Unit 7 Food Festival Topic 2 Section C 导学案-2024-2025学年仁爱科普版八年级英语下册

仁爱版八下英语 Unit 7 Food Festival Topic 2 Section C 导学案 一、教学目标 知识与技能目标 Students can master the key words of this class, such as: fried (fried), fried rice (fried rice), poisonous (toxic), biscuit (biscuit), main (main), course (a dish; course), salad (salad), etc., can correctly spell and use them to make words and sentences. Master key sentences: I'm not sure whether / if... (I'm not sure if...) and its answers; and the usage of the related verb infinitive phrase as an object, such as: Idon 't know how to make it. (I don't know how to make it.) Can flexibly use these sentence patterns to communicate in the real context. 过程与方法目标 Through picture display, physical presentation, situation creation and other ways to introduce the new class, stimulate students 'interest in learning, mobilize students' learning enthusiasm, guide students to quickly integrate into the English learning atmosphere, naturally lead to the topic of this class hour. Emotional attitudes and value goals Cultivate students' love for food culture, guide students to understand the food characteristics of different countries and regions, broaden their international vision, feel the charm of food culture, enhance the awareness of cultural tolerance, and respect multi-cultural differences. By learning the relevant knowledge of food production, students are encouraged to practice hands, try to make food for their families at home, cultivate students' life skills and family responsibility, enhance the parent-child relationship, and experience the happiness and sense of achievement brought by labor. 文化意识目标 Guide students to understand the western food culture, such as western food serving order, common western food dishes (pasta, steak, salad, etc.) production and eating etiquette, contrast between Chinese and western food culture differences, including food selection, cooking methods, eating habits, etc., understand the history behind the cultural differences, geography, religious factors, improve cross-cultural communication ability. Combined with the traditional Chinese food culture, it introduces the process of Chinese food to the world, such as the popularity of dumplings and Beijing roast duck in foreign countries, stimulates students' national pride, encourages students to inherit and carry forward the excellent Chinese food culture, and makes the world better understand China. 二、学习重难点 学习重点 In this class, the memory and application of words and phrases, such as fried, fried rice, poisonous, biscuit, main, course, salad, be sure about, be important to, etc. The key sentence type "I'm not sure whether / if..." and the verb infinitive phrase as the object usage and practical application, can be accurately used in oral and written expression. Understand and understand the English materials related to food production and food discussion, and be able to obtain key information and complete the corresponding learning tasks. 学习难点 Understand and correctly apply the difference between whether and if in object clauses, especially in some fixed collocation and special contexts. I can use the knowledge I have learned to describe the food making process or express my views and experience on cooking a certain dish, so as to make correct grammar, logical and authentic, and avoid Chinglish thinking. 三、学习过程 导入（5 分钟） 教师通过多媒体展示世界各地美食的图片，如意大利披萨、法国牛排、日本寿司、中国饺子等，同时播放轻松愉悦的背景音乐，吸引学生注意力，激发学生学习兴趣。 提问学生：“What's your favorite food? Do you know how to make it?” 引导学生积极思考，举手发言，分享自己喜爱的食物及对其制作方法的了解，从而自然导入本节课主题 ——Food Festival Topic 2 Section C。 知识新授（10 分钟） 词汇学习 教师利用 PPT 逐一呈现本课时重点词汇，包括单词拼写、音标、词性、词义及例句，如：“fried [fraɪd]，形容词，油炸的，例句：Fried chicken is very popular.（炸鸡很受欢迎。）”，带领学生朗读单词，强调发音要点，让学生跟读模仿，纠正发音错误。 开展词汇小游戏 “单词接龙”，教师说出一个单词，如 “food”，学生要迅速说出以该单词最后一个字母开头的新单词，如 “dish”，依次轮流，说错或停顿超过 3 秒的学生淘汰出局，通过游戏激发学生竞争意识，强化词汇记忆。 句型学习 教师讲解重点句型 “I'm not sure whether/if...”，结合例句 “I'm not sure whether I can cook noodles well.（我不确定我是否能把面条做好。）”，分析句子结构，强调 whether/if 引导宾语从句，意为 “是否”，从句要用陈述句语序，同时列举其肯定回答 “Yes, I am.” 和否定回答 “No, I'm not.”，让学生进行句型转换练习，如将 “I don't know if it will rain tomorrow.” 改为同义句 “I'm not sure whether it will rain tomorrow.”。 创设情境，教师给出一些生活场景，如计划周末聚会但不确定朋友是否有空参加、考虑参加烹饪比赛但不确定自己是否有能力获奖等，让学生两人一组，运用所学句型进行对话创编，然后邀请几组学生上台表演，展示学习成果，教师及时给予表扬和反馈。 听力训练（10 分钟） 听前准备 教师介绍听力材料背景：“Now, we are going to listen to a conversation between two friends. They are talking about preparing for a food festival. Listen carefully and find out what kind of food they plan to make.” 引导学生根据背景信息和题目要求，预测听力内容，如可能涉及的食物种类、制作步骤等，同时让学生快速浏览听力题目，圈出关键词，如 food names，verbs related to cooking 等，为听力理解做好准备。 听力练习 教师播放听力音频，学生边听边记录关键信息，完成课本上相应的听力任务，如填空、选择等。听力播放两遍，第一遍让学生整体把握听力内容，完成较简单的题目；第二遍让学生重点关注细节信息，核对答案，查漏补缺。 听后巩固 教师与学生一起核对听力答案，针对学生出错较多的地方，再次播放相关音频片段，进行详细讲解，分析错误原因，如没听清单词发音、对句型理解有误等，帮助学生扫清听力障碍。然后让学生根据听力材料内容，复述对话要点，锻炼口语表达能力。 阅读理解（10 分钟） 读前引导 教师展示一篇关于西方美食文化介绍的短文标题和图片，如 “Western Food Culture”，提问学生：“What do you think the passage will talk about? Have you ever tasted any western food? What's your impression?” 引导学生结合已有知识和生活经验，对短文内容进行预测，激发阅读兴趣。 阅读实践 学生自主阅读短文，要求阅读过程中用铅笔划出不认识的单词和短语，圈出文章的关键信息，如主题句、段落大意、重要细节等，同时教师在教室里巡视，观察学生阅读情况，为有困难的学生提供必要的帮助。 读后交流 教师组织学生进行小组讨论，围绕以下问题展开：“What's the main idea of the passage? What are the differences between western food culture and Chinese food culture according to the text? What have you learned from the passage?” 每个小组推选一名代表进行发言，分享小组讨论结果，教师进行总结归纳，补充完善，加深学生对短文内容和文化知识的理解。 课堂小结（5 分钟） 教师引导学生回顾本节课所学内容，包括重点词汇、短语、句型，如：“Let's review what we have learned today. Who can tell me some important words? What about the key sentences?” 邀请学生主动站起来回答，教师在黑板上进行板书总结，形成知识框架，强化学生记忆。 对学生在本节课中的学习表现进行评价，表扬积极参与、表现出色的学生，鼓励其他学生向他们学习，同时指出学生存在的普遍问题，如发音不准确、句型运用不熟练等，提出改进建议，为下节课学习做好铺垫。 课后作业（5 分钟） 基础作业 要求学生背诵本节课所学重点词汇、短语及句型，家长听写签字，确保学生对基础知识的掌握。 完成课本上相关练习题，包括词汇运用、句型转换、阅读理解等，通过练习巩固课堂所学知识，提升解题能力。 拓展作业 让学生上网查阅一道自己感兴趣的西餐制作方法，用英语记录下来，包括食材准备、制作步骤等，下节课在班上进行分享交流，培养学生自主学习能力和跨文化探究意识。 鼓励学生周末在家尝试为家人制作一道简单的菜肴，拍照记录制作过程，并写一篇英语短文描述这次烹饪经历，包括为什么选择做这道菜、制作过程中的感受等，锻炼学生的实践能力和英语书面表达能力。 学科网（北京）股份有限公司 $$