仁愛版八年級英語下冊Unit7教案 Topic 3
Welcome to our food festival! Section B 姓名：曾根榮 出生：1963年7月8日 籍貫：湖南 民族：漢族 單位：云南省勐臘縣南臘中學 性別：男
專業(yè)：英語本科 職稱：中教一級 電話：15012121678 地址：云南省勐臘縣南臘中學
郵編：666300 （研究教育教學和班主任管理工作 ） The main activities are 1a and 3.
Ⅰ.Teaching aims and demands
1.Learn the names of foods and drinks：
bean，mushroom，steak，salad，pancake, soft drinks，lemonade，main course，dessert
2.Learn to order and offer foods and drinks：
(1)What would you like for dessert/the main course?
(2)Sure. I’d like to try…/I think I’ll have…
(3)Let’s go Dutch/go halves/go fifty-fifty.
(4)How much do you want?
(5)Just a little.
Ⅱ.Teaching aids
Pictures/multimedia courseware or photos or slides (conditions permitting) / word CARDS
Ⅲ.Five-finger Teaching Plan
Step 1 Review(Time: 14 minutes)
1 (check on class assignments, organize the student, teacher choose several copies proved to comment).
Look! This one is very beautiful!/Good job! / Well done!/Excellent!/I like it very much!/That’s
interesting!…
2 (the "food classification by operations into a new word."
A: choose a scheme (two copies to make a comparison, classification of fine works show class, or a or use multimedia course ware.
(2: competition: group to the blackboard writing, the maximum of the classification of food, members can complement. While writing, look
Which group to write well. )
Please read the words.
(after reading. Student evaluation of new knowledge, import).
T：“ice cream， cheese pie， apple pie， pancake… These sweet dishes eaten at the end of a meal are called dessert or pudding. Read after me， please， “dessert， pudding”
Ss：“dessert， pudding”
(Several times to read . writing.)
dessert： fruit salad， pear pancake Greek cheese pie
T：Fruit salad and pear pancake are desserts.
Salad， fruit， vegetables， meat， fish， cheese (cut into small pieces) are served with
salad cream.
(The Chinese side show pictures or introduces analytical).
T：For example：a chicken/beef salad， bean/carrot/potato salad，
fruit salad
(Green bean show the pictures and bean bean green and pictures, learning bean.)
T：Food, such as peanuts,popcorn,meat pie,hot dog cookies
T：Egg soup, vegetable soup, mushroom soup are soups.
Mushroom, show the mushroom (learning with pictures, lets the student said)
T：Mushroom -Mushroom soup-Beef and mushroom.
Roast duck/chicken, pizza, beef and mushroom, kungpao chicken, Indian curries and so on.
They are main dishes/courses.
Steak-main dish, too.
Show the picture, learning (steak steak and main form/rats)
T：Soft drink-a cold drink that doesn’t contain alcohol,such as cola.
And this is “l(fā)emon”， that is “l(fā)emonade”.
(produce lemon lemon juice and pictures).
3. (do to consolidate words. Practice game)
T：Let’s play “I like/have… Who likes/has…” game.
What word will above (distributed to every corner of the picture, pictures have 2 format, you can choose one. Not draw again
Find the graph, usable format. ),
("Who has started a" solitaire games.)
(Student A asks: I have (the Lord), who has (lower)? etc.)
T： I like/have lemon，who likes/has lemonade?
S1：I like/have lemonade，who likes/has steak?
S2：I like/have steak，who likes/has…
Sn：I like/have mushroom，who likes/has lemon?
T： I like/have lemon.
(the game ended. For fast, high efficiency, can play a few students more different tissues, effect is good, also very good atmosphere.
Still can add some learned words, let more people have the opportunity to attend. ),
4. (in a sentence, the practice of game play above. The teacher demonstrate.)
T： Let’s say “What would you like? I like to try…”
instead of “I have/like， who has/likes…”
I’d like lemon， what would you like?
S1：I’d like lemonade，what would you like?
(Ask the person near side, chain drill.)
5 (do game,food and drinks。)
T：Boys and girls，stop here，let’s have a competition. Put these cards of words on the right places.
(All kinds of words CARDS will be distributed to each student, some tickets, the domestic product which group classification fast and good, stick to the place again
. The blackboard soups, snacks, respectively, affix drinks, desserts, main form, lets the student will be posted on the corresponding card. Stick to a 1 points. ),
T：Group A is good，Group B is excellent…
(With all the students on top ranking, inventory CARDS, positive, encouraging teachers.)
(At the blackboard content already close book 1a.)
Step 2 Presentation(time: 8 minutes)
Step 1 has fully (because the study content, listen, learn 1a 1a content has not difficult, can directly enter 1a Look, listen and learn.)
1 (learning 1a.)
T：Open your books，let’s look at the menu in activity 1a. How many groups are there in the menu? What are they?
(let students answer.)
Now，let’s listen to the recording and repeat.
(let students read with recording imitate.)
2 (let students complete 1b.)
T：OK，let’s turn to activity 1b Work alone. Fill in the blanks with the help of the menu.
3 (2 points to a group of students practise 1b dialogue.)
T：Work in pairs，practise the conversation，please.
Step 3 Consolidation(Time: 4 minutes)
1 (let students consolidate 1a).
T：OK，now listen to me，and circle the food or drink you hear.
2. (let students practice in groups: each group one random read menu foods, the other students in pencil circle them hear
The food of words. The teacher can demonstration again. The teacher read, or to circle, each team leader or check result. )
T：Work in groups，listen and circle what you hear on the menu.
(Each group read 10, 2-3 groups.)
Step 4 Practice(Time: 9 minutes)
1 (2 finish activity.)
T：Now，let’s listen to the recording and circle the food or drink you hear in 2.
(The tape first, let students complete the tape, and second, lets the student proofreading answer.)
2. (let students have dinner, to guide them, summarized the language knowledge, comb consolidated enhancement. Induction process teachers should strengthen the tip and guidance.)
(a plan:)
T：When people eat out，boys and girls，can you tell me what a waiter or a waitress may say?
Ss：Welcome to our restaurant.
Would you come with me?
Here’s the menu.
What would you like for dessert/the main course?
Would you like to try…/start with…?
Can I take your order?
Anything else?
How much do you want?
We have…/ I’m sorry，but we don’t have…
Welcome to our restaurant again.
(the best meal, and according to the process of learning if we do.)
T：Can you tell me what customers may say?
Ss：They may say--
I’d like…， please.
Sure. I’d like to try…
I think I’ll have…
Just a little.
No, that’s all.
I’d like to/Let me pay (get) the bill.
Let’s go Dutch/go halves/go fifty-fifty.
How delicious!/This is the most enjoyable dinner I’ve had.
……
(2: the waiter and customer answers form.)
T：When a people eat out，can you tell me what waiters or waitresses and their customers may a say?
When a customer comes，what may a waiter/waitress say?
Ss：Welcome to our restaurant.
T：When the customer looks for the table,...?
Ss：Would you come with me，please?
T：Order the food?
Ss：Here’s the menu.
May I take your order?
What would you like for the main course/dessert?
I’d like…?
(With "What may the waiter say/What should the customer say" step by step to guide students to dinner.) inductive
3 (learning activities within the form of language in March, review the terms which meal.
T：Let’s look at the sentences in 3.
Read them aloud.
4. (please students finish activity 3 groups).
T：Work in groups to make an order and fill in the form.
Name Soup Snack Main course Dessert Drink
(teacher can ask several students to students, together with a demonstration).
Step 5 Project(Time: 10 minutes)
(let student group using 1a three big menu and written language and dining. "At the restaurant" performance play each student
In viewing, teachers and students attention patrol in evaluation and help. 2 ~ 3 groups prepare adequately, class to the front
Display performance. )
1.T：Now， practise in groups-prepare a short play “At the restaurant” using the menu in activity 1a and the sentences in 3. Then put them on.
2.T：Group X and Group Y would like to put on their short plays in front.
Let’s wish them a big success!
(guides the student to review, learn from each other to improve integrated language skills and ability to perform, encourage each other).
T：What do you think of the short play?
3. Homework：
（1）Review the words and the sentences in 1a and 3.
（2）Tell something about the food festival.
(according to 1-Topic 3 Section B content, imagine and describe "food festival" the processes and results Section C for preparing.)