Unit 7 Topic 2 I’m not sure whether I can cook it well 教案（5课时）

Unit
7
Topic
2
I'm
not
sure
whether
I
can
cook
it
well
教案
教学内容分析及课时分配建议：
本单元第二个话题在复习上个话题的基础上，引入新的内容包括步骤的表达，描述方式的副词，食材，厨具和餐具等词汇。主要句型有提供帮助Would
you
like
me
to
help
you 赞美和鼓励Well
done!请求得到允许Would
you
mind
if
I… 就餐用语help
yourself
to
some…以及提醒和警告remember
(not)
to
…语法包括whether/if引导的宾语从句；副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/d /的区分以及升降调的区分。此外，本话题贴近学生生活实际，从教学生做各种食物到不同国家的餐桌礼仪和饮食文化，学生不仅可以学到语言知识还可以培养生活技能，拓展文化意识。
本话题建议用5课时完成。
第一课时：Section
A-
1a,
1b,
1c
,2a,2b
第二课时：Section
B-1a,1b,1c,2
Section
A-3a,
3b
第三课时：Section
C-1a,1b,1c
,4
第四课时：Section
C-2,3
Section
B-3,4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,2,3,
Project
第二课时（Section
B-1a,1b,1c,2
Section
A-3a,
3b）
教学设计思路：
本节课主要活动为Section
B
-1a,2。
在复习环节里，将SectionA-1a改写成短文。在知识点处设空，复习宾语从句、副词和表达步骤的方式。本课词汇较多，且大部分是关于食品原料和炊具及餐具的名词，适合利用图片简洁直观的方式学习词汇。为了降低听力的难度，在Pre-listening环节里，利用1a的图片讨论了与对话可能相关的内容。并将While-listening环节的听力任务分解，设置成不同角度，不同层次的两个听力任务。在Post-listening环节里，除了要求学生模仿语音语调读对话之外，还要求学生以口头作文的方式复述三明治的制作过程，并提醒学生注意步骤副词的使用。此外，通过复习形容词的比较级和最高级引出副词的比较级和最高级，并引导学生探究和总结副词的比较级和最高级的规律及用法。最后，利用本课三明治的话题，过渡到快餐的讨论，完成Section
A-3a的听力训练和3b的自由讨论。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇：
snack,
butter,
pear,
piece,
quick,
healthily
（2）学习表达请求允许的句型及其答语：
Would
you
mind
if
we
learn
to
make
it
from
you
Of
course
not.
（3）学习并掌握副词的比较级和最高级。
2.
Skill
aims:
（1）掌握三明治的制作过程，并能用英语表述这一过程。
（2）能听懂有关食物制作的话题的对话，识别主题，并获取主要信息。
（3）能理解所给语言材料中事件的发生顺序和人物行为。
3.
Emotional
aims:
（1）把课本上学到的知识运用于实际生活中。培养生活技能，比如做饭。
（2）学生乐于接触并了解异国文化。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）继续学习表示顺序的副词的用法。
（2）继续学习副词修饰动词的用法。
（3）学习并掌握副词的比较级和最高级。
2.
Difficult
points：
使用英语陈述食物的制作过程。
Ⅲ.
Learning
strategies
1.
鼓励学生认真思考，勤于探究。善于发现语言学习的规律并能举一反三。
2.温故而知新。在原有知识经验基础上学习新的语言。
Ⅳ.
Teaching
aids
多媒体课件/图片
V
Teaching
procedures
Stage
1(2mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
students
and
get
themready
for
learning.T:
Good
morning,
everyone!T:
Did
you
make
fried
rice
of
noodles
of
something
else
to
eat
for
your
parents T:
Great.
Some
of
you
did
it.
How
was
your
food
I
think
it
must
be
very
delicious
and
your
parents
must
be
very
happy.
Anyway,
I
hope
you
can
have
a
try.
Practice
makes
perfect.
You
will
do
it
better
and
better.
OK.
Time
for
duty
report.
Who’s
on
duty
today
Focus
their
attention
on
the
teacher.Ss:
Good
morning,
Miss…Ss:
Yes/No.S1:
It’s
me.
...
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（2mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
a
short
passage
to
review
Section
A.Kangkang
wants
to
make
fried
rice
for
the
food
festival.
But
he’s
not
sure
_____
he
can
cook
it
well.
So
he
asks
her
mother
for
help.
His
mother
is
very
glad
to
teach
him
to
cook
fried
rice.
______,
he
should
cut
some
cooked
meat
very
______.
Next,
he
needs
to
put
some
_____
in
the
pan.
Then
he
will
_____
the
meat
_____.
After
that,
he
needs
to
_____
the
rice
______
and
fry
it
for
a
few
minutes.
_____,
he
must
add
some
______.
Kangkang
thinks
cooking
is
fun.T:
Let’s
begin
our
lesson.
But
first
I
would
like
you
to
review
what
we
learned
yesterday.
Read
this
passage
and
fill
in
the
blanks.T:Let’s
check
your
answers.
Fill
in
the
blanks
in
the
short
passage
to
review
Section
A.Ss:…
利用短文填空的方式复习上节课学过的部分词汇、宾语从句、表达步骤的副词、副词修饰动词的用法以及制作炒饭的过程。
Remark：
Stage
3（8mins)：
Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
pictures
to
learn
the
new
words:
snack,
butter,
piece.T:
Look!
What
are
these T:
Yes.
They
are
snacks.
Do
you
like
snacks T:
What’s
your
favorite
snack T:
Yes.
I
also
like
sandwiches.
Do
you
know
what
are
in
the
sandwiches
Look
at
the
pictures.
T:
Yes.
We
made
sandwiches
with
pieces
of
bread.
And
we
usually
spread
cream,
honey,
butter
or
jam
to
make
them
more
delicious.
Do
you
know
what
is
butter T:
People
often
put
pieces
of
ham
into
the
sandwiches.
And
you
can
put
your
favorite
fruit
in
your
sandwiches
if
you
like.
Learn
the
new
words:
snack，butter，pear，piece.Ss:…Ss:
Yes,
we
do.Ss:…S1:
There
is
bread.S2:
There
are
vegetables.S3:
There
is
ham
and
cream.
利用图片学习词汇，同时师生讨论导入本课话题。
2(Pair
work)
Ask
the
students
to
look
at
the
picture
in
1a
and
read
1b.
Talk
about
how
to
cook
sandwiches
and
predict
the
answers
to
1b.T:
Knowing
what
are
in
the
sandwiches,
I
think
we
can
make
sandwiches
by
ourselves.
Do
you
know
how
to
make
sandwiches
Look
at
the
picture.
You
can
discuss
how
to
make
it
with
your
partners.
T:
Would
you
mind
telling
me
how
this
sandwich
is
made T:
You
did
a
great
job.
Let’s
see
how
Michael
cooks
a
sandwich.
Look
at
the
picture
in
1a.
What
are
on
the
desk
I
mean
what
will
Michael
use
to
make
his
sandwich T:
Good.
Let’s
read
1b
and
predict
the
answers.
Look
at
the
picture
in
1a
and
read
1b.
Talk
about
how
to
cook
sandwiches
and
predict
the
answers
to
1b.Ss:
…S1:
Let
me
try.
First,
cut
the
bread
into
two
pieces.
Next,
put
a
vegetable
on
a
piece
of
bread.
Then,
put
some
butter
on
it.
After
that,
put
ham,
fried
egg
and
a
piece
of
tomato
on
it.
Finally,
put
the
other
piece
of
bread
on
it.
S2:
Two
pieces
of
bread,
a
pear
and
some
others,
maybe
butter
or
jam.Ss:…
Remark：
Stage4（5mins)：While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
1a.
Show
the
two
questions:(1)
What’s
Michael’s
favorite
snack (2)
Who
made
the
snack
best
of
all T:
Now
listen
to
1a
and
answer
the
two
questions.T:What’s
Michael’s
favorite
snack T:
Who
made
the
snack
best
of
all
Listen
to
1a
and
answer
the
two
questions.Ss:…S1:
Sandwiches.
S2:
Sandwiches
with
butter,
honey
and
a
pear.S3:
It’s
Michael.
分角度分层次设置不同的听力任务。
2(Individual
work)
Play
the
tape
recording
of
1a
again.T:
Listen
to
1a
again
and
fill
in
the
blanks
in
1b.
Please
pay
attention
to
the
use
of
step
words
and
adverbs.T:
Check
your
answers
with
your
partners.
Listen
to
1a
again
and
fill
in
the
blanks
in
1b.Ss:…
Remark：
Stage
5（15mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Play
the
tape
recording
of
1a.T:
Read
the
conversation
after
the
tape.
Please
pay
attention
to
the
stress
and
intonation.T:
Would
you
mind
reading
the
conversations
in
roles.
Who
would
like
to
have
a
try
Read
1a
after
the
tape
paying
attention
to
the
stress
and
intonation.Ss:…G1:…
跟读，练习语音语调。之后分角色朗读对话。
2(group
work)
Ask
the
students
to
retell
the
process
of
making
a
sandwich.T:
Now
can
you
make
a
sandwich
Can
you
tell
your
group
members
how
to
make
a
sandwich
Let’s
try
to
retell
the
process
of
making
a
sandwich
in
groups.
1b
may
help
you
and
don’t
forget
to
use
the
steps
words
like
first,
second,
next,
then,
after
that
and
finally.
They
can
make
your
instruction
or
description
clearer.
Retell
the
process
of
making
a
sandwich
in
groups.Ss:…
复述三明治的制作方法。巩固1a及副词的使用和表达步骤的方法。
3(class
activity)
Review
the
comparative
and
superlative
degrees
of
adjectives.
And
then
learn
the
comparative
and
superlative
degrees
of
adverbs.T:
You
know
Michael
says
practice
makes
perfect.
Do
you
understand
this
saying T:
Good.
So
Michael’s
sandwich
is
the
best
of
the
three.
That
means
Michael
did
best
of
the
three.
The
“best”
in
the
first
sentence
is
the
superlative
degree
of
the
adverb
“good”.
But
the
“best”
in
the
second
sentence
is
the
superlative
degree
of
the
adverb
“well”.
Can
you
understand T:
Well.
Let’s
learn
more
about
the
comparative
and
superlative
degrees
of
adverbs.
Look
at
the
pictures
in
1b
and
match
the
parts
of
the
sentences.T:
What
have
you
learned
Can
you
say
something
about
this
grammar T:
Yes.
For
most
of
the
adverbs,
it
is.
But
you
should
pay
attention
to
some
special
adverbs
such
as
well,
badly
etc.
Just
like
the
adjective
“bad”,
the
comparative
and
superlative
degrees
of
“badly”
is
“worse”
and
“worst”.
Any
others T:
Yeah,
you
are
right.
You
are
so
clever.
We’ll
learn
about
it
in
the
next
topic.
Any
others T:
Good.
You
observe
so
carefully.
The
article
“the”
beforethe
superlative
degrees
of
adverbs
can
be
omitted.
Do
you
have
any
other
questions
Review
the
comparative
and
superlative
degrees
of
adjectives.
And
then
learn
the
comparative
and
superlative
degrees
of
adverbs.S1:
Yes.
It
means
“熟能生巧”in
Chinese.Ss:
Yes.Ss:…S2:
We
add
“er”
or
“est”
to
an
adverb.
Then
we
get
the
comparative
and
superlative
degrees
of
the
adverb
just
like
the
way
to
an
adjective.S3:
We
should
add
“more”
or
“most”
before
some
adverbs
such
as
quickly
successfully.
Am
I
right S4:
The
article
“the”
is
missing
before
the
superlative
degrees
of
adverbs.
Ss:
No,
we
don’t.
Thank
you.
学习和掌握副词的比较级和最高级，鼓励学生自己发现和总结语法规律。
Remark：1.温故而知新。在复习形容词比较级和最高级的基础上学习和领会副词的比较级和最高级。
2.鼓励学生认真思考，勤于探究。善于发现语言的规律并能举一反三。
Stage
6（10mins)：
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Teach
the
new
words
:
quick,
healthily.
Ask
the
students
to
read
the
questions
in
3b
to
know
about
the
main
idea
of
the
listening
text
and
predict
the
answers.T:
Today
we
talked
about
sandwiches.
We
often
call
this
kind
of
food
fast
food.
That
means
this
kind
of
food
is
quick.
Remember
quickly
So
what’s
the
meaning
of
quick
T:
Good.
Some
people
think
fast
food
is
unhealthy.
Do
you
think
so T:
OK.
Many
people
like
fast
food.
I
hope
we
can
eat
the
fast
food
healthily.
Just
like
quickly.
Can
you
understand
healthily T:
we’ll
listen
to
a
passage
about
fast
food.
Read
the
questions
in
1b
and
know
about
the
main
idea
and
predict
the
answers.
Learn
the
new
words:
quick,
healthily.
Read
the
questions
in
3b
to
know
about
the
main
idea
of
the
listening
text
and
predict
the
answers.S1:
快的.
It’s
an
adjective.Ss:
Yes/No.S2:
Yes.
It’s
an
adverb.
It
means
“健康地”.
利用构词法知识学习新词汇。听力训练前阅读题目，培养学生预测答案的能力。
2(Individual
activity)
Play
the
tape
recording
of
3a.T:
Now
listen
to
the
passage
and
choose
the
best
answers.T:
Do
you
need
to
listen
again T:
OK.
Once
more,
please.T:Let’s
check
your
answers.
Listen
to
3a
and
choose
the
best
answers.Ss:…Ss:
Yes.Ss:…
3(Pair
work)
Ask
the
students
to
talk
about
the
fast
food
in
China
in
pairs.T:
I
think
you
have
your
own
opinions
about
fast
food.
Let’s
talk
more
about
it.
T:
Would
you
mind
sharing
your
opinions
with
us
Please
act
out
your
conversations!
Talk
about
the
fast
food
in
China
in
pairs.
Ss:…P1:…
Remark：1.鼓励学生大胆开口，说出自己的想法。
2.在原有知识经验的基础上学习新的语言。
Stage
6（3mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points.T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
words:snack,
butter,
pear,
piece,
quick,
healthilyS2:We
Knew
about
the
comparative
and
superlative
degrees
of
adverbs.
S3:
We
knew
how
to
make
sandwiches.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
make
some
sandwiches
for
your
parents
and
tell
them
how
to
cook
sandwiches.
Don’t
forget
to
preview
Section
C-1a,1b,1c
,4.
Finish
the
HMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：将课堂上学到的知识运用于生活实际，达到学以致用。
VI
.
Blackboard
design
第二课时
(Section
B-1a,1b,1c,2
Section
A-3a,
3b)1.
Some
new
words:snack,
butter,
pear,
piece,
quick,
healthily2.
Grammar:
comparative
and
superlative
degrees
of
adverbs.
well-better-best
early-earlier-earliest
long-longer-longest3.
Would
you
mind
if…
Would
you
mind
doing… 4.
Practice
makes
perfect.Unit
7
Topic
2
I'm
not
sure
whether
I
can
cook
it
well
教案
教学内容分析及课时分配建议：
本单元第二个话题在复习上个话题的基础上，引入新的内容包括步骤的表达，描述方式的副词，食材，厨具和餐具等词汇。主要句型有提供帮助Would
you
like
me
to
help
you 赞美和鼓励Well
done!请求得到允许Would
you
mind
if
I… 就餐用语help
yourself
to
some…以及提醒和警告remember
(not)
to
…语法包括whether/if引导的宾语从句；副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/d /的区分以及升降调的区分。此外，本话题贴近学生生活实际，从教学生做各种食物到不同国家的餐桌礼仪和饮食文化，学生不仅可以学到语言知识还可以培养生活技能，拓展文化意识。
本话题建议用5课时完成。
第一课时：Section
A-
1a,
1b,
1c
,
2a,
2b
第二课时：Section
B-1a,1b,1c,2
Section
A-3a,
3b
第三课时：Section
C-1a,1b,1c
,4
第四课时：Section
C-2,3
Section
B-3,4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,
2,
3,
Project
第一课时（Section
A-
1a,
1b,
1c,
2a,
2b）
教学设计思路：
本节课主要活动为Section
A-1a。
利用美食节的海报复习食物名称，导入本课话题。本课新词汇大多是炊具和食品名词，所以在Pre-listening环节里利用图片学习本课词汇。1b的听力任务较难，所以在Pre-listening环节里让学生两人一组讨论怎样做炒米饭，为的是降低听力的难度。同时在While-listening环节中将1b的听力任务分解为两个由易到难的学生可以完成的听力任务。并在学生完成听力任务的同时，学习步骤副词的用法。在Post-listening环节里，引导学生发现和总结语法规律，掌握whether引导的宾语从句的特点和副词修饰动词的用法，同时让学生了解形容词变副词的构词法方面的规律。最后通过2a和2b的练习将所学知识加以巩固。家庭作业要求学生为父母制作炒米饭或面条，将课本所学知识运用的实际生活中。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇
add,
fry,
cut
up,
oil,
pork,
ham,
onion,
noodle,
ingredient
pan,
pot,
cooker,
bowl,
finely,
lightly,
（2）学习
whether/
if
引导的宾语从句。
（3）学习表示顺序的副词的用法。
（4）掌握副词修饰动词的用法及部分形容词+ly变成副词的构词法。
2.
Skill
aims:
（1）能听懂有关食物制作的话题的对话，识别主题，并获取主要信息。
（2）能使用英语陈述食物的制作过程。
（3）能理解所给语言材料中事件的发生顺序和人物行为。
3.
Emotional
aims:
把课本上学到的知识运用于实际生活中。培养生活技能，比如做饭。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）学习
whether/
if
引导的宾语从句。
（2）学习表示顺序的副词的用法。
（3）掌握副词修饰动词的用法及部分形容词+ly变成副词的构词法。
2.
Difficult
points：
使用英语陈述食物的制作过程。
Ⅲ.
Learning
strategies
1.
善于探究和总结，发现语言学习的规律。
2.
学以致用，可以把课堂学到的知识用到生活。
3.
能通过构词法，比如部分形容词加上ly变成副词这一规则记忆单词。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1(3mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
students
and
get
themready
for
learning.
Play
the
taperecording
of
the
song
The
Teddy
Bear's
Picnic .T:
Good
morning,
everyone!T:
Glad
to
see
you
again.
In
thisweek
we
will
go
on
talking
aboutthe
food
festival.
Before
the
newlesson,
let’s
enjoy
a
song:
The
Teddy
Bear's
Picnic .T:
It’s
such
a
lively
and
beautifulSong,
isn’t
it
If
you
like
it,
we
can
learn
to
sing
it
after
class.
Focus
their
attention
on
the
teacher.Ss:
Good
morning,
Miss…Ss:…
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（3mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
the
poster
of
the
food
festival
and
review
the
names
of
foods
in
different
countries.
T:Next
week,
the
food
festivalwill
be
open.
Kangkang
and
hisfriends
are
busy
preparing
for
it.Look
at
the
poster
that
Michaelmade
for
the
food
festival.
Canyou
speak
out
these
foods
on
it T:Pretty
well!
Most
of
them
arewestern
foods.
I
think
they
should
cook
some
Chinese
food.
Can
youcook
some
Chinese
food
Thenwhat
can
you
cook T:
You
are
great.
Then
can
you
tell
me
the
ways
to
cook
fried
rice
Review
the
names
of
foods
in
different
countries.
S1:
Yes.
There
are
Italian
pizza
and
American
chocolate
cookies.S2:
Greek
cheese
pies,
Indian
curries
…S3:
Yes.
I
can
cook
fried
rice.S4:
I
can
cook
dumplings.S5:
I
can
cook
porridge.S3:
Sorry,
Miss…
I
know
how
to
cook
fried
rice,
but
I
don’t
know
how
to
express
it
in
English.
复习食物名词，导入本课话题。
Remark：
Stage
3（10mins)：Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
some
pictures
to
learn
the
new
words.T:
It
doesn’t
matter.
I’m
sure
you
can
tell
me
how
to
cook
fried
rice
and
some
other
foods
after
this
lesson.
Now
first,
let’s
look
some
pictures
to
learn
some
new
words
about
cookers
and
ingredients.
oil,
pork,
ham,
onion,
T:
These
are
food
ingredients.
So
can
you
guess
the
meaning
of
“ingredient” T:
Yes.
We
use
these
ingredients
to
cook
food.
Sometimes
we
should
cut
up
some
of
them.
For
example,
when
we
make
dumplings,
we
should
cut
up
the
pork,
right T:
Next,
let’s
learn
some
words
about
cookers.
Look
at
these
pictures:pan,
pot,
bowl,
T:
They
are
cookers.
I
think
there
are
many
cookers
in
your
kitchen.
Do
you
know
what
does
“cooker”
mean T:
Now
I
think
you
can
tell
me
something
about
how
to
cook
fried
rice.
Since
the
rice
is
fried,
that
means
you
should
fry
the
rice.
So
what’s
the
meaning
of
“fry” T:
Yes,
you
are
right.
Look,
she
is
frying.
Look
at
the
pictures
and
learn
the
new
words.S1:
It
means
“成分，原料”Ss:
Yes.S2:
Yes.
It
means“炊具，厨具”.S3:炒。
利用图片学习词汇。
2(Pair
work)
Ask
the
students
to
talk
about
how
to
cook
fried
rice
in
pairs.T:
OK.
Now
let’s
talk
about
how
to
cook
fried
rice
in
pairs.
Then
you
can
tell
me
about
it.T:
Would
you
mind
telling
me
something
about
how
to
cook
fried
rice T:
Good.
You
did
quite
well.
But
maybe
you
can
add
some
other
ingredients
to
make
it
more
delicious.
Look
at
the
picture
in
1b.
It’s
a
plate
of
fried
rice.
You
may
guess
what
ingredients
it
has
and
predict
the
answers.
Talk
about
how
to
cook
fried
rice
in
pairs.
Then
read
1b
to
predict
the
answers.Ss…S1:
Of
course
not.
We
should
put
some
oil
in
the
pan,
after
the
oil
is
hot,
we
put
some
rice
in
it
and
fry
the
rice.Ss:…
Remark：
Stage4（6mins)：While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
1a.
Show
the
question:What
ingredients
does
Kangkang
need
to
cook
fried
rice T:
Let’s
listen
to
1a
and
answer
the
question:
What
ingredient
does
Kangkang
need
to
cook
fried
rice T:
Can
you
tell
me
the
ingredients
of
the
fried
rice
Listen
to
1a
and
answer
the
question:
What
ingredients
does
Kangkang
need
to
cook
fried
rice Ss:…S1:
cooked
meat,
oil,
rice
and
salt.
2(Individual
work)
Play
the
tape
recording
of
1a
again.T:
Now
let’s
listen
to
1a
again.
This
time
please
complete
the
steps
of
cooking
the
fried
rice.T:
Let’s
check
your
answers.
Who
can
read
the
steps T:
Did
you
notice
that
when
you
want
to
express
steps,
it’s
helpful
to
use
some
adverbs
such
as
first,
second,
next,
then,
after
that
and
finally.
I
hope
you
can
use
these
adverbs
in
your
talking
and
compositions.
T:
Now
you
can
fill
in
the
ingredients
according
to
the
the
steps
and
complete
the
form
in
1b.
Listen
to
1a
again
and
complete
the
steps
of
cooking
fried
rice
in
1b.Ss:…S1:
Let
me
have
a
try….Ss:…
在完成听力任务的同时提醒学生注意步骤副词的用法。
Remark：将课本较难的听力任务分解成由易到难不同层次的听力任务，学生可以逐级完成，并且不同层次的学生都能体会到成功的喜悦。
Stage
5（18mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Ask
the
students
to
learn
the
object
clause
and
the
use
of
adverb.T:
Now
let’s
read
the
conversation.
Please
find
two
object
clauses
in
it.
T:
What
are
they T:
Well
done.
Tell
me
the
differences.
T:Yes,
you
can.
When
you
cook
fried
rice,
you
should
add
rice
slowly
so
that
the
oil
can
not
be
splashed.
Why
do
we
use
“slowly”
but
not
“slow”
T:
It
doesn’t
matter.
please
find
all
the
adverbs
in
this
conversation
and
get
to
know
how
they
are
used.
T:
This
form
may
help
you.T:
Well
done!
Do
you
have
any
other
questions
about
this
conversation
Read
1a
again
to
find
the
object
clauses
and
try
to
learn
the
use
of
adverb
.Ss:…S1:
I’m
not
sure
whether
I
can
cook
it
well.S2:
I’
m
glad
that
you
are
trying
to
help
others.S3:
The
first
object
is
led
by
whether.
But
the
second
one
is
led
by
that.
S4:
They
have
different
meanings.
Whether
means
“是否”in
Chinese.
“That”
doesn’t
have
a
meaning
in
Chinese.S5:
“That”
in
the
second
sentence
can
be
omitted,
but
“whether”
in
the
first
sentence
can
not.S6:
Can
we
change
“whether”
into
“if”
in
the
first
sentence Ss:…S7:
“Slowly
is
an
adverb.
It
can
be
use
for
modifying
a
verb.
While
“slow”
is
an
adjective.
It
is
used
for
modifying
a
noun.Ss:
No.
Thank
you.
学习whether引导的宾语从句和副词的用法。
2(Pair
work)
Play
the
tape
recording
of
1a.T:
Read
the
conversation
after
the
tape.
Please
pay
attention
to
the
stress
and
intonation.
Read
1a
after
the
tape,
paying
attention
to
the
stress
and
intonation.Ss:…
3(Pair
work)
Ask
the
students
to
make
up
conversations
in
pairs
according
to
the
form
in
1b.T:
Now
let’s
make
conversation
to
tell
how
to
cook
fried
rice
according
to
the
form
in
1b.
The
beginning
in
1c
may
help
you.
Of
course,
if
you
can
cook
other
foods,
you
can
try
to
tell
your
partner
how
to
cook
it.
Don’t
forget
to
use
the
step
words.T:
I’ll
ask
some
pairs
to
act
out
their
dialogs.
Who
would
like
to
have
a
try
Make
conversations
in
pairs
according
to
the
form
in
1b.Ss:…P1:
A:
I
want
to
make
fried
rice.
Would
you
mind
teaching
me B:
Certainly
not.
It’s
easy.
First…
编对话复述炒饭或其他食物的做法。
4(Individual
activity)
Ask
the
students
to
read
the
passage
in
2a
and
fill
in
the
blanks.T:
You
did
quite
well.
I’m
sure
you
won’t
get
hungry
even
though
your
parents
aren’t
at
home.
I’m
proud
of
you.
Besides
fried
rice,
what
other
foods
can
you
cook
Can
you
cook
noodles T:
It’s
easy.
Now
let’s
read
the
passage
about
how
to
cook
noodles.
Please
look
at
the
example.
We
change
“careful”
into
“carefully”
to
modify
a
verb.
Fill
in
the
other
blanks
with
the
correct
forms
of
the
given
words.T:
Check
your
answers
with
your
partners.T:
Who
can
tell
me
how
do
you
change
an
adjective
into
an
adverb T:
Good.
It
is
a
rule
of
word
formation.
Knowing
rules
of
word
formation
can
help
you
understand
and
remember
new
words.
Read
the
passage
in
2a
and
fill
in
the
blanks.Ss:…Ss:…Ss:…S1:We
usually
add
“ly”
to
an
adjective
to
make
it
an
adverb.
读短文填空掌握副词修饰动词的用法。
5(Individual
activity)
Ask
the
students
to
finish
2b.T:
When
you
cook
noodles,
you
should
do
it
step
by
step.
Please
read
2a
again
and
circle
the
step
words
in
it.
And
then
put
the
pictures
in
2b
in
the
right
order
by
filling
in
the
correct
step
words.T:
Have
you
got
the
answers
Let’s
check
them.
Read
2a
again
and
circle
the
step
words
in
2a
and
put
the
pictures
in
the
right
order
by
filling
in
the
correct
step
words.Ss:…
Remark：1.培养学生探究和总结语言规律的能力。
2.
能通过构词法，比如部分形容词加上ly变成副词这一规则记忆单词。
Stage
6（5mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:we
learned
some
words
about
cookers.cooker,
pan,
pot,
bowl,S2:
We
learned
some
new
words
about
food
ingredients.ingredient,
oil,
pork,
ham,
onion,
noodleS3:
We
learn
some
other
words
and
phrases.add,
fry,
cut
up,
finely,
lightly,
S4:
We
learned
the
object
clauses
led
by
whether.S5:
We
knew
if
we
want
to
say
something
orderly,
we
can
use
step
words
such
as
first,
second,
next,
then,
after
that
and
finally.S6:We
learned
to
use
adverbs
to
modify
verbs.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
cook
fried
rice
or
noodles
for
your
parents
and
tell
them
how
to
cook
it.
And
you
should
preview
Section
B-1a,1b,1c,2
Section
A-3a,
3b.
Finish
the
HMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：将课堂上学到的知识运用于生活实际，达到学以致用。
VI
.
Blackboard
design
第一课时
(Section
A-
1a,
1b,
1c
,2a,2b)New
words
and
phrases:
The
use
of
adverb:
Step
words:1.
Words
about
cookers:
1.
careful
+
ly→
carefully
First…pan,
pot,
cooker,
bowl.
fine
+
ly
→
finely
Next…2.
Words
about
ingredients
of
food:
light
+
ly
→
lightly
Then…ingredient,
oil,
pork,
ham,
onion,
noodle.
slow
+
ly
→
slowly
After
that…3.
Words
and
phrases:
2.
cook…
carefully
Finally…add,
fry,
cut
up.
cut…
finely4.
Adverbs
of
manner:
fry…
lightlyfinely,
lightly.
add
…
slowlyObject
clauseI’m
not
sure
whether
/if
…
careful+ly→carefully
cook
…
carefully
fine+ly→finely
cut
…
finely
light+ly→lightly
fry
…
lightly
slow+ly→slowly
add
…
slowlyUnit
7
Topic
2
I'm
not
sure
whether
I
can
cook
it
well
教案
教学内容分析及课时分配建议：
本单元第二个话题在复习上个话题的基础上，引入新的内容包括步骤的表达，描述方式的副词，做饭材料、做饭所用厨具以及吃饭所用的餐具等词汇。主要句型有提供帮助Would
you
like
me
to
help
you 赞美和鼓励Well
done!请求得到允许Would
you
mind
if
I… 就餐用语help
yourself
to
some…以及提醒和警告remember
(not)
to
…语法包括whether/if引导的宾语从句；副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/dE/的区分以及升降调的区分。此外，本话题贴近学生生活实际，从教学生做各种食物到不同国家的餐桌礼仪和饮食文化，学生不仅可以学到语言知识还可以培养生活技能，拓展文化意识。
第一课时：Section
A-
1a,
1b,
1c
,2a,
2b
第二课时：Section
B-1a,
1b,
1c,
2
Section
A-3a,
3b
第三课时：Section
C-1a,1b,1c,
4
第四课时：Section
C-2,
3
Section
B-3,
4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,
2,
3,
Project
第四课时（Section
C-2,
3
Section
B-3,4a,
4b）
教学设计思路：
本节课主要活动为Section
C
-2,3。
本节课的课型为语法语音课。在复习环节里按照上一课的作业布置，要求学生边表演西方餐桌礼仪边讲解。语法环节从讨论中国的餐桌礼仪入手，首先学习本课出现的新词汇，并在师生讨论中运用目标语言——宾语从句，之后导入到对其他国家餐桌礼仪的讨论。学习语法的过程中，教师鼓励学生自己发现和总结语法规律，并根据学生理解和掌握的程度加以引导、点拨和补充。比如在本课中，教师要求学生自己找到宾语从句的关系词，自己发现一般疑问句和宾语从句在语序方面的不同。之后以练习的方式加以巩固。本课将Section
B-3设计成Reading
and
speaking的活动。原因是学生通过阅读就可以完成排序的任务，而且认真的阅读比听更深刻地理解对话的意义。之后，通过听录音和模仿练习语音语调，同时导入Section
B-4a、4b。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇
spoon,
chopstick,
finger,
elbow,
slurp,
noisily
（2）继续学习宾语从句
I
want
to
know
whether/if
it
is
polite
to
point
with
chopsticks
at
people
in
China.
（3）了解不同国家的餐桌礼仪。
（4）掌握辅音音素/t∫/和/dE/。
（5）学会朗读句子时正确处理语调和停顿。
2.
Skill
aims:
（1）能利用宾语从句讨论不同国家的餐桌礼仪。
（2）能区分辅音音素/t∫/和/dE/,
并能正确拼读单词。
（3）学生能在朗读句子时正确处理语调和停顿。
3.
Emotional
aims:
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。
4.
Culture
awareness:
了解各国饮食习惯和餐桌礼仪，做个有国际视野的人。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）继续学习whether/if引导的宾语从句。
（2）了解不同国家的餐桌礼仪。
2.
Difficult
points：
利用whether/
if
引导的宾语从句谈论不同国家的餐桌礼仪。
Ⅲ.
Learning
strategies
1.
了解不同国家的餐桌礼仪有助于更好地进行跨文化交流。
2.
在学校的过程中，善于观察，勤于思考。探究和发现语言规律。
Ⅳ.
Teaching
aids
多媒体课件/图片
Ⅴ.
Teaching
procedures
Stage
1(2mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
students
and
get
themready
for
learning.T:
Good
morning,
everyone!T:Whose
turn
to
give
a
duty
report
Focus
their
attention
on
the
teacher.Ss:
Good
morning,
Miss…S1:
It’s
me.
…
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（10mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Ask
some
students
to
act
out
the
western
table
manners.T:
Before
the
new
lesson,
I’ll
ask
some
of
you
to
act
out
the
western
table
manners
as
you
talk
about
them.
Who
would
like
to
have
a
try T:
Are
there
any
mistakes
or
do
you
have
anything
to
add
Some
students
act
out
the
western
table
manners.
Others
watch
and
listen
carefully.
Ss:…Ss:…
Remark：
Stage
3（15mins)：Grammar
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Learn
the
new
words.T:
We
use
chopsticks
to
stir
the
fruit
salad.
What
do
you
use
to
eat
it T:
Look
at
the
pictures.
Let’s
learn
these
two
words:
chopsticks
and
spoon.
spoon
　chopsticksT:Do
you
think
whether
it
is
polite
to
eat
fruit
salad
with
fingers （教师伸出手指教学这个单词）I
mean
whether
it
is
right
to
eat
fruit
salad
with
fingers
T:Yes.
I
think
so.
And
do
you
think
if
it
is
polite
to
point
at
others
with
your
chopsticks
in
China T:
Yes.
You
got
it.
That
is
to
say
it
is
impolite.
T:
Some
people
eat
noisily
like
this
man.
T:
Do
you
know
what
“noisily”
means T:
Do
you
think
whether
or
not
it
is
polite
to
eat
noisily T:
OK.
Maybe
you
are
right.
Many
people
don’t
mind
that
in
China.
But
table
manners
are
different
from
country
to
country.
Let’s
see
some
table
manners
in
other
countries.
Look
at
the
pictures
and
learn
the
new
words.Ss:
汤匙，调羹.Ss:
No,
I
don’t
think
it’s
right.
Ss:
No,
I
don’t
think
it’s
polite.Ss:
Yes.
It
means
“吵闹的”.S3:
I
think
it
doesn’t
matter.
I
don’t
mind
that.
看图学习新词汇并利用宾语从句讨论中国的餐桌礼仪。
2(Pair
work)
Ask
the
students
to
read
the
conversations
in
2
and
match
the
pictures
with
the
conversations.
Then
practice
in
pairs.T:
Now
read
the
conversations
in
2.
And
then
match
them
with
the
pictures.T:
Have
you
got
the
answers
Would
you
mind
telling
me
the
right
order T:Good!
Now
read
the
conversations
again.
Underline
the
object
clauses.
please
pay
attention
to
the
relative
words.
T:What
relative
words
can
cause
object
clauses T:
Well
done.
Let’s
practice
these
conversations
in
pairs.
Read
the
conversations
in
2
and
match
the
pictures
with
the
conversations.
Then
practice
in
pairs.Ss:…S1:
The
right
order
is…Ss:…S2:
whether,
if
and
whether
or
not.Ss:…
利用宾语从句讨论其他国家的餐桌礼仪。总结关系词whether，if和whether
or
not。
3(Class
activity)
Show
the
example
of
3.T:Let’s
go
on
learning
object
clauses.
Now
read
the
example
of
3.
Observe
the
differences
between
the
general
question
and
the
object
clauses.T:
Do
you
find
any
differences T:
You
did
so
well.
Just
as
you
said,
the
object
clauses
have
the
word
order
of
a
declarative
sentence.
So
when
you
use
object
clauses
,
you
must
pay
attention
to
the
word
order.
Read
the
example
of
3.
Observe
the
word
order
difference
between
yes
no
question
and
the
object
clauses.
Ss:…S1:
Yes.
Beside
the
relative
words,
I
found
they
are
in
different
order.
引导学生发现和总结一般疑问句与宾语从句在关系词和语序方面的差别。
4(Pair
work)
Ask
the
students
to
discuss
using
object
clauses.
Finish
3.T:
You
should
make
use
of
what
you
have
learned.
Read
the
sentences
in
3
and
discuss
eating
customs
in
different
countries,
using
object
clauses.
Let’s
have
a
try.
T:
Who
would
like
to
act
out
your
conversations
Discuss
eating
customs
in
different
countries,
using
object
clauses.Ss:…P1:…
Remark：尽量让学生发现和总结语法规律，教师要根据学生理解和掌握的情况加以点拨或补充。务必让学生理解语法规律。
Stage
4（7mins)：Reading
and
speaking
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Ask
the
students
to
read
3
and
number
the
sentences
to
form
a
conversation.T:
I
don’t
think
that
it
is
impolite
to
eat
noisily
in
China.
But
I
don’t
know
whether
it’s
impolite
in
other
countries.
Read
the
sentences
in
3
and
number
them
to
form
a
conversation.T:
Check
the
answers
with
your
partners
and
tell
me
the
right
order,
please.
T:
Is
it
impolite
to
eat
noisily
in
Japan T:
How
about
in
Cuba T:　There
is
a
useful
expression
“help
yourself
to…”
When
you
are
the
host
and
entertain
your
friends.
You
can
say
“help
yourselves
to
…”.
Read
3
and
number
the
sentences
to
form
a
conversation.
Ss:…S1:
The
right
order
is
…S2:
No,
it’s
polite.S3:
In
Cuba,
it
is
impolite
to
eat
noisily.
2(Individual
work)
Play
the
tape
recording
of
Section
B-3.
T:
Now
listen
to
the
conversation
and
try
to
imitate.
Please
pay
attention
to
the
stress
and
intonation.T:
You
can
practice
the
conversation
with
your
partners.
Listen
to
Section
B-3.
Then
read
after
it
paying
attention
to
the
stress
and
intonation.Ss:…Ss:…
Remark：这一部分可以设计为听力训练也可以作为阅读排序来处理。
Stage
5（8mins)：
Pronunciation
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Play
the
recording
of
4a.
Show
the
words.teacher
cheap
charm
chair
change
children
Chinese
chopsticksjam
jade
jail
jeep
jacket
Japanese
joke
job
junk
jeans
T:
Good
job!
You
know,
good
pronunciation
is
very
important
to
the
English
learners.
Imitation
is
a
good
way
to
improve
it.
Today
we
will
learn
the
pronunciation
of
the
letter
“j”
and
the
combined
letters
“ch”.
First,
read
the
pairs
of
words
aloud,
paying
attention
to
the
sounds
of
underlined
letters.T:Now
try
to
imitate.T:
Let’s
read
more
word.teacher
cheap
charm
chair
change
children
Chinese
chopsticksjam
jade
jail
jeep
jacket
Japanese
joke
job
junk
jeans
Read
the
pairs
of
words
and
aloud,
paying
attention
to
the
sounds
of
the
underlined
letters.
Then
listen
and
try
to
imitate.Ss:…Ss:…
认真听录音，大单开口，反复模仿。
2(Pair
work)
Play
the
tape
of
recording
of
4b.T:You
know,
the
intonation
and
pause
are
also
important
in
your
pronunciation.
Read
the
conversation
in
4b.
The
arrow
mark
can
show
you
the
intonation.
First
you
can
read
by
yourselves
and
pay
attention
to
the
intonation
and
pause.T:
OK,
now
let’s
listen
to
the
tape
and
try
to
imitate.T:
When
you
describe
more
than
one
step,
you
often
use
rising
tone
for
such
words
as
first,
second
before
you
come
to
the
end.
Read
4b
and
then
listen
and
imitate.Ss:…Ss:…
Remark：让学生通过跟读，体会字母、字母组合发音的规律及语音语调和节奏、停顿的美感。
Stage
6（3mins)：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:we
learned
some
new
words:spoon,
chopstick,
finger,
polite
,
elbow,
slurp,
impolite,
noisily
S2:
We
went
on
learning
the
object
clauses.S3:
We
learned
the
table
customs
in
different
countries.S4:
We
learned
how
to
pronounce
/
t∫/
and
/
dE
/。S5:
We
learned
the
intonation
and
pause.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
practice
the
conversations
in
SectionC-2
and
3.
Don’t
forget
to
preview
Section
D-Grammar
and
Functions,
1,2,3,
Project.
Finish
the
HMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
第四课时
(Section
C-2,3
Section
B-3,4a,
4b)1.
Some
new
words:spoon,
chopstick,
finger,
polite
,
elbow,
slurp,
impolite,
noisily
2.
Object
clauses:
whether,
if
,
whether
or
notI
want
to
know
whether/if
it
is
polite
to
point
with
chopsticks
at
people
in
China.Do
you
know
whether
or
not
it’s
impolite
to
smoke
during
a
meal
in
France Is
it
polite
to
point
at
people
with
chopsticks
in
China =>
I
want
to
know
whether/if
it
is
polite
to
point
at
people
with
chopsticks
in
China.=>I
don’t
think
that
it
is
polite
to
point
at
people
with
chopsticks
in
China.3.
/t∫/
teacher
cheap
charm
chair
change
children
Chinese
chopsticks/
dE
/
jam
jade
jail
jeep
jacket
Japanese
joke
job
junk
jeansUnit
7
Topic
2
I'm
not
sure
whether
I
can
cook
it
well
教案
教学内容分析及课时分配建议：
本单元第二个话题在复习上个话题的基础上，引入新的内容包括步骤的表达，描述方式的副词，做饭材料、做饭所用厨具以及吃饭所用的餐具等词汇。主要句型有提供帮助Would
you
like
me
to
help
you 赞美和鼓励Well
done!请求得到允许Would
you
mind
if
I… 就餐用语help
yourself
to
some…以及提醒和警告remember
(not)
to
…语法包括whether/if引导的宾语从句；副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/d /的区分以及升降调的区分。此外，本话题贴近学生生活实际，从教学生做各种食物到不同国家的餐桌礼仪和饮食文化，学生不仅可以学到语言知识还可以培养生活技能，拓展文化意识。
第一课时：Section
A-
1a,
1b,
1c
,2a,2b
第二课时：Section
B-1a,1b,1c,2
Section
A-3a,
3b
第三课时：Section
C-1a,1b,1c
,4
第四课时：Section
C-2,3
Section
B-3,4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,2,3,
Project
第五课时（Section
D-Grammar
and
Functions,
1,2,3,
Project）
教学设计思路：
本节课主要活动为Section
D
-1和本话题重点知识的复习。
在复习环节里，利用习题的方式复习副词的比较级和最高级，并学习新词汇pick
up
和southern。课堂上适当的习题检测能够高效地反馈学生对某一部分知识的掌握程度。在Task1-Reading中，将阅读理解分为三个小任务：1.
速读文章，找到中心句。2.
再读课文，根据课文内容填表。3.
根据表格复述课文。Task2-
Grammar的复习活动借助2
来完成。通过采访和转述的方式复习if/whether引导的宾语从句。并将课本活动2中的转述增加为“I
ask
Tom
…”和“Beth
asks
me…”两种要求。为的是增加人称转换的训练。在Task
3-Writing的活动中，学生看图讨论鸡汤的做法，并做报告。复习步骤副词。
Project以活动的方式复习本话题所学的重点知识。具体操作：将全部分成七个小组，每个小组以一个国家的名字命名。小组讨论自己所在国家的餐桌礼仪，之后每组选出两名同学表演当地的餐桌礼仪，同时其他同学用目标语言讨论此二人的做法是否符合当地礼仪。然后小组内完成关于不同国家餐桌礼仪的短文。组间互相学习和批改。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇
southern,
pick,
pick
up,
seafood
（2）复习whether/if
引导的宾语从句的用法。
（3）复习单音节副词的比较级和最高级。
（4）复习步骤的表达方式。
（5）了解不同国家的饮食习惯。
2.
Skill
aims:
（1）能从有关不同国家的饮食风俗的语段中找出有关信息，理解大意。
（2）能够用英语谈论不同国家的饮食风俗。
3.
Emotional
aims:
在了解中国风俗文化的同时，乐于接触和了解国外风俗文化，从而更好地为弘扬中国文化服务。
4.
Culture
awareness:
了解各国饮食习惯，做个有国际视野的人。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）复习whether/if
引导的宾语从句的用法。
（2）复习单音节副词的比较级和最高级。
（3）复习步骤的表达方式。
（4）了解不同国家的饮食习惯。
2.
Difficult
points：
用英语谈论不同国家的饮食习惯。
Ⅲ.
Learning
strategies
1.
在学习中善于利用图画等非语言信息理解主题。
2.
学会合作完成任务，共同提高。
Ⅳ.
Teaching
aids
多媒体课件/图片
V
Teaching
procedures
Stage
1(3mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
the
students
and
get
them
ready
for
learning.
Play
the
tape
recording
of
the
song
Sovereign
Light
Café.T:
Good
morning,
everyone!T:It’s
a
fine
day
today.
How
are
you
feeling T:
That’s
great!
A
lovely
weekend
is
coming.
I
want
to
recommend
a
beautiful
song
Sovereign
Light
Café.
Let’s
enjoy
it.
Focus
their
attention
on
the
teacher.
Enjoy
the
song
Sovereign
Light
Café.Ss:
Good
morning,
Miss…Ss:
Very
well.
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（5mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
some
exercises
to
review
comparative
and
superlative
degrees
of
adverbs
and
learn
the
new
words.T:
OK.
Let’s
begin
the
last
lesson
of
this
topic.
Look
at
this
picture.
What
is
she
doing
T:
Yes.
She
is
picking
up
shells.In
the
southern
part
of
China,People
living
near
the
seas
canpick
up
shells
on
the
beaches.Look
at
the
three
pictures.
Whopicked
up
more
shells
And
whopicked
up
the
most
of
the
three
Lucy
Tom
AliceT:
Very
good.
“More”
and
“most”
are
the
comparative
and
superlative
degrees
of
adjective
“many”.
Now
let’s
do
some
exercises
to
review
comparative
and
superlative
degrees
of
adverbs.
Please
fill
in
the
blanks
with
the
correct
form
of
the
given
words.
1.
Ben
jumps
____
(high)
than
some
of
the
boys
in
his
class.2.
—Does
Nancy
sing
____
(well)
than
Helen
—
Yes,
she
does.3.
Of
all
the
students,
Wu
Dong
runs
____
(fast).4.Yang
Lin
goes
to
bed
____
(late)
than
Su
Yang
every
day.5.
Who
gets
up
____
(early),
Tom,
Tim
or
Jack T:
You
can
check
your
answers
with
your
partners.
Do
you
have
any
questions
Complete
the
exercises
to
review
comparative
and
superlative
degrees
of
adverbs
and
learn
the
new
words.Ss:
拾贝壳。S1:
Tom
picked
up
more
shells
and
Alice
picked
up
the
most
of
the
three.Ss:…Ss:
No.
利用习题的方式复习副词的比较级和最高级，并学习新词汇pick
up
和southern。
Remark：课堂上适当的习题检测能够高效地反馈学生对知识的掌握程度。
Stage
3（10mins)：
Task
1-Reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
activity)
Ask
the
students
to
skim
the
passage
in
1
and
find
the
topic
sentence.T:
We
have
talked
about
the
table
manners
in
different
countries
in
this
topic.
But
do
you
want
to
know
the
eating
habits
in
different
countries T:
Well
then
let’s
read
a
passage
about
eating
habits
in
different
countries.
First,
skim
it
and
find
the
topic
sentence.T:
Have
you
found
the
topic
sentence
skim
the
passage
in
1
and
find
the
topic
sentence.Ss:
Yes.Ss:…S1:
Yes.
People
around
the
world
have
different
eating
habits
略读课文找到中心句。
2(Individual
activity)
Show
a
table
about
the
passage.
Then
ask
the
students
to
retell
the
passage
according
to
the
table.placeWhat
to
eatWhat
to
useNorth
America,
Australia,
EuropeChinasouthern
partnorthern
partcentral
and
western
partpart
of
India/Thailand/Korea/T:
Good
job.
Now
read
the
passage
again
and
complete
the
table.T:
Have
you
completed
the
table
I’m
sure
you
can
retell
the
passage
according
to
the
table.
You
can
prepare
for
one
minute.
T:Time
is
up.
Who
would
like
to
have
a
try
Complete
the
table
about
the
passage.
Then
retell
the
passage
according
to
the
passage.Ss:…Ss:…
再读课文，根据课文内容填表并在表格的帮助下复述课文。
Remark：设计表格有助于学生对细节的关注和理解，同时为复述做好准备。
Stage4（7mins)：
Task2-Grammar
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Review
the
object
clauses.
Finish
2.T:Good
job!
It’s
time
for
Task2-Grammar.
What
important
grammar
have
we
learned
in
this
topic T:
You
are
right.
Now
work
in
pairs.
One
is
a
reporter,
Beth,
the
other
one
is
a
boss
of
a
restaurant,
Tom.
You
should
make
an
interview
according
to
the
notes
in
2.T:It’s
so
easy,
isn’t
it
But
now
I
want
you
to
report
your
interview
using
object
clauses
like
the
example.
You
should
begin
with
“I
ask
Tom”
or
“Beth
asks
me”.
Who
would
like
to
have
a
try T:
You
did
quite
well.
When
you
use
object
clauses
to
report,
you
should
pay
attention
to
the
personal
changes.
Interview
and
report.
Finish
2Ss:
The
object
clauses
caused
if/whether.Ss:…P1:S1:
I
ask
Tom
if
the
most
popular
food
in
his
restaurant
hot
dogs.
And
he
says
it
is.S2:
Beth
asks
me
whether
the
sausages
in
my
hot
dogs
different
from
those
in
others.
And
I
say
they
are.P2:…
利用采访活动和转述句子复习宾语从句。
Remark：将课本2中的转述活动增加为“I
ask
Tom
…”和“Beth
asks
me…”两种要求。提醒学生注意人称的转换。
Stage
5（9mins)：
Task3-Writing
Step
Teacher
activity
Student
activity
Designing
purpose
(Group
work)
Ask
the
students
to
write
a
short
passage
about
how
to
cook
chicken
soup
while
review
the
step
words.T:
Hi,
boys
and
girls.
Do
you
remember
how
to
cook
fried
rice
and
noodle T:
Good.
You
should
cook
step
by
step.
Let’s
try
to
learn
how
to
cook
chicken
soup.
Look
at
the
pictures
in
3
and
talk
about
how
to
cook
chicken
soup
in
groups.T:Now
let’s
write
a
passage
about
how
to
cook
chicken
soup.
You
should
use
the
step
words
to
make
your
description
clearer.T:
Can
you
report
your
cooking
steps
Who
would
like
to
have
a
try
Look
at
the
pictures
in
3.
Then
talk
about
them
and
write
a
passage
about
how
to
cook
chicken
soup.Ss:
Yes.
Ss:…
讨论3的图片并写一篇怎样制作鸡汤的小短文。复习步骤的表达。
Remark：1.在学习中善于利用图画等非语言信息理解主题。2.
学会合作完成任务，共同提高。
Stage
5（8mins)：Project
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Divide
the
class
into
7
groups
named
America,
France,
Thailand,
India,
China,
Cuba
and
Japan.
T:
Time
for
Project.
Today
we’ll
do
a
class
activity
about
eating
actions.
Now
we
have
seven
groups
in
our
class.
Group1
is
named
after
America,
Group
2
is
France,
Others
are
Thailand,
India,
China,
Cuba
and
Japan
in
turn.
Please
discuss
the
eating
actions
in
the
country
your
group
belongs
to.
And
then
you
should
act
them
out.
Other
students
discuss
their
actions
according
to
the
example
on
Page70.T:OK.
Which
group
would
like
to
be
the
first
to
act
out
your
country’s
eating
actions
Discuss
the
eating
actions
in
different
in
groups.
Then
two
students
in
each
group
act
out
the
eating
actions.
Other
students
discuss
whether
they
are
polite
or
not.Ss:…G1:…Ss:
What’s
he
/she
doing
…
Is
it
polite
to
…
…
2(Group
work)
Ask
the
students
to
write
a
passage
about
table
manners
in
different
countries.
T:
You
did
quite
well.
And
I’m
sure
you
had
a
warm
discussion.
Now
let’s
work
in
groups
and
try
to
write
a
short
passage
about
table
manners
in
different
countries.T:Have
you
finished
your
compositions
Now
exchange
your
compositions
with
the
group
next
to
you.
You
can
learn
form
others’
compositions
and
correct
for
them
if
necessary.
Write
a
passage
about
table
manners
in
different
countries.Ss:…Ss:…
Remark：1.教师组织活动的语言一定要简洁清楚。务必让学生明白教师的意图。
2.活动操作：将全部分成七个小组，每个小组以一个国家的名字命名。小组讨论自己所在国家的餐桌礼仪，之后每组选出两名同学表演当地的餐桌礼仪，同时其他同学用目标语言讨论此二人的做法是否符合当地礼仪。然后将讨论结果写成一篇关于不同国家餐桌礼仪的短文。
3.
学会合作完成任务，共同提高。
Stage
6（3mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:we
learned
some
new
words:southern,
pick,
pick
up,
seafoodS2:
We
reviewed
the
objectclauses
caused
bywhether/if.S3:
We
reviewed
comparative
and
superlative
degrees
of
adverbs.S4:
We
reviewed
the
step
words
and
learned
how
to
cook
chicken
soup.S5:
We
knew
about
the
eating
habits
in
different
countries.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
You
can
tell
the
eating
habits
in
different
countries
to
your
parents
and
preview
Section
A-1a,
1b,
1c
of
Topic3.
Finish
the
HMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
第五课时
(Section
D-Grammar
and
Functions,
1,2,3,
Project)1.Some
new
words:southern,
pick,
pick
up,
seafood2.The
object
clauses
caused
by
whether/if.I
ask
Tom
if/whether
the
most
popular
food
in
his
restaurant
is
hot
dogs.3:
Comparative
and
superlative
degrees
of
adverbs.4:
The
step
words:
first,
second,
next,
then,
after
that,
finallyUnit
7
Topic
2
I'm
not
sure
whether
I
can
cook
it
well
教案
教学内容分析及课时分配建议：
本单元第二个话题在复习上个话题的基础上，引入新的内容包括步骤的表达，描述方式的副词，做饭材料、做饭所用厨具以及吃饭所用的餐具等词汇。主要句型有提供帮助Would
you
like
me
to
help
you 赞美和鼓励Well
done!请求得到允许Would
you
mind
if
I… 就餐用语help
yourself
to
some…以及提醒和警告remember
(not)
to
…语法包括whether/if引导的宾语从句；副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/d /的区分以及升降调的区分。此外，本话题贴近学生生活实际，从教学生做各种食物到不同国家的餐桌礼仪和饮食文化，学生不仅可以学到语言知识还可以培养生活技能，拓展文化意识。
第一课时：Section
A-
1a,
1b,
1c
,2a,2b
第二课时：Section
B-1a,1b,1c,2
Section
A-3a,
3b
第三课时：Section
C-1a,1b,1c
,4
第四课时：Section
C-2,3
Section
B-3,4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,2,3,
Project
第三课时（Section
C-1a,1b,1c
,4）
教学设计思路：
本节课主要活动为Section
C
-3和Section
D-2。
本节课的课型为阅读课。通过对课文的阅读了解西方餐桌礼仪。在复习环节里利用三个活动复习了副词的比较级和最高级以及步骤的表达方式。在Pre-reading环节里，首先播放一段有关西方人摆放餐具的视频，并截图学习餐具词汇。然后将这些词汇填入课文旁边的图片里加以巩固。接下来讨论几个常识性的西方餐桌礼仪，调动学生的已有经验，使他们更积极主动地参与课堂，同时学习新词汇polite和impolite。本课将While-reading分为三个步骤。
第一遍，速读课文，了解文章大意。第二遍，再读课文，完成1b的判断。第三遍，精读课文，完成表格。设计表格的目的是要求学生注重细节，同时为复述课文做准备。在Post-reading环节里，首先解决课文中出现的语言点，尤其是whether
or
not的用法。然后根据表格复述课文。最后，将1c与4结合在一起，先让学生讨论中国的餐桌礼仪。之后将讨论结果写成短文，完成书面表达并做汇报。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）学习并掌握新词汇
fork,
dish,
eat
up,
table
manners,
drink
to
sb.
polite,
impolite,
napkin,
lap,
manner,
formal,
quietly,
dine
（2）了解西西餐的餐桌礼仪。
2.
Skill
aims:
（1）能使用英语简述西餐的餐桌礼仪。
（2）能写出有关餐桌礼仪的简单的文段。
3.
Emotional
aims:
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。
4.
Culture
awareness:
了解各国饮食习惯和餐桌礼仪，做个有见识的人。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
谈论西餐的餐桌礼仪。
2.
Difficult
points：
演示西餐的餐桌礼仪。
Ⅲ.
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。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1(2mins)：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
students
and
get
themready
for
learning.
Show
some
riddles.1.What
table
is
in
the
field
(Vegetable
)2.What
stays
hot
even
if
put
it
in
a
fridge
(Pepper)3.
what
kind
of
dog
does
not
bite
or
bark
(Hot
dog)4.what
is
the
smallest
room
in
the
world
(Mushroom)T:
Good
morning,
everyone!T:
Before
the
new
lesson,
let’s
guess
some
riddles.
Please
try
to
guess.
The
first
one
is
…
Who
knows
the
answer
Focus
their
attention
on
the
teacher.Ss:
Good
morning,
Miss…S1:Is
it…
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（7mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity&
Group
work)
Show
some
word
cards
(or
show
them
on
the
screen)
to
review
the
comparative
and
superlative
degrees
of
adverbs.well-early-long-fast-badly-little-much-T:
I’ll
show
you
some
adverbs.
Please
say
out
the
comparative
and
superlative
degrees
of
the
adverbs
as
quickly
as
possible.Are
you
ready
Go!T:
Good.
Now
let’s
have
a
competition.
Work
in
groups
and
make
sentences
with
these
words
in
turns.
Each
student
says
out
one
sentence
each
time.
Your
group
has
3minutes.
The
group
which
makes
the
most
sentences
is
the
winner.
Is
that
clear
OK.
Let’s
begin.T:
Group1,
how
many
sentences
have
you
made T:
How
about
you,
Group2 T:
Wow!
So
many
sentences.
And
other
groups T:
Would
you
mind
showing
your
sentences,
Group2
Other
students
should
listen
carefully.
You
can
learn
the
good
sentences
and
help
correct
the
wrong
ones.
Say
out
the
comparative
and
superlative
degrees
of
adverbs
and
then
make
sentences
with
these
words.Ss:…Ss:…G1:
7.G2:10.…G2:…
复习副词的比较级和最高级。
2(Pair
work)
Show
some
key
words
about
how
to
make
fruit
salad.First
wash
fruits
carefully.
Second
peel
fruits.
Next
cut
…
into
small
pieces
carefully.
Then
put
into
a
big
bowl
slowlyafter
that
add
cheeseFinally
use
a
pair
of
chopsticks
stir（搅拌）T:
Hi,
everyone.
Have
you
cooked
for
your
parents
In
fact,
cooking
is
fun
and
easy
if
you
would
like
to
have
a
try.
Now,
let’s
learn
more
about
cooking.
These
are
the
steps
of
making
fruit
salad.
Read
them
and
then
work
in
pairs
to
make
conversations.
One
student
acts
as
a
cook
teaching
the
other
student
to
cook
it.
Don’t
forget
to
use
the
functions
in
this
topic.T:
Who
would
like
to
act
out
your
conversations
Make
conversations
in
pairs
according
to
the
key
words.Ss:…Ss:…
利用编写制作水果沙拉对话的方式副词和表达步骤的方式。同时复习本话题学过的交际用语。
Remark：提醒学生利用本话题学过的交际用语编写对话。
Stage
3（8mins)：Pre
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Play
a
video
about
how
to
set
tableware
in
western
countries
(http://21世纪教育网/v_19rrn82ibk.html ptag=vsogou
( http: / / www.21cnjy.com"
\o
"欢迎登陆21世纪教育网 )).
Teach
the
new
words
about
tableware.T:
Suppose
you
would
go
to
a
formal
western
dinner
party
for
the
first
time,
but
you
don’t
know
their
table
manners.
Do
you
want
to
get
some
advice
T:
Good.
Today
we’ll
learn
the
table
manners
in
western
countries.
But
first
we
should
know
more
about
the
tableware
in
western
countries.
Right
Now
let’s
watch
a
video
about
how
to
set
the
tableware
in
western
countries.T:What
is
this T:What
is
he
setting T:What
is
it
used
for T:What’s
that
on
the
left
of
the
napkin T:
What
is
this
next
to
the
knives T:
What’s
that
(Pointing
at
the
plate)T:
We
also
call
it
a
dish.
It
also
means
a
particular
type
of
food
prepared
for
a
meal.
It
means
“菜肴”in
Chinese.T:
What
is
that (pointing
at
the
glass)T:
It’s
used
for
drinking,
isn’t
it
OK.
Have
you
remembered
all
the
tableware
Let’s
try
to
say
them
out.(The
teacher
points
at
the
tableware
one
by
one,
the
students
say
them
out.T:
Well
done!
Now
look
at
the
picture
in
1a.
I’m
sure
you
can
write
the
words
on
the
lines.
Have
a
try,
please.
Watch
a
video
and
learn
the
new
words
about
tableware.
Then
fill
in
the
blanks
in
the
picture
in
1a.Ss:
Yes.Ss:…S1:
A
napkin.S2:
A
knife.S3:
We
use
it
for
cutting
food.S3:
A
fork.S4:
A
spoon.S5:
It’s
a
plate.S6:
It’s
a
glass.Ss:…
播放摆放餐具的视频并截图学习有关餐具的词汇。
2(Class
activity)
Talk
about
the
table
manners
in
western
countries.
Learn
the
new
words.T:
As
you
know,
the
table
manners
in
the
western
countries
are
different
from
those
in
China.
I’m
sure
most
of
you
have
learned
some
of
them
from
the
books
or
the
foreign
movies
or
other
means.
You
may
tell
me
whether
the
behavior
is
polite
or
impolite.
Polite
means
having
or
showing
that
one
has
good
manners
for
other
people.
Can
you
guess
what
does
“polite”
mean
T:
Well,
You
are
sure
to
know
the
meaning
of
“impolite”,
aren’t
you T:
Good
job.
Do
you
think
whether
it
is
polite
to
eat
up
everything
on
your
plate T:OK.
We
may
find
the
truth
later.
Do
you
think
if
it
is
polite
to
speak
loudly
at
the
table T:
Do
you
think
whether
it
is
polite
to
drink
too
much
during
the
dinner
Talk
about
the
table
manners
in
western
countries.
Learn
the
new
words.S1:
Yes.
It
means
“有礼貌的”.S2:
Yes.
It’s
the
opposite
of
“polite”.
It
means
“没礼貌的”.S3:
I
don’t
think
it’s
polite.S4:
I
don’t
agree
with
you.
I
think
it
is
polite
to
eat
up
the
food
on
your
plate.S5:
I
think
it’s
impolite.S6:
I
don’t
think
it’s
polite.
利用学生已有经验讨论常识性的西方餐桌礼仪，调动学生的学习积极性。同时学习重要词汇polite
和impolite。
Remark：
Stage4（8mins)：While
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Ask
the
students
to
read
the
passage
quickly
and
get
the
main
idea.T:
Now
let’s
read
the
passage
of
1a
quickly.
Get
the
main
idea
of
it.T:What
is
the
passage
mainly
about
Skim
the
passage
and
get
the
main
idea.Ss:…S1:
It’s
about
the
western
table
manners.
2(Individual
work)
Ask
the
students
to
read
the
passage
again
and
finish
1b.T:
Yes.
It’s
polite
to
follow
the
western
table
manners
if
you
go
to
a
formal
western
dinner
for
the
first
time.
Now
read
the
passage
again
and
mark
T
or
F
for
the
sentence
in
1b.T:
Let’s
check
your
answers.
Is
the
first
one
true
or
false
…
Read
the
passage
again
and
mark
T
or
F
for
the
sentences
in
1b.Ss:…S1:……
3(Individual
work)
Show
a
table.T:
Read
1a
again
and
fill
out
the
table.
how
to
start
a
formal
western
dinnerWhen
you
sit
down
at
the
table,
take
your
______
on
your
_____.You
should
keep
your
knife
______________
and
the
fork
____________.polite_____
the
food
on
your
plate.try
to
speak
____
and
___
a
lot.when
drinking
to
someone,
take
______.impoliteDon’t
take
_____
food
than
________.Remember
______
too
much.If
you
can
remember
the
rules,just
do
_______________T:　Check
your
answers
with
your
partners.
Read
1a
again
and
fill
out
the
table.Ss:…Ss:…
设计表格要求学生注重细节，同时为复述课文做准备。
Remark：
Stage
5（18mins)：Post-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Deal
with
the
language
points.T:There
are
some
useful
phrases
in
this
passage,
Read
it
quickly
and
underline
them.T:
Tell
me
your
phrases.T:
Good
job.
Who
can
make
a
sentence
with
the
phrase
“eat
up” T:
Who
can
make
a
sentence
with
the
phrase
“drink
to
someone” T:
Good
examples!
Do
you
have
any
questions
about
this
passage T:
It’s
a
good
question.
We
also
use
“whether
or
not”
to
cause
an
object
clause.
Or
you
can
put
“or
not”
at
the
end
of
the
object
clause.
For
example,
Can
you
tell
me
whether
or
not
we
will
have
a
class
meeting
this
Friday
You
can
say
it
this
way:
Can
you
tell
me
whether
we
will
have
a
class
meet
or
not
this
Friday
But
make
sure
that
“or
not”
can
not
be
used
after
“if”.
Do
you
understand
Learn
the
language
points.Ss:…S1:
for
the
first
time,
table
manners.S2:
at
the
table,
start
with,
eat
up,
drink
to
someone.S3:
I’m
full.
I
can’t
eat
up
all
the
food
in
my
plate.
S4:
Let’s
drink
to
the
food
festival!S5:
We
know
that
whether
and
if
can
cause
an
object
clause.
How
do
you
use
whether
or
not Ss:
Yes.
解决文中的语言点。
2(group
work)
Show
the
table
the
Ss
filled
just
now.
Ask
them
to
retell
the
passage
according
to
the
table.T:
Now
let’s
try
to
retell
the
western
table
manner.
The
table
may
help
you
.
Retell
the
passage
according
to
the
table.Ss:…
根据表格复述课文可以降低任务的难度。
3(Group
work)
Ask
the
students
to
talk
about
Chinese
table
manner,
report
it
to
the
class
and
then
write
a
passage.T:You
know,
Chinese
table
manners
are
different
from
western
table
manners
in
many
ways.
Now
let’s
talk
about
Chinese
table
manners
in
groups.
You
may
compare
Chinese
table
manners
with
the
ones
in
western
countries.You
may
talk
like
this:A:
Do
you
think
whether
it
is
polite
to
… B:
I
think
it’s
…C:
I
don’t
agree
with
you.
I
think…T:
Now
let’s
write
a
short
passage
about
Chinese
table
manners
according
to
your
discussion.T:
Which
group
would
like
to
make
a
report
Talk
about
the
Chinese
table
manners
and
report
it
to
the
class.
Then
write
a
short
passage.Ss:…Ss:…G1:…
将1c与4
结合成一个任务，要求学生讨论中国的餐桌礼仪并完成书面表达。
Remark：帮助学生为书面表达做准备，鼓励学生运用宾语从句进行讨论。
Stage
6（2mins)：
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:we
learned
some
new
words
and
phrases.fork,
dish,
eat
up,
table
manners,
drink
to
sb.
polite,
impolite,
napkin,
lap,
manner,
formal,
quietly,
dineS2:
We
knew
about
the
western
table
manners.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
tell
the
western
table
manners
to
your
parents
and
prepare
to
act
out
western
table
manners.
I’ll
ask
some
of
you
to
act
while
telling
the
table
manners
tomorrow.
Don’t
forget
to
preview
Section
C-2,3
Section
B-3,4a,
4b.
Finish
the
HMK.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI
.
Blackboard
design
第三课时
(Section
C-1a,1b,1c
,4)1.
Some
new
words:fork,
dish,
eat
up,
table
manners,
drink
to
sb.
polite,
impolite,
napkin,
lap,
manner,
formal,
quietly,
dine2.
The
object
clauseMaybe
you
don’t
know
whether
it’s
polite
or
not
to
speak
loudly
at
the
table.