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

UNIT10You’resupposedtoshakehands.SectionB(2a—2e)教學(xué)設(shè)計(jì)教學(xué)目標(biāo)通過本課時(shí)的教學(xué),讓學(xué)生達(dá)成以下目標(biāo):1.知識(shí)目標(biāo)學(xué)生能夠初步感知、識(shí)記、運(yùn)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(yùn)用目標(biāo)語言besupposed/expectedto及Itisadj.todosth.進(jìn)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(guó)的各種挑戰(zhàn)，以及林悅?cè)绾芜m應(yīng)法國(guó)交換生生活的過程。在完成閱讀后，學(xué)生能做到運(yùn)用文本中的重點(diǎn)句型對(duì)中國(guó)的餐桌禮儀進(jìn)行小組討論并寫一封建議信。能讀懂有關(guān)不同國(guó)家的飲食、風(fēng)俗習(xí)慣的短文。能運(yùn)用所學(xué)語言談?wù)撝袊?guó)和法國(guó)的餐桌禮儀。3、情感目標(biāo)通過本課時(shí)的學(xué)習(xí),引導(dǎo)學(xué)生了解不同國(guó)家的餐桌禮儀,提高自身的文化修養(yǎng)。了解并熟知不同國(guó)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(huì)尊重不同的文化，對(duì)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(diǎn)難點(diǎn)重點(diǎn):本課時(shí)的重點(diǎn)單詞、短語、句型。難點(diǎn):能運(yùn)用所學(xué)語言談?wù)撝袊?guó)和法國(guó)的餐桌禮儀。設(shè)計(jì)說明本課時(shí)通過引導(dǎo)學(xué)生自由談?wù)?導(dǎo)入本課時(shí)所學(xué)內(nèi)容。通過讓學(xué)生完成速讀、細(xì)讀、讀后的各項(xiàng)任務(wù),幫助學(xué)生理清文章脈絡(luò)結(jié)構(gòu),把握文章細(xì)節(jié)內(nèi)容。通過設(shè)置小組活動(dòng)練習(xí),讓學(xué)生學(xué)會(huì)運(yùn)用所學(xué)語言,談?wù)摲▏?guó)和中國(guó)不同的餐桌禮儀,達(dá)到學(xué)以致用的目的。教學(xué)流程StepILeadingin教師播放有關(guān)外國(guó)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(shí)教師進(jìn)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(guó)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(gè)國(guó)家；然后創(chuàng)設(shè)情景，讓學(xué)生思考：假如我們要去法國(guó)旅游，將會(huì)遇到哪些挑戰(zhàn)?師生對(duì)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(jì)意圖】引導(dǎo)學(xué)生觀看視頻，讓學(xué)生感受法國(guó)的禮儀習(xí)俗，初步了解法國(guó)文化，順勢(shì)將學(xué)生引入本課的重點(diǎn)——林悅在法國(guó)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(guó)的圖片，引導(dǎo)學(xué)生思考并預(yù)測(cè)：林悅在法國(guó)遇到了哪些挑戰(zhàn)?同時(shí)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(dá)法國(guó)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(yùn)用問題答語中的關(guān)鍵詞搭建第一段的圖示進(jìn)行小結(jié)。師生對(duì)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(jì)意圖】通過閱讀第一段，使學(xué)生了解到寄宿家庭對(duì)林悅的幫助和林悅在法國(guó)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(guó)的最大挑戰(zhàn)?在法國(guó)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(yùn)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(jì)意圖】學(xué)生通過閱讀第二段，具體了解法國(guó)的餐桌禮儀，理解了為什么林悅覺得餐桌禮儀是一個(gè)巨大的挑戰(zhàn)。通過對(duì)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(huì)尊重不同的文化，養(yǎng)成入鄉(xiāng)隨俗的意識(shí)。Paragraph3.【設(shè)計(jì)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(duì)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(duì)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(diǎn)句型正確表達(dá)。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(guó)的餐桌禮儀，理解了為什么林悅覺得餐桌禮儀是一個(gè)巨大的挑戰(zhàn)。通過對(duì)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(huì)尊重不同的文化，養(yǎng)成入鄉(xiāng)隨俗的意識(shí)。情感升華：T:WheninRome,doasRomansdo.WheninFrance,doasFrenchmendo.Differentcountrieshavedifferentcustoms.You’resupposedtoobeythecustomstoavoidmakingmistakeswhilecommunicating.【設(shè)計(jì)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(jìn)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(jì)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(guó)風(fēng)俗文化的能力，為接下來的書面表達(dá)做好鋪墊。Writingtask9給將到中國(guó)做交換生的勞拉寫一封關(guān)于中國(guó)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(jì)意圖】讓學(xué)生通過寫信告知?jiǎng)诶谥袊?guó)就餐的禮儀規(guī)范，繼續(xù)