仁爱版英语8年级下册 Unit7_Topic2_SectionC_教案设计

Unit7 Topic2 SectionC参考教案
Ⅰ. Material analysis
本节课建议用1课时上完。

主要活动为Section C 的1a和2。

本课的阅读部分呈现的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 引导的宾语从句。

老师要让学生在对比中西餐桌不同礼仪的过程中，让学生互帮互学，开阔视野，既要促进新知的形成，又要激发学生探究学习、自主学习的热情。

在指导学生学习第二部分关于更多不同国家的餐桌礼仪时，要引导学生在了解中国风俗文化的同时，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。

Ⅱ. Teaching aims
Knowledge aims：
1. 继续学习whether/ if 引导的宾语从句。

2. 谈论西餐的餐桌礼仪。

3. 更多地了解不同国家的餐桌礼仪。

Skill aims：
1. 能听懂有关餐桌礼仪的短文，识别主题，并获取主要信息。

2. 能使用英语简述西餐的餐桌礼仪。

3. 能从所给语言材料中找出现关信息，理解大意。

4. 能写出简单的文段。

Emotional aims：
1. 互帮互学，开阔视野。

2. 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。

Ⅲ. The key points and difficult points
Key points：
1. 继续学习whether/ if 引导的宾语从句。

2. 谈论西餐的餐桌礼仪。

3. 了解不同国家的餐桌礼仪。

Difficult points：
演示西餐的餐桌礼仪。

Ⅳ. 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。

Ⅴ. Teaching aids
Computer multimedia projector; The utensils mentioned in this section; Videos of a formal western dinner and a Chinese dinner.
Ⅵ. Teaching procedures
Introduction（8 minutes）
1. Greet students ready for learning.
2. Teacher lets the students retel l the steps of making the sandwich, with First… Second… Then… Finally…
3. Teacher asks the students to report the table manners in different countries they searched. Tell them that they must follow the manners when they go to different countries.
4. Teacher asks the students to read the sentences of 2. Teach the new words elbow, spoon and chopstick by showing the teacher’s elbow, a spoon and chopsticks.
5. Teacher lets students discuss if these actions are polite.
6. Teacher asks students to match the pictures with the conversation.
7. Teacher lets students check the answers.
8. Teacher divides the students into two groups. Let them practice the conversations. One group reads the questions and the other group reads the answers. Then let them change the roles. Finish 2.
Presentation (10 minutes)
1. Teacher asks the students to read 1a again, and then finish 1b. Teach the new word dine.
2. Teacher asks two students to tell the answers.
3. Teacher plays the recording sentence by sentence.
4. Teacher plays the recording without stopping.
5. Teacher lets the students read 1a, and then asks them to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation.
6. Teacher makes a summary to explain key points and difficult points to the students:
(1) table manners
(2) eat up
(3) whether… or not …
(4) drink to sb./sth.
(5) take (only) a little
(6) Remember not to …
7. Teacher lets pairs of students prepare for the retelling with the help of the questions on the screen:
What should you do when you sit down at the table?
What does the dinner start with?
What should you do when you start eating?
What should you do when you drink to somebody?
Practice (10 minutes)
1. Teacher asks the students to retell the passage in pairs. One student does some actions and the other describes in English.
2. Teacher lets students evaluate the performances.
3. Teacher lets students read 1a again and underline the key points about western table manners.
4. Teacher plays a video about a Chinese dinner. Then let students work in groups and compare them with western table manners.
5. Teacher lets two or three students report their results of comparing.
6. Teacher asks two or three students to perform about the western table manners and the Chinese table manners.
7. Teacher evaluates the performances and makes a summary.
8. Teacher lets students read the example of 3.
9. Teacher lets students understand the meanings of the sentences of 3. Teach the new word finger by pointing out the fingers of himself or herself.
10. Teacher lets students discuss eating customs in different countries.
11. Teacher lets students practice the conversations in pairs. Let them grasp the usage
of object clauses.
Production (7minutes)
1. Teacher asks the students to prepare the game of describing: One student does an action of Part 2 or 3, a student from other groups describes the action in English. Ask the students to consolidate the usage of object clauses. The group which can describe correctly the most is the winner.
2. Teacher lets students write a short passage about table manners in China, using object clauses and the information they have collected in 1c.
3. Teacher lets two students write down the short passage on the blackboard.
4. Teacher lets students discu ss and evaluate the two students’ written work, and then make a summary.
5. Teacher shows the summary of this section to the students.
6. Teacher assigns homework:
(1) Review the summary after class.
(2) Tell the western table manners to your parents.
(3) Collect some eating habits in different countries.
Teaching Reflection
There are many differences between western table manners and Chinese table manners. Students are interested in trying showing the differences by themselves. And after the practicing of this section, they grasp the usage of object clauses very well.
Ⅶ. Blackboard design
Unit 7 Food Festival
Topic 2 I’m not sure whether I can cook it well.
Section C
1. table manners
2. eat up
3. whether… or not …
4. drink to sb./sth.
5. take (only) a little
6. remember not to …。