仁爱年级英语下册unit7Topic2sectionC教案设计.docx

仁爱年级英语下册unit7 Topic2 sectionC教案设计unit7 Topic2 sectionC教案设计 . 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。 . 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。 . 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。 . 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。 . Teaching aids Computer multimedia projector; The utensils mentioned in this section; Videos of a formal western dinner and a Chinese dinner. . Teaching procedures Step Interaction pattern Student activity Teacher activity 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. The whole class work. Introduction 5. Group work. 6. Individual work. 7. Individual work. 8. Group work. 1. Focus their attention on the teacher. 2. Students retell the steps of making the sandwich, with First Second Then Finally 3. Students report the table manners in different countries they searched. 4. Students read the sentences of 2. 5. Students discuss if these actions are polite. 6. Students match the pictures with the conversation. 7. Students check the answers. 8. Students practice the conversations. 1. Greet students ready for learning. 2. Teacher lets the students retell 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 teachers 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. The whole class work. 2. The whole class work. 3. Individual work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. Group work. 1. Students watch the video to know about the western table manners. 2. Students look at the pictures of 1a. Learn and grasp the new words with the help of the teacher. 3. Students write down the words on the lines in the picture of 1a. 4. Students check the answers. 5. Students read the passage and underline the other new words, guessing their meanings according to the passage. 6. Students learn and grasp the new words with the help of the teacher. 7. Students read the passage again and discuss the questions. 1. Teacher plays the video of a formal western dinner for the students. Lead to the new lesson. 2. Teacher lets students look at the picture of 1a. Teacher performs the western table manners with the utensils to introduce the new words: napkin, lap, fork, and dish. 3. Teacher lets students write down the words on the lines in the picture of 1a. Let them grasp the new words fork and dish. Know about napkin. 4. Teacher lets two students write down their answers on the blackboard to check the answers. 5. Teacher asks the students to read the passage of 1a, and then underline the other new words, guessing their meanings according to the passage. 6. Teacher teaches the other new words and phrases: formal, table manners, eat up, quietly and drink to sb./sth. 7. Teacher asks students to read the passage again, and discuss the following questions and check the answers. (1) Is it polite to eat up everything on your plate? (2) Is it polite to speak loudly at the table? (3) Is it polite to drink too much during the dinner? 1. Individual work. 来源学科网ZXXKConsolidation (10 minutes) 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Group work. 6. The whole class work. 7. Pair work. 1. Students read 1a again and then finish 1b. 2. Students check the answers. 3. Students read the passage after the recording sentence by sentence. 4. Students try to follow the speed, paying attention to the pronunciation and intonation. 5. Students read the passage by themselves, and then discuss in groups to find out the difficult points and sum up the main points. 6. Students underline in their books and make some notes. 来源学科网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. 来源学科网ZXXK4. 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. Students prepare for 7. Teacher lets pairs of students the retelling with the prepare for the retelling help of the questions with the help of the on the screen. 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? 1. Pair work. 2. The whole class work. 3. Individual work. 4. Group work. 来源学_科_网Z_X_X_KPractice (10 minutes) 5. The whole class work. 6. The whole class work. 7. The whole class work. 8. Individual work. 9. The whole class work. 10. Group work. 11. Pair work. 1. Students retell the passage in pairs. 2. Students evaluate the performances. 3. Students read 1a again and underline the key points about western table manners. 4. Students work in groups and compare Chinese table manners with western table manners. 5. Students report their results of comparing. 6. Students perform about the western table manners and the Chinese table manners. 7. Students grasp the different table manners. 8. Students read the example of 3. 9. Students understand the meanings of the sentences of 3 and grasp the new word. 10. Students discuss eating customs in different countries. 11. Students practice the conversations in pairs to grasp the usage of object clauses. 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. 1. The whole class work. 来源学+科+网Z+X+X+KProduction (7minutes) 2. Individual work. 3. The whole class work. 4. Group work. 5. The whole class work. 6. Individual work. 1. Students prepare the 1. Teacher asks the students game of describing. 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. Students write a short 2. Teacher lets students write passage about table a short passage about table manners in China with manners in China, using the information they object clauses and the collected in 1c. information they have collected in 1c. 3. Students check the two 3. Teacher lets two students passage. write down the short passage on the blackboard. 4. Students discuss and 4. Teacher lets students discuss evaluate the two students and evaluate the two written work. students written work, and then make a summary. 5. Students summarize 5. Teacher shows the summary Section C with the of this section to the students. teacher. 6. Students finish the 6. Teacher assigns homework: homework after class. (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. . Blackboard design Unit 7 Food Festival Topic 2 Im 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