仁爱版英语八年级下册教案：Unit 7 Topic 1 Section B

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。

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。

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)。

Unit 7教学目标类内容课次别hear of,village,successful,biscuit,hot dog,pancake,cheese,pie1Asweet,have a sweet tooth,Indian,Russican,India,invite1Bsecond,in order to,success,supply1Csandwich1Doil,add,minute,deep,cooker,pork,cut,ham,immediately,cut up2Abutter,spread,heat,spoon2Bdrink to sb./sth.,somebody,glass2CEurope,northern,finger,sausage2D 语lady,gentleman,on sale,menu,wine,smell,bill3A 言salad,ice cream,lemonade3B词worth,effort,kg3C 知Olympic wrestling champion,university,invitation,green1A 汇tea,napkin,storybook识cookie,Greek,curry,pizza,fried,sushi,African,PRC,Africa1Bextension,surprising,Nigerian, wrestler,sincerely1Cslice,finely,stir fry,soya sauce,yum,onion,gentle,pepper,mix1Dsnack,lettuce,slurp,noisily,impolite2Aformal,unfold,lap,sip2Bsteamed2Ckind hearted, beer,Tsingtao beer2Dbean,mushroom, main course, steak, dessert, soft drink,3A spaghetti, go Dutchscoop, neatly3Bovereat,undereat,balance, balanced diet,regularly3C 要求掌握理解类内容别1.宾语从句I think(that) I can sell newspapers.I know(that) he is a Canadian athlete.I know(that) you need money to build a new school for your village.语I don ’tknow if(whether) it is impolite to eat with your arms or elbows on the table in America.法It says you like the food.Could you tell me if (whether) it is polite to speak loudly at the table?语2.副词的比较级和最高级Michael cuts more finely than she.言I cooked the most carefully.The more regularly we eat, the healthier we are.知 1.谈论食物的种类。

Unit 7教学目标slice,finely,stir fry,soya sauce,yum,onion,gentle,pepper,mixkind hearted, beer,Tsingtao beerTopic 1SectionAThe main activities are 1a，2 and 3. 本课重点活动是1a，2和3。

Ⅰ.Teaching aims and demands 教学目标1. Talk about ways to make money：wash dishes，sell old storybooks，sell newspapers，wash cars2. Learn the object clauses：(1)What do you think the children should prepare for the food festival?(2)What do you think you can do to make money?(3)I think (that) I can sell newspapers.Ⅱ.Teaching aids 教具录音机／小黑板／多媒体课件／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)1.（呈现丹尼尔的图片在黑板上，向学生介绍他的基本情况。

)T：Look at the picture. Can you tell me something about him?(学生说出一些他们知道的情况。

)T：Is he from China?Ss：No. he isn’t. He is from…(老师将Nigeria写到黑板上，然后帮助学生完成这个句子，并说出它的大概位置。

)T：Is he a student?Ss：Yes，he is.T：He is a university student.(将university写在黑板上。

中学初二英语导学案Unit 7 Topic 1 Section B ( 2, 3)设计者: 审核人:学习目标：1. 继续学习宾语从句.2. 学会有礼貌的邀请和交谈.学习重点：本课的单词短语学习疑点：send sb. sth = send sth. to sb.学习方法：自主学习，合作探究预习：英汉互译。

决定做某事帮助某人做某事为…做准备邀请某人去某地不要紧,没关系稍后给某人发送电子邮件太遗憾了.教学步骤:一. 展示目标. 快速浏览2，回答下列问题：（1）What does Li Weikang do？_______________________ ____ _. (2)What did Kangkang decide to do?__________________________________ .（3）Does Daniel have time?________________________________________ . （4）What will Daniel do later on?___________________________________ __.二. 学生自学,教师循导：1. Read 2 to find out the new words and expressions, try to understand them and read loud.2. Listen to the tape and do 3 by themselves .三. 学生展示,教师精导：1. Read the new words and write down the expressions.2. Display 3 in groups. .教师精导：1.Thank you very much.----It’s a pleasure. 非常感谢你，不用谢。

别人对你的帮助表示感谢时，你应该对别人的感谢作出有礼貌的回答：①. You’re welcome. ②. It’s a pleasure. ③. It’s my pleasure.④. Don’t mention it.⑤. That’s all right. ⑥. That’s OK. ⑦. Not at all. ⑧. It doesn,t matter. ⑨Never mind.以上⑦种回答都可用来回答别人。

精品文档Section B1~2课时。

Section B needs 1 or 2 periods. Section B需用2a。

The main activities are 1a and 2a. 本课重点活动是1a和Aims and demands 目标要求Ⅰ. 1. Learn some new words:butter, pear, piece, polite, spoon, fork, chopstick:/ whether”2. Go on learning object clauses with “if if it's polite to eat with your arms or elbows on the table in America?Can you tell meDo you know whether they use knives?any need for knives, forks or chopsticks. I don't know if there's3. Social communications.(1) Asking for permission:Would you mind if we learn to make it from you?(2) Having meals:Help yourself to some soup.教具Ⅱ.Teaching aids彩笔/小黑板/录音机/图片五指教学方案Ⅲ. Five-finger Teaching Plan: 4分钟)第一步复习(时间Step 1 Review2a，导入新课。

和复习Section A中的1a)(检查作业，检查学生对知识的掌握情况。

our homework. Who can tell me how to make a meal for your parents? T: Let's check y)(学生讲述，教师板书。