仁爱版八下教案Unit 7 Topic 2 I’m not sure whether I can cook it well 第3课时

Unit7FoodFestivalTopic2I’mnotsurewhetherIcancookitwell.教学内容分析及课时分配建议：本单元第二个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，描述方式的副词，做饭材料、做饭所用厨具以及吃饭所用的餐具等词汇。主要句型有提供帮助Wouldyoulikemetohelpyou?赞美和鼓励Welldone!请求得到允许WouldyoumindifI…?就餐用语helpyourselftosome…以及提醒和警告remember(not)to…语法包括whether/if引导的宾语从句；副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/dʒ/的区分以及升降调的区分。此外，本话题贴近学生生活实际，从教学生做各种食物到不同国家的餐桌礼仪和饮食文化，学生不仅可以学到语言知识还可以培养生活技能，拓展文化意识。第一课时：SectionA-1a,1b,1c,2a,2b第二课时：SectionB-1a,1b,1c,2SectionA-3a,3b第三课时：SectionC-1a,1b,1c,4第四课时：SectionC-2,3SectionB-3,4a,4b第五课时：SectionD-GrammarandFunctions,1,2,3,Project第三课时（SectionC-1a,1b,1c,4）教学设计思路：本节课主要活动为SectionC-3和SectionD-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whetherornot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.Teachingaims 1.Knowledgeaims：（1）学习并掌握新词汇fork,dish,eatup,tablemanners,drinktosb.polite,impolite,napkin,lap,manner,formal,quietly,dine（2）了解西西餐的餐桌礼仪。2.Skillaims:（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.Emotionalaims: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.Cultureawareness:了解各国饮食习惯和餐桌礼仪，做个有见识的人。Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:谈论西餐的餐桌礼仪。2.Difficultpoints：演示西餐的餐桌礼仪。Ⅲ.Learningstrategies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.Teachingaids多媒体课件/图片V.TeachingproceduresStage1(2mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose (Classactivity)Greetthestudentsandgetthemreadyforlearning.Showsomeriddles.1.Whattableisinthefield?(Vegetable)2.Whatstayshotevenifputitinafridge?(Pepper)3.whatkindofdogdoesnotbiteorbark?(Hotdog)4.whatisthesmallestroomintheworld?(Mushroom)T:Goodmorning,everyone!T:Beforethenewlesson,let’sguesssomeriddles.Pleasetrytoguess.Thefirstoneis…Whoknowstheanswer?Focustheirattentionontheteacher.Ss:Goodmorning,Miss…S1:Isit…?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。Stage2（7mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity&Groupwork)Showsomewordcards(orshowthemonthescreen)toreviewtheSayoutthecomparativeandsuperlativedegreesof复习副词的比较级和最高级。 comparativeandsuperlativedegreesofadverbs.well-early-long-fast-badly-little-much-T:I’llshowyousomeadverbs.Pleasesayoutthecomparativeandsuperlativedegreesoftheadverbsasquicklyaspossible.Areyouready?Go!T:Good.Nowlet’shaveacompetition.Workingroupsandmakesentenceswiththesewordsinturns.Eachstudentsaysoutonesentenceeachtime.Yourgrouphas3minutes.Thegroupwhichmakesthemostsentencesisthewinner.Isthatclear?OK.Let’sbegin.T:Group1,howmanysentenceshaveyoumade?T:Howaboutyou,Group2?adverbsandthenmakesentenceswiththesewords.Ss:…Ss:…G1:7. T:Wow!Somanysentences.Andothergroups?T:Wouldyoumindshowingyoursentences,Group2?Otherstudentsshouldlistencarefully.Youcanlearnthegoodsentencesandhelpcorrectthewrongones.G2:10.…G2:…2(Pairwork)Showsomekeywordsabouthowtomakefruitsalad.Firstwashfruitscarefully.Secondpeelfruits.Nextcut…intosmallpiecescarefully.ThenputintoabigbowlslowlyafterthataddcheeseFinallyuseapairofchopsticksstir（搅拌）T:Hi,everyone.Haveyoucookedforyourparents?Infact,cookingisfunandeasyifyouwouldliketohaveatry.Now,let’slearnmoreaboutcooking.Thesearethestepsofmakingfruitsalad.Readthemandthenworkinpairstomakeconversations.OneMakeconversationsinpairsaccordingtothekeywords.利用编写制作水果沙拉对话的方式副词和表达步骤的方式。同时复习本话题学过的交际用语。 studentactsasacookteachingtheotherstudenttocookit.Don’tforgettousethefunctionsinthistopic.T:Whowouldliketoactoutyourconversations?Ss:…Ss:…Remark：提醒学生利用本话题学过的交际用语编写对话。Stage3（8mins)：Pre-readingStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Playavideoabouthowtosettablewareinwesterncountries(http://www.iqiyi.com/v_19rrn82ibk.html?ptag=vsogou).Teachthenewwordsabouttableware.T:Supposeyouwouldgotoaformalwesterndinnerpartyforthefirsttime,butyoudon’tknowtheirtablemanners.Doyouwanttogetsomeadvice?T:Good.Todaywe’lllearnthetablemannersinwesterncountries.Butfirstweshouldknowmoreaboutthetablewareinwesterncountries.Right?Nowlet’swatchavideoabouthowtoWatchavideoandlearnthenewwordsabouttableware.Thenfillintheblanksinthepicturein1a.Ss:Yes.播放摆放餐具的视频并截图学习有关餐具的词汇。 setthetablewareinwesterncountries.T:Whatisthis?T:Whatishesetting?T:Whatisitusedfor?T:What’sthatontheleftofthenapkin?T:Whatisthisnexttotheknives?T:What’sthat?(Pointingattheplate)Ss:…S1:Anapkin.S2:Aknife.S3:Weuseitforcuttingfood.S3:Afork.S4:Aspoon. T:Wealsocallitadish.Italsomeansaparticulartypeoffoodpreparedforameal.Itmeans“菜肴”inChinese.T:Whatisthat?(pointingattheglass)T:It’susedfordrinking,isn’tit?OK.Haveyourememberedallthetableware?Let’strytosaythemout.(Theteacherpointsatthetablewareonebyone,thestudentssaythemout.T:Welldone!Nowlookatthepicturein1a.I’msureyoucanwritethewordsonthelines.Haveatry,please.S5:It’saplate.S6:It’saglass.Ss:…2(Classactivity)Talkaboutthetablemannersinwesterncountries.Learnthenewwords.T:Asyouknow,thetablemannersinthewesterncountriesaredifferentfromthoseinChina.I’msuremostofyouhavelearnedTalkaboutthetablemannersinwesterncountries.Learnthenewwords.利用学生已有经验讨论常识性的西方餐桌礼仪，调动学生的学习积极性。同时学习重要词汇polite和impolite。 someofthemfromthebooksortheforeignmoviesorothermeans.Youmaytellmewhetherthebehaviorispoliteorimpolite.Politemeanshavingorshowingthatonehasgoodmannersforotherpeople.Canyouguesswhatdoes“polite”mean?T:Well,Youaresuretoknowthemeaningof“impolite”,aren’tyou?T:Goodjob.Doyouthinkwhetheritispolitetoeatupeverythingonyourplate?T:OK.Wemayfindthetruthlater.Doyouthinkifitispolitetospeakloudlyatthetable?T:DoyouthinkwhetheritispolitetodrinktoomuchduringS1:Yes.Itmeans“有礼貌的”.S2:Yes.It’stheoppositeof“polite”.Itmeans“没礼貌的”.S3:Idon’tthinkit’spolite.S4:Idon’tagreewithyou.Ithinkitispolitetoeatupthefoodonyourplate.S5:Ithinkit’simpolite. thedinner?S6:Idon’tthinkit’spolite.Remark：Stage4（8mins)：While-readingStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)Askthestudentstoreadthepassagequicklyandgetthemainidea.T:Nowlet’sreadthepassageof1aquickly.Getthemainideaofit.T:Whatisthepassagemainlyabout?Skimthepassageandgetthemainidea.Ss:…S1:It’saboutthewesterntablemanners.2(Individualwork)Askthestudentstoreadthepassageagainandfinish1b.T:Yes.It’spolitetofollowthewesterntablemannersifyougotoaformalwesterndinnerforthefirsttime.NowreadthepassageagainandmarkTorFforthesentencein1b.ReadthepassageagainandmarkTorFforthesentencesin1b.Ss:… T:Let’scheckyouranswers.Isthefirstonetrueorfalse?…S1:……3(Individualwork)Showatable.T:Read1aagainandfilloutthetable.howtostartaformalwesterndinnerWhenyousitdownatthetable,takeyour______onyour_____.Youshouldkeepyourknife______________andthefork____________.polite_____thefoodonyourplate.trytospeak____and___alot.whendrinkingtosomeone,take______.impoliteDon’ttake_____foodthan________.Remember______toomuch.Ifyoucanremembertherules,justdo_______________T:　Checkyouranswerswithyourpartners.Read1aagainandfilloutthetable.Ss:…Ss:…设计表格要求学生注重细节，同时为复述课文做准备。Remark：Stage5（18mins)：Post-readingStepTeacheractivityStudentactivityDesigningpurpose 1(Classactivity)Dealwiththelanguagepoints.T:Therearesomeusefulphrasesinthispassage,Readitquicklyandunderlinethem.T:Tellmeyourphrases.T:Goodjob.Whocanmakeasentencewiththephrase“eatup”?T:Whocanmakeasentencewiththephrase“drinktosomeone”?T:Goodexamples!Doyouhaveanyquestionsaboutthispassage?T:It’sagoodquestion.Wealsouse“whetherornot”tocauseanobjectclause.Oryoucanput“orLearnthelanguagepoints.Ss:…S1:forthefirsttime,tablemanners.S2:atthetable,startwith,eatup,drinktosomeone.S3:I’mfull.Ican’teatupallthefoodinmyplate.S4:Let’sdrinktothefoodfestival!S5:Weknowthatwhetherandifcancauseanobjectclause.Howdoyouusewhetherornot?解决文中的语言点。 not”attheendoftheobjectclause.Forexample,CanyoutellmewhetherornotwewillhaveaclassmeetingthisFriday?Youcansayitthisway:CanyoutellmewhetherwewillhaveaclassmeetornotthisFriday?Butmakesurethat“ornot”cannotbeusedafter“if”.Doyouunderstand?Ss:Yes.2(groupwork)ShowthetabletheSsfilledjustnow.Askthemtoretellthepassageaccordingtothetable.T:Nowlet’strytoretellthewesterntablemanner.Thetablemayhelpyou.Retellthepassageaccordingtothetable.Ss:…根据表格复述课文可以降低任务的难度。3(Groupwork)AskthestudentstotalkaboutChinesetablemanner,reportittotheclassandthenwriteapassage.T:Youknow,Chinesetablemannersaredifferentfromwesterntablemannersinmanyways.Nowlet’stalkaboutChinesetablemannersingroups.YoumaycompareChinesetablemannerswiththeonesinwesterncountries.Youmaytalklikethis:TalkabouttheChinesetablemannersandreportittotheclass.Thenwriteashortpassage.将1c与4结合成一个任务，要求学生讨论中国的餐桌礼仪并完成书面表达。 A:Doyouthinkwhetheritispoliteto…?B:Ithinkit’s…C:Idon’tagreewithyou.Ithink…T:Nowlet’swriteashortpassageaboutChinesetablemannersaccordingtoyourdiscussion.T:Whichgroupwouldliketomakeareport?Ss:…Ss:…G1:…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。Stage6（2mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)EncouragetheSstosummarizethekeypointsT:Classwillbeoversoon.Weshouldsummarizewhatwehavelearnedinthislesson.Let’sbegin!Summarizewhattheyhavelearnedtoday.S1:welearnedsomenewwordsandphrases.fork,dish,eatup,tablemanners,drinktosb.培养学生归纳总结的能力，再次复习巩固本节课的重点知识。 polite,impolite,napkin,lap,manner,formal,quietly,dineS2:Weknewaboutthewesterntablemanners.2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorememberthenewwordsandphrases.Pleasetellthewesterntablemannerstoyourparentsandpreparetoactoutwesterntablemanners.I’llasksomeofyoutoactwhiletellingthetablemannerstomorrow.Don’tforgettopreviewSectionC-2,3SectionB-3,4a,4b.FinishtheHMK.适当的家庭作业有助于巩固课堂所学的知识。Remark：VI.Blackboarddesign第三课时(SectionC-1a,1b,1c,4)1.Somenewwords:fork,dish,eatup,tablemanners,drinktosb.polite,impolite,napkin,lap,manner,formal,quietly,dine2.TheobjectclauseMaybeyoudon’tknowwhetherit’spoliteornottospeakloudlyatthetable.