…3. Teacher asks the students toreport the table manners indifferent countries theysearched. Tell them thatthey must follow the mannerswhen they go to differentcountries.4. Teacher asks the studentsto read the sentences of 2.Teach the new wordselbow, spoon and chopstickby showing the teacher’s5. Group work.6. Individual work.7. Individual work.8. Group work.5. Students discuss if thesebehavior are polite.6. Students match the pictureswith the conversation.7. Students check theanswers.8. Students practice theconversations.elbow, a spoon and chopsticks.5. Teacher lets students discussif these behavior are polite.6. Teacher asks students tomatch the pictures withthe conversation.7. Teacher lets studentscheck the answers.8. Teacher divides the studentsinto two groups. Let thempractice the conversations.One group reads thequestions and the othergroup reads the answers.Then let them change theroles. Finish 2.Presentation (10 minutes)1. The wholeclass work.2. The wholeclass work.3. Individualwork.1. Students watch thevideo to know aboutthe western table manners.2. Students look at thepictures of 1a. Learnand grasp the newwords with the help ofthe teacher.3. Students write downthe words on the linesin the picture of 1a.1. Teacher plays the videoof a formal westerndinner for the students.Lead to the new lesson.2. Teacher lets students lookat the picture of 1a. Teacherperforms the western tablemanners with the utensilsto introduce the new words:napkin, lap, fork, and dish.3. Teacher lets students writedown the words on thelines in the picture of 1a.4. The whole class work.5. The whole class work.6. The whole class work.7. Group work.4. Students check theanswers.5. Students read the passageand underline the othernew words, guessingtheir meanings accordingto the context.6. Students learn the newwords with the help ofthe teacher.7. Students read the passageagain and discuss thequestions.and dish. Know aboutnapkin.4. Teacher lets two studentswrite down their answerson the blackboard tocheck the answers.5. Teacher asks the studentsto read the passage of 1a,and then underline theother new words, guessingtheir meanings accordingto the context.6. Teacher teaches the other newwords and phrases: formal,table manners, eat up, quietlyand drink to sb./sth.7. Teacher asks students toread the passage again, anddiscuss the following questionsand check the answers.(1) Is it polite to eat upeverything on your plate?(2) Is it polite to speak loudlyat the table?(3) Is it polite to drink toomuch during the dinner?Consolidation (10 minutes)1. Individualwork.1. Students read 1a againand then finish 1b.1. Teacher asks the studentsto read 1a again, and then2. The whole class work.3. The whole class work.4. The whole class work.5. Group work.6. The whole class work.7. Pair work.2. Students check theanswers.3. Students read the passageafter the recordingsentence by sentence.4. Students try to follow thespeed, paying attention tothe pronunciation andintonation.5. Students read thepassage by themselves,and then discuss ingroups to find out thedifficult points and sumup the main points.6. Students underline thekey points in theirbooks and make somenotes.7. Students prepare forthe retelling with thehelp of the questionsword dine.2. Teacher asks two studentsto give the answers.3. Teacher plays the recordingsentence by sentence.4. Teacher plays the recordingwithout stopping.5. Teacher lets the students read1a, and then asks them tolearn in groups to find out thedifficult points. At last letthem sum up the mainpoints of the conversation.6. Teacher makes a summary toexplain key points anddifficult points to the students:(1) table manners(2) eat up(3) whether… or not …(4) drink to sb./sth.(5) take (only) a little(6) Remember not to …7. Teacher lets pairs of studentsprepare for the retellingwith the help of theon the screen.questions on the screen:What should you do whenyou sit down at the table?What does the dinnerstart with?What should you do whenyou start eating?What should you do whenyou drink to somebody?Practice (10 minutes)1. Pair work.2. The wholeclass work.3. Individualwork.4. Group work.5. The wholeclass work.6. The whole1. Students retell thepassage in pairs.2. Students evaluate theperformances.3. Students read 1a againand underline the keypoints about westerntable manners.4. Students work in groupsand compare Chinesetable manners withwestern table manners.5. Students report theirresults of comparison.6. Students perform about1. Teacher asks the students toretell the passage in pairs.One student does some actionsand the other describes inEnglish.2. Teacher lets students evaluatethe performances.3. Teacher lets students read1a again and underline thekey points about westerntable manners.4. Teacher plays a video abouta Chinese dinner. Then letstudents work in groups andcompare them with westerntable manners.5. Teacher lets two or threestudents report their resultsof comparison.6. Teacher asks two or threeclass work.7. The whole class work.8. Individual work.9. The whole class work.10. Group work.11. Pair work.the western table mannersand the Chinese tablemanners.7. Students grasp thedifferent table manners.8. Students read theexample of 3.9. Students understand themeanings of the sentencesof 3 and grasp the newword.10. Students discuss eatingcustoms in differentcountries.11. Students practice theconversations in pairsto grasp the usage ofobject clauses.students to perform aboutthe western table mannersand the Chinese table manners.7. Teacher evaluates theperformances and makes asummary.8. Teacher lets students readthe example of 3.9. Teacher lets studentsunderstand the meanings ofthe sentences of 3. Teach thenew word finger bypointing out the fingers.10. Teacher lets students discusseating customs in differentcountries.11. Teacher lets students practicethe conversations in pairs.Let them grasp the usageof object clauses.Production (7minutes)1. The wholeclass work.1. Students prepare thegame of describing.1. Teacher asks the studentsto prepare the game ofdescribing: One studentdoes an action of Part 2 or3, a student from othergroups describes the actionin English. Ask the studentsto consolidate the usageof object clauses. The group2. Individual work.3. The whole class work.4. Group work.5. The whole class work.6. Individual work.2. Students write a shortpassage about tablemanners in China withthe information theycollected in 1c.3. Students check thetwopassage.4. Students discuss andevaluate the two students’written work.5. Students summarizeSection C with theteacher.6. Students finish thehomework after class.which can describe correctlythe most is the winner.2. Teacher lets students writea short passage about tablemanners in China, usingobject clauses and theinformation they havecollected in 1c.3. Teacher lets two studentswrite down the short passageon the blackboard.4. Teacher lets students discussand evaluate the twostudents’ written work,and then make a summary.5. Teacher shows the summaryof this section to the students.6. Teacher assigns homework:(1) Review the summaryafter class.(2) Tell the western tablemanners to your parents.(3) Collect some eatinghabits in differentcountries.Teaching Reflection There are many differences between western table manners and Chinese table manners. Students are interested in trying showing the differences by themselves. And after the practicing of this section, they grasp the usage ofobject clauses very well.VII. Homework1. Remember the new words and expressions in this period.2. Role-play the conversation after class.VIII. Blackboard designUnit 7 Food FestivalTopic 2 I’m not sure whether I can cook it well.Section C1. table manners2. eat up3. whether… or not …4. drink to sb./sth.5. take (only) a little6. remember not to …。
仁爱版八年级英语下册教案：Unit7Topic2教案
基于“课程标准、中招视野、两类结构”八英上Review of Unit7Topic2教案设计(复习课)张明一中李娟一.复习目标确定的依据：1. 课程标准相关要求:《英语课程标准》要求学生能在一定的语境中正确运用词汇知识、语法知识，语用知识等。
2．教材分析：本话题在复习上个话题的基础上，引入新的内容包括步骤的表达，描述方式的副词，做饭材料、做饭所用厨具以及吃饭所用餐具等词汇。
主要句型用提供帮助would you like me to help you?;赞美和鼓励Well done!重点语法内容：1.if和whether引导的宾语从句;2.副词的比较级和最高级以及it作形式主语的用法。
3．中招考点：词汇、短语的辨析，词性的分辨和转化常出现在单项选择题和词语运用题中，也是中考的考点；以及宾语从句和副词的比较级和最高级的考察。
4．学情分析：学生已学完了Units7Topic2，对主要知识点有所掌握，但是由于知识点较多，综合起来学生容易混淆。
特别短语的辨析及单词词性的转化较模糊。
对于这些问题应该师生共同探讨，分析，讨论并通过训练达到正确运用之目的。
二．复习目标1、能够正确说出P63—P70重点单词，词汇并能正确运用。
2、能熟练运用if和whether引导的宾语从句三．评价任务1.针对目标1，师生总结一些重点词汇、短语和句子，再通过训练，让学生能够正确运用P63—P70重点词汇、短语和句型。
2.针对目标2，总结Units7Topic1的重点语法，让学生能够掌握if/whether引导的宾语从句.四.教学过程复习目标教学活动评价要点要点归纳目标1： 能够正确复习指导 1复习内容：本单元P63—70的四会单词重点（一）词形转换：说出P63—P70重点词汇并能正确运用。
复习要求：听懂，会读，会说，会拼写，知道其汉语意思复习方法：看音标记单词，同桌互背复习时间：5分钟复习检测1：根据句意及首字母提示完成句子。
41. The tea is too strong. You need _________(add) some more water slowly.42. In parts of India, people use their _________(finger) to pick up the food.43. I think rice is grown in the _________ (south)part of China.44. It’s _________ (polite) to leave as soon asyou finish eating in China.45. It’s bad for your health if you always have_________ (quickly) breakfasts.一.通过复习巩固词汇及做习题、达到能掌握并灵活运用。