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单元名称 Unit 2 It's Always Nice to Be Polite 课型 Around the World + Fun Time + My Progress Check
教学目标 能够读懂两则关于中西方餐桌礼仪的短文，了解中西文化中的用餐方式与待客习惯。 能够比较中西方餐桌礼仪的异同，理解中西方在用餐中表达礼貌与尊重的不同方式。 能够通过对比中西方餐桌礼仪，理解尊重他人文化的重要意义，增强跨文化理解与包容意识。 能够运用预测、把握大意、理解细节等理解策略完成阅读任务，通过小组合作探究语篇中的文化实质与内涵。 能够识别和判断句子重音的位置，并利用句子重音规则正确朗读句子。
思政目标： 1. 认识到不同国家和文化在餐桌礼仪表达上的多样性，树立平等、尊重、包容的文化态度； 2. 能够通过比较中西餐桌礼仪，在跨文化交往中弘扬中华传统礼仪文化，践行文明用餐、以礼相待的良好品格。
教学重点 理解文本内容，掌握中国与英国餐桌礼仪的主要表现方式与具体做法。 通过比较中西餐桌礼仪的异同，理解中西方用餐过程中人们表达表达礼貌与尊重的方式。 能够识别和判断句子重音的位置，并利用句子重音规则正确朗读句子。
教学难点 能够在理解文化差异的基础上，总结中西方餐桌礼仪的共通精神——尊重与礼貌。
教学方法 小组讨论法、任务教学法
教学手段 PPT课件、多媒体设备等
教学过程
教学环节与 时间分配 教学活动与步骤 设计意图 评价要点
Revision and Warm-up 5’ T shows the example emails of the homework last time. Ss tell the mistakes and suggest ways to correct them in terms of email etiquette. 检查作业情况，带领学生复习旧知，强化语言知识学习效果。 说出作业中违反邮件礼仪的错误做法并提出修改建议。
2. T asks two questions to lead Ss to discuss in pairs and share their opinions. “How do you show your respect during a meal ” “Do you know how table manners are different in Chinese and European cultures ” 通过问题导入，引导学生联系自身生活经验，激发学习兴趣。 学生能积极参与讨论并表达个人观点。
Pre-reading 5’ 1. T shows two pictures of dining scenes—one from a British dinner table and the other from a Chinese family meal. Ss observe and tell the differences they notice. 通过图片对比，引发学生兴趣，激活关于中西用餐文化的已有知识。 学生能用简单英语说出中西餐桌场景的差异。
2. T asks two questions to lead Ss to share short answers in pairs. “What table manners do you usually follow at home ” “What do you know about table manners in other countries ” 引导学生联系自身经验，形成话题语境，预热语篇主题。 学生能围绕“用餐礼仪”主题进行简短交流。
3. T introduces key words from the text (e.g., respect, manners, hostess, guest, dish, serve). Ss read aloud and try to guess their meanings from examples or pictures. 预教核心词汇，为阅读理解扫清语言障碍。 学生能正确理解并朗读关键词汇。
While-reading 18’ T asks Ss to read the first story about Wang Qiang and underline key information about what he did and saw at the dinner in London. 帮助学生提取语篇主要信息，理解西式晚宴的礼仪特征。 学生能准确找出王强在伦敦晚宴中的主要礼仪行为。
T asks Ss to read the second story about Joey in Beijing and underline the details about Chinese dining customs and the family atmosphere. 训练学生细读能力，掌握中式家庭聚餐的文化特征。 学生能找出中文化中体现礼貌和尊重的做法。
Ss complete a comparison chart on the board to summarise the differences and similarities between the two cultures. T checks and explains keywords if necessary. 通过对比阅读理清文化差异，提升跨文化理解。 学生能用表格或口头方式说出中西餐桌礼仪的异同。
Post-reading 9’ 1. T guides Ss to discuss “What do you think is the most important table manner in China/in Europe ” 引导学生反思不同文化中的核心礼仪。 学生能说出具体餐桌礼仪及其含义。
2. Ss share their own dining experiences that show respect or politeness. 通过联系个人经历加深理解，促进语言输出。 学生能用简短句表达自己印象深刻的用餐礼貌。
3. T summarises that table manners may differ from culture to culture, but respect and politeness are universal. 帮助学生形成正确的跨文化礼仪观和价值认同。 学生能复述教师总结要点，理解核心主题。
Fun Time 5’ T shows three examples of sentence stress and reads for Ss, clapping at sentence stresses. Ss listen first and then read and repeat after the teacher. 给出句子重音范例，引导学生主动观察语音现象。 听辨句子重音并感知句子重读的位置。
Ss observe and discuss the example sentences in pairs, trying to conclude where the sentence stresses fall. T checks Ss' conclusion and then explains the rules of sentence stress with more example sentences. 通过观察、讨论、沟通，尝试总结出句子重音规律，培养其归纳、总结能力。 尝试总结出句子重读的规律。
T shows exercise sentences, and Ss mark the sentence stresses on their own. Ss read the sentences with stress, and T evaluates and corrects their pronunciation. Ss read after T for betterment. 及时使用语音知识分析新句子，加强知识运用能力；通过跟读加深对句子重音规律的理解和把握，进一步构建语音知识体系。 独立标注句子重音并跟随教师朗读句子。
Self-evaluation 2’ Ss do My Progress Check by themselves. 帮助学生自我检测对单元内容的掌握程度，让学生对自己的语言知识、语言技能等进行自主评价，提高学生自我反思、自我调控的学习能力，培养良好的学习策略。 完成单元自我评价。
Homework 1’ 1. Keep down and review the new words and expressions learnt today in the notebook. 2. Practise reading aloud the text and send the audio clip to the learning platform. 3. Review and check on your learning of this unit in My Progress Check and prepare for the next unit. 复习、巩固、自查所学内容，为下一单元的教学作铺垫；朗读课文，上传学习平台，开展即时评价，完善学习评价电子档案袋。 构建知识框架，巩固重点词句。
板书设计 Unit 2 It's Always Nice to Be Polite Around the World & Fun Time Similarities: show respect and politeness, value communication and togetherness
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