1. Learn new word and phrases:

eat up, somebody, drink to sb./sth.

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三明治或汉堡。)

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.

(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. (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。)

(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. (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?

Ss:　　　 It’s polite to eat noisily in Japan.

(板书)

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. (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. (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. (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。

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, …

(板书)

(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)

(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。)

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。