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視頻課題：仁愛科普版英語八年級下冊nit7 Food Festival Topic2 I’m not sure whether I can cook it well.重慶市 - 江北區
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仁愛科普版英語八年級下冊nit7 Food Festival Topic2 I’m not sure whether I can cook it well.重慶市 - 江北區
仁愛八下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、整體設計思路、指導依據說明
本節閱讀課是談論西餐的餐桌禮儀，來引出中西方飲食文化方面的差異，學習有
餐具的詞匯，掌握有關就餐的短語。語法方面繼續學習由whether 和if 引導的
語從句。老師要讓學生在對比中西方餐桌不同禮儀的過程中，讓學生互幫互學，
闊視野，既要促進新知的學習，把握閱讀的整體結構，又要激發學生探究學習，
主學習的熱情和思辨的能力。要引導學生樂于和了解外國風俗文化，從而更好地弘揚中國文化服務。
二、教學背景
1. 教學內容分析：
本節閱讀課是談論西餐的餐桌禮儀，引出中西方飲食文化方面的差異，學
有關餐具的詞匯，掌握有關就餐的短語。語法方面繼續學習由whether 和if 引的賓語從句。
2. 學生情況分析：
學生在本話題的Section A 和B初步學習了，Section C是閱讀課，學生在比中西方餐桌不同禮儀的過程中可以互幫互學，把握閱讀的整體結構，自主學習
2
究，在暢所欲言的過程中分享不同的觀點和提高思辨能力。
三、教學目標
1. 語言能力目標：
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. 學習能力目標：
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. 思維品質目標：
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.文化品格目標：
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、教學重、難點
1. 教學重點：
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. 教學難點：
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、課堂風貌設計
1. 興趣課堂：Students are interested in western tablewares and western table manne
They are also interested in talking about different table manners in different countrie
2. 自主課堂：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.人文素養課堂：
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、教學過程設計
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.
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