Section C优质课教学设计

科普2011课标版八年级下册Unit7Topic2SectionC 《I’m not sure whether I can cook it well》教学设计

执教教师：武夷山二中 王欢欢 联系电话：15080540513 指导教师：武夷山二中 肖丽华 联系电话：13859326961 指导教师：武夷山二中 余 劼 联系电话：13559339397 指导教师：武夷山二中 柳 芝 联系电话：13860098420

一、教学内容 八年级下册Unit7Topic2SectionC。

二、设计理念 本堂课的设计理念是：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。老师要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，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。

三、教学目标 Knowledge aims：

1. Students should be able to pronounce the words about western table wares correctly and learn to know the meaning of the phrases by situations. napkin, fork , spoon, table manners, eat up, drink to sb./sth, take only 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. Skill aims：

1. At the end of the class, students should be able to talk abotable 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. 4. During the process of reading, try to develop the students’ independent thinking ability. Emotional aims：

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At the end of the class, students should know how to be polite at a formal western dinner party and know more about table manners in different countries. “When in Roman, do as the Romans do”. “Give much more respect and more understanding.”

四、学情分析

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 引的宾语句。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，自主学习探究，在畅所欲言的过程中分享不同的观点和提高思辨能力。

五、重难点和关键

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 . 六、教学课时 本教学内容共设1课时

七、教学准备 多媒体课件、餐具、卡纸

八、教学过程

Stage 1 Lead in：T shows a picture of Langlang and his wife first then a picture of a western dinner party.T asks Ss if they want to take part in the party. If so they should know something about western table manners. 【设计意图：用图片导入,创设学习情境,从当前朗朗结婚的热门话题入手,让学生预测文本主题，激发学生的学习热情。】

Stage2: Pre-reading Step1:

T introduces a girl named May who takes part in a western dinner party for the first time and plays a video of hers to let Ss observe her behaviors. Step2: T uses “Do you think if \whether it’s polite or right to...”to discuss the pictures and learn some new words and phrases. 【设计意图：培养学生观察能力，同时利用if/whether引导的宾语从句引出文本中的新词和重要短语，让学生在情境中习得新词新短语，为接下来的阅读扫清障碍。】

Stage3: While-reading

Step1:Skimming. Students read the first sentence and last sentence quickly and give a best title.T shares the reading strategy1:We can find the main idea at the beginning and the end of a passage.

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【设计意图：通过阅读策略的分享，培养学生略读的能力。让学生自我检测读前猜测，培养学生自学的能力。】

Step2:Scanning. Students scan the passage again and mark T or F in 1b.T shares reading strategy 2: Key words can help the students learn some details of the passage. 【设计意图：运用扫读的阅读策略，引导学生根据关键词来判断文本中的一些一些信息。】

Step3:Careful reading. 1.Ss read the passage carefully and fill in the blanks that the teacher designed according to the passage.

First, When sitting at the table, put the _________on your

_____. Before Second, When starting dining,______ the _______in your right eating hand. Third, If you use your knife, put the fork___________________.

While eating

___________the food on your plate. polite Speak _______and _______a lot. When _________someone,________ only a _______. Speak loudly. impolite Don’t take more food _______ you need. Remember ______________too much. 【设计意图：教师通过信息整合，以图表的形式呈现文章的主要内容，让学生能更清晰的掌握文章结构，为后面画思维导图打基础。】

2.Let Ss read again and T helps Ss divide Paragraph2 into 2 parts :before eating and while eating. Lead Ss to finish the Mind - map with the help of pictures in groups. 3.Encourage Ss to act out the table manners according to the Mind-map. T shares the reading strategy:“Mind –

map can make you understand the passage more clearly and completely. 设计意图：通过小组合作画思维导图的方法，培养了学生合作学习的能力，同时也让学生感知文本结构，为后面的写作输出埋下伏笔。同时小组汇报时加入实物表演，增强趣味性，巩固所学。】

Step4:Ss watch a flash of 1a and read it loudly .Pay attention to the pronunciation

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and intonation. 设计意图：通过听原文，让学生感知正确的语音语调，培养学生“听”和“说”的能力。】

Stage4: Post-reading Step1: Ss try to retell the passage with the help of the whole Mind-map. 【设计意图：通过关键词和思维导图等信息的引导学生复述全文，培养学生复述的能力。】

Step2:Guide the students to think independently about the missing part of the text.

T asks“Why the writer didn’t say anything about after eating? ”

【设计意图：训练学生的批判性思维。】

Step3:Ss talk about the method of writing a passage “Chinese Table Manners.”and free talk about the details of “Chinese Table Manners.”to finish the Mind-map. T shows an example about how to write “Chinese Table Manners.”

【设计意图：通过谈论中式餐桌礼仪，将所学知识进行综合运用，同时锻炼学生口语表述能力。】

Step4: T shares a saying “When in Rome, do as Romans do”and lead the students to respect different table manners. 【设计意图：引导学生具有跨文化交流意识。】

Stage5: Summary and Homework LevelA:Listen to the text and record it then send it to Miss Wang. Level B:Try to find out the table manners from other countries on the Internet. Level C: Imagine that your foreign(外国的) friends will take part in a formal Chinese dinner party for the first time. Write a passage to introduce Chinese table manners.

【设计意图：设置分层作业，关注全体学生。】

板书设计：

Unit7Topic2 I’m not sure whether I can cook it well. Section C for the first time Do you think if/whether it’s polite to... drink to sb.\sth. take only a little eat up

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