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视频标签：when in Rome
所属栏目：初中英语优质课视频
视频课题：牛津译林八下unit5 when in Rome第一课时-安徽省级优课
教学设计、课堂实录及教案：牛津译林八下unit5 when in Rome第一课时-安徽省级优课
Unit 5 Good manners
When in Rome (Reading 1)
Teaching Materials:
译林出版社牛津初中英语八年级下Unit5 Good manners本课在Comic strip基础上设计了一个采访片段，让学生在活动中学习：
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 通过阅读,理解英国国家的礼仪习惯。学会
养成自己的良好礼仪。培养学生的自学能力和合作学习的能力
Multi
faceted
经过阅读了解不同国家的礼仪习惯，懂得入
乡随俗的道理。
社会实践：模拟一个礼仪采访
Language structure How do they greet people?
How do they start a conversation? Do they queue in public?
Language function 询问和介绍英国的礼仪习惯。收集信息；传递信息。 Study functions
通过对英国礼仪习惯采访，识别中英两国的不同点。掌握“访谈”片段的习惯用语。学会“合作学习”，努力开拓课程资源。
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.
教学反思：
很多学者把任务或交际任务看成外语教育的一种活动，特指通过理解
目的语或非语言信息输入后所从事的活动或行为。本节课中在学生理解目的语的基础上，为实现教学目的，我设计了形式多样的活动，，培养了学生的口头交际能力。通过看问题找答案、看图片找问题，培养了学生的观察、分析问题的能力，，强化了学生“合作学习”的意识，学生在实际活动的过程中增强了语言意识，形成了自己的学习策略，并培养了创新和实践能力。
任务型教学要求教师不仅是任务的设计者，组织者，还是活动的参与
6
者，引导者，鼓励者。给学习者设计注意语言意义的活动，使学生充分利用各种学习资源，给任务型教学营造一个全方位的学习环境，这些对教师提出了更高的要求，教师在探索、实践中不断提升自己，真正在教学活动中贯彻落实任务型教学这一崭新的教学理念。
参考书目：1、《牛津英语8B下》；
2、《新课程理念与初中英语课堂教学实施》； 3、《学英语报》初中教师版。
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