Section C优秀教学设计

Unit 7 Food Festival Topic2 I’m not sure whether I can cook it well. Sectionc 教学设计

教学设计思路：

本节课主要活动为Section C -1c 本节课的课型为阅读课。通过对课文的阅读了解西方餐桌礼仪。在复习环节里利用一个问题复习了it作为形式主语（it is＋adj＋(for sb) to do sth）的表达，得出it's polite to do that in Japan. 同时学习新词汇polite和impolite。Pre-reading环节里，首先利用图片和句子学习餐具及餐桌礼仪相关词汇。然后将这些词汇填入课文旁边的图片里加以巩固。其次利用free talk 的讨论得出了解西方餐桌礼仪的必要性引发学生对1a内容的好奇心，接着播放一段有关西方餐桌礼仪的视频，讨论常识性的西方餐桌礼仪，调动学生已有经验，使他们更积极主动地参与课堂。本课将While-reading分为四个步骤。

第一遍，播放课文录音，了解文章大意。第二遍，再听课文，勾画key points。第三遍略读课文，完成1b。第四遍，精读课文，复习速记重点表达，要求学生注重细节，为复述课文做准备。Post-reading环节里，解决课文中出现的语言点，尤其是whether or not的用法。利用卡片，左边让学生根据提醒书写西方餐桌礼仪，右边书写中国餐桌礼仪，之后讨论，将结果写成结论（相同点vs不同点），完成1c。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇和短语

formal, manner, napkin, lap, fork, dish, plate, spoon, chopstick for the first time, eat up, table manners, drink to... , remember(not) to do... （2）了解西西餐的餐桌礼仪。

2.

Skill aims: 能使用英语简述西餐的餐桌礼仪。

3.

Emotional aims: 通过对比中外风俗文化，能更好地弘扬中国文化。

Ⅱ. The key points and difficult points：

能用英语谈论基本的西方餐桌礼仪。

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

Step Teacher activity Greet the students and get them ready for learning. T: Good morning, everyone! T: I graduated from this school 11 years ago, so I am very glad to see you here today.

T: Let’s begin our class today. Student activity Ss: Really?

Ss: Good morning teacher. Designing purpose Focus their attention on the teacher. (Class activity) Remark：目的是拉近与学生之间的距离，并创造学习英语的氛围并使学生静下心开始新的学习。

Stage 2（7mins)：

Revision

Step Teacher activity Show the question “Do you know if it is polite to eat soup noisily in Japan?”

on the screen to review the

structure: it is＋adj＋(for sb) to do sth

T: Look at this question and try to answer it, maybe you can find the answer on page66. T: “Im” is a negative prefix. So we can guess the meaning of the word “impolite”? T: Wow! You are very clever! Student activity

Ss: Yes, it's polite to do that in Japan.

Ss:不礼貌的。

Designing purpose Review structure: it is＋adj＋(for sb) to do sth

1(Class activity) Remark：提醒学生利用word formation记忆单词。

Stage 3（8mins)：Pre - reading

Step Teacher activity Student activity Designing purpose

1(Class activity) Show some new words about table manners by looking at pictures and a sentence. T: Then fill in the blanks with the words we have learned just now. Free-Talk: T: Think about this question “Suppose you would go to a formal western dinner

party for the first time, but you don't know their

table manners.”

T: How will you feel?

T: And embarrassed, right?

T: Embarrassed means…? T: Good job. So do you think whether it is necessary to learn western table manners? T: OK. Let’s watch a video now and pay attention about where did the woman put her napkin. Clear? Guess the meanings of the Using pictures and new words. sentences to let the students remember the new words. Let students know the importance of

western table manners by

talking.

Ss: Upset, sad, worried,

frightened, lonely…

S1: Yes.

S2: Yes. It means “尴尬的”

Ss: Yes, it’s necessary. Leading in by

watching a video.

Ss: Yes.

2(Pair work) Remark：自由讨论锻炼学生读说能力，播放视频激发学生学习兴趣。

Stage4（8mins)：While - reading

Designing purpose Step Teacher activity Student activity Ask the students to listen to the passage and try to get the main 1(Class activity) idea of it. T: What’s the passage mainly about? Ask the students to listen to the passage again and look at the key points in 1a. 2 (Class activity) T: Now listen to the passage again and underline these key points in the passage. Ask the students to read the passage and finish 1b. T: Now I’ll give you 3 minutes to read the passage and mark true or false in 1b. Listen to the passage and get Let the student be the main idea. familiar with the

passage. S1: It’s about the western table manners. Listen to the passage again and underline the key points in 1a. Ss: Okay.

Let the student be more familiar with the passage by underlining the key points. 3(Individual work) Read 1a and mark true or

false in 1b. Practice reading in Ss: Ok. the class. S1: False. Not always.

S2: False. It’s polite.

T: Let’s check your answers. Is the S3: False. It’s impolite to speak loudly. first one true or false？

4(Individual work) Deal with the language points. Ask the students to read the passage again and review the key points. T: Now read the passage carefully.

T: Then we’ll make some new sentences with the key points.

Read 1a again and remember the key points. Ss: I went to Beijing in 2008 for the first time. S1: When you drink to someone, you’d better raise your cup or glass.

S2: It's polite to eat up the food on your plate in western countries. Try to improve the reading skills by reading.

Try to improve the reading skills by making sentences. Remark：通过听两遍课文录音和略读精读两遍课文规范学生发音并牢记课文知识点。

Stage 5（18mins)：Post-reading Step Teacher activity Student activity Designing purpose Let the students

know more about

the differences between the two cultures.

1(Class activity)

Finish 1c Divide 1c into two tasks.

Write down the T: Look at 1c and try to know the information and compare title of it.

western table manners and T: I gave everyone a piece of Chinese table manners. paper, right? Ss: Yes! T: Now I will tell you how to use

this paper. First, fold the paper

like this, next, write down western

table manners on the left and

Chinese table manners on the Ss: Yes. right. Do you understand?

T: Maybe it’s a little difficult to

think out Chinese table manners, I Ss: Okay.

will give you some cues.

Ask them to discuss the two parts in groups and get the conclusion. T: You know, Chinese table manners are different from western table manners in many ways. Now let’s talk about them in groups.

You may talk like this: A: Do you think whether it is polite to …? B: I think it’s …

Compare and talk in groups.

Ss:I think it's (im) polite to …in China.

Talk about western table manners and Chinese table manners. Then write down 2(group work)

Divide 1c into two easier tasks and reduce the difficulty of them by giving tips and discussing.

C: I don’t agree with you. I think…

T: At last, comparing western table manners and Chinese table manners to get the differences and the same points between the two.

on the card. S1: I think it's impolite to

knock on the bowls with

chopsticks in China. S2: I think it's polite to let the old eat first in China…

Remark：鼓励学生运用宾语从句进行小组讨论，提升学生的英语表达和交流能力。

Stage 6（2mins)：

Summarizing and assigning HMK Step Teacher activity Student activity Summarize what they have learned today. S1: we learned some new words and phrases. fork, dish, polite, impolite, table manners, napkin, lap, formal, quietly, drink to…

S2: We knew about the western table manners. Designing purpose

Cultivate students’

ability of induction and summary. Consolidate the key points of this lesson

Consolidate knowledge with proper homework

Encourage the Ss to summarize the key points

T: Class will be over soon. We should summarize what we have 1（Class activity)

learned in this lesson. Let’s begin!

T: Well done!

Assign the HMK. Finish the HMK. T: For today’s HMK, I’d like you to

finish the following tasks.1. Read 1a loudly and retell it. 2. Write a short passage about table 2 (Class activity)

manners in the country you like. (Remember to use object clauses and the information you have collected in class today). 3. Preview Section D.

Remark：适当作业巩固课上知识点,帮助学生完成系统学习。

VI. Blackboard design

Unit7 Topic2 Sectionc 1. new words and phrases: fork, dish, polite, impolite, napkin, lap, dine eat up, table manners, drink to…

2. Object clause: word order