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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-江苏
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-江苏省 - 淮安
B Unit 5 Good manners ---Reading I
教学设计
（本课的教学内容是通过阅读采访文本，运用适当的阅读技巧，了解英国的礼仪文化。本节课的教学目标是让学生了解英国的礼仪，体会不同文化的差异。本课的难点在于，教师要引导学生运用恰当的阅读技巧获取信息，利用思维导图进行信息整合，并体会文化差异。
授课时采用任务教学法，即Task-based Teaching Method和情境教学法，即Situational Teaching Method。）
教案设计 设计意图
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
用一段微课视频介绍英国的景点、着装、下午茶和舞会等基本信息。吸引学生的兴趣，增强课前趣味性，营造一种轻松的氛围。
教师通过简洁的设问，帮助学生关注文章题材的特殊性---采访，并快速浏览文章，确定主题，理清结构。通过对7个问题的归类，学生能通过思考完成大意的概括。
语篇填空的形式，帮助学生阅读文章
的第2到6行，了解英国人打招呼的
不同但恰当的方式。并在情境中让学生猜测体会proper含义。并从语言和肢体语言两方面，介绍不同语言的打招呼和各国打招呼礼仪，拓展学生的国际视野，并进行不同文化的渗透，吸引学生参与课堂。
第2页
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表格呈现不同语言，并教学生读)
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(带读).
How do we start a conversation in China?
S:你去哪儿？/你吃了吗？/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
通过教授不同语言，激发学生的兴趣，并拓展语言知识。
丰富的肢体语言，能让学生感同身受。并通过pair work 表演的形式，给予学生更直观的刺激，真正做到学以致用。
从文化差异入手，让学生可以在下面的环节比较两国在开始话题的礼仪方面有哪些不同。
先快速阅读，了解英国人会选择什么样的话题来交流，并根据上一单元的内容进行深层思考，综合地理、文化等因素。
通过细读上下文，根据语境，让学生猜测新词的含义，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
此处通过听6句话，结合文章呈现的英国人开始谈话的方式和习惯，让学生去判断是否恰当。该环节旨在让学生在情境中理解并应用。
让学生再次从文化角度，体会差异，但同时也学会接受。
此环节处理文本第10-22行的内容，并让学生完成信息表格。并在此基础之上，再次研读文本，进行信息的归纳与整合，明白英国人在不同的情况下的行为和语言，突出behave的方式，加深理解。
通过让学生进行情景剧的表演，切身体会行为礼貌的重要性，并对学生进行情感引导，即无论何时何地，都要做一个礼貌的人。
在阅读中，经常会遇到复杂的句式，从而导致文本理解障碍。此处即引导学生在阅读时，可以尝试将难以理解的句子，通过阅读技巧或语言知识的积累，转变为简单句帮助理解文章。
第4页
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的几个问题作为思维的发散，引导学生学会感恩，特别是最亲近的家庭成员，体会礼仪不是泛泛而谈，而是要融入到生活中的方方面面。
此环节帮助学生将文本内容重新整合成语篇，并进行信息的处理。
思维导图的应用，能帮助学生准备定位信息，了解框架，对全文进行把握，并为下一环节的group work做好铺垫。
离开文本，基于小组合作完成的思维导图，能将通过阅读获得的信息进行语篇的处理与输出。
文末点题，并进行情感升华。
第5页
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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