Section C优秀教案案例

Unit 7 Topic2 Section c 教学设计

Analysis of teaching material :该部分是本单元的第二话题，

在复习上个话题的基础

上，

引入新的内容包括步骤的表达，面熟方式的副词，做饭

材

料，做饭所用的厨具以及吃饭所用的餐具等词汇。

本课内容为C部分，主要通过学生们阅读，了解西方餐桌礼仪，并通过对比，学习中国餐桌礼仪。培养学生热爱本国传统文化，做一个有见识的人。主要的语法是whether /if 引导宾语从句。这个部分还有一个特点就是贴近学生的实际生活，

让学生了解不同国脚的餐桌礼仪。学生不仅可以学到语言知识还可以学到生活技能和社交技能。

Analysis of the students: 八年级学生有一定的学习基础，

学生对本单元的话题兴趣也很浓厚，

尤其是对西方国家的餐桌礼仪这个内容，。此外，学生喜欢直观形象思维，对图片，电影，竞赛特别感兴趣。因此，我设置了较多的活动，

设计的环节也比较有趣，

以此最大限度的调动学生的参与度，。在本课的教学过程中，

我贯彻“三教”思想，

通过情境教学模式，教学学生思考，体验和表达。同时也落实了四核目标。

Teaching aims: 1.knowledge, (1).to learn words about table manners: formal. manners, napkin, lap, fork ,dish, eat up , quietly ,drink to sb, dine,

2.ability,(1). to be able to retell the passage in English

(2). To be able to talk about Chinese table manners.

Emotion: the emotion about Chinese chopsticks.

Teaching key points: To be able to retell western table manners.

To be able to know the difference between whether and if.

Teaching difficult points: 1.用表演的形式在情境中学会思考，体验和表达。

2. 了解中国与西方在餐桌礼仪上的不同。

Teaching methods: 情境创设法，

任务型教学法。

Teaching procedure:

Step1. Lead-in

Watch a video , then ask and answer .

Teacher: what are they doing?

Students: having dinner.

Teacher: what do you think of the video?

Students: funny.

Teacher: why is it so funny?

Students: Because the girl doesn’t know the rules.

Step 2. presentation

1. Fast-reading

Read la quickly, and answer the two questions

(1)What ‘s the passage about?

(2). What ‘s the passage about western table manners?

Then check the answers , and show the picture in 1a. Fill in the blank and learn the new words: napkin, fork, spoon, plate,

(设计目的：通过快速阅读课文，了解课文大意，

对文章初步感知，并学习有关餐具的新单词)

2.While- reading

Rad la carefully. mark T or F in lb.

(1). Wen you start dining, you should take your napkin first and put it on your lap.

(2). At the table, people always keep the fork in their left hands

(3). It’impolite to eat up the food on your plate.

(4). It’s polite to speak loudly and smile a lot.

(5). Wen you drink to someone, you should raise your glass and take only a little.

Ater reading, check the answers and explain the phrases : eat up, drink to. and the sentence structure: It’s + adj+ for sb+ to do sth.

(设计目的：培养学生通过阅读寻找细节，并理解和学习文中的知识点)

3. while-reading

Read 1a carefully. and answer the questions.

(1).What tableware do people use?

(2). How do people use the napkin?

(3).How do people use the fork and knife?

(4). Why should people speak quietly at the table?

(5). What ‘s the first dish? should people eat up the food on the plate?

(6). What should people do to drink to anyone?

Check the answers one by one . then learn the usage of whether and if. Do some exercise to sum up the difference between whether and if.

From then answers , sum up what the passage about western table manners. Lead the students to get the idea about the passage.

tableware. the using of tableware, speaking, eating, drinking.

(设计目的：

引导学生精读课文，分析课文是从餐具，餐具的使用，吃，喝和说几方面进行描写的。并掌握whether 引导宾语从句时与if的区别。)

4.Post-reading

Fill in the blanks in 1a. work in group and act and retell la according to the mindmap.

(培养学生小组合作学习的能力，

并在思考中体验，在体验中表达。)

Step 3. consolidation

Play a game to consolidate the key points

(1).合并为一句话： can people smoke during meal at the table? i want to know.

(2).which picture is right?

(3). Describe the situation about drinking

(设计目的：通过游戏，提升学生的学习兴趣，并加强文中知识点。)

Step 4 Project

What are the differences between western table manners and the Chinese table mannars?

1.Show some slides to compare .

(1). The tableware

(2). How to use the tableware

(3). The first dish

Finish a table about Chinese table manners.

tableware

using

eating

speaking

drinking

Chinese table manners

2. Listen to a mp3 ( Hello, boys and girls, I’m Beyance, I’m from America. My Chinese friend invites me to go to a formal Chinese dinner party. It’s my first time to do it. But I don’t the Chinese table manners. Can you give me some suggestions)

then work in groups to give some suggestions for Beyance. after a while, show the suggestions.

3. Enjoy a video about Chinese chopsticks.

(设计目的：通过对比中西方餐桌礼仪的不同，

让学生深入了解并学会表达中国餐桌礼仪。通过录音引导学生提供建议，

让学生感觉有帮助真正需要帮助的人的快乐感。通过最后的视频，感受中国餐具筷子对中国而言的情感)

step 5 .Summary and homework Homework: Survey your parents and friends and know more about Chinese table manners . and then make a report and report in class.

教学反思：

本课的教学环节紧扣主题，

在教学中也是极大地调动了学生的参与。

引入用到视频效果也比较好，学生通过引导一步一步完成相关的任务。但是，由于时间的关系，在后面的教学比较快，没有给到学生充分的练习。