时针面试教案.docVIP

Why are British So Fat? 郑许晓 教学目标： 1.100%的学生能够全面参与本课时主要单词：sausage sandwich chips fork knife 的学习，且90%的学生能够运用自如。 100%的学生能够理解What did she /he have for breakfast/lunch/dinner yesterday? She/He had… 所表达的意义，85%的学生能够运用所学句型向别人自由询问昨天一日三餐吃过什么。 了解饮食，分析与中国饮食的不同，增强学生的文化意识从而形成正确合理的生活饮食方式 全班学生按座位分为5组，每组6人，其中有一位组长。（前几节课已经安排好） T:Good morning,class! 1.Listen to a story and write down the words related to eating. (5 min) T:Firstly, let me tell you an interesting story. 同学们，老师给你们讲故事听好吗？但是注意哦，你们要边听故事边做记录，把故事里面有关吃的单词都记下来，包括提到的食物和餐具。如果单词不会写，你们可以写中文，最后老师会给你们1min在小组里汇总，然后随机请2组的代表上黑板写你们的单词，哪一组写得多写得对就获胜。Do you understand? Are you ready? Food and Talk Last week at a dinner party, the hostess asked me to sit next to Nancy. Nancy was a large, unsmiling woman in a tight black dress. She did not even look up when I took my seat beside her. Her eyes were fixed on her forks and knives. I tried to make conversation. Would you like some sausages? I asked. No, she answered. Would you like a cheese sandwich ? I asked. No, she answered. How about fish and chips? I asked in a lower voice. No, she answered. In despair, I asked her whether she was enjoying her dinner. Young man, she answered, if you ate more and talked less, we would both enjoy our dinner! 参考译文 在上星期的一次宴会上，女主人安排我坐在的身旁。是一位身材高大、表情严肃的女人，穿一件紧身的黑衣服。当我在她身旁坐下来的时候，她甚至连头都没有抬一下。盯着自己的。我试图和她聊聊。 “”我 “不，”她回答。 “您”我又问。 “不，”她回答。 “？”我问。 “不，”她回答。 失望之中我问她饭是否吃得满意。 “年轻人，”她回答说，“如果你多吃点，少说点，我们两个都会吃得好的！” sausage fork [brekf?st] [?s?s?d?] [f?:k] lunch sandwich knife [l?nt?] [s?nw?t?] [na?f] dinner chips plate [?d?n?(r)] [t??ps] [ple?t] 3.带读单词时插入游戏：Bomb当心炸弹(5min) T: 下面跟老师读单词，在跟读的过程中，请大家当心炸弹！ 请1、3、5组同学起立，Stand up,please!我们的游戏开始咯。 Game