联系本站客服加+微信号15139388181 或QQ：983228566 |
视频标签：cook it
所属栏目：初中英语优质课视频
视频课题：仁爱科普版英语八年级下册nit7 Food Festival Topic2 I’m not sure whether I can cook it well.重庆市 - 江北区
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
仁爱科普版英语八年级下册nit7 Food Festival Topic2 I’m not sure whether I can cook it well.重庆市 - 江北区
仁爱八下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、整体设计思路、指导依据说明
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。
二、教学背景
1. 教学内容分析：
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 引的宾语从句。
2. 学生情况分析：
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
2
究，在畅所欲言的过程中分享不同的观点和提高思辨能力。
三、教学目标
1. 语言能力目标：
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. 学习能力目标：
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. 思维品质目标：
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.文化品格目标：
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、教学重、难点
1. 教学重点：
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. 教学难点：
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、课堂风貌设计
1. 兴趣课堂：Students are interested in western tablewares and western table manne
They are also interested in talking about different table manners in different countrie
2. 自主课堂：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.人文素养课堂：
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、教学过程设计
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.
视频来源：优质课网 www.youzhik.com
