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視頻標(biāo)簽：cook it
視頻課題：仁愛科普版英語(yǔ)八年級(jí)下冊(cè)nit7 Food Festival Topic2 I’m not sure whether I can cook it well.重慶市 - 江北區(qū)
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仁愛科普版英語(yǔ)八年級(jí)下冊(cè)nit7 Food Festival Topic2 I’m not sure whether I can cook it well.重慶市 - 江北區(qū)
仁愛八下Unit7 Topic 2 Section C
If you go to a formal western dinner party for the first time, you’d better know abouwestern 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 yo
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 upthe 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 speaquietly and smile a lot. When you drink to someone, you’d better raise your cup or glassand take only a little. Remember not to drink too much. If you can’t remember these rulejust do as other people do.
一、整體設(shè)計(jì)思路、指導(dǎo)依據(jù)說(shuō)明
本節(jié)閱讀課是談?wù)撐鞑偷牟妥蓝Y儀，來(lái)引出中西方飲食文化方面的差異，學(xué)習(xí)有
餐具的詞匯，掌握有關(guān)就餐的短語(yǔ)。語(yǔ)法方面繼續(xù)學(xué)習(xí)由whether 和if 引導(dǎo)的
語(yǔ)從句。老師要讓學(xué)生在對(duì)比中西方餐桌不同禮儀的過(guò)程中，讓學(xué)生互幫互學(xué)，
闊視野，既要促進(jìn)新知的學(xué)習(xí)，把握閱讀的整體結(jié)構(gòu)，又要激發(fā)學(xué)生探究學(xué)習(xí)，
主學(xué)習(xí)的熱情和思辨的能力。要引導(dǎo)學(xué)生樂(lè)于和了解外國(guó)風(fēng)俗文化，從而更好地弘揚(yáng)中國(guó)文化服務(wù)。
二、教學(xué)背景
1. 教學(xué)內(nèi)容分析：
本節(jié)閱讀課是談?wù)撐鞑偷牟妥蓝Y儀，引出中西方飲食文化方面的差異，學(xué)
有關(guān)餐具的詞匯，掌握有關(guān)就餐的短語(yǔ)。語(yǔ)法方面繼續(xù)學(xué)習(xí)由whether 和if 引的賓語(yǔ)從句。
2. 學(xué)生情況分析：
學(xué)生在本話題的Section A 和B初步學(xué)習(xí)了，Section C是閱讀課，學(xué)生在比中西方餐桌不同禮儀的過(guò)程中可以互幫互學(xué)，把握閱讀的整體結(jié)構(gòu)，自主學(xué)習(xí)
2
究，在暢所欲言的過(guò)程中分享不同的觀點(diǎn)和提高思辨能力。
三、教學(xué)目標(biāo)
1. 語(yǔ)言能力目標(biāo)：
1)Students should be able to pronounce the words about western tablewares correctly alearn 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 tabmanners and write passages about it. 2. 學(xué)習(xí)能力目標(biāo)：
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 write3. 思維品質(zhì)目標(biāo)：
1) At the end of the class, students should know how to behave politely at a formwestern dinner party and know more about table manners of different countries.
2) During the process of reading, try to develop the students’ independent thinking abilit4.文化品格目標(biāo)：
Cultural awareness: At the end of the class, students should know how to behapolitely at a formal western dinner party and know more about table manners
different countries. “When in Roman, do as the Romans do”. “Give much muturrespect and more understanding.”
四、教學(xué)重、難點(diǎn)
1. 教學(xué)重點(diǎn)：
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. 教學(xué)難點(diǎn)：
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.
3
五、課堂風(fēng)貌設(shè)計(jì)
1. 興趣課堂：Students are interested in western tablewares and western table manne
They are also interested in talking about different table manners in different countrie
2. 自主課堂：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 abotable manners easily .
3.人文素養(yǎng)課堂：
1）Students should know how to behave politely at a formal western dinner party aknow more about table manners of different countries. “When in Roman, do as tRomans do”. “Give much mutural respect and more understanding.” 2）develop the students’ independent thinking ability.
六、教學(xué)過(guò)程設(shè)計(jì)
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 an
create
an
acti
atmosphere for classes.
2 Play a video about Mr Bean.
2Watch a video about Mr Bean. Arouse the studeninterests and tra
students’ observatio
ability.
Step 2 Pre-reading
1 Teach new words about
tablewares.
1 Read new words correctly. Reinforce the studen
memory anunderstanding
reading and talking abo
table manners in groups.
4
(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 tcontext 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 t
first reading strategy “Yocan often find the maidea at the beginning anending 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 tsecond reading strate“Details can help younderstand the passamore correctly.” by carefreading. 1 Let the students read and
finish the Mind -
map. 3 Read and fill in
the Mind – map.
Make the students grathe third reading strate“Mind – map can mayou understand tpassage more clearly ancompletely.” Mind – uhelps students to grathe whole structure of ttext and develop studenlanguage 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.
6Think independently about missing part of the text.
5
Step 4 post-reading (4 mins)
1 Ask students “Why the writer didn’t say anything about after eating? ”
1 Students discuss about the
teacher’s
questions.
Train the students’ abilof critical thinking. 2 Ask the students about the method of writing a passage about Chinese table manners.
2 Talk about the method of writing a passage “Chinese Table Manners.”
Learning for practice. 3 Show a VCR about different table manners . 3 Watch a VCR about other table
manners.
3Cultivate
students’cultural
awareness.
Step 5 Summary (2 mins)
Guide students to make a summary.
Make a summary. Train students’ languaoutput ability. Help the
form
a
clear
who
structure of the lesson.
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