Section B教学设计第一课时

Section B

Section B needs 1 or 2 periods. Section B需用1~2课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ.Aims and demands 目标要求

1. Learn some new words:

butter, pear, piece, 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 any need for knives, forks or chopsticks. 3. 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. Ⅱ.Teaching aids 教具

录音机/图片/小黑板/彩笔

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间: 4分钟)

复习Section A中的1a和2a，导入新课。

(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 a meal for your parents? (学生讲述，教师板书。)

First, … Next, … Then, … After that, ... Finally, …

T: Very good! 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, 复习副词的构成和用法。) T:

Well done! Yesterday I asked you to cook some food for your parents. You did very well and your parents must be very happy, yes? Ss: Yes. T: Did you enjoy it? Ss: Yes. T: Today we will learn how to make a kind of snack, sandwich. Step 2

Presentation 第二步

呈现(时间: 13分钟) 呈现本课1a，完成1b。

1.(呈现1a。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 sandwich with butter, honey and a pear. (引起学生注意的同时，教师边用图片演示制作三明治的过程边讲解。) (出示写有目标语言的小黑板。) First, 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 the pieces of bread together. (再演示讲解一遍，然后让学生试着用目标语言讲述。) (教师板书新词。领读并要求学生掌握：butter, pear, piece；理解snack和pour。) snack n.小吃

butter n.黄油，奶油

pear n.梨

piece n.一块

pour v.倒出

(让学生根据图片复述制作点心的步骤。) T: Good, 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: …

…

(引出下一步。) T: Well done! S1, Would you mind telling me again how to make a sandwich? Just now I didn’t hear clearly. (板书) Would you mind telling me again how to make a sandwich? (教师解释句子意思。) S1: Of course not. First, … Next, … Then, … After that, … Finally, …

T: Good. Thank you! Do you want to know what’s Michael’s favorite snack? Please listen to 1a and answer it. (播放完1a录音后，学生回答问题。) Ss: His favorite snack is a sandwich with butter, honey and a pear. 2. (读1a，先大声齐读后分角色朗读。) T: Great! Now, please read 1a together and then in roles. 3. (再读1a两分钟，然后让三个学生复述，同时完成1b。) T: OK! Please read 1a freely for two minutes again. Then I’ll ask some students to retell the process of making a sandwich. (学生复述后，给予适当的评价。) Step 3

Consolidation 第三步

巩固(时间: 6分钟) 1.Would you mind if we learn to make it from you ?

我们向你学习做它（三明治）好吗？

（1）Would you mind if...请求允许或客气地请某人做某事。

E.g:我打开窗户好吗？

Would you mind if I open the window? （2）learn to do sth.from sb. 向某人学习做某事

E.g:他向他父亲学习下棋。

He learns to play chess from his father. 2. ...,you did quite well.你做得非常好。

But I think you did better than I.但是我认为你做得比我更好。

Michael did best of all.迈克尔是所有人中做得最好的。

这三个句子中的well,better,best都是副词，作动词did的状语。

better,best分别是well的比较级和最高级形式。

3.Practice makes perfect.

熟能生巧。

Step 4

Practice 第四步

练习(时间: 16分钟)

练习2a和2b，了解餐桌礼仪并巩固if/whether引导的宾语从句。要求学生掌握polite；理解impolite和noisily；了解slurp和elbow。

1. (师生讨论。出示小黑板呈现“It’s polite / impolite to …”，为学习2a做准备。)

T: In 1c, we know the children prepare for the food festival very well. Beside that, what else do they need to prepare? Please discuss in groups, and then tell us.

G1: We think they need to prepare dinner service.(教师帮助说出dinner service。)

T: Good. Such as forks, spoons, chopsticks, plates, knives and so on.

(教师出示图片教学spoon, fork, chopstick，板书并要求学生掌握。) spoon n.匙，调羹

fork n.叉，餐叉

chopstick n.筷子

T: What else?

G2: They also need to learn eating customs in different countries. T: Great! Now please look at the small blackboard, and then discuss whether it’s polite or impolite to eat in China in the following manners. (出示小黑板。) □

eat noisily. □

speak loudly during a meal. It’s polite/impolite+to

□

smoke during a meal. □

eat with your arms or elbows on the table. …

T:

Is it polite to eat noisily in China?

S8: Yes. It’s polite. / No. It is impolite. …

(学生讨论完后，教师播放2a录音。让学生听录音，回答问题。完成2a。) T: Suppose we were traveling in Cuba, do you know if it’s polite to eat noisily in Cuba? Listen to 2a

and tell me the answer. (学生听2a录音。) T: Now, who can tell me? Ss: It’s impolite to eat noisily in Cuba. T: Good, what about in Japan? Ss:

It’s polite to eat noisily in Japan.

(板书) It’s impolite to eat noisily in Cuba. It’s polite to eat noisily in Japan.

T: Great! Please listen to 2a again and follow it. Then practice the dialog in pairs. (学生分角色表演2a。) 2. (不同的国家有不同的饮食习惯。听2b录音，完成2b。) T: We know that the eating customs in Cuba are different from those in Japan. What are they like in America, France, Thailand and India? Do you want to know? OK, let’s listen to 2b and find out the answers. (放2b录音。) T: Can you tell me if it’s polite to eat with your arms or elbows on the table in America? S9: Yes, I can. It’s not polite.

T: And do you know whether or not it’s impolite to smoke during a meal in France? S10:Yes, I do. It’s not impolite.

T: Well. Do you know whether they use knives in Thailand? S11: Yes, I do. They don’t use knives at all.

T: I don’t know if there is any need for knives, forks or chopsticks in India. S12:No. There’s no need. (板书重点语法。) Can you tell me if it’s polite to eat with your arms or elbows on the table in America?

Do you know whether or not it’s impolite to smoke during a meal in France? Do you know whether they use knives in Thailand? I don’t know if there is any need for knives, forks or chopsticks in India. (教师提醒学生注意板书句子的结构，用彩笔画出if/whether，让学生观察、比较，引导他们逐步探究if/whether引导的一般疑问句的宾语从句的用法；并对上一话题所学过的陈述句的宾语从句的用法进行归纳。) 3. (再听2b，学生跟读，然后完成2b。) T: Please listen to 2b again and follow it, then match the pictures. (核对答案。) Step5 Homework (1)(谈论不同国家的餐桌礼仪。) (2)(根据所学方法制作一个三明治或汉堡。)