Section D公开课参赛课教案

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Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. 教学内容分析及课时分配建议：

本单元第二个话题在复习上个话题的基础上，引入新的内容包括步骤的表达，描述方式的副词，做饭材料、做饭所用厨具以及吃饭所用的餐具等词汇。主要句型有提供帮助Would you like me to help you?赞美和鼓励Well done!请求得到允许Would you mind if I…?就餐用语help yourself to some…以及提醒和警告remember (not) to …语法包括whether/if引导的宾语从句；副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/dE/的区分以及升降调的区分。此外，本话题贴近学生生活实际，从教学生做各种食物到不同国家的餐桌礼仪和饮食文化，学生不仅可以学到语言知识还可以培养生活技能，拓展文化意识。

第一课时：Section A- 1a, 1b, 1c ,2a, 2b 第二课时：Section B-1a, 1b, 1c, 2

Section A-3a, 3b 第三课时：Section C-1a,1b,1c, 4 第四课时：Section C-2, 3

Section B-3, 4a, 4b 第五课时：Section D-Grammar and Functions, 1, 2, 3, Project 第四课时（Section C-2, 3

Section B-3,4a, 4b）

教学设计思路：

本节课主要活动为Section C -2,3。

本节课的课型为语法语音课。在复习环节里按照上一课的作业布置，要求学生边表演西方餐桌礼仪边讲解。语法环节从讨论中国的餐桌礼仪入手，首先学习本课出现的新词汇，并在师生讨论中运用目标语言——宾语从句，之后导入到对其他国家餐桌礼仪的讨论。学习语法的过程中，教师鼓励学生自己发现和总结语法规律，并根据学生理解和掌握的程度加以引导、点拨和补充。比如在本课中，教师要求学生自己找到宾语从句的关系词，自己发现一般疑问句和宾语从句在语序方面的不同。之后以练习的方式加以巩固。本课将Section B-3设计成Reading and speaking的活动。原因是学生通过阅读就可以完成排序的任务，而且认真的阅读比听更深刻地理解对话的意义。之后，通过听录音和模仿练习语音语调，同时导入Section B-4a、4b。

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Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

spoon, chopstick, finger, elbow, slurp, noisily

（2）继续学习宾语从句

I want to know whether/if it is polite to point with chopsticks at people in China. （3）了解不同国家的餐桌礼仪。

（4）掌握辅音音素/t∫/和/dE/。

（5）学会朗读句子时正确处理语调和停顿。

2.

Skill aims:

（1）能利用宾语从句讨论不同国家的餐桌礼仪。

（2）能区分辅音音素/t∫/和/dE/, 并能正确拼读单词。

（3）学生能在朗读句子时正确处理语调和停顿。

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。

4.

Culture awareness: 了解各国饮食习惯和餐桌礼仪，做个有国际视野的人。

Ⅱ. The key points and difficult points 1. Key points: （1）继续学习whether/if引导的宾语从句。

（2）了解不同国家的餐桌礼仪。

2. Difficult points：

利用whether/ if 引导的宾语从句谈论不同国家的餐桌礼仪。

Ⅲ. Learning strategies 1. 了解不同国家的餐桌礼仪有助于更好地进行跨文化交流。

2. 在学校的过程中，善于观察，勤于思考。探究和发现语言规律。

Ⅳ. Teaching aids 多媒体课件/图片

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Ⅴ. Teaching procedures

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

Designing Step Teacher activity Greet the students and get them ready for learning. T: Good morning, everyone! (Class activity)

Student activity purpose Focus their attention on the

teacher.

Ss: Good morning, Miss…

T:Whose turn to give a duty

report?

S1: It’s me. …

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)：

Revision

Step Teacher activity Student activity Designing purpose

Ask some students to act out the Some students act out the

western table manners.

western table manners. Others watch and listen T: Before the new lesson, I’ll ask carefully.

some of you to act out the western

1(Class activity) table manners as you talk about

them. Who would like to have a

try?

T: Are there any mistakes or do Ss:…

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Ss:…

Remark：

Stage 3（15mins)：Grammar

Designing Step Teacher activity Learn the new words.

Student activity purpose Look at the pictures and 看图学习新词汇learn the new words. 并利用宾语从句讨论中国的餐桌礼仪。

T: We use chopsticks to stir the

fruit salad. What do you use to eat

it?

Ss: 汤匙，调羹. T: Look at the pictures. Let’s learn

these two words: chopsticks and

spoon.

1(Class activity)

Ss: No, I don’t think it’s right.

Ss: No, I don’t think it’s polite.

spoon

chopsticks T:Do you think whether it is polite to eat fruit salad with fingers?（教师伸出手指教学这个单词）I mean whether it is right to eat

fruit salad with fingers?

T:Yes. I think so. And do you think if it is polite to point at others with your chopsticks in China?

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T: Yes. You got it. That is to say it

is impolite.

T: Some people eat noisily like

this man.

Ss: Yes. It means “吵闹的”.

S3: I think it doesn’t matter. I don’t mind that. T: Do you know what “noisily”

means?

T: Do you think whether or not it is polite to eat noisily?

T: OK. Maybe you are right. Many people don’t mind that in China. But table manners are different from country to country. Let’s see some table manners in other countries.

2(Pair work) Ask the students to read the Read the conversations in 2 利用宾语从句讨conversations in 2 and match the and match the pictures with 论其他国家的餐pictures with the conversations. the Then practice in pairs. conversations. Then 桌礼仪。总结关系词whether，if和whether or not。

practice in pairs. T: Now read the conversations in

2. And then match them with the

pictures.

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Ss:…

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T: Have you got the answers?

Would you mind telling me the

right order?

T:Good! Now read

S1: The right order is…

the

conversations again. Underline

the object clauses. please pay

attention to the relative words.

Ss:…

T:What relative words can cause

object clauses?

S2: whether, if and whether or not. T: Well done. Let’s practice these

conversations in pairs.

Show the example of 3.

Ss:…

Read the example of 3. 引导学生发现和Observe the word order 总结一般疑问句difference between yes no 与宾语从句在关question and the object clauses.

系词和语序方面的差别。

T:Let’s go on learning object

clauses. Now read the example of

3(Class activity) 3. Observe the differences

between the general question and

the object clauses.

T: Do you find any differences?

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Ss:…

S1: Yes. Beside the relative words, I found they are in

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T: You did so well. Just as you said, the object clauses have the word order of a declarative sentence. So when you use object clauses , you must pay attention to the word order. different order. Ask the students to discuss using Discuss eating customs in

object clauses. Finish 3.

different countries, using object clauses. T: You should make use of what

you have learned. Read the

sentences in 3 and discuss eating

4(Pair work) customs in different countries,

using object clauses. Let’s have a

try.

Ss:…

T: Who would like to act out your

conversations?

Remark：尽量让学生发现和总结语法规律，教师要根据学生理解和掌握的情况加以点拨或补充。务必让学生理解语法规律。

Stage 4（7mins)：Reading and speaking Step Teacher activity Student activity Designing purpose P1:…

Ask the students to read 3 and Read 3 and number the

1(Individual work) number the sentences to form a sentences conversation. to form a conversation.

T: I don’t

think that it is impolite

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to eat noisily in China. But I don’t

know whether it’s impolite in

other countries. Read the

sentences in 3 and number them

to form a conversation.

Ss:…

T: Check the answers with your

partners and tell me the right

order, please.

S1: The right order is …

T: Is it impolite to eat noisily in

Japan?

T: How about in Cuba?

T:

There is a useful expression “help yourself to…”

When you are the host and entertain your friends. You can say “help yourselves to …”. Play the tape recording of

Section B-3.

2(Individual work) Listen to Section B-3. Then

read after it paying attention to the stress and intonation.

S2: No, it’s polite.

S3: In Cuba, it is impolite to eat noisily. T: Now listen to the conversation

and try to imitate. Please pay

attention to the stress and

intonation.

Ss:…

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T: You can practice the

Ss:…

conversation with your partners.

Remark：这一部分可以设计为听力训练也可以作为阅读排序来处理。

Stage 5（8mins)：

Pronunciation Designing Step Teacher activity Student activity purpose Play the recording of 4a. Show the Read the pairs of words 认真听录音，大单words. and aloud, paying attention 开口，反复模仿。

teacher cheap charm chair change to the sounds of the children Chinese chopsticks underlined letters. Then jam

jade

jail

jeep

jacket

listen and try to imitate. Japanese

joke

job

junk

jeans

T: Good job! You know, good

pronunciation is very important to

the English learners. Imitation is

a good way to improve it. Today

1(Class activity)

we will learn the pronunciation of

the letter “j”

and the combined

letters “ch”. First, read the pairs

of words aloud, paying attention

to the sounds of underlined letters.

T:Now try to imitate.

T: Let’s read more word. teacher change cheap charm chair Ss:…

Ss:…

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chopsticks jam

jade

jail

jeep

jacket

Japanese

joke

job

junk

jeans

Play the tape of recording of 4b.

Read 4b and then listen

and imitate. T:You know, the intonation and

pause are also important in your

pronunciation. Read the

conversation in 4b. The arrow

mark can show you the intonation.

First you can read by yourselves

and pay attention to the intonation

2(Pair work) and pause.

Ss:…

T: OK, now let’s listen to the tape

and try to imitate.

T: When you describe more than one step, you often use rising tone for such words as first, second before you come to the end. Remark：让学生通过跟读，体会字母、字母组合发音的规律及语音语调和节奏、停顿的美感。

Ss:…

Stage 6（3mins)：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1（Class activity)

key points

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learned today. 结的能力，再次复

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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: spoon, chopstick, finger, polite , elbow, slurp, impolite, noisily

S2: We went on learning the object clauses. S3: We learned the table customs countries. S4: We learned how to pronounce /

t∫/ and /

dE /。

S5: We learned the in different 习巩固本节课的重点知识。

intonation and pause. Assign the HMK. T: For today’s HMK, I’d like you to remember the new words and phrases. 2 (Class activity)

conversations in SectionC-2 and 3.

Don’t forget to

preview Section D-Grammar and Functions, 1,2,3, Project.

Remark：

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Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

Please practice the

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VI .

Blackboard design

第四课时 (Section C-2,3

Section B-3,4a, 4b) 1. Some new words: spoon, chopstick, finger, polite , elbow, slurp, impolite, noisily

2. Object clauses: whether, if , whether or not I want to know whether/if it is polite to point with chopsticks at people in China. Do you know whether or not it’s impolite to smoke during a meal in France? Is it polite to point at people with chopsticks in China? => I want to know whether/if it is polite to point at people with chopsticks in China. =>I don’t think that it is polite to point at people with chopsticks in China. 3. /t∫/

teacher

cheap

charm

chair

change

children

Chinese

chopsticks / dE /

jam

jade

jail

jeep

jacket

Japanese

joke

job

junk

jeans

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