Youaresupposedto.doc

You are supposed to shake hands.课堂实录
作者：张丽丽    文章来源：威海市古寨中学    点击数：1157    更新时间：2010-9-9

内容简析　　
鲁教版新目标Go for it!教材九年级全册Unit7话题为讨论不同国家的风俗习惯，如初次见面的礼仪、餐桌礼仪等，目的是通过学习，了解各国风俗文化差异。 　　
交际功能为通过比较分析，学会尊重不同的风俗习惯，学会在不同的场合如何礼貌待人，文明交际。　　
教学目标　　
本单元的重、难点是学生能较熟练地在口语交际中学会表达不同国家的人初次见面的礼仪、餐桌礼仪等。能自如得体的与不同国家的人打招呼，共进晚餐。如何温文尔雅，流利自然地与他人交谈，并能做到语音、语调清晰、准确、优美。　　
Ø         知识目标：Knowledge Objects　　
1.能够正确描述自己或他人在不同场合应该做什么。　　
2. 讨论不同国家的风俗习惯，如初次见面的礼仪、餐桌礼仪等　　
3. 掌握目标语言Target Language:　　
（1）词汇：kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, stick, point, wipe, shake hands , be supposed to 等.　　
（2）能在相互地交流中运用句型：　　
What are you supposed to do when you meet someone ? You’re supposed to kiss.　　
When were you supposed to arrive? I was supposed to arrive at 　7:00　. 　　
It’s polite to make noise while eating noodles.　　
It’s rude to stick your chopsticks into your food.　　
（3）语法功能：be supposed to do ; You should ……　　
Ø         语言功能：Functions　　
Talk about what you are supposed to do when you are in different situations.　　
Ø         情感态度：Moral Object　　
培养学生文明的交际行为，并能理解、尊重不同国家的风俗习惯 　　
Ø         学习策略：Learning Strategies　　
1.学会合作交流 2.学会比较不同文化的差异　　
教学方法　　
1、利用“5+　40”　课堂教学模式，开展课前5分钟分层展示，让优生与学困生都能在此找到自信，培养学生的英语学习兴趣。　　
2、科学合理地运用多媒体辅助教学，运用了网络视频、音频等有效素材　　
3、运用情景交际法等学习方法，尽量给学生创造真实的语言学习环境，调动学生的积极性。　　
4、运用“组内合作，组间竞争”的小组合作机制　　
教学流程　　
环节 1 Warming up　　
Good Morning ,class. First let’s check the answers of the reading（a passage about customs）. Do you have any questions? If you don’t, let’s enjoy our 5 minutes’ talent show. First number 3 & number 4 , please read the passage. Then number 1 & number 2 will retell the story or make up a conversation according to the passage. Which group would like to be the first?　　
( Every day the student will read a short passage .After the extensive reading, they can read or retell or make up a new dialogue according to their levels. )　　
【设计意图】我们一直坚持英语天天读,培养学生英语阅读习惯,在学生进行泛读之后,又根据不同层次水平的学生,可以进行朗读、复述、重编对话等，然后充分利用课前5分钟，针对初四学生两极分化较严重的情况，降低三、四号学生的学习难度，可以进行朗读，培养学生的语感。优生可以进行个人英语才艺表演或小组展示。让不同层次的学生都能在课前5分钟展示中找到自己的位置，发现自身潜能，增加英语学习的兴趣。　　
环节2 Presentation

T: Look at the picture 1 What are people supposed to do in different countries when they meet for the first time? 　　
S: They are supposed to shake hands(出示单词shake)　　
T: Look at the picture 2 . Which country are the people from? Yes, Japan. What are they supposed to do? 　　
S: They are supposed to bow. (出示单词bow)　　
T: Look at the picture 3. Which country are the people from? 　　
S: 　　Brazil　　. 　　
T: What are they supposed to do? 　　
S: They are supposed to kiss. (出示单词kiss)　　
T: Look at the picture 4. What are people supposed to do in different countries when they meet for the first time? 　　
S: They are supposed to hug. (出示单词hug)　　
T: Now watch the video about different customs in different countries. You should write down different customs and different countries in your notebook.　　
T: What you should write ?　　
Ss: the customs and the countries.　　
T: Please check your answers in groups of 4. 　　
T: For the new words, the group study together. The group leader should make sure everyone can read the word correctly.　　
【设计意图】　　
将生词放在语境中学习，可以联系语境猜测单词意思；观看视频让同学们了解不同国家初次见面的礼节，既巩固了生词，又了解了各国风俗文化；小组核对答案，让学困生敢于将自己不会的单词或知识点在小组中解决，而且各组组长有能力解决这样的问题。　　
2、　　
T: Discuss in group: When you are eating dinner, what are you supposed to do? And what aren’t you supposed to do?　　
T: We know different countries have different table manners. The following things maybe you know well. Can you spell it in English?　　

(teach the word: plate, bowl , chopsticks, knife/ knives, fork, spoon)　　
T: Words competition. When I call your number. Please stand up quickly and spell it .　　
【设计意图】利用学生已有的生活常识快速学习单词，为学生的继续学习扫除障碍。 　　
环节3 Group work　　
1、  T: There are some impolite behaviors in the following pictures. For example: Picture 1: The two boys are supposed to pick up the bowls to eat. Practice “ be supposed to do” . The group can find out the other impolite behaviors. The strong students can help the weak ones and make sure everyone can use “be supposed to “ correctly and fluently. (group study)　　

(After group study, the teacher check the student in every group and make some comments on their study) 　　
2．Further study in group: Every group can find out three or more impolite behaviors about table manners. The number 4 students should take notes and number 3 students report. 　　
【设计意图】学生能够做的，老师绝不做，将简单知识教给1、2号学生做，既锻炼了1、2号的能力，又给了3、4号一个轻松的语言学习环境，但老师一定要做好指导与监督工作，随时对小组的学习情况进行有效指导。 　　
环节 4 Listening　　
T: Tomorrow Steve is going to 　　Japan　　 to be an exchange student. His Japanese friend is telling him about the table manners in 　　Japan　　. Before listening, please predict the context according to the picture. Using the sentence: I think it’s impolite/polite to …… Ask some more students to predict .　　
T: listen and check your predictions. Let’s see who is the great predictor. And number the pictures in the order. Then listen again. Match the sentences parts.　　
【设计意图】it’s impolite/polite to …… 是我们要练习的重点句型，单纯的练习句型枯燥乏味。放在听力之前对听力材料进行预言，既达到扫清听力障碍的目的，又增加了趣味性，一项内容解决多项问题。　　
环节 5 Feedback　　
Take a quiz: How much do you know about table manners around the world ? Take the following quiz. Circle “T” or “ F” after each sentences.　　
( )1. In the United States, you’re not supposed to eat with your hands.　　
( )2.In 　　Peru　　, you are not supposed to talk at the table.　　
( )3.In China, you’re not supposed to pick up your bowl of rice.　　
( )4.In 　　Korea　　, the youngest person is supposed to start eating first.　　
( )5.In 　　Brazil　　, you should wipe your mouth with your napkin every time you take a drink.　　
环节6 Free practice 　　
（结合本节课所学知识，根据各小组申报的预习准备内容分组进行活动整理。　　
Group 1 、4 : What kind of students do you think is the best behaved ones? Please list all the standards.　　
Group 9、 2 、6: What are you supposed to do to leave a good impression on others?　　
Group 8: Tell an embarrassing thing you have experienced in other country because of the different culture. 　　
Group 3 、5 、7 、10: Every group introduce a kind of culture custom in one country .　　
1 five minutes to prepare　　
2 report to the class. After the class, every group make a poster about their materials and posted it on the back blackboard.　　
【设计意图】教师提前将多个话题出示给同学们，各个小组可以选择自己喜欢的内容进行准备，既让同学们对下节课要上的内容做到心中有数，又起到了预习的目的。另外，准备的过程就是很好的学习过程。组长可以根据内容将任务落实到每个组员身上，然后课堂进行小组交流，汇集，学习，整理，并能在活动结束时为同学们提供成果展示的机会。有布置，有准备，有落实，有评价，才能有实效性。 　　
环节7 Homework　　
1 Make a poster and post it on the back blackboard. Learn about all the posters that you are interested in. 　　
2 Paul is coming to 　China　 with his parents .He wants to know the table manners in 　China　 .Write a letter to Paul about table manners in 　　China　　.　　
教有所思　　
本节课属于听说课，在教学过程中，首先我注重学生良好学习习惯的培养，比如学生的英语天天读，既开拓了学生的视野，又让不同层次的学生找到自己的位置，都有着程度不一的收获，实现了课内与课外有效的结合，为课堂听说活动的顺利开展提供了可能。其次我经常在学新课之前，根据课程内容设计不同的自主作业内容供不同小组选择，既体现了对学生个体的尊重，又提高了学习的兴趣，交流展示之后，各小组可以就自己感兴趣的材料进行交换学习。最后，课堂遵循的原则是少讲精炼，能由学生做的事情，老师决不包办，培养学生自学与合作能力。极大的调动了优生的积极性，又给学困生树立了信心。另外本堂课充分发挥了课件的辅助作用，取得较好的教学效果。教学中，注重使用小组合作评价机制来调动学习积极性。小组合作的实行让大部分学生都参与到教学中来。　　
存在问题：反馈部分设计不够合理，考查内容比较片面，对本节课的重点考查不到位。