山东省滕州市大坞镇大坞中学九年级英语下册《Unit 12 You’re supposed to shake hands（第四课时）Section B(1-2c)》教案 人教新目标版.doc

山东省滕州市大坞镇大坞中学九年级英语下册《Unit 12 You’re supposed to shake hands（第四课时）Section B(1-2c)》教案 人教新目标版
【学习目标】
1.熟练掌握以下词汇：wipe, napkin, stick, chopstick, rude, point, pick up etc.
2.熟练掌握以下句型：We’re (not) supposed to …; /It’s impolite to make noise while eating noodles./It’s rude to stick your chopsticks into your food.
【学习重点、难点】
重点培养学生的口语和听力能力，让学生能听懂和会谈论关于餐桌礼仪的方面知识。
【学习过程】
一 ．课前预习导学
1. 餐桌礼仪_________________2. 用手吃东西_______________
3. 端起_____________________4. 最年轻的人_______________
5. 开始吃东西_______________6. 擦嘴巴____________________
7. 喝东西___________________8. 一名交换学生_______________
9. 发出响声_________________10. 将…插入___________________
【设计意图】:课前对文本中的重点短语和句型有所了解，能够帮助学生课上有针对性的听讲，更能帮助学生更好的理解文本。
二． 课堂学习研讨
Task1.情景导入
1. There are many table manners around the world. But different countries have different culture. Discuss the following manners with your partner, and tell if it is polite (P) or rude (R) to do these in China.
1).pick up your bowl to eat ( ) 2).eat with your hands ( )
3). talk at the table ( ) 4). start eating first. ( )
2. How much do you know about table manners around the world? Talk about the manners in Part 1 and circle “T” or “F” after each sentence.
This activity introduces new vocabulary and provides reading practice using the target language．
Look at the picture and ask students to say what is happening in it． （A family is eating a meal．）
Look at the title, Mind your manners!
Ask． What do you think it might mean?
（It means be careful of how you act．）
Read the instructions and point to the five statements about manners． Ask students to read the statements．
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 pickup 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．
Review the five statements to be sure students understand what each one means． Ask students to act out them．
Then ask students to complete the quiz on their own．
Correct the answers with the class．
Answers
1． T 2． F 3． F 4． F 5． T
【设计意图】: (1) 通过对学生导学案预习部分的检查，检验学生对词汇部分的掌握，并和学生一起解决问题。
(2) 通过对Part1各国餐桌礼仪的讨论复习上节课句型be supposed to，学习新词汇，并引出本课目标句型It’s rude to do sth.
Task2. Listening2a,
This activity gives students practice in understanding the target language in spoken conversation．
Read the instructions to the class． Review what an exchange student is and what table manners are． If necessary, translate them into Chinese．
Look at the four pictures． You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．
Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．
Point to the boxes where students are supposed to write a number next to each picture． Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．
Play the recording the first time．
Students only listen．
Play the recording a second time． As they listen to the recording this time, let students number the pictures．
Correct the answers with the class．
Answers
The pictures should be numbered in the following order:
2 1 4 3
Tapescript :
Satoshi: You must be really excited about leaving for Japan tomorrow, Steve!
Steve: Yeah, I am． But I’m a little nervous, too．
Satoshi: Nervous about what?
Steve: Well, for one thing, I don’t know how to use chopsticks very well…and I don’t know how to behave at the dinner table．
Satoshi: Oh, I see． I could give you a little lesson on Japanese table manners if you like．
Steve: Really? That would be great!
Satoshi: Hmm mm． Let me see． One difference is that sometimes it’s polite to make noise when you’re eating． Especially when you’re eating noodles． It shows that you like the food．
Steve: Really? That’s interesting． In the United States you’re not supposed to do that．
Satoshi: Yeah, I know． OK． so here are some chopstick rules: it’s rude to stick your chopsticks into your food． And you shouldn’t point at anyone with your chopsticks．
Steve: Oh, OK． I won’t,
Satoshi: And also, this isn’t about table manners exactly, but you should know that you aren’t supposed to eat or drink while walking down the street．
Steve: Huh．
Satoshi: Oh, and the most important thing you need to know is that you’re not supposed to talk when you’re eating dinner． Only parents are allowed to talk at the dinner table． Children are not allowed to speak．
Steve: Wow! That’s…that’s unusual!
Satoshi: I’m just kidding! Boy, you’re really gullible, Steve!
【设计意图】:让学生通过听录音整体感知，并找出谈论的主旨大意。听听力之前要对学生进行相关听力策略（在听听力之前先仔细审题，找出需要听的关键词。这样能提高学生整体理解听力内容的能力，并能提高学生的听力效能。
Task3. Listening2b,
This activity provides listening practice using the target language．
Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings． Ask different students to read the two lists．
1． You aren’t supposed to…a． to make noise while eating noodles．
2． It’s polite… b． to stick your chopsticks into your food．
3． It’s rude… c． point at anyone with your chopsticks．
4． You shouldn’t… d． eat or drink while walking down the street．
You will hear the same recording again．
This time as you listen, write the letter of the correct sentence ending after each sentence starter．
Look at the sample answer． Read the correctly completed sentence to the class:
1． You aren’t supposed to eat or drink while walking down the street．
Play the recording again． Ask students to write the letters in the blanks alone．
Check the answers with the class．
Answers:1d, 2a ,3b ,4c.
【设计意图】:第二次细听，在听听力之前，一定注意引导学生先看题，这样有助于学生快速而准确的匹配出所听到的句子。
Task4. 知识精讲
1. You’re not supposed to make noise while eating noodles. 吃面条的时候你不应该弄出响声来。句中的while eating noodles是while接从句的省略形式，该句完整形式是while you are eating noodles。由while和when引导的时间状语从句，如果主语和主句的主语相同，从句中的主语和be动词常可省略。
随手练：___________________________(她在离开房间时)the house, she was heard to say something to her husband.
2. It’s rude to point at anyone with your chopsticks. 用筷子指着别人是无礼的。
本句是主系表结构，不定式短语是真正的主语，it是形式主语。句中point意为“指”，“指向”，常构成短语point at, point to和point out。
point at：指向，主要是指向的近距离的地方. point at可以分开使用，即point后直接跟名词或代词作宾语，再跟介词at表示方向.
The teacher point at the blackboard and said: " Please look at these words carefully. "
 point to: 指向，指出；主要指的是比较远的地方，强调所指的方向。
He point to the house on the other side of the river and said: " That is my house. "
 point out: 给某人指出某人，某东西，或错误等
随手练：The teacher _____________ many mistakes in my homework.
Please __________the man who saved the boy.
Her mother says: " Do not __________the words when you are reading. "
Please _________ the mistakes in my composition.
The soldier _______ his gun _____the doctor.
【设计意图】: 通过对听力部分短语的讲解淡化听力部分的难度，让学生捕捉听力中的关键句型，训练学生的听力能力，在听力中进一步学习目标句型。并在导学案中设计听力后检验对日本餐桌礼仪的了解，巩固所学短语。
Task5. 2c.Pairwork. This activity provides guided oral practice using the target language．
Go through the instructions for the activity with the class．
Look at the example in the box． Ask two students to read the sentence starters．
SA: We’re supposed to…
SB: Yes, and it’s rude to…
Now, complete each one with a true statement about table manners in your country．
Ask two students to read their sentences．
SA: We’re supposed to eat with chopsticks．
SB: Yes, and it’s rude to eat with our hands．
Point out the sentence starters in Activity 2b． Say, Have a conversation about table manners in your country with a patter．
You can use the sentence starters in Activity 2b to help you get started．
Have students work in pairs． Ask one or two pairs of students to say their conversations to the class.
【设计意图】: ：从自主中培养能力，在学习中获得乐趣.
在餐饮氛围方面，中国人在吃饭的时候都喜欢热闹，很多人围在一起吃吃喝喝，说说笑笑，大家在一起营造一种热闹温馨的用餐氛围。 在中国，从古至今大多都以左为尊，但是这恰恰是中国人通常吃饭的方式。这样，学生能从自主中培养能力，在学习中获得乐趣。

三、课内训练巩固
A．在文中找出下列短语并翻译，记忆
1.用筷子吃饭_______________ 2.在吃饭时说话________________
3.端起碗吃饭_______________ 4.开始先吃饭 ________________
5.用纸巾擦嘴_________ 6.吃饭是发出声音_______________
7. stick the chopsticks into the food____________
8. point at someone with the chopsticks ________________________
9. eat while walking down the street ____________________
【设计意图】: _当堂检测题是针对本节课所学内容进行的形成性评价，这样既能使学生巩固本节课所学知识，又能让老师了解到学生本堂课真实的学习情况，并对错误较多的知识点进行巩固强化。）
B. 阅读书后听力材料2a,2b，完成下列短文。
Table manners in Japan
In Japan, it’s ________make noise when you’re eating, especially when you’re eating ________.It shows that you __________ the food. They use chopsticks to eat food, so here are some chopstick rules: it’s ________to ______　your chopsticks_____ the food. And you ________point at anyone with your ____________.You __________know that it’s _________ to eat or drink while _______down the street. And this isn’t about table manners exactly. The most important thing you need to known is that you ________________to talk when you’re eating dinner. Only parents_____________ talk at the dinner table. Children ______________ speak.
【设计意图】: 通过展开任务训练,巩固知识,发展能力,培养情感,起到了较好的作用. 让学生了解外国文化习俗、餐桌礼仪、感受不同文化的魅力。
四、课外拓展延伸
运用本课知识点翻译下列句子
1、当你第一次见某人时，你应当握手。
You_____ _____ ____shake hands when you meet someone for the first time.
2、在美国，不能直接用手吃饭。
In the United States,__________________________________.
3、在巴西，每次吃东西后要用餐巾檫嘴。
In Brazil,you should__________________________________.
4、你不能用筷子指着别人。_____________________________________.
5、在强光（in strong light）下看书对你的眼睛有害。______________________________________________.
6、It's rude to eat or drink while walking down the street._____________________________________________.
7、Only parents are allowed to talk at the dinner table.

________________________________________________.
【设计意图】:英语教学通过课外拓展延伸.引发学生去思考,尝试新知,启发思维,培养能力,最终提高应用英语解决实际问题的能力.
五．Homework
Talk about the table manners in your country using the sentence starters in Activity 2b．
六．【课后反思】本课根据学生的具体情况出发，从新课标教学目标出发，让学生成为学习的主人。我采取了多个任务，紧紧围绕table manners，应用句型It’s rude / polite to do 和 we are supposed to do ，通过小组活动的设计并结合导学案，让学生学会合作学习和自主学习。由浅入深，循序渐进地展开教学活动，引导学生了解不同国家的餐桌礼仪。应用多媒体教学手段，让学生多接触和了解各国文化，并联系身边的日常生活，设置情景，激发兴趣，提高应用英语解决问题的能力，培养跨文化交际的能力和语言思维能力。