Unit10 You’re supposed to shake hands section B 2a -2e 教案

Unit 10 You’re supposed to shake hands 2a -2e
一、教材分析
1.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。
2.本节课为一堂阅读课，文章是一封邮件，而邮件的主要讲述的是法国的餐桌礼仪，字数较多，篇幅较大，所以我会将其分割为两部分进行阅读教学。其中涉及到泛读，精读以及找关键词的阅读技巧，我会分别用不用的练习让学生操练技巧并把握文章主要内容。
二、学情分析
1.上一节听说课已经让学生了解了本单元的主要语法：You are supposed to/ You are not supposed to 的用法，并涉及到了一些关于国外table manners的知识，学生在语法知识和背景知识上也都有一定的基础。
2.学生基础整体较弱，不能很好的运用所学语言进行拓展和表达，因此本课的重心将放在读和写上面。
3.学生对于国外的文化尤其是饮食方面有着浓厚的兴趣，可以借此利用好图片和视频调动学生积极性。
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）了解法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以及练习学生精读和泛读的能力。
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，并引导学生学会尊重适应他国文化，并通过“Do as Rome do.”(入乡随俗）总结和升华本课主题。
三、教学重点
重点：
1.重点词汇：table manners, behave, be/get used to, cut up, full, fork, You should ...
2.通过各种问题的设置，提高学生精读和泛读的水平。
四、教学难点
难点是运用目标句型Practise reading and writing using the target language．supposed to说和写。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
课本 课件 多媒体设备。
教学过程
Step1: Review
1.What do you know about customs in foreign countries What do you think is the biggest challenge when visiting a foreign country
(Review the target language presented in this unit through 2a to lead them to say something about table manners.)
Step2:Lead-in
Introduce the French cuisine to students by using pictures and watching video (Stimulate their interest and present this class's topic.)
Step3: While reading
1.Fast reading: Give students 3 minutes to read the whole pasage to grasp the mian idea of the passage and find the topic sentences.(Help them grasp the main idea.) and then give them 2minutes to find the key point of the passage by using the reading method(key words).
2.Scanning: 2b: Give students several minutes to answer the questions by read each paragraph carefully. (This activity trains students how to find the details and provides reading practice using the target language) move around the classroom and offer help as necessary.
3.Read for details: Present a chart to fill in the blank to add the details.(practice the skill of finding the details)
4. Review the passage and make notes about French customs in the chart.
This activity provides writing practice using the target language.
Read the instructions and ask students to finish the exercise.
Get students to finish the activity on their own. As students work, move around the room offering help as needed. Ask a student to read his or her message to the class. Have other students add any information that is missing from the first student's report.
Step4: Read the sentences in 2c and replace the underlined words with the phrases in the box.
1.Making mistakes in French used to make Lin Yue nervous.
2.It was quite hard for her to feel good about speaking French.
3.The host family tried very hard to help Lin Yue.
4.Lin Yue has slowly learned how to be like her French friends.
Step 5: Homework
Your pen pal is coming to China on an exchange program.He/She is asking you about Chinese customs and what he/she is supposed to do or not. Make notes in the chart.