Unit+10+Youre+supposed+to+shake+hands Section+B(2a-2e)教學(xué)設(shè)計 人教版九年級英語全冊

UNIT10You’resupposedtoshakehands.SectionB(2a—2e)教學(xué)設(shè)計教學(xué)目標(biāo)通過本課時的教學(xué),讓學(xué)生達成以下目標(biāo):1.知識目標(biāo)學(xué)生能夠初步感知、識記、運用如下與本課話題相關(guān)的詞匯：basic，exchange，gooutofone’sway，make...feelathome，teenage，granddaughter，behave，except，elbow，gradually，getusedto；并能夠運用目標(biāo)語言besupposed/expectedto及Itisadj.todosth.進行語言輸出。2、能力目標(biāo)了解林悅的留學(xué)背景以及她在法國的各種挑戰(zhàn)，以及林悅?cè)绾芜m應(yīng)法國交換生生活的過程。在完成閱讀后，學(xué)生能做到運用文本中的重點句型對中國的餐桌禮儀進行小組討論并寫一封建議信。能讀懂有關(guān)不同國家的飲食、風(fēng)俗習(xí)慣的短文。能運用所學(xué)語言談?wù)撝袊头▏牟妥蓝Y儀。3、情感目標(biāo)通過本課時的學(xué)習(xí),引導(dǎo)學(xué)生了解不同國家的餐桌禮儀,提高自身的文化修養(yǎng)。了解并熟知不同國家人們的不同風(fēng)俗習(xí)慣，理解世界文化的多元性，學(xué)會尊重不同的文化，對世界文化形成開放、包容的心態(tài)，提高自身的文化修養(yǎng)。4、重點難點重點:本課時的重點單詞、短語、句型。難點:能運用所學(xué)語言談?wù)撝袊头▏牟妥蓝Y儀。設(shè)計說明本課時通過引導(dǎo)學(xué)生自由談?wù)?導(dǎo)入本課時所學(xué)內(nèi)容。通過讓學(xué)生完成速讀、細讀、讀后的各項任務(wù),幫助學(xué)生理清文章脈絡(luò)結(jié)構(gòu),把握文章細節(jié)內(nèi)容。通過設(shè)置小組活動練習(xí),讓學(xué)生學(xué)會運用所學(xué)語言,談?wù)摲▏椭袊煌牟妥蓝Y儀,達到學(xué)以致用的目的。教學(xué)流程StepILeadingin教師播放有關(guān)外國習(xí)俗和人文風(fēng)情的視頻，讓學(xué)生思考：Howmuchdoyouknowabouttablemannersinforeigncountries?然后創(chuàng)設(shè)情景，引導(dǎo)學(xué)生說出：Sometablecustomsinforeigncountries.例如：InIndia：You’resupposedtoeatwithyourhands.InFrance：You’resupposedtoputyourbreadonthetable.（此時教師進行講解：InFrance,theyputthebreadonthetablebecausethebreadisoftenverydryandverylong,thetableisveryclean.）InKorea:Theyoungestpersonisnotexpectedtostarteatingfirst.InJapan：Youaresupposedtomakenoisewhileeatingnoodles.Pre-reading然后引出問題：Ifyouareanexchangestudentinforeigncountries,whatchallenges（挑戰(zhàn)）willyouhave?教師引導(dǎo)學(xué)生理解anexchangestudent：isastudentwhotravelsabroadtoliveinanewcountryaspartofascholarlyexchangeprogram.緊接著教師給與舉例：transportation(交通)。引導(dǎo)學(xué)生集體回答：food、language、tablemanners（餐桌禮儀）、weather、money....隨后教師播放有關(guān)法國習(xí)俗和人文風(fēng)情的視頻，讓學(xué)生猜一猜視頻中播放的是哪個國家；然后創(chuàng)設(shè)情景，讓學(xué)生思考：假如我們要去法國旅游，將會遇到哪些挑戰(zhàn)?師生對話如下：T:First,let’senjoyavideo.Afterthat,pleasetellmewhichcountryitis,OK?Ss:OK.(觀看視頻)T:Now,whocantellme?Ss:It'sFrance.T:Yes,that’sFrance,areallybeautifulEuropeancountry.DoyouwanttovisitFrance?Ss:Yes.T:Me,too.HerecomesournewfriendLinYue.SheisanexchangestudentinFrance.Lookatthepictures,Canyouguesswhatthepassageismainlyabout?DoyouwanttoknowmoreaboutLinYue’slifeinFrance?Ss:Yes.T:NowopenyourbooksandturntoP78.【設(shè)計意圖】引導(dǎo)學(xué)生觀看視頻，讓學(xué)生感受法國的禮儀習(xí)俗，初步了解法國文化，順勢將學(xué)生引入本課的重點——林悅在法國的交換生生活以及“挑戰(zhàn)”情境，激發(fā)學(xué)習(xí)興趣。StepIIWhile-readingScanning（任務(wù)一）教師向?qū)W生展示林悅身在法國的圖片，引導(dǎo)學(xué)生思考并預(yù)測：林悅在法國遇到了哪些挑戰(zhàn)?同時借助課件引導(dǎo)學(xué)生回顧書信格式。Task1：T:Readthepassagequicklyandfindoutthestructuresoftheletterandthencompletethefollowingquestions.3munitesforyou.Let’go.T：Nowlet’scheckup.Firstfindoutthestructuresoftheletter.Answer在到達法國之前她有什么感覺？林悅和她的寄宿家庭相處愉快嗎?是如何知道的?寄宿家庭又是怎么幫助林悅解決挑戰(zhàn)的?最后，運用問題答語中的關(guān)鍵詞搭建第一段的圖示進行小結(jié)。師生對話如下:T:Nowlet’sreadthepassagecarefullyformoredetails.WeallknowthatLinYuehas3challengesinFrance.WhyissheinFrance?PleasereadparagraphIandfindouttheanswers.ReadPara1.andanswerthequestionsandthenfillintheblankswithsomemainideas.Andpayattentiontosomemainpoints.I’llgiveyou3minutes.Let’sgo.T:Nowlet’schecktheanswers.Whocananswer?1.WhyisLinYueinFrance?S1:Becausesheisonherstudentexchangeprogram.2.Howdidshefeelbeforearrivingthere?S2:Shefeltabitnervous.3.WhatdoesLinYue'shostfamilydoforher?1)Herhostfamilyisreallynice.Theygooutoftheirwaytomakeherfeelathome.(S1)2)ThegrandmalearnedhowtomakeChinesefood!(S2)3)TheteenagegranddaughteralwaystalkstoherinFrenchtohelpherpractice.(S3)T:Sothankstotheirhelp,LinYueishavingagreattimeinFrance.T:Nowpayattentiontothesephrases.“gooutoftheirway’’means“tryveryhard”.“makeherfeelathome”means“使我感到賓至如歸”。【設(shè)計意圖】通過閱讀第一段，使學(xué)生了解到寄宿家庭對林悅的幫助和林悅在法國學(xué)習(xí)的心情。While-readingCarefulreadingtask4Paragraph2.學(xué)生閱讀第二段，思考以下問題:為什么遵循餐桌禮儀是林悅在法國的最大挑戰(zhàn)?在法國就餐要遵循哪些禮儀規(guī)范?學(xué)生們每答出一條餐桌禮儀。并要求學(xué)生運用besupposed/expectedto及Itisadj.todosth.句型逐條復(fù)述。T:Nowclasspleasereadparagraph2carefullyandanswerthefollowingquestions.T:Weknowthatwiththehostfamily’shelp.LinYuedoesn'tthinkfoodandlanguagearedifficult.1.Whatisthebiggestchallengesheisfacing?S1:Learninghowtobehaveatthedinnertable.T:whyislearningtablemannersthebiggestchallengeforLinYue?S2:Frenchtablemannersaredifferentfromthetablemannersinherowncountry.T:WhatdidshethinkofFrenchtablemanners?Howdoesshefeelnow?S3:Shethoughtthatwasprettystrangeatfirst.Shedoesn’tfindFrenchcustomssostrangeanymore.She’sgraduallygettingusedtoit.While-readingCarefulreadingtask5Paragraph2.T:There’remanytablemannersofFranceinPara.2.NowreadPara2formoredetailsandfillinthechart.T:Nowlet’scheckup.S1:You’reexpectedtocutupyourfruitandeatitwithafork.You’renotsupposedtoeatanythingwithyourhandsexceptbread.S2:You’reexpectedtosay“Thatwasdelicious”ifyoudon’twantanymorefood.You’renotsupposedtosayyou’refull.S3:You’renotsupposedtoputyourelbowsonthetable.T:Wonderful!【設(shè)計意圖】學(xué)生通過閱讀第二段，具體了解法國的餐桌禮儀，理解了為什么林悅覺得餐桌禮儀是一個巨大的挑戰(zhàn)。通過對比中法餐桌禮儀的差異，讓學(xué)生了解世界文化的多元性，學(xué)會尊重不同的文化，養(yǎng)成入鄉(xiāng)隨俗的意識。Paragraph3.【設(shè)計意圖】第三段，討論問題:林悅今后是否還將面臨新的挑戰(zhàn)呢?最后完成整篇文本結(jié)構(gòu)的圖示。師生對話如下:T:WillLinYuehavemorechallengesinFrance?Whydoyouthinkso?S1:Ithinkshewillhavenewchallengesbecauseit'snoteasytogetusedtoallthecustoms.S2:Idon'tthinkshewillhavemorechallenges.Becausethebiggestchallengeisnotdifficultforher.T:Ithinkshewillgooutofherwaytogetusedtoallthecustoms.Pleaseremember,“WheninRome,doastheRomansdo."StepIIIPost-readingRetellingTask6T:OK,class.Ithinkyou’vehadabetterunderstandingofthewholepassage.Canyouretellthepassageaccordingtomindmap?I’llgiveyou3minutestoprepare.Let’sbegin.T:Nowlet’sbegin.Para.1--S1;Para2--S2;Thentogether.Post-readingPairworktask7教師通過圖片對比，啟發(fā)學(xué)生思考中法餐桌禮儀的差異和不同，并引導(dǎo)學(xué)生用重點句型正確表達。T:ComparethetablemannersinFranceandChinainpairs.Howaretheythesameordifferent?Makealist,please.Nowlet’sbegin.T:Nowlet’scheckup.Thefirstpair.S1:InFrance,You’resupposedtoputtheforksontheleftandputtheknivesandspoonsontheright.S2:InChina,You’resupposedtoputthechopsticks(筷子)ontheright.T:Excellent!Nextpair.S3:InFrance,You’resupposedtohaveyourownplateoffood.S4:InChina,You’resupposedtosharedisheswithchopsticks.T:Verygood!Nextpair.S5:InFrance,You’resupposedtotalktothepeoplebesideyou,butdon’tspeaktooloudly.S6:InChina,You’resupposedtotalkwitheveryone.T:Youdidagoodjob!Nextpair.S7:InFrance,You’resupposedtosay“That’sdelicious.”ifyoudon’twantmorefood.S8:InChina,You’resupposedtosay“I’mfull.”ifyoudon’twantmorefood.T:Great!了解法國的餐桌禮儀，理解了為什么林悅覺得餐桌禮儀是一個巨大的挑戰(zhàn)。通過對比中法餐桌禮儀的差異，讓學(xué)生了解世界文化的多元性，學(xué)會尊重不同的文化，養(yǎng)成入鄉(xiāng)隨俗的意識。情感升華：T:WheninRome,doasRomansdo.WheninFrance,doasFrenchmendo.Differentcountrieshavedifferentcustoms.You’resupposedtoobeythecustomstoavoidmakingmistakeswhilecommunicating.【設(shè)計意圖】討論開放性問題-林悅是否還將面臨新的挑戰(zhàn)?有助于學(xué)生進一步理解“尊重文化差異，不懼挑戰(zhàn)，養(yǎng)成入鄉(xiāng)隨俗行為習(xí)慣”的重要性。另外，學(xué)生了解了勞拉也是一名學(xué)生，這為后面的教學(xué)環(huán)節(jié)埋下伏筆。Post-readingGroupworktask8T:OK,pleaseworkingroupsoffouranddiscussthetablemannersinChina.Forexample:Youaresupposedtosharethedisheswithothers.It’simpolitetostickthechopsticksintoyourfood.T:pleasediscussbyusingthefollowingpatterns“Youare(not)supposedto...It’s(im)politeto...”Andthenchecktwogroups.【設(shè)計意圖】通過口頭輸出，有助于提升學(xué)生用目標(biāo)語言介紹祖國風(fēng)俗文化的能力，為接下來的書面表達做好鋪墊。Writingtask9給將到中國做交換生的勞拉寫一封關(guān)于中國餐桌禮儀的建議信。T:LauraisgoingtobeanexchangestudentinChina.Shewantstobehaveproperlyatthedinnertable.CanyougivehersomeadviceaboutChinesetablemanners?PleasewritealettertoLauratotellheraboutChinesetablemanners.T:Haveyoufinishedtheletter?Ss:Yes.T:NowI’llaskafewstudentstosharetheirwritings.S1:....S2:....【設(shè)計意圖】讓學(xué)生通過寫信告知勞拉在中國就餐的禮儀規(guī)范，繼續(xù)