人教新目标版九上英语Unit10SectionB（2a-2e）【教案】

Unit10You’resupposedtoshakehands.SectionB（2a-2e）TeachingAims1.语言能力：从语篇中了解法国的餐桌礼仪。2.文化意识：了解各国不同的餐桌礼仪文化，尊重文化的多样性和差异性，学会在不同场合的得体表现，提升跨文化意识。3.思维品质：概括文章的主要内容。4.学习能力：比较中国和法国的餐桌礼仪的异同。TeachingDifficulties比较中国和法国的餐桌礼仪的异同。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1WarmingupThink-Pair-ShareBecauseSshavelearnedthecustomsinIndia,Korea,FranceandtheUSinpreviouslessons,sointhispart,TcangiveSsthinkingtimeandaskthemtotalkaboutthecustomsinforeigncountriesinpairs.Step2Presentation&ReadingPre-reading2aGetSstosharewiththeirpartnersomeofthedifferencesincustomstheyencounteredwhentheyvisitedaforeigncountry.Iftheyhavenevertravelledoutofthecountrybefore,thengetthemtoshareaboutsomethingtheyhavereadaboutandwhytheythinkitmightbeachallenge.While-reading2bAskSstoreadtheletterandanswerthequestionsin2b.Answers:1.Sheisonastudentexchangeprogram.2.Yes,shedoes.Thiscanbeseeninthewayshetalksaboutherhostfamily:thattheyareniceandtheygooutoftheirwaytomakeherfeelathome;thatthegrandmothermakesChinesefoodforher;thatthegranddaughteriskindandtalkstoherinFrenchtogiveherpractice.3.Itdoesn’tworryherasitusedto.4.Herbiggestchallengeislearninghowtobehaveatthedinnertable.LetSstoreadtheletteragainandfindoutthetopicsentencesofthefirsttwoparagraphs.Para1:Yes,I’mhavingagreattimeonmystudentexchangeprogram.Para2:Mybiggestchallengeislearninghowtobehaveatthedinnertale.AskSstocompletechart.Tellthemthattheycanfindalltheinformationinthefirstparagraph.Beforeshearrived:Shewasabitnervous.Aftershearrived:Thehostfamilyisreallynice.ThegrandmotherlearnedhowtomakeChinesefood.HergranddaughteralwayshelpherpracticeFrench.Now:SheisverycomfortablespeakingFrench.2cAskSstolookatthephrasesintheboxes.Inpairs,getthemtodecidewhichtwoeachSwouldliketoexplaintotheirpartner.Inadditiontotheirexplanation,theyshouldalsoconstructanothersentencethatclearlyillustratesthemeaningandisunrelatedtothepassagetheyhavejustread.Answers:1.(something)worry(someone)2.becomfortable(doing)3.wentoutoftheirway4.graduallygottenusedtobeing2dAskSstocoverthepassageonthepreviouspageandfillinthetableininactivity2d.Theyshouldsharetheiranswerswithapartnerandcomparehowtheybothdidbeforecheckingthepassage.Answers:Post-reading2eTcanchoosetodothisasaclassactivity.Tcanprovidethefirstpartofacomparison,andallowSstoprovidetheanswerforthesecondpartofthecomparison.E.g.T:InFrance,peopleputtheirbreadonthetable.S1:ButinChina,wealwaysputourfoodonaplateorinabowl.Weneverputfoodonthetable.Step3Languagepointslearningexchange既可以作名词也可以作动词，意思是“交换”。作名词时其常用搭配有：anexchangeof交换……，inexchange(for)交换()作动词时，其常用搭配有：exchange...for...用交换exchange...withsb.与某人交换gooutofone’sway特地;格外努力make...feelathome使(某人)感到宾至如归。需要注意的是make表示“使……处于某种状态，使成为”时，其宾语之后可接名词、容词、不定式(不带to)、过去分词、介词短语等作宾语补足语。“疑问词+动词不定式”结构常位于以下动词后作宾语：tell,remember,know,learn,teach,forget,wonder等。“疑问词＋动词不定式”结构相当于一个名词性从句,无论在句子中什么成分,常常可用同等成分的从句替代。改为从句时只要在疑问后面加一个适当的主语,并将动词不式改为适当形式的谓语即可。Youwouldn’tbelieve...意为“你无法想象/你想都想不到/你绝不相信”，表示所陈述的事情超出想象之外，与此类似的表达还有Youwouldnever/hardlybelieve...cutup的意思是“切碎”，cutup为动副结构的短语，后接名词时，名放在中间或后面均可；后接代词时，代词只能放在中间。此处呈现部分语言点Step4Summary&HomeworkSummaryAskSstodoexercisesonPPTfromP34-35.Homework:Preview3a-SelfCheckinSectionB.Dotheexercisesinstudents’book.TeachingReflectionInthereadingpractice,itisimportanttohavestudentslearnhowtogetthemainideasquickly.Itisagoodtimetotrainthestudents’abilityofreadingquicklyandefficiently.Wehelpthestudentsdealwithnewwordsandphraseswhiletheyarereading.Andthestudentsshouldlearntocatchthemainandthemostimportantideasandfindthesupportingsentences.Afterreading,studentstalkaboutthereadingpa