Unit 7 Food Festival Topic 2 Cooking is fun!
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ.Aims and demands 目标要求
1. (1)Learn adverbs of manner:
finely, lightly, immediately (2)Learn other new words and phrase:
cut, oil, add, deep, cooker, pork, cut up, ham, advantage, cheap 2. Know how to cook several kinds of Chinese food. First, cut some cooked meat very finely. Next, you need to put some oil in the pan. Then fry the meat lightly. You need to add the rice slowly. Finally, add some salt. 3. Social munications (1) Offering help
Would you like me to help you? (2) Praise and encouragement Well done!
Ⅱ.Teaching aids教具
录音机/图片/厨具/彩笔
Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间：10分钟)
复习食品名称，呈现1a中的生词。 (复习食物名称，呈现目标语言。) (让学生说出要准备的各种食物名称。)
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word T: We’ll prepare many kinds of foods for the food festival. What shall we prepare? (让学生用汉语讨论如何炒肉片，将步骤记录下来，准备1~2分钟。)
T: Do you know how to fry meat? Please discuss for 1~2 minutes, and then write down the ways in Chinese.
(教师给一些提示词让学生更好地组织语言。)
T: You can use“First, Next, Then, After that, Finally”. (选几名学生汇报讨论结果，教师用英语在黑板上板书步骤。) First: Cut the meat. Next: Put the oil in the pan. Then: Put the meat in the pan and fry it. Finally: minutes. (鼓励发言好的学生。)
T: Well done! When we cook food, we must cook very carefully.We must add salt slowly. (板书)
We must cook very carefully. We must add salt slowly. (用彩笔画出carefully, slowly, 并解释其用法。) (请一位学生到前面，老师口述步骤，学生表演。)
T: I want a student to act it out as I am saying the cooking steps. Any volunteers? S1: Let me try.
T: OK. First, cut the meat finely. Next, put the oil lightly. Then fry the meat lightly. Finally, add the salt slowly. (学生随着教师所描述的做动作)
T: Good! When we cook food, we must be careful. (板书) finely slowly (教师用肢体语言解释画线副词的用法。)
Step 2 Presentation 第二步 呈现(时间: 7分钟)
呈现本课1a，完成1b。
1. (给学生3分钟，根据1b图片分组讨论“如何做炒饭”，学生们各抒己见。)
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lightly Add salt, and fry it for a few word T: Now look at the pictures in 1b, and talk about how to cook fried rice. S1: ... S2: ... ...
2. (设置听力任务，让学生带着任务听1a录音。)
T: Now please listen to 1a and find out what Kangkang will cook. (听录音，并让学生回答问题。) T: Who can give me the answer? S3: He will cook fried rice.
T: Good. Can you tell me how to cook fried rice? Please read 1a, and then tell me the answer.
(让学生读1a，学生总结答案，教师板书。) First, cut some cooked meat very finely. Next, you need to put some oil in the pan. Then fry the meat lightly. After that, you need to add the rice slowly. Finally, add some salt. T: Read the sentences together.
(师生共同操练做菜的步骤。确信学生能熟练说出做炒米饭的各个步骤。完成1b。) T: Who can cook fried rice now? e and try it. Finish 1b. 3. (再读1a，找出方式副词，注意其构成和用法并板书。)
T: Let’s read 1a again, then underline adverbs of manners. careful + ly carefullycook… carefully lightly finely slowly fry… lightly cut… finely add… slowly light + ly fine + ly slow + ly Step 3 Consolidation 第三步 巩固(时间: 5分钟)
巩固1a和1b。
(听1a录音巩固做炒饭的方法。并注意语音和语调。)
T: Listen to 1a and review the methods of cooking fried rice. Pay attention to the pronunciation and intonation.
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word (分角色表演对话。)
T: Boys act as Kangkang, and girls act as mother. Please act out the dialog. (让两位同学上讲台前表演，一个表演炒饭的动作，另一个用英语表达。)
(注意表演的动作要到位，如finely , lightly, slowly。从而培养学生的表演能力和合作精神。解释finely和lightly。)
T:“Finely”tells us how to slice cooked meat. “Lightly”tells us how to fry the meat.
Step 4 Practice 第四步 练习(时间: 15分钟)
完成2a，2b和3。 (方案一)
1. (组织学生完成2a。)
T: We’ve learned how to cook fried rice. Would you like to learn how to cook a
bowl of noodles? SS: Yes.
(引导学生列出所需材料，并用图片教这些生词。) T:
OK! What do we need to cook a bowl of noodles?
S1: We need some water, some noodles … (板书)
materials: water, noodles, pork bones, ham, cabbage, green onions (组织学生小组讨论，然后汇报讨论结果。)
T: We have got the materials. Who can tell me how to cook it? Please make a discussion and tell me how to cook it. (纠正一些顺序的错误，表扬表现好的学生。)
T: Pretty well. Now please turn to page 62, read 2a and finish 2b. (教师板书并解释生词，领读几遍。核对2b答案。) (板书)
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word deep, pot, cooker, cut up, onion, immediately (让学生每人说一个步骤，不会说的学生请全班学生帮忙。) T: S2: … S3: … T:
Good. Now, I’ll ask some students to tell me how to cook noodles without Can you tell me how to cook noodles one by one?
looking at your books. Who will try? S4: … T: 2. T:
Well done!
We have learned how to cook fried rice and noodles. Now let’s talk about
western fast food. When we talk about western fast food, we mean … SS: Hamburgers, hot dogs, chips … (引导学生做好听力的准备。播放3录音。)
T: Good! Please go through the questions in 3. Listen to 3 and give me the right
answers.
(板书生词，并领读。)
advantage (核对答案。)
T: Who can give me the answers? S5: … S6: … …
(表扬发言的学生。) T: Well done!
T: Do you often go to the fast food restaurant? S7: Yes.
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word T: What do you think of the food there? S8: They serve fast. T: Is it delicious? S9: Yes. / No.
T: Is it good for our health? S10:Yes. / No.
T: As for me, I prefer home cooking. So what about cooking a kind of your favorite food after class? (方案二)
1. (让学生读2a，然后用方式副词的正确形式填空。)
T: Please read 2a carefully, and then fill in the blanks with the right adverbs of manner.
2. (教师板书关键词，让学生复述2a。)
T: I’ll write the key words on the blackboard, and then ask some students to retell 2a.
First — put — boil — add Second — cut up Next — cook Then — put — immediately After that — fill — slowly Finally — add — lightly 3. (小组活动。让学生恰当地运用表示顺序的副词进行描述。教师先做示X。如： 教师让一名学生站起来，走到黑板前，写一个字，然后再回到座位上。)
T: First, ... stands up. Next, ... es to the front of the blackboard. Then write a word.
After that, ... returns to his / her seat. Finally, ... sits down. (让学生两人一组表演和描述。)
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word 4. (完成2b。)
T: Read 2a again, and then give the right order according to 2a. 5. (听录音，完成3。)
T: Listen to the tape carefully and choose the best answers.
Step 5 Project 第五步 综合探究活动(时间: 8分钟)
进一步探究怎样用英语谈论“如何做饭菜”。
1. (要求学生分组讨论自己最喜欢的菜以及操作步骤，然后记录下来，接着向全班学生汇报，由其他同学评价做菜的方案是否可行。)
T: Please discuss and try to write down how to cook your favorite food, and then report it to us. You can do it like this. (板书) Materials: … How to cook: First, … Next, … Then, … After that, ... Finally, … …
T: Excellent! / Great! I’ll try it, too. 2. (让学生做一份关于快餐和家庭餐的调查报告。)
T: Let’s make a survey about the fast food and home cooking. Fast food Home cooking (学生分组调查后汇报。) Example:
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word
S1: What’s the advantage of fast food? S2: It’s fast. S3: It’s delicious.
S1: What’s the disadvantage of fast food? S2: It’s unhealthy. S3: It’s …
G1: We think fast food is fast, delicious and … But it’s …
We think home cooking is delicious … But it’s … 3. Homework:
(1)(让学生讨论做菜的方法。)
(2)(让学生尽量和自己的妈妈一起做面条。)
(3)(准备一些下节课需要的图片。包括：面包、梨、黄油、苹果……)
Section B
Section B needs 1~2 periods. Section B需用1~2课时。 The main activities are 1a and 3a. 本课重点活动是1a和3a。 Ⅰ.Aims and demands 目标要求
1. Learn some new words:
butter, pear, piece, heat, polite, spoon, fork, chopstick 2. Go on learning object clauses with if / whether.
Can you tell me if it’s polite to eat with your arms or elbows on the table in America?
Do you know whether they use knives?
I don’t know if there’s no need for knives, forks or chopsticks. 3. Review infinitives used as logical subjects. In Cuba, it’s impolite to eat so noisily.
In Japan, it’s polite to eat soup noisily and finish all the rice.
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word 4. Talk about table manners in different countries. In Cuba, it’s impolite to eat so noisily.
In Japan, it’s polite to eat soup noisily and finish all the rice. It’s impolite to eat with your arms or elbows on the table in America. It’s not impolite to smoke during a meal in France. They don’t use knives at all in Thailand.
There is no need for knives, forks or chopsticks in India. 5. Social munications (1) Asking for permission
Would you mind if I learn to make it from you? (2) Having meals
Help yourself to some soup.
Ⅱ.Teaching aids 教具
录音机/图片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
复习Section A中的1a和2a。
1. (检查作业，检查学生对知识的掌握情况。)
T: Let’s check your homework. Who can tell me how to make fried rice? (板书)
First, … Next, … Then, … After that, ... Finally, … T: Can you tell me how to make noodles?
(选一名学生陈述步骤并表演动作，提醒他/她动作表演要到位，体现carefully, finely, slowly, lightly, 复习副词的用法。)
T: Well done! Yesterday I told you to cook a bowl of noodles with your mother. Did you enjoy it? Ss: Yes.
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word T: Today we will learn how to make a snack. 2.(出示面包、黄油、梨等的图片，引出本课的目标语言。)
T: Let’s learn how to make a snack with some bread and a pear. (引起学生注意的同时，教师边用图片演示边讲解。) (出示写有目标语言的小黑板。)
First, you take two pieces of bread and spread butter on them. Next, cut a pear into small pieces. Then put them on the bread. After that, pour some honey over the pear. Finally, put them together. (再演示讲解一遍，然后让学生试着讲述。) (教师板书新词。) snack, piece, pear, pour T: Look, it’s easy. Once again, look carefully and then I’ll ask some students to retell it.
(教师出示图片演示，学生一个接一个地按步骤讲述。) S1: … S2: … …
T: Well done! (引出下一步。)
Step 2 Presentation 第二步 呈现(时间: 7分钟)
呈现本课活动1a和2。
1. (用顺序副词呈现食物的制作过程。)
T: S1, could you tell me whether you can make a snack or not?
S1: Yes, of course. First, … Next, … Then, … After that, … Finally, …
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word (板书)
Could you tell me whether you can make a snack or not? (教师解释句子意思，用彩笔画出whether，提示宾语从句。)
T: Good. Thank you! Now listen to 1a and find out: What’s Michael’s favorite snack?
(放1a录音后，学生回答问题。)
Ss: His favorite snack is a sandwich with butter, honey and a pear. T: Good. Listen again and find out how to make it. (学生说出制作步骤。教师板书关键词。) (板书)
First, take … spread … Next, cut … into … Then, put … on … After that, pour … Finally, … (参照关键词让一名学生演示，另一名学生讲述。) …
T: Great! Now, please listen to the tape and follow it. 2. (出示汉堡包图片。完成2。)
T: We’ve learned how to make a snack. Now, let’s see how to make a hamburger. (板书)
Add, Put, Cut, Heat(加热) T: S2, could you tell me how to make a hamburger? S2: Sure! First, … Next, … Then, … Finally, … T: Thanks. It must be delicious, I think.
Step 3 Consolidation 第三步 巩固(时间: 5分钟)
巩固本课1a和2，完成1b。
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word 1. (让学生巩固1a和2。)
T: Please practice 1a and 2 in pairs. I will ask some students to act them out. (操练两分钟后，让学生到前面表演。) 2. (分组活动。)
(把学生分为四组，每个小组描述出最喜欢的食物的制作过程，然后每组轮流到前面演示。可以演示已学过的内容，必要时可以加上动作表演。)
T: Group work. I’ll choose some students to act it out in front of the class.
Step 4 Practice 第四步 练习(时间: 18分钟)
练习3a和3b，进一步巩固不定式作主语。
1. (教师出示小黑板呈现“It’s polite / impolite to …”，为学习3a做准备。) T: Look at the small blackboard, and then discuss whether it’s polite or impolite to eat in the following manners. (出示小黑板。)
□ eat noisily. □ speak loudly during a meal. It’s polite/impolite+to □ smoke during a meal. □ eat with your arms or elbows on the table. … T: Is it polite to eat noisily in China? S1: Yes. It’s polite. / No. It is impolite.
(学生讨论完后，教师放3a录音。让学生听录音，回答问题。完成3a。)
T: Suppose we were traveling in Cuba, do you know what is impolite when we eat? Listen to 3a and tell me the answer. (学生听3a录音。) T: Now, who can tell me?
Ss:It’s impolite to eat noisily in Cuba. T: Good, what about in Japan?
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word Ss: (板书)
It’s polite to eat noisily in Japan.
It’s impolite to eat noisily in Cuba. It’s polite to eat noisily in Japan. T: Great! Please listen to 3a again and follow it. Then practice the dialog in pairs.
(学生分角色表演3a。)
2. (不同的国家有不同的饮食习惯，听3b录音，完成3b。)
T: We know that when we eat something, there are different table manners in Cuba and in Japan. What will it be like in America, France, Thailand and India? OK, let’s listen to 3b and find out the answers. (放3b录音。)
T: Can you tell me if it’s polite to eat with your arms or elbows on the table in America?
S2: Yes, I can. It’s not polite.
T: And do you know whether or not it’s impolite to smoke during a meal in France? S3: Yes, I do. It’s not impolite.
T: Well. Do you know whether they use knives in Thailand? S4: Yes, I do. They don’t use knives at all.
T: I don’t know if there is no need for knives, forks or chopsticks in India. S5: No. There’s no need. (板书重点语法。)
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Do you know whether or not it’s impolite to smoke during a meal in France? Do you know whether they use knives in Thailand? I don’t know if there is no need for knives, forks or chopsticks in India. (教师提醒学生注意4个句子的结构，用彩笔画出whether/if并解释宾语从句的用法，然后学生齐读句子。完成3b。)
T: Please read after the tape and match the pictures. (核对答案。)
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
分组讨论不同国家的餐桌礼仪。
1. T: We have learned some useful table manners of different countries today. Do
you know any table manners in our country? Please discuss the question in groups, and then report it to us.
In China Polite Impolite (小组讨论后，由一名学生在班上汇报讨论结果。) Example:
In China, it’s polite to … It’s impolite to… There is no need for… We use… 2. Homework:
(1)(谈论不同国家的餐桌礼仪。)
(2)(根据所学方法制作一个某某治或汉堡。)
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
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word Ⅰ.Aims and demands 目标要求
1. Learn new word and phrases: eat up, somebody, drink to sb./sth. 2. Go on learning object clauses.
I want to know whether/if it is impolite to smoke during a meal in France. 3. Talk about table manners for a formal western dinner. Take your napkin and put it on your lap.
When you start eating, you should keep the fork in your right hand. If you use your knife, then put the fork in your left hand.
It’s polite to eat up the food on your plate, so don’t take more food than you need.
You should speak quietly and smile a lot.
When you drink to somebody, you’d better raise your glass and take only a sip.
Remember not to drink too much. 4. Social munications Reminding and warning
Remember not to drink too much. Ⅱ.Teaching aids 教具
小黑板/图片/录音机
Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
通过对Section B的复习，导入本课目标语言。
1. (结合whether和if引导的宾语从句，复习Section B所学的eating customs in different
countries, 从而导入本课目标语言table manners。)
T: We have learnt the eating customs in different countries last time. I don’t
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word know if it is polite to eat soup noisily and finish all the rice in Japan. I want to know whether it is polite to smoke during a meal in France. I wonder if it is polite to eat with your arms or elbows on the table in America. (让学生回答或讨论。)
S1: I think it’s polite to … S2: I think it’s impolite to … S3: I don’t think it’s polite to … …
(让学生畅谈学习过的就餐习俗以及他们知道的就餐习俗知识，互帮互学，开阔视野，既检查学生学习情况，又激发学生探究学习、自主学习的热情。)
T: What else do you know about how to eat politely in different countries? S4: I think it is polite to … S5: I think it’s impolite to … (教师继续引导学生，并适当举些例子。) Example:
It is polite to eat as quietly as possible in England. It is impolite to eat noisily in Cuba.
It is not necessary to use knives, forks or chopsticks in India. …
2. (导入本课目标语言。)
(通过以上语言点的复习，教师及时给学生指出在以上练习的宾语从句中，it是形式主语，真正的主语是动词不定式。)
T: Just now we reviewed something about table manners. Do you want to know what is polite for a formal western dinner? Let’s e to Section C. (导入下一步。)
Step 2 Presentation 第二步 呈现(时间: 5分钟)
呈现本课1a。了解西餐礼仪。
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word 1. T: Suppose you would go to a formal western dinner for the first time, but you
don’t know what is polite during the dinner. Do you want to get some advice? Ss: Of course!
2. (教师展示有关吃西餐的录像/幻灯片/图片等。)
T: I’ll show you some pictures about eating in western countries. 3. (教师用手势、动作(肢体语言)来演示西餐礼仪习俗，必要时出示1b中的图片。) T: Please look at me carefully. I’ll show you some table manners. 4. (学生阅读1a短文，讨论下列问题，并得出正确答案。)
T: Please read 1a carefully, and it can tell you what is polite and what is impolite in a formal western dinner. Then discuss the following questions and find out the answers. (用小黑板出示问题。)
Is it polite to finish eating everything on your plate? Is it polite to take more food than you need? Is it polite to speak loudly at the table? Is it polite to drink too much during the dinner? (让学生再读一遍课文，找出生词，回答问题。)
T: Read 1a again. And find out the new words and answer the questions. (板书并学习生词。)
manner, table manners, lap, somebody Step 3 Consolidation 第三步 巩固(时间: 12分钟)
巩固1a，并完成1b和2。 (方案一)
1. (让学生听1a短文，注意其中的餐桌礼仪，并复述课文。)
T: Listen to 1a, and pay attention to the table manners. Later on I’ll ask some of you to retell the passage.
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word (学生在听的时候，出示小黑板上的问题。)
What should you do when you sit down at the table? What does the dinner start with? How should you keep the fork and the knife when you start eating? Why can’t you take more food than you need? Can you speak loudly at the table? What should you do when you drink to somebody? Can you drink too much during the dinner? (让学生准备2分钟，以黑板上的问题为线索理清思路。复述1a。)
T: Now, who can try? The questions on the small blackboard may help you. S1: … S2: … …
T: Well done! / Good job! 2. (完成1b。)
T: Now, choose the names in the box to label the things in the picture in 1b. (让学生准备1分钟，然后核对答案。)
T: Well, talk to your partner about how to start a formal western dinner with the things in the picture in 1b. You may begin like this: When you sit down at the table … (让学生准备2分钟。)
T: Well, who can try? Be brave! e to the front, please! S3: … S4: … …
T: Excellent! / Well done!
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3. (完成2。)
T: Now, read the sentences in 2 carefully, and try to get the main idea. (在听录音之前，让学生熟悉一下题目，以降低难度。)
T: Listen to the passage in 2 and mark True (T) or False (F). (根据需要，可以播放录音1~2遍。) T: OK. Let’s check the answers. (方案二)
1. T: My friend Miss Wang is going to a formal western dinner for the first time.
I’d like you to give her some advice.
(学生会根据自己所了解的餐桌礼仪给出建议，但会很零碎，故此时教师应引导学生按就餐顺序来讨论，以便梳理知识，防止遗漏。)
T: When you sit down at the table, pick up your napkin as soon as the hostess picks up hers, and put it on your lap. (此处做动作让学生了解新词napkin, lap。)
T: Boys and girls, do you know how to use these tools correctly during the dinner? (出示课前准备好的图片，激起学生的兴趣，供学生小组讨论或带上实物道具刀、叉、勺、餐巾纸等。)
T: I think there are many differences of table manners between China and western countries. We can say that the differences are cultural differences. (教师提供一些例子供参考。) Example:
Keep the knife in your right hand and the fork in your left.
Put your knife, spoon and fork together to show that you have finished that course.
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word Don’t put much food in your mouth at a time.
Two glasses for drink, one glass for either alcoholic or non-alcoholic, one glass for water. …
2. (让学生分组表演，可采用双簧形式，展开竞赛，进一步巩固强化1a。)
T: Now let’s work in pairs and double act. Practice 1a.
3. (让学生利用2~3分钟处理1b。)
T: Give you 2 or 3 minutes to do 1b.
4. (播放录音1~2遍，完成2。)
T: Look at page 65. First, go through the sentences in 2. And then listen to
the tape about the
table manners, and mark True(T) or False (F).
Step 4 Practice 第四步 练习(时间: 8分钟)
练习3，完成4。
1. (用宾语从句讨论饮食习惯，练习3。)
T: Discuss table manners, using object clauses. (选一组学生上来配合，给全班学生做个示X。) Example:
S1: I want to know whether/if it is impolite to smoke during a meal in France. S2: I think that it is not impolite to smoke during a meal in France. (让学生两人一组练习3，理解whether和if引导的宾语从句。) S3: … S4: … …
2. (用小黑板出示问题。)
T: Now, please read the questions on the small blackboard. Write down the sentences according to the example above, using “whether” or “if ”.
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word Is it right to use the knife in the right hand, the fork in the left? Is it right to keep your knife and fork in hand until you finish eating? Is it right to drink from your soup bowl? Is it polite to leave the table during a meal? Is it polite to take everything that is passed to you? (让学生准备3分钟。)
(让两名学生在黑板上写句子，并对错误的句子给予更正。)
T: Well, who would like to e to the front to write down the sentences? S5: … S6: …
T: OK, read the sentences together, please! 3. 全班学唱：
Pat a Cake.完成4。
Step 5 Project 第五步 综合探究活动(时间: 10分钟)
进一步掌握西餐礼仪。
1. (找两名学生到前面来，一人表演餐桌礼仪的动作，另一名学生用英语讲解。)
T: I’d like two of you to e to the front. One student tells us the table manners while the other acts them out. (小黑板出示参考内容。)
Tools: knife, fork, spoon, glass, plate, bowl, napkin How to start a formal western dinner: First, when you sit down at the table, take your napkin and put it on your lap. You should keep the knife in your right hand and the fork in your left. It’s polite to finish eating everything on your plate. Don’t take more food than you need. Try to speak quietly and smile a lot. - 21 - / 30
word Never drink too much during a dinner. When you drink to someone, you’d better raise your glass and take only a sip. … (请2~3对学生表演活动。) …
T: Good job! / Well done!
2. (竞赛活动。教师先从班上挑出八名学生，然后将剩余的学生分成六组，要求这八名学生设计一个就餐哑剧，并在哑剧中有意制造一些西餐礼仪的错误，看一看哪一组挑出的错误最多，教师当裁判，分别给各组记分。) T: Now, Let’s have a petition.
First, I’ll ask eight students to prepare a short dumb play on a formal western dinner. The eight students will make some mistakes on purpose.
Second, I’ll divide the rest into six groups. Each group should try your best to find out the mistakes they make during their performances.
Third, the group which finds out the most mistakes will be the winner. (让这八名学生准备2分钟后，进行竞赛活动。) …
T: OK, stop! Please report your results group by group. (教师给各组记分。呈现以下表格。) Groups Scores 1 2 3 4 5 6 (最佳的组，给予表扬。)
T: Congratulations! Group ××. 3. Homework:
(1)(搜录更多的世界上不同国家的有关餐桌礼仪的资料。) (2)(邀请同学或朋友一起享用一次正式的西餐。)
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word
Section D
Section D needs 1 period. Section D需要用1课时。
The main activities are 1a, 4 and 5. 本课重点活动是1a, 4和5。 Ⅰ.Aims and demands 目标要求
1. Learn some new words and phrase: course, southern, hot dog 2. Review object clauses.
Can you tell me if there are two or more courses for every meal in North America, Australia and Europe?
I ask Tom if/whether the most popular food in his restaurant is hot dogs. 3. Learn different eating habits around the world.
In North America, Australia and Europe, there are two or more courses for every meal and people use knives and forks to eat.
In Korea, people use spoons or chopsticks to eat, but it is not polite to use both of them at the same time. 4. Review how to cook a kind of food. Ⅱ. Teaching aids 教具
小黑板/录音机/教师制作的纸条
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 13分钟)
复习与食物有关的内容，导入新课。 (方案一)
1. (复习本话题所学内容，为本课的学习打好基础，并引出本课目标语言—eating habits。) (让学生小组讨论自己最喜爱的食物及做法，并向全班描述。)
T: We have learned how to cook noodles, fried rice, and we have also learned how to make butter sandwiches and hamburgers. I wonder what’s your favorite food,
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word and could you tell us how to cook it? Discuss in groups and I’d like some of you to describe it in the class, OK?
(引导学生在描述制作食物时，尽量用上First, … Next, … Then, … After that, … Finally, …并告诉学生在家里要多做一些力所能及的事。)
T: I’m very glad that you can cook food. I think most of you often help your parents with housework. It’s very nice of you/ It’s quite good (right) to help your parents with housework at home. You should try your best to do your things by yourselves at home. Do you agree with me? Ss: …
2. (复习餐桌礼仪。)
T: There are many tools used by people for eating, aren’t there? Can you tell
me the names of the tools?
Ss: They are knife, fork, spoon, chopsticks, …
T: I wonder if you still remember how to start a formal western dinner. Would you please tell me something about it? Ss: When you sit down at the table …
3. (呈现目标语言，导入本课阅读内容，激发阅读兴趣。)
T: What else do you know about the table manners? Please discuss in groups and make a short report.
(要求各组推荐一位代表汇报，形成较系统的对就餐礼仪的认识。) S1: … S2: … …
(教师总结学生汇报的结果。)
T: I think people around the world have different eating habits.
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word (继续引导学生讨论亚洲国家的就餐习惯。)
T: Do you know something about eating habits in Asian countries? Go on discussing in groups, and then each group makes a short report.
(学生讨论的过程，教师给学生一些例子，拓宽学生视野。导入1a in Section D。) Example: In China:
In the south of China, people eat rice, and in the north they often eat noodles. In the central and western parts, people are far away from the sea, so they don’t eat much fish. Chinese people use chopsticks to eat. The most popular Chinese food in western countries may be noodles served with fried bean sauce and Beijing Roast Duck. In Korea:
People use a spoon or chopsticks to eat, but it is not polite to use both of them at the same time. The most popular food in Korea is Kim chi (pickled vegetables). (Kim chi韩国泡菜) In Japan:
People use chopsticks to eat, but they often use their fingers, especially when they eat seafood and sushi. Sashimi and sushi may be the most popular food. (sashimi生鱼片) In India:
People use fingers and bread to pick up the food. Hot food is popular with Indians and Mexicans. … (方案二)
1. (以小组形式出现，让学生说出本话题出现的炒饭/面条/大骨面/snack/hamburger, etc.的做法，通过上述复习从而导入新课，指导学生完成4。提醒学生注意用下列各词。)
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word First, Next, Then, After that, Finally T: Work in pairs. Please use adverbs of sequence to retell how to cook fried rice/
S1: … S2: …
T: Well done! Please turn to page 68. Let’s discuss how to cook
noodles/snack/hamburger.
chicken soup, and
write a passage. Finish 4.
2. (教师先示X，用手势动作加实物复习西餐礼仪。必要时请学生到教室前面表演西餐礼 仪。准备实物刀、叉、勺、餐巾纸等。)
T: I have prepared these things (forks, spoon and so on) for you. First, look at me and see
what I do. Then I’ll ask some of you to e to the front and act it out.
Step 2 Presentation 第二步 呈现(时间: 5分钟)
呈现有关饮食习惯的内容，完成1a。 1. (呈现1a。)
T: We reviewed the eating habits during a formal dinner. Do you want to know more about eating habits in different parts of the world? Now, please listen to 1a carefully and find out the answers to these questions.
(出示小黑板上的这些问题，让学生带着任务听。这些问题还将用于1b和2a活动以巩固所学的关于饮食习惯的宾语从句的用法。) What do people use to eat in North America? What do people eat in the south of China? What do people eat in the north of China? What do people use to eat in the central and western parts of China? - 26 - / 30
word In which country do people use fingers and bread to pick up the food? What do Korean use to eat? Is it polite to use both of them at the same time? 2. (听1a录音，完成下面的表格。)
T: Listen to the tape, then fill in the form.
Area North America/Australia/Europe China Parts of India Korea Eating habits Step 3 Consolidation 第三步 巩固(时间: 6分钟)
巩固1a，完成1b。
1. (朗读1a。从每组中找一两个学生根据小黑板上的问题，复述1a，给予评价鼓励。) T: Read 1a out loud, please. Then I’ll ask one or two students from each group to retell 1a
according to the questions on the small blackboard. 2. (同伴互相讨论世界上不同地方的就餐习惯，完成1b。)
T: Talk about eating habits in different parts of the world according to 1a. Work
in pairs after the example.
(让一名学生配合教师给大家做个示X，以便他们明确活动的要求。) T:
Can you tell me if people in the southern part of China eat rice?
S1: Yes, I think so.
T: Do you know if it is polite for people to use a spoon or chopsticks at the same
time in Korea? S1: No, I don’t think so. …
3. (选几对学生到前面展示。)
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word T: Please e to the front and give us a“talk show”. Would you mind having a try?
Who can try?
(示意学生回答时要加上动作。) …
T: Good job!
Step 4 Practice 第四步 练习(时间: 10分钟)
练习本课2a，2b和3。 1. (复习2a宾语从句。)
(再次出示小黑板上第二步呈现的问题，使用问题来操练带whether/if的宾语从句。) T: Read“Grammar focus”and make similar sentences, using these questions on the
small blackboard. Work in pairs, please. Example:
I ask him/her whether people eat noodles in the north of China.
Do you know whether people use knives and forks to eat in North America? I don’t know if it is polite to use both of them at the same time. (让学生分组练习。可以从每组学生中找几名同学到前面展示，以检查掌握情况。) 2. (复习2b。)
T: Read “Useful expressions” and make a conversation using these expressions.
Work in groups.
(这样的练习是对学生的一个小挑战，要引导学生用最小的篇幅来使用这些表达法。这就需要学生发挥他们的聪明才智——没有创新思想可能就不易做到。可以分小组活动，合作学习，另外在学生表演时，如遇问题，可鼓励其他组给予帮助，完善对话表演，尽量将全部表达都用上。如果有困难，允许学生用到若干个独立的小对话中。) (选几组上来展示。)
T: Would you please e here and have a try? / Group 1, can you try? 3. (两人一组表演3的采访活动。) Example:
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word Beth: What’s the most popular food in your restaurant? Tom: Hot dogs.
(然后再运用宾语从句表演3。) Example:
S1: What did you ask Tom?
S2: I asked him if/whether the most popular food in his restaurant was hot dogs.
Step 5 Project 第五步 综合探究活动(时间: 11分钟)
进一步学习巩固各国的食品和餐桌礼仪，完成5。
1. (小组竞赛。组织学生用纸做一些帽子，并在每顶帽子上用英语注上一个学过的国家名称，如: Japan, China, Cuba…等。然后将帽子上写有相同国家的学生分为一组，每组写出各国的特色食品，展示结果，进行比赛，教师参与评比。)
T: First, please prepare some paper hats with country’s names on them, such
as“Japan, China, Cuba…”. (让学生准备2分钟。)
T: Now, those students who write the same country on your hats work in a group.
Write down the special foods in your countries, and then show us the results. (让各组选代表汇报。) S1: … S2: … …
(对于表现好的小组，给予表扬。) T: Well done! / Good job!
2. (让一些学生表演吃的动作，其他学生猜这些行为是否文明礼貌。)
T: Now, I’ll ask a few students to act out some eating habits and the other students
guess whether or not they are polite. (让2~3名学生表演动作，教师提问。) T: What’s he/she doing?
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word S3: He/ She is using a spoon and chopsticks to eat. T: Is it polite to do this during the dinner in Korea?
S4: It is not polite that he/she uses both of them at the same time in Korea. …
3. (让学生写一篇关于不同国家不同餐桌礼仪的小短文。)
T: Write a passage about table manners in different countries. (让学生准备2分钟，然后请2~3名学生来读。) S5: … S6: …
T: Well done! Thanks! 4. Homework:
(让学生在家帮父母做菜，然后将做菜的方法记下，并在下次课上与大家分享。)
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