Section D教学设计内容推荐

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Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. Section D 教学设计思路：

本节课主要活动为Section D -1和本话题重点知识宾语从句的复习。

用一个关于eating habits的视频导入新课。在Task1-Reading中，将阅读理解分为三个小任务：1. 速读文章，找到中心句。2. 再读课文，根据课文内容填表。3. 根据表格复述课文。Task2- Grammar的复习活动借助2 来完成。通过采访和转述的方式复习if/whether引导的宾语从句。并将课本活动2中的转述增加为“I ask Tom …”的要求。为的是增加人称转换的训练。在project的操作中：将全部分成七个小组，每个小组以一个国家的名字命名。小组讨论自己所在国家的餐桌礼仪，之后每组选出两名同学表演当地的餐桌礼仪，同时其他同学用目标语言讨论此二人的做法是否符合当地礼仪。然后小组内完成关于不同国家餐桌礼仪的短文。组间互相学习和批改。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

southern, pick, pick up, seafood （2）复习whether/if 引导的宾语从句的用法。

（3）了解不同国家的饮食习惯。

2. Skill aims:

（1）能从有关不同国家的饮食风俗的语段中找出有关信息，理解大意。

（2）能够用英语谈论不同国家的饮食风俗。

3. Emotional aims: 在了解中国风俗文化的同时，乐于接触和了解国外风俗文化，从而更好地为弘扬中国文化服务。

4. Culture awareness: 了解各国饮食习惯，做个有国际视野的人。

Ⅱ. The key points and difficult points 1 / 7

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1. Key points: （1）复习whether/if 引导的宾语从句的用法。

（2）了解不同国家的饮食习惯。

2. Difficult points：

用英语谈论不同国家的饮食习惯。

Ⅲ. Learning strategies 1. 在学习中善于利用图画等非语言信息理解主题。

2. 学会合作完成任务，共同提高。

Ⅳ. Teaching aids 多媒体课件/图片

V Teaching procedures

Stage 1(3mins)：Getting students ready for learning

Designing Step Teacher activity Greet the students and get them

Student activity purpose Focus their attention on the

ready for learning. Play a teacher. Enjoy the vedio

vedio ,then let students guess

1(Class activity) what it’s about.

T: Good morning, boys and girls

Ss: Good morning,

Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage 2（10mins)：

Task 1-Reading Designing Step 1(Individual activity) 2 / 7

Teacher activity Student activity purpose Ask the students to skim the skim the passage in 1 and 略读课文找到中

passage in 1 and find the topic find the topic sentence. 心句。

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sentence.

T: We have talked about the table

manners in different countries in

this topic. But do you want to

know the eating habits in different

countries?

Ss: Yes. T: Well then let’s read a passage

about eating habits in different

countries. First, skim it and find

the topic sentence.

Ss:…

T: Have you found the topic

sentence?

S1: Yes. People around the world have different eating habits 2(Individual activity) Show a table about the passage. Complete the table about the 再读课文，根据课Then ask the students to retell the passage. Then retell the 文内容填表并在passage according to the table. place North America, What to eat

What to use

passage according to the 表格的帮助下复passage.

述课文。

Australia, Europe

China southern part northern part central and western

part part of India Thailand Korea / / /

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T: Good job. Now read the

passage again and complete the

table.

Ss:…

T: Have you completed the table?

I’m sure you can retell the

passage according to the table.

You can prepare for one minute.

T:Time is up. Who would like to have a try? Remark：设计表格有助于学生对细节的关注和理解，同时为复述做好准备。

Ss:…

Stage3（9mins)：

Task2-Grammar

Designing Step Teacher activity Review the object clauses.

Finish 2. Student activity purpose Interview and report.

Finish 2 利用采访活动和转述句子复习宾语从句。

T:Good job! It’s time for

Task2-Grammar. What important Ss: The object clauses grammar have we learned in this caused if/whether. topic? 1(Pair work)

T: You are right. Now work in Ss:…

pairs. One is a reporter, Beth, the

other one is a boss of a P1: restaurant, Tom. You should make

S1: I ask Tom if the most an interview according to the popular notes in 2.

food in his restaurant hot dogs. And he says it is. 4 / 7

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T:It’s so easy, isn’t it? But now I S2: Beth asks me whether the want you to report your interview sausages in my hot dogs using object clauses like the different from those in example. You should begin with others. And I say they are. “I ask Tom” or “Beth asks me”. P2:…

Who would like to have a try? Students finish exercises T: You did quite well. When you quickly use object clauses to report, you should pay attention to the personal changes. T:Let students do some exercises Remark：将课本2中的转述活动增加为“I ask Tom …”要求。提醒学生注意人称的转换。

Stage 4（11mins)：Project Designing Step Teacher activity Divide the class into 7 groups Discuss the eating actions named America, France, Thailand, in different in groups. Then India, China, Cuba and Japan.

two students in each group T: Time for Project. Today we’ll act out the eating actions. do a class activity about eating Other students discuss actions. Now we have seven whether they are polite or groups in our class. Group1 is 1(Group work)

named after America, Group 2 is Ss: France, Others are Thailand, G1:…

India, China, Cuba and Japan in Ss: What’s he /she doing? turn. Please discuss the eating

…

actions in the country your group

Is it polite to …? belongs to. And then you should

…

act them out. Other students 5 / 7

Student activity purpose not.

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discuss their actions according to the example on Page70. T:OK. Which group would like to be the first to act out your country’s eating actions? Ask the students to write a passage about table manners in different countries.

T: You did quite well. And I’m sure you had a warm discussion. Write a passage about table Now let’s work in groups and try manners in different to write a short passage about countries. 2(Group work)

table manners in different Ss:…

countries.

T:Have you finished your Ss:…

compositions? Now exchange your compositions with the group next to you. You can learn form others’ compositions and correct for them if necessary. Remark：1.教师组织活动的语言一定要简洁清楚。务必让学生明白教师的意图。

2.活动操作：将全部分成七个小组，每个小组以一个国家的名字命名。小组讨论自己所在

国家的餐桌礼仪，之后每组选出两名同学表演当地的餐桌礼仪，同时其他同学用目标语言讨论此二人的做法是否符合当地礼仪。然后将讨论结果写成一篇关于不同国家餐桌礼仪的短文。

3. 学会合作完成任务，共同提高。

Stage 5（3mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose 6 / 7

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Encourage the Ss to summarize the Summarize what they have 培养学生归纳总key points

learned today.

结的能力，再次复T: Class will be over soon. We S1:we learned some new 习巩固本节课的should summarize what we have words:

learned in this lesson. Let’s begin!

1（Class activity)

S2: We reviewed the object clauses caused by whether/if. S5: We knew about the eating habits in different countries. Assign the HMK. Finish the HMK. 适当的家庭作业有助于巩固课堂所学的知识。

重点知识。

southern, pick, pick up,

seafood T: For today’s HMK, I’d like you to

remember the new words and phrases. You can tell the eating 2 (Class activity)

habits in different countries to your parents and preview Section A-1a, 1b, 1c of Topic3.

Remark：

VI .

Blackboard design

Section D

1.Some new words: southern, pick, pick up, seafood 2.The object clauses caused by whether/if. I ask Tom if/whether the most popular food in his restaurant is hot dogs.

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