Section C教案设计（一等奖）

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Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. 第三课时（Section C-1a,1b,1c ,4）

教学设计思路：

本节课主要活动为Section C -3和Section D-2。

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。在复习环节里利用三个活动复习了副词的比较级和最高级以及步骤的表达方式。在Pre-reading环节里，首先播放一段有关西方人摆放餐具的视频，并截图学习餐具词汇。然后将这些词汇填入课文旁边的图片里加以巩固。接下来讨论几个常识性的西方餐桌礼仪，调动学生的已有经验，使他们更积极主动地参与课堂，同时学习新词汇polite和impolite。本课将While-reading分为三个步骤。

第一遍，速读课文，了解文章大意。第二遍，再读课文，完成1b的判断。第三遍，精读课文，完成表格。设计表格的目的是要求学生注重细节，同时为复述课文做准备。在Post-reading环节里，首先解决课文中出现的语言点，尤其是whether or not的用法。然后根据表格复述课文。最后，将1c与4结合在一起，先让学生讨论中国的餐桌礼仪。之后将讨论结果写成短文，完成书面表达并做汇报。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

fork, dish,

eat up, table manners, drink to sb.

polite, impolite, napkin, lap, manner, formal, quietly, dine （2）了解西西餐的餐桌礼仪。

2.

Skill aims:

（1）能使用英语简述西餐的餐桌礼仪。

（2）能写出有关餐桌礼仪的简单的文段。

3.

Emotional aims: 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。

4.

Culture awareness: 1 / 15

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了解各国饮食习惯和餐桌礼仪，做个有见识的人。

Ⅱ. The key points and difficult points 1. Key points: 谈论西餐的餐桌礼仪。

2. Difficult points：

演示西餐的餐桌礼仪。

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

Designing Step Teacher activity Greet the students and get them Student activity purpose Focus their attention on the

ready for learning. Show some teacher. riddles. 1.What table is in the field?

(Vegetable )

2.What stays hot even if put it in a

(Class activity) fridge?

(Pepper) 3. what kind of dog does not bite or bark?

(Hot dog) 4.what is the smallest room in the 2 / 15

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world?

(Mushroom) T: Good morning, everyone!

T: Before the new lesson, let’s guess some riddles. Please try to guess. The first one is … Who knows the answer?

Ss: Good morning, Miss…

S1:Is it…? Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage 2（7mins)：

Revision

Designing Step Teacher activity Show some word cards (or show them on the screen) to review the comparative and superlative degrees of adverbs. well- early- long- 1(Class activity fast- & Group work) badly- little- much- T: I’ll show you some adverbs. Please say out the comparative and superlative degrees of

the adverbs as quickly as possible. 3 / 15

Student activity purpose Say out the comparative and 复习副词的比较superlative degrees of 级和最高级。

adverbs and then make sentences with these words.

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Are you ready? Go!

T: Good. Now let’s have a competition. Work in groups and make sentences with these words in turns. Each student says out one sentence each time. Your group has 3minutes. The group

Ss:…

which makes the most sentences is

the winner. Is that clear? OK. Let’s begin.

T: Group1, how many sentences have you made?

T: How about you, Group2?

T: Wow! So many sentences. And other groups?

T: Would you mind showing your sentences, Group2? Other students should listen carefully. You can learn the good sentences and help correct the wrong ones.

Show some key words about how 2(Pair work) to make fruit salad. First

wash

fruits

carefully.

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Ss:…

G1: 7.

G2:10.

…

G2:…

Make conversations in pairs 利用编写制作水according to the key words.

果沙拉对话的方式副词和表达步

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Second

peel

fruits.

骤的方式。同时复习本话题学过的交际用语。

Next

cut … into small pieces

carefully.

Then

put

into a big bowl

slowly after that

add

cheese

Finally

use a pair of chopsticks

stir（搅拌）

T: Hi, everyone. Have you cooked

for your parents? In fact, cooking is fun and easy if you would like to have a try. Now, let’s learn more about cooking. These are the steps of making fruit salad. Read them and then work in pairs to make conversations. One student acts as a cook teaching the other student to cook it. Don’t forget to use the functions in this topic.

T: Who would like to act out your conversations?

Ss:…

Ss:…

Remark：提醒学生利用本话题学过的交际用语编写对话。

Stage 3（8mins)：Pre - reading

Designing Step Teacher activity Student activity purpose 5 / 15

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Play a video about how to set Watch a video and learn the 播放摆放餐具的tableware in western countries new words about tableware. 视频并截图学习(http://www.iqiyi.com/v_19rrn82iThen fill in the blanks in the 有关餐具的词汇。

bk.html?ptag=vsogou). Teach the picture in 1a. new words about tableware.

T: Suppose you would go to a

formal western dinner party for

the first time, but you don’t know

their table manners. Do you want

to get some advice?

Ss: Yes. T: Good. Today we’ll learn the

table manners in western

countries. But first we should know

1(Class activity) more about the tableware in

western countries. Right? Now

let’s watch a video about how to

set the tableware in western

countries.

T:What is this? Ss:…

S1: A napkin.

T:What is he setting?

T:What is it used for? 6 / 15

S2: A knife.

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T:What’s that on the left of the napkin?

S3: We use it for cutting food.

T: What is this next to the knives?

S3: A fork.

T: What’s that? (Pointing at the plate)

S4: A spoon.

T: We also call it a dish. It also means a particular type of food prepared for a meal. It means

S5: It’s a plate.

“菜肴”in Chinese. T: What is that?(pointing at the glass)

T: It’s used for drinking, isn’t it? OK. Have you remembered all the tableware? Let’s try to say them out.(The teacher points at the 7 / 15

S6: It’s a glass.

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tableware one by one, the students say them out.

T: Well done! Now look at the picture in 1a. I’m sure you can write the words on the lines. Have a try, please.

2(Class activity)

Ss:…

Talk about the table manners in Talk about the table manners 利用学生已有经western countries. Learn the new in western countries. Learn 验讨论常识性的words. the new words. 西方餐桌礼仪，调动学生的学习积极性。同时学习重要词汇polite 和impolite。

T: As you know, the table manners

in the western countries are

different from those in China. I’m

sure most of you have learned

some of them from the books or

the foreign movies or other

means. You may tell me whether

the behavior is polite or impolite.

Polite means having

or showing

that one has good manners for

other people. Can you guess what

does “polite” mean?

S1: Yes. It means “有礼貌的”. T: Well, You are sure to know the

meaning of “impolite”, aren’t

you? 8 / 15

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S2: Yes. It’s the opposite of “polite”. It means “没礼貌的”. T: Good job. Do you think

whether it is polite to eat up

everything on your plate?

S3: I don’t think it’s polite. S4: I don’t agree with you. I think it is polite to eat up the food on your plate. T:OK. We may find the truth later.

Do you think if it is polite to speak

loudly at the table?

S5: I think it’s impolite. T: Do you think whether it is

polite to drink too much during

the dinner?

Remark：

S6: I don’t think it’s polite. Stage4（8mins)：While - reading

Designing Step Teacher activity Student activity purpose Ask the students to read the Skim the passage and get the

passage quickly and get the main main idea. 1(Individual work) idea.

T: Now let’s read the passage of

1a quickly. Get the main idea of it.

Ss:…

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T:What is the passage mainly

about?

Ask the students to read the Read the passage again and

passage again and finish 1b.

mark T or F for the sentences in 1b.

S1: It’s about the western table manners. T: Yes. It’s polite to follow the

western table manners if you go

to a formal western dinner for the

first time. Now read the passage

2(Individual again and mark T or F for the

work) sentence in 1b.

Ss:…

T: Let’s check your answers. Is the

first one true or false?

…

Show a table.

S1:…

…

Read 1a again and fill out the 设计表格要求学table. 生注重细节，同时为复述课文做准备。

T: Read 1a again and fill out the

table.

3(Individual work) how start formal western dinner to a When you sit down at the table,

take your ______ on your _____. You should keep your knife ______________ and the fork ____________.

polite _____ the food on your plate. try to speak ____ and ___ a lot.

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when drinking to someone, take ______. impolite Don’t take _____ food than ________. Remember ______ too much. If can remember the rules, you just do _______________

Ss:…

T:

Check your answers with

your partners. Remark：

Stage 5（18mins)：Post-reading Designing Step Teacher activity Deal with the language points. Student activity purpose Learn the language points. 解决文中的语言点。

Ss:…

T:There are some useful phrases

in this passage, Read it quickly

and underline them.

T: Tell me your phrases.

1(Class activity)

S2:

at the table, start with, eat up, drink to someone.

Ss:…

S1: for the first time, table manners. T: Good job. Who can make a

sentence with the phrase “eat

up”?

11 / 15

S3: I’m full. I can’t eat up all the food in my plate.

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T: Who can make a sentence with

the phrase “drink to someone”?

S4: Let’s drink to the food festival! T: Good examples! Do you have

any questions about this passage?

S5: We know that whether and if can cause an object clause. How do you use whether or not? T: It’s a good question. We also

use “whether or not” to cause an

object clause. Or you can put “or

not”

at the end of the object

clause. For example, Can you tell

me whether or not we will have a

class meeting this Friday? You

can say it this way: Can you tell

me whether we will have a class

meet or not this Friday? But make

sure that “or not” can not be used

after “if”. Do you understand?

Ss: Yes. the passage 根据表格复述课文可以降低任务的难度。

Show the table the Ss filled just Retell now. Ask them to retell the according to the table. passage according to the table. 2(group work) T: Now let’s try to retell the

western table manner. The table

may help you . 12 / 15

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Ss:…

Ask the students to talk about Talk about the Chinese 将1c与4 结合成Chinese table manner, report it to table manners and report it 一个任务，要求学the class and then write a passage. to the class. Then write a 生讨论中国的餐T:You know, are Chinese different table short passage. from

桌礼仪并完成书面表达。

manners western table manners in many

ways. Now let’s talk about

Chinese table manners in groups.

You may compare Chinese table

manners with the ones in western

countries. You may talk like this: 3(Group work)

polite to …? B: I think it’s …

A: Do you think whether it is

C: I don’t agree with you. I

think…

T: Now let’s write a short passage Ss:…

about Chinese table manners

according to your discussion.

T: Which group would like to Ss:…

make a report?

G1:…

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Remark：帮助学生为书面表达做准备，鼓励学生运用宾语从句进行讨论。

Stage 6（2mins)：

Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose Encourage the Ss to summarize the Summarize what they have 培养学生归纳总key points

learned today. 结的能力，再次复习巩固本节课的重点知识。

T: Class will be over soon. We

should summarize what we have

learned in this lesson. Let’s begin!

S1:we learned some new words and phrases. 1（Class activity)

fork, dish,

eat up, table manners, drink to sb.

polite, impolite, napkin, lap, manner, formal, quietly, dine S2: We knew about the western table manners. Assign the HMK. T: For today’s HMK, I’d like you to remember the new words and phrases. Please tell the western 2 (Class activity)

table manners to your parents and prepare to act out western table manners. I’ll ask some of you to act while telling the table manners tomorrow. 14 / 15

Finish the HMK.

适当的家庭作业有助于巩固课堂所学的知识。

Don’t forget to

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preview Section C-2,3

Section B-3,4a, 4b.

Remark：

VI .

Blackboard design

第三课时 (Section C-1a,1b,1c ,4)

1. Some new words: fork, dish,

eat up, table manners, drink to sb.

polite, impolite, napkin, lap, manner, formal, quietly, dine 2. The object clause Maybe you don’t know whether it’s polite or not to speak loudly at the table.

15 / 15