发布时间 : 星期日 文章八年级英语下册unit 7教案1更新完毕开始阅读c23b17c87e192279168884868762caaedd33ba63
S10:Yes. / No.
T: As for me, I prefer home cooking. So what about cooking a kind of your favorite food after class? (方案二)
1. (让学生读2a，然后用方式副词的正确形式填空。)
T: Please read 2a carefully, and then fill in the blanks with the right adverbs of manner. 2. (教师板书关键词，让学生复述2a。)
T: I’ll write the key words on the blackboard, and then ask some students to retell 2a. First — put — boil — add Second — cut up Next — cook Then — put — immediately After that — fill — slowly Finally — add — lightly 3. (小组活动。让学生恰当地运用表示顺序的副词进行描述。教师先做示范。如： 教师让一名学生站起来，走到黑板前，写一个字，然后再回到座位上。)
T: First, ... stands up. Next, ... comes to the front of the blackboard. Then write a word. After that, ... returns to his / her seat. Finally, ... sits down. (让学生两人一组表演和描述。) 4. (完成2b。)
T: Read 2a again, and then give the right order according to 2a. 5. (听录音，完成3。)
T: Listen to the tape carefully and choose the best answers.
Step 5 Project 第五步 综合探究活动(时间: 8分钟)
进一步探究怎样用英语谈论“如何做饭菜”。
1. (要求学生分组讨论自己最喜欢的菜以及操作步骤，然后记录下来，接着向全班学生汇报，由其他同学评价做菜的方案是否可行。)
T: Please discuss and try to write down how to cook your favorite food, and then report it to us. You can do it like this. (板书) Materials: … How to cook: First, … Next, … Then, … After that, ... Finally, … …
T: Excellent! / Great! I’ll try it, too.
2. (让学生做一份关于快餐和家庭餐的调查报告。)
T: Let’s make a survey about the fast food and home cooking. Fast food Home cooking Advantages Disadvantages (学生分组调查后汇报。) Example:
S1: What’s the advantage of fast food? S2: It’s fast.
S3: It’s delicious.
S1: What’s the disadvantage of fast food? S2: It’s unhealthy. S3: It’s …
G1: We think fast food is fast, delicious and … But it’s …
We think home cooking is delicious … But it’s … 3. Homework:
(1)(让学生讨论做菜的方法。)
(2)(让学生尽量和自己的妈妈一起做面条。)
(3)(准备一些下节课需要的图片。包括：面包、梨、黄油、苹果??)
Section B
Section B needs 1~2 periods. Section B需用1~2课时。
The main activities are 1a and 3a. 本课重点活动是1a和3a。 Ⅰ.Aims and demands 目标要求
1. Learn some new words:
butter, pear, piece, heat, polite, spoon, fork, chopstick 2. Go on learning object clauses with if / whether.
Can you tell me if it’s polite to eat with your arms or elbows on the table in America? Do you know whether they use knives?
I don’t know if there’s no need for knives, forks or chopsticks. 3. Review infinitives used as logical subjects. In Cuba, it’s impolite to eat so noisily.
In Japan, it’s polite to eat soup noisily and finish all the rice. 4. Talk about table manners in different countries. In Cuba, it’s impolite to eat so noisily.
In Japan, it’s polite to eat soup noisily and finish all the rice.
It’s impolite to eat with your arms or elbows on the table in America. It’s not impolite to smoke during a meal in France. They don’t use knives at all in Thailand.
There is no need for knives, forks or chopsticks in India. 5. Social Communications (1) Asking for permission
Would you mind if I learn to make it from you? (2) Having meals
Help yourself to some soup.
Ⅱ.Teaching aids 教具
录音机/图片/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Section A中的1a和2a。
1. (检查作业，检查学生对知识的掌握情况。)
T: Let’s check your homework. Who can tell me how to make fried rice? (板书)
First, … Next, … Then, … After that, ... Finally, … T: Can you tell me how to make noodles?
(选一名学生陈述步骤并表演动作，提醒他/她动作表演要到位，体现carefully, finely, slowly, lightly, 复习副词的用法。) T: Well done! Yesterday I told you to cook a bowl of noodles with your mother. Did you enjoy it? Ss: Yes.
T: Today we will learn how to make a snack.
2.(出示面包、黄油、梨等的图片，引出本课的目标语言。) T: Let’s learn how to make a snack with some bread and a pear. (引起学生注意的同时，教师边用图片演示边讲解。) (出示写有目标语言的小黑板。) First, you take two pieces of bread and spread butter on them. Next, cut a pear into small pieces. Then put them on the bread. After that, pour some honey over the pear. Finally, put them together. (再演示讲解一遍，然后让学生试着讲述。) (教师板书新词。)
snack, piece, butter, pear, pour T: Look, it’s easy. Once again, look carefully and then I’ll ask some students to retell it. (教师出示图片演示，学生一个接一个地按步骤讲述。) S1: … S2: … …
T: Well done! (引出下一步。)
Step 2 Presentation 第二步 呈现(时间: 7分钟)
呈现本课活动1a和2。
1. (用顺序副词呈现食物的制作过程。)
T: S1, could you tell me whether you can make a snack or not? S1: Yes, of course. First, … Next, … Then, … After that, … Finally, … (板书) Could you tell me whether you can make a snack or not? (教师解释句子意思，用彩笔画出whether，提示宾语从句。)
T: Good. Thank you! Now listen to 1a and find out: What’s Michael’s favorite snack? (放1a录音后，学生回答问题。)
Ss: His favorite snack is a sandwich with butter, honey and a pear. T: Good. Listen again and find out how to make it. (学生说出制作步骤。教师板书关键词。) (板书) First, take … spread … Next, cut … into … Then, put … on … After that, pour … Finally, … (参照关键词让一名学生演示，另一名学生讲述。) …
T: Great! Now, please listen to the tape and follow it. 2. (出示汉堡包图片。完成2。)
T: We’ve learned how to make a snack. Now, let’s see how to make a hamburger. (板书) Add, Put, Cut, Heat(加热) T: S2, could you tell me how to make a hamburger? S2: Sure! First, … Next, … Then, … Finally, … T: Thanks. It must be delicious, I think.