牛津译林版八年级英语下册Unit 5 Good manners 教案

Title
8B
Unit
5
Welcome
to
the
unit
Teaching
objectives:
Knowledge
objectives:
(1)
To
learn
some
expressions
on
manners.
(2)
Tolearn
about
kinds
of
knowledge
of
manners.
Ability
objective:
Totalk
about
how
to
behave
well
in
public
in
English.
To
behave
well
in
public.
Value
objectives:
(1)
To
arouse
the
Ss’
interest
in
learning
this
unit.
(2)To
develop
the
students’
good
behaviour
habits.
Teaching
key
points
and
difficult
points:
1.
Words:
politely,
litter,
run,
pick,
turn
2.
Phrases:
share
sth
with
sb,
cut
in
on
sb
/
sth,
leave
the
tap
running,
keep
quiet,
pick
flowers,
obey
traffic
rules,
queue
for
your
turn,
keep
the
library
clean,
3.
Structures:
(1)You’re
old
enough
to
learn
about
manners
now,
Hobo.
(2)You’re
never
too
old
to
learn.
(3)Don’t
drop
litter
everywhere.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Leading-in
Good
manners
are
very
important
in
our
daily
lives.
Do
you
have
good
manners?
What
do
you
always
do
if
you
want
to
show
good
manners
to
others?
采用自由谈话的形式直接导入主题，激发学生的学习兴趣。问题2是开放式的问题有利于激发学生的创造性思维，能丰富学生的想象力，提高学生的语言表达能力，从而为新课的学习做好心理上和知识的准备。
Step2:
Comic
strip
1.
Watch
the
video
and
answer
the
questions.
Who
should
learn
about
good
manners?
Why?
2.
Read
with
the
tape
and
answer
more
questions.
(1)What
are
the
good
manners
in
Eddie’s
mind?
(2)Do
you
think
Eddie
really
wants
to
teach
Hobo?
（explain：…enough
to
do
sth,
too…to…）
3.
Work
in
pairs
and
act
out
the
dialogue.
4.
Think
about:
(1)If
I
am
Eddie,
I
want
to
be
a
polite
dog.
I
want
to
eat
the
cake.
What
should
I
say?
(2)
If
I
am
Hobo,
I
am
hungry.
How
can
I
refuse
him
politely?
让学生观看关于Eddie和
Hobo的连环画的视频，通过Eddie
和
Hobo
幽默风趣的对话引出本节课的话题，然后设计四个任务，层层递进，通过听，说，角色扮演等学习活动多方面的培养和提高学生的语言应用能力。
Step3:
Presentation
Present
the
six
pictures
and
ask
the
students
to
talk
about
who
is
doing
right
and
who
is
doing
wrong?
Why?
Complete
Part
A
and
check
the
answers
with
the
whole
class.
Read
the
phrases
together
and
make
some
sentences
like
“It’s
good
/
bad
manners
to….”
以图片呈现短语，直观生动，让学生初步掌握与礼仪有关的表达，为后面的学习作铺垫。通过多种形式反复操练词组，让学生知道如何作答，同时为培养学生综合运用语言能力打下良好的基础。
Step4:
Listening
and
Practice
1.
Listen
to
the
conversation
(without
looking
at
the
books)
and
answer
the
following
questions:
(1)What
should
we
do
in
the
library?
(2)
What
shouldn’t
we
do
in
the
library?
2.
Read
the
conversation
together.
3.
Work
in
pairs
and
make
up
a
new
dialogue
with
your
own
words.
It
is
set
in
different
situations.
4.
Act
it
out.
听前的设问和表格有利于学生快速的获取信息，加强理解。对话的操练让学生熟悉目标语言知识为下面的语言运用做准备。创设不同的情景，为学生提供真实的语境，让学生在实践中获得学习的快乐和成就感，同时为拓展环节的语言输出做好语言铺垫。
Step5:
Group
Work:
A
competition.
Work
in
groups.
Write
as
many
slogans
(标语)
on
good
manners
as
you
can.
Each
of
the
group
members
writes
about
one
place.
(Good
manners
at
home/
at
school/
in
public/
on
the
playground.)
e.g.
Obey
traffic
rules.
Don’t
leave
the
tap
running.
采用小组合作的形式，通过合作学习不但活跃了课堂的气氛，而且培养了学生合作完成任务的能力，也是对本课教学目标达成度的一个综合运用检测。
Step5:
Conclusion
T:
So
far,
we’ve
learnt
a
lot
about
manners.
Good
manners
mean
good
behavior
in
social
communication.
Good
manners
are
important
to
happy
relationshipamong
people.
They
are
an
important
factor
of
success.
What
should
we
do
to
be
a
person
with
good
manners?
S:
…
T:
We
should
cultivate
good
manners
in
our
daily
lives.In
short,
politeness
costs
nothing
and
gains
everything.
Manners
make
the
man.
对所学的知识进行小结，让学生更清晰明白本节课所学习的内容。然后进行情感教育，让学生在巩固新知识的同时，得到情感的教育。
Step6:
Homework
Review
the
phrases
about
manners.
Finish
the
sentences
on
good
manners
and
make
them
shown
on
a
wall.
Search
more
information
about
good
manners
in
different
countries.
要求学生在巩固知识的同时，也要将学到知识用于日常生活中，以便学以致用。
Title
8B
Unit
5
Reading
I
Teaching
objectives:
Knowledge
objectives:
(1)
To
learn
the
important
words,
phrases
and
sentences
in
the
text.
(2)
Toread
and
learn
the
interview
about
manners
in
the
UK.
Ability
objectives:
(1)
To
get
some
information
about
manners
in
the
UK
(2)
To
identify
specific
details
by
answering
some
questions.
(3)To
develop
the
students’
ability
of
guessing
new
words’
meanings
from
the
context.
3.
Value
objectives：
(1)
To
know
the
manners
in
different
countries.
(2)
To
understand
the
saying
“When
in
Rome,
do
as
the
Romans
do.”
Teaching
key
points
and
difficult
points:
1.
Words:
proper,
kiss,
close,
conversation,
avoid,
subject,
public,
push,
touch,
excuse,
till,
loudly,
as
2.
Phrases:
shake
one’s
hand,
greet
sb
with
a
kiss,
in
public,
avoid
sth,
push
in,
bump
into,
in
one’s
way,
as
well
(as),
by
accident.
3.
Structures:
(1)
What’s
the
proper
way
to
greet
people
there?
(2)British
people
only
greet
relatives
or
close
friends
with
a
kiss
(3)They
will
say
“Excuse
me”and
be
polite
enough
to
wait
till
you
move.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Revision
Talk
about
the
pictures
on
Page65.
T:
Do
you
remember
the
manners
in
different
places?
Make
a
sentence
like
this
“It's
good/bad
manners
to...
We
should/shouldn't...
”
通过本环节的复习和巩固，一方面可以唤起学生对之前已经学习过的内容的复习，另一方面提高学生的语言表达能力。
Step2:
Presentation
Free
talk
(1)
What
traditional
manners
do
you
know
in
China?
(2)
Are
there
any
different
manners
in
the
Western
countries?
2.
Show?some
pictures
and
learn
manners
in
the
UK.
3.
Learn
some
new
words
and
phrases
and
do
Part
B1.
采用自由对话的方式，营造轻松愉快的课堂气氛，让学生在放松的心情中开始学习。然后通过图片导入教授新单词，新知识的输入，既为学生阅读扫清障碍，又为阅读的内容做好铺垫，提高阅读速度和质量。
Step3:
Reading
1.
Pre-reading
Watch
the
video
and
answer
the
following
questions.
(1)??What
is
the
conversation
about?
(2)??
How
can
we
be
polite
when
we
are
in
other
countries?
2.
While-reading
1.
Read
lines
1-6
and
answer
the
questions.
(1)
What
is
the
proper
way
to
greet
people
in
the
UK?
(2)
Who
do
they
greet
with
a
kiss?
Show
the
answers,
then
read
in
pairs.
Ask
students
what
we
have
known
from
this
part.
(how
to
greet
people
板书)
2.
Read
lines
7-9
and
complete
the
chart.
Read
this
part
in
groups.
Ask
students
what
we
have
known
from
this
part.
(how
to
start
a
conversation
板书)
Think
about
why
British
people
like
talking
about
the
weather.
3.
Read
lines
10-22
and
fill
in
the
table.
Then
discuss
in
groups
and
show
their
answers
Ask
what
we
have
known
from
this
part.
(how
to
behave
politely
in
public
/at
home板书)
Think
about
what
we
Chinese
will
react
if
we
are
bumped
into.
3.
Post-reading
1.
Read
the
text
together
and
do
Part
B2
and
check
the
answers.
2.
Read
the
text
on
their
own
and
do
Part
B3
and
check
the
answers.
采用传统的阅读模式，阅读前-阅读时-阅读后。阅读前，让学生观看视频，一方面可以激发学生的阅读兴趣，另一方面为阅读的内容做好铺垫。阅读时，预设任务如回答问题、填图表、填表格等，引导学生运用略读和扫读等阅读技巧进行有效的阅读，让学生理解课文主要内容和细节信息，培养学生获取信息的能力。阅读后，利用书后的练习（选择和填空），来检验孩子的阅读效果，以便学生能在加深对课文理解的基础上，提高他们的实际能力。
Step4:
Discussion
Work
in
groups
and
talk
about
the
differences
in
manners
between
the
UK
and
China.
采用小组讨论合作法，让学生在互动中互相启发，培养学生与伙伴合作的意识和策略，提高人际交往人力，同时让学生了解中西礼仪的异同。
Step5:
Conclusion
T:
So
far,
we’ve
learnt
a
lot
about
the
manners
in
the
UK.
There
are
many
differences
about
good
manners
between
the
UK
and
China.
Wherever
we
travel,
we
should
remember
the
saying
“When
in
Rome,
do
as
the
Romans
do.”
总结本课所学的内容，对学生进行情感教育。
Step6:
Homework
Read
the
text
frequently
after
class.
2.
Try
to
find
out
more
differences
about
good
manners
between
the
UK
and
China.
巩固所学，同时培养学生的创新思维和语言组织能力。
Title
8B
Unit
5
Reading
II
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
have
a
better
understanding
of
manners
in
the
UK.
Ability
objectives:
(1)
To
learn
and
use
the
expressions
to
talk
about
manners.
(2)
Tolearn
more
about
western
customs.
Value
objectives：
(1)
To
behave
politely
in
public
after
reading.
(2)
To
develop
students’
intercultural
awareness.
Teaching
key
points
and
difficult
points:
1.
Phrases:
shake
one’s
hand,
greet
sb
with
a
kiss,
in
public,
avoid
sth,
push
in,
bump
into,
in
one’s
way,
as
well
(as),
by
accident.
2.
Structures:
(1)
What’s
the
proper
way
to
greet
people
there?
(2)British
people
only
greet
relatives
or
close
friends
with
a
kiss
(3)They
will
say
“Excuse
me”and
be
polite
enough
to
wait
till
you
move.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Free
talk
Last
time,
we
talked
about
manners
in
the
UK.
Do
you
know
an
old
saying
about
Rome?
What
is
it?
What
do
you
know
about
manners
in
the
UK?
自由谈话既可以营造轻松愉快的课堂气氛，让学生在放松的心情中开始学习；又直接导入主题，在唤醒学生对已学知识的记忆的同时，激活学生的思维。
Step2:
Reading
Read
the
passage
freely,
answer
some
questions
and
explain
some
language
points.
How
do
British
people
greet
each
other?
(Explain:①
shake
one’
hand②do
sth.
for
the
first
time③greet
sb.
with
a
kiss.
Then,
make
sentences
with
them.)
How
do
they
start
a
conversation?
(Explain
“①avoid
sth.②avoid
doing
sth.”,
then
make
some
sentences
with
these
two
phrases)
How
do
they
behave
in
public?
(Explain:①push
in②bump
into③in
one’s
way④push
past⑤be
+
adj.
+enough
+
to
do
sth.⑥keep
one’s
voice
down.
Then,
make
sentences
with
them.)
How
do
they
behave
at
home?
(Explain:
as
well
(as)
and
make
some
sentences.)
朗读文章加深学生对文章内容，的熟悉和理解。设置四个问题，让学生从四方面谈论英国的礼仪，使学生从整体上认识和把握文章结构。文章结构脉络清晰，既便于学生理解、记忆，提高了课堂学习的效率，又提升了他们的语言组织能力和创造能力。同时，重点词组、句型及语言点的教授和操练也在此环节自然完成。
Step3:
Group
Work:
Talk
about
manners
in
China
T:
OK,
in
today’s
lesson,
we
talked
about
manners
in
the
UK.
If
we
want
to
talk
about
manners,
do
you
know
what
aspect
we
can
talk
about?
S:
How
to
greet
each
other,
how
to
start
a
conversation,
how
to
behave
in
public
and
how
to
behave
at
home…
T:
Well
done!
Work
in
groups
of
four
and
talk
about
manners
in
China.
You
can
talk
about
them
from
these
aspects,
but
try
to
use
as
many
sentences
and
phrases
from
the
passage
as
possible.
总结从四方面谈论礼仪，让学生用今天所学的词组、句型、语言点来讨论中国的礼仪。既让学生了解中西文化差异，树立学生的跨文化的意识，又为学生提供了合作学习的机会。
Step4:
Show
Time:
Role
play
What
should
we
do
in
different
situations
to
be
a
polite
person?
(Work
in
a
group
of
6
and
act
out
polite
or
impolite
action
in
one
situation.)
让学生创设生活场景，以小组的形式来表演生活中的礼貌和不礼貌的行为。既为语言知识的运用创造了真实的情境，又对学生渗透情感教育。
Step5:
Conclusion
T:
So
far,
we’ve
talked
a
lot
about
manners
in
the
UK
and
in
China.
There
are
many
differences
between
them.
S:
…
T:
When
we
travel
in
another
country,
we
should
remember
“When
in
Rome,
do
as
the
Romans
do.”
We
should
behave
politely
in
public
and
at
home.
We
try
our
best
to
be
a
polite
person.
总结本课，对学生进行情感教育，培养学生良好的行为习惯，做一个有礼貌的人。
Step6:
Homework
Recite
the
main
phrases
and
sentences.
Try
to
introduce
the
different
manners
in
different
countries
to
your
classmates.
课后巩固所学，提高其语言的运用能力。
Title
8B
Unit
5
Grammar
Teaching
objectives:
Knowledge
objectives:
(1)
Tolearn
how
to
describe
a
person’s
personality
and
ability
with
“enough
to”.
(2)
Tolearn
to
use
“too…to”
to
express
a
negative
result.
Ability
objectives:
(1)
To
masterthe
structure
“enough
to”to
describe
a
person’s
personality
and
ability.
(2)
To
master
the
structure
“too…to”
to
express
a
negative
result.
3.
Value
objectives：
(1)
To
realize
how
to
be
yourself
and
have
different
abilities.
(2)
To
have
the
students
obey
the
school's
rules
and
regulations.
Teaching
key
points
and
difficult
points:
1.
Phrases:
make
everyone
laugh,
on
her
own,
join
the
discussion,
express
himself
clearly,
all
the
main
points,
be
busy
with
2.
Structures:
(1)
You
are
old
enough
to
learn
about
manners.
(2)British
people
are
too
polite
to
shout
loudly
in
public.
(3)The
UK
is
too
far
away
for
Jenny
to
go
there
on
her
own.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Presentation
1.
Translate
the
sentences.
(1)You
are
old
enough
to
look
after
yourselves.
(2)
You
are
old
enough
to
learn
about
manners.
2.
Tell
Ss
that
we
use
“
be
+
adjective
+
enough
+
to-infinitive”to
describe
a
person’s
personality
and
ability
3.
Translate
the
sentences.
(1)
She
is
too
young
to
go
to
school.
(2)The
room
is
too
small
for
us
to
live
in.
4.
Tell
Ss
that
we
use
“be
+
too
+
adjective
+
to-infinitive”to
express
a
negative
result.
Sometimes
we
need
to
add
“for
someone”
before
the
“to
do
sth”.
让学生翻译一些学过和常见的句子，吸引学生的注意力。同时，展示要教授的两种句型，激发学生的学习兴趣，拉近师生的距离。
Step2:Practice
T:
We
read
a
book
called
Alice
in
Wonderland.
A
girl
called
Alice
had
some
strange
experiences
in
Wonderland.
1.
Make
some
sentences
using
“to
be
+
adjective
+
enough
+
to-infinitive”.
2.
Go
through
the
exercises
on
Page70
and
ask
Ss
to
finish
them
alone.
Check
the
answers
and
read
the
sentences
loudly.
3.
Make
some
sentences
using
“to
be
+
too
+
adjective
(+
for
sb.)+
to-infinitive”.
4.
Go
through
the
exercises
on
Page71
and
ask
Ss
to
finish
them
alone.
Check
the
answers
and
read
the
sentences
loudly.
用多种操练方式来培养学生运用英语的能力。以爱丽丝梦游仙境的故事情节发展为主线，来操练新授的句型，使得学生在创设的语境中学习语法，不枯燥和乏味。同时，让学生完成书本的相关练习。由口头练习转换到笔头练习，既练习了口语，又兼顾了笔头练习。
Step3:Competition
Make
as
many
sentences
as
possible
using
the
patterns
you
learnt
today.
采用竞争机制，既活跃了课堂的气氛，又能提高学生的语用能力。
Step4:
Quiz
Have
a
quiz.
Do
some
exercises.
通过练习如链接中考，同义句转换，完成句子来检测学生掌握的情况，同时帮助学生复习和巩固已学的知识。
Step5:
Conclusion
Work
out
the
rules!（）
1.
Sb.
+
adj.+
enough
to
do
sth.
足够……做某事
2.
Sb.
+
be
too
+adj.
+
to
do
sth
某人太……而不能做某事。
Sth.
+
be
too
+adj.
+
for
sb.
+
to
do.
总结规律时，采用学生先独立思考，再小组讨论。既培养了学生的合作精神，又训练他们自己总结所学知识的技能。
Step6:
Homework
1.
Review
Grammar
and
finish
the
exercise
of
grammar.
2.
Write
ten
sentences
using
the
patterns
you
learnt
today.
巩固所学，并将其用于具体的任务中，使得语言知识得到巩固发展和深化。
Title
8B
Unit
5
Integrated
skills
Teaching
objectives:
Knowledge
objectives:
(1)
To
learn
and
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
know
the
meanings
of
some
signs
used
in
public
places.
Ability
objectives:
(1)
To
get
a
general
understanding
about
public
signs.
(2)
To
respond
to
information
obtained
from
listening
by
completing
the
notes.
Value
objectives：
(1)
To
obey
rules
in
public
places.
(2)
To
ask
someone
not
to
do
sth
in
English.
Teaching
key
points
and
difficult
points:
1.
Words:
public,
explain,
warn,
parking,
litter
2.
Phrases:
keep
sb
from
sth.,
warn
sb
not
to
do
sth.
3.
Structures:
(1)
Let
me
take
a
photo
of
it.
(2)
It
says
“No
photos”.
(3)
We
shouldn’t
shout
in
the
museum.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Revision
This
unit
has
mentioned
some
good
manners
and
bad
manners
in
public
places．What
are
they?
What
can
we
do
in
these
places?
What
can’t
we
do
in
these
places?
自由谈话直接导入主题，复习本单元学过的知识，激发学生的好奇心，营造轻松的学习氛围。
Step2:Presentation
1.
If
some
people
don’t
know
how
to
behave
properly
in
public,
we
have
something
to
help
them.
What
are
they?
----public
signs.
(present
pictures
of
them)
2.
Today
we’ll
learn
something
about
public
signs.
How
much
do
you
know
about
public
signs?
Where
can
you
see
these
public
signs?
What
does
this
public
sign
mean?
What
does
it
tell
us
to
do?
（explain、warn、parking、litter）
以讨论日常生活中常见的公共标志，可以活跃课堂气氛,激活学生的思维,引出本课的新单词，为下一步的话题深入做铺垫。
Step3:
Listening
1.
Amy
is
also
talking
with
her
cousin
Shirley
about
signs
used
in
public
places.
Listen
to
the
first
part
of
their
conversation
and
help
Shirleycomplete
her
notes
in
Part
A1．(check
the
answers
and
read
the
transcript)
2.
Listen
to
the
second
part
of
the
conversation.
Help
Shirley
write
the
missing
information
in
the
table
in
Part
A2.
(check
the
answers
and
read
the
transcript)
3.
Shirley
is
writing
a
report
on
public
signs.
Help
her
complete
her
report
in
Part
A3.
You
can
use
the
information
in
Parts
A1
and
A2
to
help
you．(check
the
answers)
做听力的训练,不但培养了听的能力，而且让新的语言点在听力材料中再现,从而加以巩固,实质上是变换语言输入的形式。
Step4:
Competition
Talk
about
the
signs
around
us.
Divide
the
students
into
two
groups
and
have
a
competition.
Make
sentences
as
many
as
possible.
One
sentence
can
get
one
point.
The
more,
the
better.
But
don’t
repeat.
在教学中恰当的引入竞争的学习机制,使学生学习热情高涨,培养学习激情,感受成功的乐趣。
Step5:Speak
up(
Please
don’t
take
photos.)
Listen
to
the
tape
and
answer
the
questions.
(1)Where
are
Amy
and
Shirley?
(2)Can
Amy
take
a
photo
of
the
famous
painting?
Why
or
why
not?
2.
Read
after
the
CD
loudly.
3.
Explain:①keep
sb
from
sth.
The
signs
keep
us
from
danger.
②warn
sb
not
to
do
sth.
The
sign
warns
us
not
to
drop
litter
everywhere.
4.Give
them
some
more
minutes
to
make
up
their
own
dialogues
in
pairs
and
act
it
out.
预设问题，让学生在听的过程中抓住有效信息。创设情境，两人一组编新的对话。给了学生自由练习的空间,让他们在使用语言中巩固知识,感受用英语交流的成就感,从而培养了学生的运用语言、进行合作学习的精神。
Step6:
Homework
1.
Search
more
public
signs
after
class.
2.
Take
notes
and
make
up
a
new
dialogue
about
warning
others
not
to
do
something
in
some
places.
巩固所学的知识，提高其语用能力。
Title
8B
Unit
5
Task
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
Tomake
an
outline
to
organize
ideas.
Ability
objectives:
(1)
Toknow
how
to
write
an
article
with
the
outline.
(2)
To
write
an
article
according
to
the
model
and
the
given
materials.
Value
objectives：
(1)
To
have
the
students
behave
well
at
table.
(2)
To
understand
“
Better
manners,
better
yourself
”.
Teaching
key
points
and
difficult
points:
1.
Words:
purpose,
guest
2.
Phrases:
purpose
of
the
talk,
make
too
much
noise,
reach
over
someone’s
plate
for
sth.,
above
all
3.
Structures:
(1)
The
purpose
of
the
talk
is
to
teach
students
rules
for
eating.
(2)It
will
take
place
at
10
a.m.
on
12
May
at
the
school
hall.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Revision
Translate
the
following
sayings.
1.
A
cold
hand
and
a
warm
heart.
2.
Birds
of
a
feather
flock
together.
3.
Love
me,
love
my
dog.
4.
It
is
better
to
trust
the
eye
than
the
ear.
5.
It
is
never
too
late
to
mend.
学生根据屏幕上所给出的内容猜出相关的谚语。由于学生的好胜心和表现欲望，学生在积极主动的思维过程中复习了相关的谚语，并对其加深了印象。
Step2:
Lead-in
T:
Do
you
know
a
lot
about
table
manners?
1.
What
can
we
do
when
sitting
at
the
table?
2.
What
can’t
we
do
when
sitting
at
the
table?
3.
What
can
we
do
when
eating?
4.
What
can’t
we
do
when
eating?
采用自由谈话直接导入主题，激发学生的学习兴趣，营造轻松的学习氛围，同时为学生的写作提供背景知识。
Step3:Presentation
1.
The
Class
1,Grade
8
students
are
going
to
give
a
talk
on
good
table
manners.
They’re
making
a
plan
for
the
talk.
Read
their
plan
for
the
talk
and
answer
the
following
questions.
What’s
the
name
of
the
talk?
(2)
What’s
the
purpose（aim
目的）
of
the
talk?
(3)
When
and
where
will
it
take
place?
(4)
What
is
this
talk
mainly
about?
=
What
is
the
content(内容)
of
the
talk?
2.
Write
down
the
difficult
phrases
like
“make
too
much
noise、reach
over
someone’s
plate
for
sth”
on
the
blackboard.
通过阅读计划书回答问题，让学生熟悉文本，同时教授单词和词组，让学生掌握一些常见的词组，为下面的语言输出做铺垫。
Step4:
Practice
1.
Finish
Part
B
with
the
information
in
the
outline
and
check
the
answers.
2.
Read
the
talk
aloud.
3.
Analyze
the
framework
of
the
passage.
学生完成计划书，主要对学生再次进行语言输入，并使其了解文章的结构，为学生最终完成自己的演讲稿搭建“脚手架”。
Step5:
Writing
1.
Present
eight
good
manners
in
our
life.
2.
Discuss
with
your
group
members
and
choose
one
or
two
manners
as
the
topic
of
your
talk.
Please
finish
the
framework
of
your
talk
first.
Then
write
a
passage
about
good
manners
in
public
and
present
the
good
articles
to
other
students.
小组讨论交流“八仪”，完成演讲稿的框架和内容，并向全班展示。在小组的交流过程中学生之间相互帮助，互为“支架”，这样的活动方式对提高学生的遣词造句能力效果极为显著。
Step6:
Homework
1.
Oral
work:
Read
the
talk
of
Amy
and
Daniel
fluently
and
clearly.
2.
Written
work:
Plan
a
talk
on
other
aspect
of
good
manners.
巩固所学，利用课堂所学知的写作技巧来解决实际问题，提高其遣词造句能力。