2018年秋九年级英语全册-Unit-10-You’re-supposed-to-shake-hands(第3课时)教案-(新版)人教新目标版.doc

Unit 10 You’re supposed to shake hands（第3课时）
一、 教材分析
本单元围绕different country. different customs 为话题来进行听、说、读、写活动。描述自己或他人在不同场合应该做什么be supposed to do sth，不应该做什么be (not) supposed to do sth。讨论不同国家的风俗习惯，如初次见面的礼仪，餐桌礼仪等，进一步提高文明意识，养成良好的行为习惯，培养学习兴趣。根据新课标对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高，我将本课设计为一堂口语阅读课
二、教学目标和要求
为了不仅要完成正常的教学任务，还要有效地培养学生的创新精神和实践能力，确定如下教学目标
1、 知识与能力目标
（1） 了解各国餐桌习俗和饮食文化知识，以及相关的词汇，培养学生听、说、读、写能力。
（2） 有效提高阅读速度和理解材料的准确度
（3） 能灵活运用所学知识自如表达本课重点话题餐桌礼仪问题。
2、 过程与方法：
进行阅读能力的训练，应用学习技巧Learning strategies :comparing和reading for key words.
3、 情感、态度、价值观
了解各国餐桌礼仪和饮食文化知识，体验西方人的日常生活乐趣。
三、教学重点
1、 重点：根据新课程标准对阅读能力的要求，我确定本课重点为提高学生快速阅读的水平。
四、教学难点
难点是目标句型Practise reading and writing using the target language．supposed to….通过设置有效的情景,开展多种活动加以突破和巩固.
五、 教学策略
1. 任务型教学法： 根据新课程理念,结合本课时的教学内容,开展任务型教学活动.设置多个与课文相关问题,利用略读和详读 ,吸引和组织他们积极参与课堂活动,学习和应用英语完成学习任务
2. 情景教学法： 英语教学离不开设置合理有效的教学情景.通过设问,启发,诱导等方式.结合图片 ,网络资源等多种渠道,设置真实或模拟的情景.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.
六、教学准备
录音机 课本 课件 多媒体设备。
七、 教学环节
1、Step Ⅰ Revision
Check homework． Get some students to read out their conversations using the target language in Section A 4． Collect their conversations and help correct their errors．
2、 Step Ⅱ Part 1
This activity introduces new vocabulary and provides reading practice using the target language．
1、 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
3、Step Ⅲ 2a
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: Hmmmm． 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!
4、Step Ⅳ 2b
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
1． d 2． a 3． b 4． c
5、Step Ⅴ 2c
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．
6、Step Ⅵ Summary
In this class, we’ve learned some key vocabulary, such as wipe, rude, point, pick up． We’ve also learned the target language by listening and speaking．
7、Step Ⅶ Homework
Talk about the table manners in your country using the sentence starters in
Activity 2b．
八、板书设计
Unit 10You’re supposed to shake hands．
Section B
The Fourth Period
1． Sentences in Activity 2b:
（1） You aren’t supposed to eat or drink while walking down the street．
（2） It’s polite to make noise while eating noodles．
（3）It’s rude to stick your chopsticks into your food．
（4） You shouldn’t point at anyone with your chopsticks．
2． Target language:
A: We’re supposed to eat with chopsticks．
B: Yes, and it’s rude to eat with our hands．
九、教学反思
从整体来说，学生的学习积极性还是比较强的，大多数学生学习态度较端正。部分学生学习的兴趣不够浓厚，学习的主动性不强，两极分化现象比较严重，尖子生不够突出。存在着偏科的现象，尤其是英语学科，有一部分学生（特别是男生）就英语特别差，独立解决问题的能力也比较差。大部分学生还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，还要教师在今后的学习中进行渗透。

4