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視頻標簽：when in Rome
所屬欄目：初中英語優(yōu)質課視頻
視頻課題：牛津譯林八下unit5 when in Rome第一課時-江蘇
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-江蘇省 - 淮安
B Unit 5 Good manners ---Reading I
教學設計
（本課的教學內容是通過閱讀采訪文本，運用適當?shù)拈喿x技巧，了解英國的禮儀文化。本節(jié)課的教學目標是讓學生了解英國的禮儀，體會不同文化的差異。本課的難點在于，教師要引導學生運用恰當?shù)拈喿x技巧獲取信息，利用思維導圖進行信息整合，并體會文化差異。
授課時采用任務教學法，即Task-based Teaching Method和情境教學法，即Situational Teaching Method。）
教案設計 設計意圖
Teaching objectives: Knowledge objectives: Some new words and phrases. Ability objectives: Students can apply new language points and process the useful information with the help of the mind map. Emotion objectives: To understand good manners in the UK and learn about cultural differences. Difficult points: Vocabulary: proper, kiss, close, conversation, avoid, subject, touch, till, loudly, as Phrases: shake one’s hand, in public, push in, in one’s way, excuse me, as well Sentence structure: When in Rome, do as the Romans do Teaching methods: Task-based teaching method Situation teaching method Teaching aids: Multi-media & blackboard Teaching steps：
Step1: Lead-in:
T: Good morning boys and girls! S：Good morning, Miss Yang! (video) T: Which country is it? What do you think of it? S：The UK./ It is a beautiful country. Step2: Fast-reading T: At the end of the video, the man said, “When in Rome,...”can you complete the sentence by looking through the article? S: When in Rome, do as the Romans do. T: What kind of article is it? And what is it about? S: It is an interview about good manners in the UK. T: Two students are talking, who are they? S: Daniel is asking Jenny questions. T: How many questions does Daniel ask? What are they? Please underline them. S: 7. T: I have divided them into 4 parts. Can you help me to complete the main ideas? S: 1. how to greet people; 2. how to start a conversation; how to behave in public; 4, how to behave at home. Step 3: careful-reading Part 1: how to greet people T: Now, boys and girls. Let’s learn more about good manners in the UK. Please read L2-6,and fill in the blanks. S: read and fill in blanks. T: They ONLY greet close friends with a kiss. That means ... S: They greet different people in
用一段微課視頻介紹英國的景點、著裝、下午茶和舞會等基本信息。吸引學生的興趣，增強課前趣味性，營造一種輕松的氛圍。
教師通過簡潔的設問，幫助學生關注文章題材的特殊性---采訪，并快速瀏覽文章，確定主題，理清結構。通過對7個問題的歸類，學生能通過思考完成大意的概括。
語篇填空的形式，幫助學生閱讀文章
的第2到6行，了解英國人打招呼的
不同但恰當?shù)姆绞健２⒃谇榫持凶寣W生猜測體會proper含義。并從語言和肢體語言兩方面，介紹不同語言的打招呼和各國打招呼禮儀，拓展學生的國際視野，并進行不同文化的滲透，吸引學生參與課堂。
第2頁
different ways.
T: But all the ways are right and polite. They are all ... S: proper ways.
T: How do people in other countries greet? In China, we say ... S: 你好。 T: How about people in France, Japan, Spain, Thailand...(PPT表格呈現(xiàn)不同語言，并教學生讀)
T：Besides, people in different countries greet others by using different body languages. (video) S: watch.
T: Now, can you act to greet your partner in different ways to let your classmates guess what’s the relationship between you? S: work in pairs and act.
Part 2: how to start a conversation
T: After greeting, people can start a small talk. They can start a conversation(帶讀).
How do we start a conversation in China?
S:你去哪兒？/你吃了嗎？/你月薪多少？...
T: How can British people start a conversation?
S: They will choose weather, music, holidays and books.
T: Why do they like talking about weather?
S: Because the weather changes often there.
T: Please read the lines again. What does the word “avoid” mean here? S: Try not to do something.
T: Great. How about the word “subject” here, something like
通過教授不同語言，激發(fā)學生的興趣，并拓展語言知識。
豐富的肢體語言，能讓學生感同身受。并通過pair work 表演的形式，給予學生更直觀的刺激，真正做到學以致用。
從文化差異入手，讓學生可以在下面的環(huán)節(jié)比較兩國在開始話題的禮儀方面有哪些不同。
先快速閱讀，了解英國人會選擇什么樣的話題來交流，并根據(jù)上一單元的內容進行深層思考，綜合地理、文化等因素。
通過細讀上下文，根據(jù)語境，讓學生猜測新詞的含義，自主探究。Chinese or English? S: No. It means topics.
T: If you are a British person, will you be willing to go on the conversation?
S: listen and judge.
T: So British people care more about personal space and privacy. Our cultures are different, but remember to be polite all the time.
Part 3: how to behave in public
T: When British people are in public places, will they be polite? Please read line 10-22, and finish the table.
S: Finish.
T: If they are waiting with many people, what will they do?
S: They will queue./ They will not push in before others.
T: If someone is in their way, ... S: They will wait.
T: If they are in a restaurant, ... S: They will keep their voice down. T: What will they say in the following situations? S: match.
T: What will you do or say in the following situations? S: Scene play.
T: All of you did a very good job. Remember to behave patiently and politely.
Part 4: how to behave at home
T: British people are very polite at home as well, aren’t they?
Can you change the sentence into an easier one to understand?
S: Are British people very polite at home as well?
T: Good job. While reading, try to change difficult sentences into
此處通過聽6句話，結合文章呈現(xiàn)的英國人開始談話的方式和習慣，讓學生去判斷是否恰當。該環(huán)節(jié)旨在讓學生在情境中理解并應用。
讓學生再次從文化角度，體會差異，但同時也學會接受。
此環(huán)節(jié)處理文本第10-22行的內容，并讓學生完成信息表格。并在此基礎之上，再次研讀文本，進行信息的歸納與整合，明白英國人在不同的情況下的行為和語言，突出behave的方式，加深理解。
通過讓學生進行情景劇的表演，切身體會行為禮貌的重要性，并對學生進行情感引導，即無論何時何地，都要做一個禮貌的人。
在閱讀中，經(jīng)常會遇到復雜的句式，從而導致文本理解障礙。此處即引導學生在閱讀時，可以嘗試將難以理解的句子，通過閱讀技巧或語言知識的積累，轉變?yōu)楹唵尉鋷椭斫馕恼隆?nbsp;
第4頁
easier ones.
Further thinking:
1. How many times do they say “please” and “Thank you” every day?
2. Do you think it necessary to say at home？
3. What else do you want to say to your parents? S: Discuss.
T: Remember to express your thanks and love to your family members.
Step 4: post-reading
T: Jenny is writing an article about good manners in the UK for the school newsletter.
S: Finish the passage.
T: Can you look through the article again and work in groups to complete the mind map?
S: Work in groups and finish.
Step 5: Group work
T: Now, do you know good manners in the UK very well?
Please work in groups and make a report about them with the help of the mind map.
S: Work in groups and make a report.
Step 6: Conclusion
T: When in Rome, do as the Romans do. Do you know the saying better?
S: Yes. When we are in a new place, we should learn and behave as local people do.
Homework:
T: Here is your homework：
1. Search for more information about
Further thinking的幾個問題作為思維的發(fā)散，引導學生學會感恩，特別是最親近的家庭成員，體會禮儀不是泛泛而談，而是要融入到生活中的方方面面。
此環(huán)節(jié)幫助學生將文本內容重新整合成語篇，并進行信息的處理。
思維導圖的應用，能幫助學生準備定位信息，了解框架，對全文進行把握，并為下一環(huán)節(jié)的group work做好鋪墊。
離開文本，基于小組合作完成的思維導圖，能將通過閱讀獲得的信息進行語篇的處理與輸出。
文末點題，并進行情感升華。
第5頁
manners in the UK;
2. Learn more about different cultures and manners; 3. Recite the article;
4. Finish the related exercises.
Blackboard layout：
8B Unit5 Good manners
——Reading I
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