Section C名师教学设计1

Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. 第三课时（Section C）

Ⅰ. Teaching aims 1.

Knowledge aims：

学习并掌握新词汇

fork, dish, eat up, table manners, drink to sb. polite, impolite, napkin, lap, manner, formal, quietly, dine 2.

Skill aims:

能使用英语简述西餐的餐桌礼仪。

3.

Emotional aims: 乐于接触和了解外国风俗文化，从而更好地为弘扬中国文化服务。

Ⅱ. The key points and difficult points 1. Key points: 谈论西餐的餐桌礼仪。

2. Difficult points：

演示西餐的餐桌礼仪。

Ⅲ. Learning strategies 了解不同国家的餐桌礼仪有助于更好地进行跨文化交流。

Ⅳ. Teaching aids 多媒体课件/图片

V. Teaching procedures

Stage 1(2mins)：Getting students ready for learning

Designing Step Teacher activity Greet the students and get them (Class activity) ready for learning. Show some teacher. 1 / 12

Student activity purpose Focus their attention on the

riddles. What table is in the field?

(Vegetable )

2.What stays hot even if put it in a

fridge?

(Pepper)

3. what kind of dog does not bite

or bark?

(Hot dog) T: Good morning, everyone! T: Before the new lesson, let’s guess some riddles. Please try to guess. The first one is …

Who knows the answer? Stage 2（7mins)：

Revision

Designing Step Teacher activity Show some word cards (or show them on the screen) to review the comparative and superlative degrees of adverbs. well-

early-

long- 1(Class activity & Group work) fast-badly-little-much- T: I’ll show you some adverbs. Please say out the comparative and superlative degrees of

the adverbs as quickly as possible. Are you ready? Go! T: Good. Now let’s have a 2 / 12

Ss: Good morning, Miss…

S1:Is it…? Student activity purpose Say out the comparative and 复习副词的比较superlative degrees of 级和最高级。

adverbs and then make sentences with these words.

competition. Work in groups and make sentences with these words in turns. Each student says out one sentence each time. Your group has 3minutes. The group

Ss:…

which makes the most sentences is

the winner. Is that clear? OK. Let’s begin.

T: Group1, how many sentences have you made?

T: How about you, Group2? T: Wow! So many sentences. And other groups? T: Would you mind showing your sentences, Group2? Other students should listen carefully. You can learn the good sentences and help correct the wrong ones.

Show some key words about how to make fruit salad. First

wash

fruits

carefully.

Second

peel

fruits.

2(Pair work) carefully.

交际用语。

Then

put

into a big bowl

slowly after that

add

cheese

Make conversations in pairs 利用编写制作水according to the key words.

果沙拉对话的方式副词和表达步骤的方式。同时复习本话题学过的

Ss:…

G1: 7.

G2:10. G2:…

Next

cut … into small pieces

Finally

use a pair of chopsticks

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stir（搅拌）

T: Hi, everyone. Have you cooked

for your parents? In fact, cooking is fun and easy if you would like to have a try. Now, let’s learn more about cooking. These are the steps of making fruit salad. Read them and then work in pairs to make conversations. One student acts as a cook teaching the other student to cook it. Don’t forget to use the functions in this topic.

T: Who would like to act out your conversations?

Remark：提醒学生利用本话题学过的交际用语编写对话。

Stage 3（8mins)：Pre - reading

Designing Step Teacher activity Student activity purpose Play a video about how to set Watch a video and learn the 播放摆放餐具的tableware in western countries new words about tableware. 视频并截图学习(http://www.iqiyi.com/v_19rrn82i1(Class activity) new words about tableware.

T: Suppose you would go to a

formal western dinner party for

the first time, but you don’t know

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Ss:…

Ss:…

Then fill in the blanks in the 有关餐具的词汇。

bk.html?ptag=vsogou). Teach the picture in 1a.

their table manners. Do you want

to get some advice?

Ss: Yes. T: Good. Today we’ll learn the

table manners in western

countries. But first we should know

more about the tableware in

western countries. Right? Now

let’s watch a video about how to

set the tableware in western

countries. T:What is this? Ss:…

S1: A napkin.

T:What is he setting?

T:What is it used for? T:What’s that on the left of the napkin?

S2: A knife.

S3: We use it for cutting food.

T: What is this next to the knives?

S3: A fork.

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T: What’s that? (Pointing at the plate)

S4: A spoon.

T: We also call it a dish. It also means a particular type of food prepared for a meal. It means

S5: It’s a plate.

“菜肴”in Chinese. T: What is that?(pointing at the glass)

T: It’s used for drinking, isn’t it? OK. Have you remembered all the tableware? Let’s try to say them out.(The teacher points at the tableware one by one, the students say them out.

S6: It’s a glass.

T: Well done! Now look at the picture in 1a. I’m sure you can write the words on the lines. Have a try, please.

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Ss:…

Stage4（8mins)：While - reading

Designing Step Teacher activity Student activity purpose Ask the students to read the Skim the passage and get the

passage quickly and get the main main idea. idea.

T: Now let’s read the passage of

1(Individual work) 1a quickly. Get the main idea of it.

Ss:…

T:What is the passage mainly

about?

S1: It’s about the western table manners. Ask the students to read the Read the passage again and

passage again and finish 1b. mark T or F for the sentences T: Yes. It’s polite to follow the in 1b. western table manners if you go

to a formal western dinner for the

2(Individual work) first time. Now read the passage Ss:…

again and mark T or F for the

sentence in 1b.

T: Let’s check your answers. Is the S1:…

first one true or false?

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Show a table.

Read 1a again and fill out the 设计表格要求学table. 生注重细节，同时为复述课文做准备。

T: Read 1a again and fill out the

table.

how start formal western dinner to a When you sit down at the table,

take your ______ on your _____. You should keep your knife ______________ and the fork ____________.

_____ the food on your plate. try to speak ____ and ___ a lot. when drinking to someone, take ______. impolite Don’t take _____ food than ________. Remember ______ too much. If can remember the rules, you just do _______________

Ss:…

Ss:…

3(Individual work) polite

T:

Check your answers with your partners. Remark：

Stage 5（18mins)：Post-reading Designing Step Teacher activity Deal with the language points. Student activity purpose Learn the language points. 解决文中的语言点。

T:There are some useful phrases

in this passage, Read it quickly

1(Class activity)

and underline them. T: Tell me your phrases.

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Ss:…

T: Good job. Who can make a S1: for the first time, table sentence with the phrase “eat manners. up”?

S2:

at the table, start with, eat up, drink to someone. T: Who can make a sentence with

the phrase “drink to someone”?

T: Good examples! Do you have S3: I’m full. I can’t eat up any questions about this passage?

all the food in my plate.

T: It’s a good question. We also S4: Let’s drink to the food use “whether or not” to cause an festival! object clause. Or you can put “or

not”

at the end of the object

clause. For example, Can you tell S5: We know that whether me whether or not we will have a and if can cause an object class meeting this Friday? You clause. How do you use can say it this way: Can you tell whether or not? me whether we will have a class

meet or not this Friday? But make

sure that “or not” can not be used Ss: Yes. after “if”. Do you understand?

Show the table the Ss filled just Retell 2(group work) passage according to the table.

的难度。

T: Now let’s try to retell the Ss:…

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the passage 根据表格复述课文可以降低任务now. Ask them to retell the according to the table.

western table manner. The table may help you .

Ask the students to talk about Talk about the Chinese 将1c与4 结合成Chinese table manner, report it to table manners and report it 一个任务，要求学the class and then write a passage. to the class. Then write a 生讨论中国的餐T:You know, are Chinese different table short passage. from

桌礼仪并完成书面表达。

manners western table manners in many

ways. Now let’s talk about

Chinese table manners in groups.

You may compare Chinese table

manners with the ones in western

countries. You may talk like this: 3(Group work)

A: Do you think whether it is

polite to …? B: I think it’s …

C: I don’t agree with you. I

think…

T: Now let’s write a short passage Ss:…

about Chinese table manners

according to your discussion.

T: Which group would like to Ss:…

make a report?

G1:…

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Remark：帮助学生为书面表达做准备，鼓励学生运用宾语从句进行讨论。

Stage 6（2mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose 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，再次复习巩固本节课的重点知识。

T: Class will be over soon. We

should summarize what we have

learned in this lesson. Let’s begin!

S1:we learned some new words and phrases. 1（Class activity)

fork, dish,

eat up, table manners, drink to sb.

polite, impolite, napkin, lap, manner, formal, quietly, dine S2: We knew about the western table manners. Assign the HMK. T: For today’s HMK, I’d like you to remember the new words and phrases. Please tell the western 2 (Class activity)

table manners to your parents and prepare to act out western table manners. I’ll ask some of you to act while telling the table manners tomorrow. 11 / 12

Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

Don’t forget to

preview Section C-2,3

Section B-3,4a, 4b.

Remark：

VI .

Blackboard design

第三课时 (Section C-1a,1b,1c ,4)

1. Some new words: fork, dish,

eat up, table manners, drink to sb.

polite, impolite, napkin, lap, manner, formal, quietly, dine 2. The object clause Maybe you don’t know whether it’s polite or not to speak loudly at the table.

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