人教新目标 (Go for it) 版九年级全册Unit 10 You’re supposed to shake hands.综合与测试第3课时教学设计

这是一份人教新目标 (Go for it) 版九年级全册Unit 10 You’re supposed to shake hands.综合与测试第3课时教学设计，共4页。教案主要包含了教学目标和要求，教学重点，教学难点， 教学策略，教学准备，板书设计，教学反思等内容，欢迎下载使用。

本单元围绕different cuntry. different custms 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 suppsed t d sth，不应该做什么be (nt) suppsed t d 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 :cmparing和reading fr key wrds.
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．suppsed t….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。
教学环节
1、Step Ⅰ Revisin
Check hmewrk． Get sme students t read ut their cnversatins using the target language in Sectin A 4． Cllect their cnversatins and help crrect their errrs．
2、 Step Ⅱ Part 1
This activity intrduces new vcabulary and prvides reading practice using the target language．
Lk at the picture and ask students t say what is happening in it． （A family is eating a meal．）
Lk at the title, Mind yur manners!
Ask． What d yu think it might mean?
（It means be careful f hw yu act．）
Read the instructins and pint t the five statements abut manners． Ask students t read the statements．
1． In the United States, yu’re nt suppsed t eat with yur hands．
2． In Peru, yu are nt suppsed t talk at the table．
3． In China, yu’re nt suppsed t pickup yur bwl f rice．
4． In Krea, the yungest persn is suppsed t start eating first．
5． In Brazil, yu shuld wipe yur muth with yur napkin every time yu take a drink．
Review the five statements t be sure students understand what each ne means． Ask students t act ut them．
Then ask students t cmplete the quiz n their wn．
Crrect 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 spken cnversatin．
Read the instructins t the class． Review what an exchange student is and what table manners are． If necessary, translate them int Chinese．
Lk at the fur pictures． Yu will hear the exchange student Steve, talking with his Japanese friend, Satshi．
Satshi is explaining sme things yu are and aren’t suppsed t d when eating in Japan．
Pint t the bxes where students are suppsed t write a number next t each picture． Say, Number these 1 thrugh 4 t shw the rder yu hear Satshi talk abut, these things in the recrding．
Play the recrding the first time．
Students nly listen．
Play the recrding a secnd time． As they listen t the recrding this time, let students number the pictures．
Crrect the answers with the class．
Answers
The pictures shuld be numbered in the fllwing rder:
2 1 4 3
Tapescript
Satshi: Yu must be really excited abut leaving fr Japan tmrrw, Steve!
Steve: Yeah, I am． But I’m a little nervus, t．
Satshi: Nervus abut what?
Steve: Well, fr ne thing, I dn’t knw hw t use chpsticks very well…and I dn’t knw hw t behave at the dinner table．
Satshi: Oh, I see． I culd give yu a little lessn n Japanese table manners if yu like．
Steve: Really? That wuld be great!
Satshi: Hmmmm． Let me see． One difference is that smetimes it’s plite t make nise when yu’re eating． Especially when yu’re eating ndles． It shws that yu like the fd．
Steve: Really? That’s interesting． In the United States yu’re nt suppsed t d that．
Satshi: Yeah, I knw． OK． s here are sme chpstick rules: it’s rude t stick yur chpsticks int yur fd． And yu shuldn’t pint at anyne with yur chpsticks．
Steve: Oh, OK． I wn’t,
Satshi: And als, this isn’t abut table manners exactly, but yu shuld knw that yu aren’t suppsed t eat r drink while walking dwn the street．
Steve: Huh．
Satshi: Oh, and the mst imprtant thing yu need t knw is that yu’re nt suppsed t talk when yu’re eating dinner． Only parents are allwed t talk at the dinner table． Children are nt allwed t speak．
Steve: Ww! That’s…that’s unusual!
Satshi: I’m just kidding! By, yu’re really gullible, Steve!
4、Step Ⅳ 2b
This activity prvides listening practice using the target language．
Read the instructins and pint t the numbered list f sentence starters and the lettered list f sentence endings． Ask different students t read the tw lists．
1． Yu aren’t suppsed t…a． t make nise while eating ndles．
2． It’s plite… b． t stick yur chpsticks int yur fd．
3． It’s rude… c． pint at anyne with yur chpsticks．
4． Yu shuldn’t… d． eat r drink while walking dwn the street．
Yu will hear the same recrding again．
This time as yu listen, write the letter f the crrect sentence ending after each sentence starter．
Lk at the sample answer． Read the crrectly cmpleted sentence t the class:
1． Yu aren’t suppsed t eat r drink while walking dwn the street．
Play the recrding again． Ask students t write the letters in the blanks alne．
Check the answers with the class．
Answers
1． d 2． a 3． b 4． c
5、Step Ⅴ 2c
This activity prvides guided ral practice using the target language．
G thrugh the instructins fr the activity with the class．
Lk at the example in the bx． Ask tw students t read the sentence starters．
SA: We’re suppsed t…
SB: Yes, and it’s rude t…
Nw, cmplete each ne with a true statement abut table manners in yur cuntry．
Ask tw students t read their sentences．
SA: We’re suppsed t eat with chpsticks．
SB: Yes, and it’s rude t eat with ur hands．
Pint ut the sentence starters in Activity 2b． Say, Have a cnversatin abut table manners in yur cuntry with a patter．
Yu can use the sentence starters in Activity 2b t help yu get started．
Have students wrk in pairs． Ask ne r tw pairs f students t say their cnversatins t the class．
6、Step Ⅵ Summary
In this class, we’ve learned sme key vcabulary, such as wipe, rude, pint, pick up． We’ve als learned the target language by listening and speaking．
7、Step Ⅶ Hmewrk
Talk abut the table manners in yur cuntry using the sentence starters in
Activity 2b．
八、板书设计
Unit 10Yu’re suppsed t shake hands．
Sectin B
The Furth Perid
1． Sentences in Activity 2b:
（1） Yu aren’t suppsed t eat r drink while walking dwn the street．
（2） It’s plite t make nise while eating ndles．
（3）It’s rude t stick yur chpsticks int yur fd．
（4） Yu shuldn’t pint at anyne with yur chpsticks．
2． Target language:
A: We’re suppsed t eat with chpsticks．
B: Yes, and it’s rude t eat with ur 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。