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視頻標簽：when in Rome
所屬欄目：初中英語優質課視頻
視頻課題：牛津譯林八下unit5 when in Rome第一課時-安徽省級優課
教學設計、課堂實錄及教案：牛津譯林八下unit5 when in Rome第一課時-安徽省級優課
Unit 5 Good manners
When in Rome (Reading 1)
Teaching Materials:
譯林出版社牛津初中英語八年級下Unit5 Good manners本課在Comic strip基礎上設計了一個采訪片段，讓學生在活動中學習：
Teaching Design:
Teaching objectives
Language
aims
British people only greet relatives or close friends with a kiss
They always queue. They think it is
rude to push in before others When in Rome ,do as Romans do.
Ability 通過閱讀,理解英國國家的禮儀習慣。學會
養成自己的良好禮儀。培養學生的自學能力和合作學習的能力
Multi
faceted
經過閱讀了解不同國家的禮儀習慣，懂得入
鄉隨俗的道理。
社會實踐：模擬一個禮儀采訪
Language structure How do they greet people?
How do they start a conversation? Do they queue in public?
Language function 詢問和介紹英國的禮儀習慣。收集信息；傳遞信息。 Study functions
通過對英國禮儀習慣采訪，識別中英兩國的不同點。掌握“訪談”片段的習慣用語。學會“合作學習”，努力開拓課程資源。
Teaching procedures:
Task one: review good manners in China and have a free talk to lead in the new period steps
Teachers’ Activities
Students’
Reasons
2
Activities
Step 1
Do
warming-up activity and show a screen with some different questions about manners
in China.
Watch
and review good manners
in China tell the answers
they know as many as possible.
Enliven
the
atmosphere Get the Ss to learn the new knowledge un -
wittingly enlarge
students’
information
of
manners in the UK.
Step 2
Present some pictures of different manners in the UK and also give some explanation orally and Instruct students to answer them. Be in groups of two to answer according to knowledge we learned yesterday perform their answers to the
rest of the class.
Develop students’imagination and speaking skill. Get students involved. Foster the ability of co-operation. Pick students to answer the questions one by one until the main manners were answered by them.. then have them get into the new lesson. students will think about the differences between China and the UK then get into the new lesson.
Develop the students’ ability of creation stimulate greater desire for learning. Task two: Making flow charts
Steps
Teachers’ activities
Students’ activities
Reasons
Step 1 Highlight some key words and expression.
Play the recording ,raise some questions based on the passage the
students formed .
1. How
do
they
greet
people?
2. How do they start a conversation ?
3. Are they also polite at home? 4. …
Learn the new words
and expressions. Listen and Answer
the questions.
Get general idea about
The
interview provide
a
focus on the differences. pave the way for the
later.
4
Task three: interview and survey
steps Teachers’ activities
Students’ activities
Reasons
Step 1
A
survery
of differences between Chinese manners and the UK?
Talking about interview among group members and make
some
notes so that they can make their
own
reports later.
Develop
students’
ability of self –study. Co-operation
and communication. Step 2 Present a piece of scene about sentences of manners in
the
UK.
play
the recording of the interview again
and
raise
some sentences based on the interview.
Listen to the recording and judge them according
to their
listening. Have further comprehension
on
the
interview.
1. Do they greet people with a kiss. 2. They are hardly polite at home.
3. They often talk about
age ,weight or money….
Another exercise
a
cloze test
step 3
Another exercise of the interview Finish the exercise with the pairs or answer it with role playing Develop students’
comprehensio
n ability and co-operation
5
Step 2 Provide some situations and some cue sentences let the students make an interview in pairs allow them to have
their
own ideas .
Make up an interview in pairs according to some
given
situations and
role- play the
different roles in their imaginative show.
Foster the ability of
creation.
Communication and
co-operation.
Step 3
Discussion: after learning
the dialogue “What are different manners between China and
the UK?”
Present their ideas or thought in 5 minutes.
Develop their
ability of organize
language.
教學反思：
很多學者把任務或交際任務看成外語教育的一種活動，特指通過理解
目的語或非語言信息輸入后所從事的活動或行為。本節課中在學生理解目的語的基礎上，為實現教學目的，我設計了形式多樣的活動，，培養了學生的口頭交際能力。通過看問題找答案、看圖片找問題，培養了學生的觀察、分析問題的能力，，強化了學生“合作學習”的意識，學生在實際活動的過程中增強了語言意識，形成了自己的學習策略，并培養了創新和實踐能力。
任務型教學要求教師不僅是任務的設計者，組織者，還是活動的參與
6
者，引導者，鼓勵者。給學習者設計注意語言意義的活動，使學生充分利用各種學習資源，給任務型教學營造一個全方位的學習環境，這些對教師提出了更高的要求，教師在探索、實踐中不斷提升自己，真正在教學活動中貫徹落實任務型教學這一嶄新的教學理念。
參考書目：1、《牛津英語8B下》；
2、《新課程理念與初中英語課堂教學實施》； 3、《學英語報》初中教師版。
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