Section C优质课教案整理

Unit7 Topic2 SectionC教案设计

邓洁

信阳市九中

Ⅰ. Material analysis

本课的阅读部分呈现的是谈论西餐的餐桌礼仪，来引出中西方饮食文化方面的差异，学习有关餐具的词汇，掌握有关就餐的短语，语法方面继续学习由whether和if 引导的宾语从句。老师要让学生在对比中西餐桌不同礼仪的过程中，让学生互帮互学，开阔视野，既要促进新知的形成，又要激发学生探究学习、自主学习的热情。在指导学生学习第二部分关于更多不同国家的餐桌礼仪时，要引导学生在了解中国风俗文化的同时，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. Teaching aims Knowledge aims：

1. 继续学习

whether/ if 引导的宾语从句。

2. 谈论西餐的餐桌礼仪。

3. 对比了解中西方餐桌礼仪。

Skill aims：

1. 能听懂有关餐桌礼仪的短文，识别主题，并获取主要信息。

2. 能使用英语简述西餐的餐桌礼仪。

3. 能从所给语言材料中找出现关信息，理解大意。

4. 能说出有关中西餐桌礼仪的区别。

Emotional aims：

1. 互帮互学，开阔视野。

2. 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。

Ⅲ. The key points and difficult points Key points：

1. 谈论西餐的餐桌礼仪。

2. 了解不同国家的餐桌礼仪。

Difficult points：

1.用宾语从句表述不同国家的餐桌礼仪。

2.对比中西餐桌礼仪。

Ⅳ. 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。

Ⅴ. Teaching aids

Computer multimedia projector; Videos of a formal western dinner and a Chinese dinner. Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity 1.Teacher sends micro class video to class parent We Chat group the day before and asks the students to watch it about table manners. Tell them to pay attention to table manners and the new words mentioned in the video. 2.Teacher asks the students to read 1a before class. 3.Teacher hands out the learning guide to the students.

1. Greet students ready for

learning. 2.Show pictures of the students’

activities about food survey before. Lead in the topic- table manners. 3.The teacher ask the students to look at the pictures of a formal western dinner party and tableware. 4.The teacher tells the students to speak out the words about tableware they know.

5.The teacher asks the students to find out the new words they don’t know in the text 1a with their partners.

Preview

The whole

class work

1.Students watch the micro class video, they have a preliminary understanding of western table manners.

2. Students preview the text and study by themselves before class.

3.Students preview the knowledge in the learning guide by themselves 1. Focus their attention

on the teacher. 2.Look at photos of the students’

survey about Xinyang traditional food.

3.Look at the pictures of a formal western dinner party and tableware.

4.Students speak out words about tableware they know in the picture.

5.Students find out the new words they don’t know in the

text 1a with their partners.

1. The whole

class work. 2. The whole

class work.

3. The whole

class work.

Introduction

（8 minutes）

4. Individual

work.

5.Pair work.

Presentation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Individual

work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work. 1.Students listen to 1a and mark T(true) or F(false) in 1b. 2.Students watch the video about 1a to know about the western table manners. 3. Students look at the

pictures of 1a. Learn and grasp the new words with the help of the teacher.

3. Students write down

the words on the lines in the picture of 1a.

4. Students check the

answers.

5. Students read the passage and underline the other new words, guessing their meanings according to the passage.

6. Students learn and grasp the new words with the help of the teacher.

7. Students read 1a fast and answer the two questions .

1.Teacher plays the recording of 1a and asks students to listen to 1a. 2.Teacher plays the video about 1a for the students. Lead to the new lesson.

3.Teacher lets students look at the picture of 1a. Teacher

introduces the new words: napkin, lap, fork, and dish.

3.Teacher lets students write down the words on the lines in the picture of 1a. Let them grasp the new words fork

and dish. Know about napkin.

4. Teacher lets two students

tell their answers to check the answers. 5. Teacher asks the students to read the passage of 1a, and then underline the other new words, guessing their meanings according to the passage. 6. Teacher teaches the other new

words and phrases: formal, table manners, eat up, quietly and drink to sb./sth. 7. Teacher asks students to

read the passage fast,and answer the following questions

1.What's the passage mainly talking about? 2.If you can't remember the rules in a western dinner party, what should you do?

1. Individual

work.

[来源学科网ZXXK]Consolidation (10 minutes) 1. Students read 1a silently and and answer these questions. 2. The whole

2. Students check the

class work. answers. 3.Group work.

3. Students cooperate with

their partners read the

passage by themselves, and

then discuss in groups to

find out the difficult points

and sum up the key 4. The whole

points. class work. 4.Students underline in their

books and make some

notes.

5. Individual 5.Students do the exercises

work. with the help of their

learning guide.

6. The whole

6.Students read 1a aloud class work. and prepare for the retelling.

1. Teacher asks the students

to read 1a silently, and then answer three questions.

2. Teacher asks three students

to tell the answers.

3.Teacher pays attention to the whole class, walks around and guides the students to grasp the key points and difficult points. At last let them sum up the key and different points of the passage. 4.Teacher lets the students read 1a, and then asks them to learn in groups to find out the difficult points and key points.

5. Teacher makes a summary to explain key points and difficult points to the students:

table manners (2) eat up (3) whether… or not …(4) drink to sb./sth.(5) take (only) a little(6) Remember not to …

6.Teacher lets pairs of students

prepare for the retelling table

manners in western table

manners with the help of the words on the screen: sit down ,start dining,he fork,eat up the food,drink to someone...

Practice (10 minutes) 1. Pair work.

2. The whole

class work. 3. Individual

work.

4.Group work.

5. The whole

class work.

6. The whole

class work.

1. The whole

class work.

2. Individual

work.

3.The whole

class work.

4. Individual

work.

1. Students retell the

passage in pairs. 2. Students evaluate the

performances. 3. Students read 1a again

and underline the key points about western table manners.

4. Students work in groups and compare Chinese table manners with western table manners. 5. Students report their

results of comparing. 6. Students grasp the

different table manners. 1. Teacher asks the students to retell the passage in pairs.

2. Teacher lets students evaluate the performances. 3.Teacher lets students read 1a again and underline the key points about western table manners.

4.Teacher lets students work in groups and compare them with western table manners. 5.Teacher lets two or three students report their results of comparing. 6.Teacher makes a summary about table manners in different countries.

1. Teacher asks the students

to prepare the game of describing.

2.Teacher describes the rules of the game.(when students

say“stop”, there will be a task or some presents, and his/her group will get one point if he/she does well in it.)

3. Teacher shows the summary

to the students and asks them to be a polite person. 4. Teacher assigns homework Production (7minutes) 1. Students prepare the

game of describing.

2.Students turn the lucky wheel and their enthusiasm for taking part in the activity is fully aroused.

3.Students enjoy a funny short video to relax themselves after all kinds of tasks. 4. Students finish the

homework after class.

Teaching Reflection There are many differences between western table manners and Chinese table manners. Students are interested in trying showing the differences by themselves. And after the practicing of this section, the students are familiar with different table manners and traditional culture in different countries. The teacher should tell the students that every culture in the world is equal. We should avoid using our own culture and value to judge foreign culture. We should treat foreign culture objectively and be confident about Chinese culture. .

Ⅶ. Blackboard design Unit 7

Topic 2 Section C

Western Table Manners

1. eat up

When in Rome, do as Romans do. 2. whether… or not …

3. drink to sb./sth. 4. take (only) a little 6. remember not to …

remember doing