You’re supposed to shake hands.教学设计.doc

土沃初中“先学后教，当堂训练”教学模式导学案时 间12月22日 教 师杨 郑 丽审 阅年 级九科 目英 语姓 名课 题Youre supposed to shake hands.Period 3: Table manners in Japan.课 型新 授学 习目 标Knowledge Objects: Key words: napkin ,spoon ,knife, chopstick ,fork, plate, bowl, rude, point at, pick up, stick into.Target language:Were supposed to.We shouldIts rude to.Its polite to.Ability Object: Train students ability to use the target language.More Objects: In order to behave politely at the dinner table, youre supposed to learn some table manners重 点难 点Key points :Target language: Were supposed to.We shouldIts rude to.Its polite to. Difficult point: How to use the target language.学法指导Pair work教学过程教学过程图片导入Look at the picture , and answer the question.In Japan what do the people do when they meet for the first time?They shouldTheyre supposed to. 自学感知Look at the picture and check the new words.设问导读Look at the picture and ask students to say what is happening in it.(A family is eating a meal.)Look at the title. (Table manners in Japan.)How much do you know the table manners in Japan?Look at the pictures and describe them.In picture 1: You should_ Youre supposed to_ Its polite to_In picture 2: You shouldnt_ You arent supposed to_ Its rude to_In picture3: You shouldnt_ You arent supposed to_ Its rude to_In picture 4: You shouldnt _ You arent supposed to_ Its rude to_自我检测Look at the picture and finish the article. (开头已给出。) Table manners in JapanDifferent countries have different customs. So you are supposed to do in Rome as the Romans do. Now I will talk about the table manners in Japan _巩固提高Writing Table Manners in China_ 学后反思学后反思:Unit 10 Youre supposed to shake hands.Period 3 Table manners in Japan. 一、 说教材教材分析本节内容选自新人教九年级英语unit10。新人教英语教材的语言教育理念是：知识用于行动强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。 它采用任务型语言教学（task-based language teaching）模式，融汇话题，交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。本单元话题是讨论不同国家不同民族礼仪和风俗文化的差异，如初次见面的礼仪、餐桌礼仪等，并围绕礼仪这一话题展开。并且“风俗习惯，文化礼仪”知识是中考常考的知识点，因此本单元在教材中比较重要。教学目标: Knowledge Objects: Key words: napkin ,spoon ,knife, chopstick ,fork, plate, bowl, rude, point at, pick up, stick into.Target language:Were supposed to.We shouldIts rude to.Its polite to. Ability Object: Train students ability to use the target language.More Objects: In order to behave politely at the dinner table, youre supposed to learn some table manners. Key points :Target language: Were supposed to.We shouldIts rude to.Its polite to. Difficult point: How to use the target language.教学方式: 1.Cooperativeandcommunicativemethods(合作与交流).2.TaskbasedLanguageTeachingApproach(任务型教学).3.Multi-mediaTeaching(多媒体教学).二、说教学设计： 热身活动（问题复习导入）T: Look at the picture, and answer the question. In Japan what do the people do when they meet for the first time?学生回答。T: Very good. Youre right. Write the two column headings on the blackboard Right or Wrong.T: Is it good to come to school late /eat in class /spit in public /rise your hand(s) before talking ?No, you should not come to school late . (Youre not supposed to come to school late)You should come to school early.(Youre supposed to come to school early )设计意图：引出Be (not) supposed to do sth.的用法。自学感知：Look at the picture and check the new words.设问导读： Look at the picture and ask students to say what is happening in it.(A family is eating a meal.)Look at the title. (Table manners in Japan.)T: As we know, different countries have different table manners. How much do you know the table manners in Japan?Look at the pictures and describe them.In picture 1: You should_ Youre supposed to_ Its polite to_In picture 2: You shouldnt_ You arent supposed to_ Its rude to_In picture3: You shouldnt_ You arent supposed to_ Its rude to_In picture 4: You shouldnt _ You arent supposed to_ Its rude to_自我检测Look at the picture and finish the article. (开头已给出。) Table manners in JapanDifferent countries have different customs. So you are supposed to do in Rome as the Romans do. Now I will talk about the table manners in Japan._巩固提高Writing Table Manners in China设计意图:了解学生对本节课学习目标以及一些知识点的掌握情况。三、反思通过这节课的学习，首先我们要让学生明白我们应当尊重不同文化背景的人，知道哪些应该做,哪些不应该做,养成良好的行为习惯。其次,在各个任务的设计上，各个环节的设计上，我们要紧紧围绕我们的目标来展开，环环相扣，层层递进，教学过程的设计思路要清晰，要明确，教学的过程要流畅，要完整。再次,在课堂教学中，要不断渗透德育教育，文化教育，及时的表扬学生，激励学生，和学生有肢体语言的交流，让他们对学习充满自信，有兴趣去学，尽可能的去关注每一位学生，让他们在不同程度上得到提高，取得进步。另外，在教材的处理上，我们可以根据实际情况整合教材，增减教材，使他有助于我们学生的学习，给学生设置不同的学习英语的场景，展示他们的学习成果，并及时给予激励性评价，增强他们的学习自信心。最后，英语是一种语言，重点在运用，而非知识点的学习，所以我们要在用的过程中找到它的规律，上出我们英语课堂的特色，创新我们的英语课堂。作为传道授业的老师，只有不断的更新自己的知识，不断提高自身