Section Cppt课件课堂实录

仁爱八下Unit7 Topic 2 Section C教学设计

If you go to a formal western dinner party for the first time, you’d better know about western table manners. It’s polite to follow them.

When you sit down at the table, take your napkin and put it on your lap. When you start eating, you should keep the fork in your right hand. If you use your knife, then put the fork in your left hand. The dinner always starts with a small dish. It’s polite to eat up the food on your plate, so don’t take more food than you need. Maybe you don’t know whether it’s polite or not to speak loudly at the table. The answer is that you should speak quietly and smile a lot. When you drink to someone, you’d better raise your cup or glass and take only a little. Remember not to drink too much. If you can’t remember these rules, just do as other people do.

一、整体设计思路、指导依据说明

本节阅读课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 引导的语从句。让学生在对比中西方餐桌不同礼仪的过程中，让学生互帮互学，阔视野，既要促进新知的学习，把握阅读的整体结构，又要激发学生探究学习，自主学习的热情和思辨的能力。要引导学生乐于和了解外国风俗文化，从而更好地弘扬中国文化服务。

二、教学背景

1. 教学内容分析：

本节阅读课是谈论西餐的餐桌礼仪，引出中西方饮食文化方面的差异，学有关餐具的词汇，掌握有关就餐的短语。语法方面继续学习由whether 和if 引的宾语从句。

2. 学生情况分析：

学生在本话题的Section A 和B初步学习了，Section C是阅读课，学生在比中西方餐桌不同礼仪的过程中可以互帮互学，把握阅读的整体结构，自主学习

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究，在畅所欲言的过程中分享不同的观点和提高思辨能力。

三、教学目标

1. 语言能力目标：

1)Students should be able to pronounce the words about western tablewares correctly and learn to know the meaning of the phrases by situations. napkin, fork , spoon, table manners, eat up, drink to sb./sth, take a little

2) Students should be able to use the object clauses to describe their views.

Do you think whether/if it is polite not to …

3) Students should be able to use Mind –

map to talk about the formal western table manners and write passages about it.

2. 学习能力目标：

1) At the end of the class, students should be able to talk about table manners for a formal western dinner party. 2)

Ss should be able to master the three reading strategies through the process reading. 3)

Ss should be able to get the whole structure of a passage to help them read and write 3. 思维品质目标：

1) At the end of the class, students should know how to behave politely at a form western dinner party and know more about table manners of different countries.

2) During the process of reading, try to develop the students’

independent thinking ability 4.文化品格目标：

Cultural awareness: At the end of the class, students should know how to behave politely at a formal western dinner party and know more about table manners different countries. “When in Roman, do as the Romans do”. “Give much

mutual respect and more understanding.”

四、教学重、难点

1. 教学重点：

1) Students can pronounce “napkin, fork, spoon, table manners, eat up”

correctly. 2) Students can express “

I want to know whether/if it is polite to …”. 3) Students can use Mind -Map to talk about table manners easily.

2. 教学难点：

1) Students can express “

I want to know whether/if it is polite to …”. 2) Students can use Mind -Map to talk about table manners easily. 3) Develop the students’

independent thinking ability.

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五、课堂风貌设计

1. 兴趣课堂：Students are interested in western tablewares and western table manners. They are also interested in talking about different table manners in different countries 2. 自主课堂：Students can design Mind –

Map with the help of each other and share the different views in groups. And they can also use Mind -Map to talk about table manners easily.

3.人文素养课堂：

1）Students should know how to behave politely at a formal western dinner party and know more about table manners of different countries. “When in Roman, do as the Romans do”. “Give much mutual respect and more understanding.”

2）develop the students’

independent thinking ability.

六、教学过程设计

Teaching Procedures Teacher’s Activities Students’

Activities Purpose of Design

Step 1 Warm up (2 mins)

1.

Greetings. 1Greet the teacher. Let the students relax and create an active atmosphere for classes.

2.

2 Play a video about Mr. Bean. 2Watch a video about Mr. Bean. Arouse the student interests and train students’ observation ability.

Step 2 Pre-reading

1 Teach new words about tablewares.

1 Read new words correctly. Reinforce the student memory and understanding reading and talking about table manners in groups.

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(12mins)

2Teach the object clause “Do you think if / whether it’s polite to…”

2 Use “I want to know if / whether it’s polite to…” to discuss the pictures. Students can predict the context of the text discussing.

Step 3 While-reading (20mins)

1 Let the students read quickly and give a best title.

1 Read the text quickly and give a best title. Make students grasp first reading strategy “You can often find the main idea at the beginning and ending of a passage.” fast reading.

2 Let the students read again and mark T or F.

2 Read again and mark T or F. Make students grasp second reading strategy. “Details can help you understand the passage more correctly.” by careful reading.

1 Let the students read and finish the Mind - map. 3 Read and fill in the Mind – map.

Make the students grasp the third reading strategy “Mind –

map can make you understand the passage more clearly and completely.”

Mind – map helps students to grasp the whole structure of the text and develop student’s

language output ability. 4 let the students read and draw a mind – map themselves. 4 Read the rest part and draw a Mind –map themselves. 5 Lead the students to retell the text according to the Mind – map. 5 Retell the text according to the Mind – map. 6 Guide the students to think independently. 6 Think independently about missing part of the text.

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Step 4 Key and Difficult points Step 5 Summary (2 mins)

Step 6 Homework

七、板书设计