学情分析
我校是一所县城民办学校，学生主要来自全县各乡镇、临近县城、济南市，英语是所有学科中较弱势学科。虽然大部分学生学习态度还算端正、学习刻苦、能完成老师布置的作业。老师在现有的资源的基础上兢兢业业、想方设法、亲情付出，我校英语成绩十几年来遥遥领先。但学生在英语学习上的问题很不乐观，主要表现在以下几个方面：
1、两极分化严重，城乡差距明显。有的学生来自济南市、和县城，相对英语基础好，成绩突出、学习热情高；90%的学生来自乡镇，小学几乎不学英语，学习英语相对吃力。而初一、初二打下的基础也不同，导致不及格人数多，低分人数也不少。后进生学习积极性很差，缺乏兴趣、自信心和学习动力。
2、学生知识面狭窄，对于墨西哥，韩国，印度等国家的习俗了解少，所处环境有限、学习资源有限，特别是能够供学生接触的阅读的资料少。
3、基础知识和基本技能不扎实。表现在学生对一些基本词汇、语法、句型的掌握不够熟练，也就谈不上运用了。动手能力要优过动口能力，口语差，说的少，除了课堂、几乎没有动口的机会和环境；缺乏良好的学习习惯。没有养成良好的听说读写能力。阅读能力基本较差。对阅读题没有耐力去读，缺少综合解决问题的能力。学生的训练量不够，没有足够的时间来解决英语学习中出现的问题。
4、学生综合运用语言的能力不强。放不开手脚，不敢进行改革。应试能力还是优于实际运用能力。他们学习英语有较强的求知欲，表现欲差，部分学生存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。
5.部分学生听力还存在一定问题。听力的练习突击解决、而不是循序渐进。
效果分析
本节课能达到预设教学目标，详细分析如下：
教师素养高 教师良好的自身素质是上好公开课的基础。素质需要日积月累，加上良好的悟性。教师能灵活运用各种教学方法、发挥整合能力、运用教育智慧解决教学问题。运用教育智慧解决教学问题却需要长时间的积累和摸索，不是一时学会的。语音、语调方面还要继续学习。
任何基本功都源自一定时间的积蕴。大学学习时，打下了扎实的英语基础，毕业后坚持不懈地学习，经常收看英语新闻,培养良好的语感。在工作中真正学英语、练英语、提高英语水平，遇到教学中不懂之处或疑惑问题，与其他教师探讨教研。坚持使用多媒体辅助教学。她时刻提醒自己不忘学习“充电”。同时，注意个人的仪态风度，令教态更亲切，对学生更具亲和力。在此课中，借助于Present Time 环节给学生送礼物，更形象的使学生理解句型，激发了学生的兴趣，拉近了与学生的关系；开展任务型小组讨论时，所有学生积极参与，发散思维，大胆表达，表现出极大的求知热情。
精心设计教学环节 教材的巧妙整合是教学的预设。正确的教材观驾驭英语课堂，体现以人为本的思想。教师从学生的实际出发，灵活运用教材，使教材服务于学生，而不是让学生来适应教材。教师读懂、读透教材，挖掘、深化、跳出教材。进行了适当地增、减、删、改编、重组教材 。巧妙设计教学任务，再现生活情景。布疑设悬，每一张画面主题突出，前后衔接自然连贯，表演环节，学生的热情已被激发，课堂气氛到了一个小高潮，这样的设计取得了一石三鸟的效果。
4．主题明确，主旨突出 在读懂、读透教材，挖掘、深化、跳出教材的基础上。教师都是围绕中秋节的来历这一主题而进行。适当地增、减、删、改编、重组教材 、巧妙设计教学任务即完成知识目标，又在情感上对学生进行教育：了解中国古代传统文化、孝的教育、好传统及 不能偷盗、敢于对亲人说：我爱你的教育，同时，最后结尾安排了关于中国的探月计划的了解，开拓学生视野，更新学生观念，入时俱进。
5. 教学目标明确、课堂的状态很真实、自然。灵活驾驭课堂，让课堂“活”起来，让学生“动”起来，让思想火花的碰撞“多”一些，让学习真正成为一种享受与需求。
6. 老师、学生有点放不开。例如， Show Time 环节中，学生的表演及学生的表现都有些拘谨，想大声笑，不敢；看到最后，又感动的想要哭，可还是强烈的压抑自己。可能老师、学生是第一次有这样的录播机会，而且借用的是别的学校的录播室，课前录播老师讲了严格的纪律的原因。
教学设计
2014年人教版新目标第一版Unit 10 You’re supposed to shake hands
教学目标：
知识目标：
New words: shake, custom, bow, kiss
Phrases: shake hands, be supposed to do
Sentences: What are people supposed to do when they meet for the first time?
They’re supposed to …
能力目标：Learn about different customs in different countries.
情感目标：培养跨文化意识，准确地对比文化差异，做一个“入乡随俗”的人。
教学过程：
Step 1 Warming-up：
T: Nice to meet you!
Ss: Nice to meet you, too!
T: Before our class, I’d like to divide you into four groups. And each group has your own sayings.
Ss: Say them loudly.(loudly ,more loudly, much more loudly, the most loudly)
T: So are you ready for my class?
Ss: Yes!
设计意图：上课前高声引导学生对其格言宣誓，吸引学生的注意力. 鼓舞其努力做到最好
Step 2 Lead—in
1.T：Let’s watch a short dialogue and find two mistakes.（Where they will behave impolitely.）
Ss: Show
Give them some help.
Ss: He should/is supposed to …
T: So in our country, what should we do?
Ss: Shake hands.
T: Yes, in China, we should/are supposed to shake hands.
Are we supposed to bow? We’re not supposed to bow.
Where are people supposed to bow?
Ss: In Japan and in Korea.
T: So different countries have different customs.
Learn some countries and their customs.
2. Game Time
Game 1 I say, you do
Game 2 I say, you say
设计意图：教师利用学生表演，引出所要学习内容：should/be supposed to
游戏环节进一步巩固所学国家和风俗，让学生在玩中学
Step3. Presentation and pair—work
T: If we want to know the customs, how should we ask?
Ss: What are people in… supposed to do when they meet for the first time?
T: And how to give the answer?
Ss: They are supposed to…
展示其他国家及风俗
Pair—work
Make a dialogue.
通过role play 能更好地理解所学句型，操练了英语基本用语, 给学生开口说英语提供了机会。
Step4. Listening
Listen
Ask Ss give the answers like this “In Brazil, people are supposed to kiss, so I choose C.”
Listen again and fill in the blanks.
训练学生听力和找到问题的能力，同时也锻炼了学生的口语表述。
Step5: Free talk time
T: Are you a polite student?
Ss：Yes.
T: And I’ll check if you are really polite students. Do you know what you’re supposed to do when you in the following situations?
Give Ss examples.
Ss: Make a dialogue with partners.
A: What are you (not) supposed to do when you…?
B: I’m / I’m not supposed to …
训练学生运用所学知识、达到融会贯通、运用的目的。对于新知识、老师通过创设情境、现身说法、达到理解、运用、巩固的意图。这一过程能培养学生的合作意识，并提高学习效率，同时可以培养学生解决问题的能力。
Step 6: Present time
Give them five questions and they can choose any number they like. If they give the right answer, they can get the gifts.
通过gift增加趣味性,继续操练了英语基本用语,锻炼学生的表现能力把课堂教学过程转化为学生主动参与教学的过程。能够通过表达进一步巩固所学的内容。
Step7: Group—work
Give Ss some some countries and their customs. Ask them to choose two countries and customs and show themselves.
Emotion arouse
When in Rome, do as Romans do. (入乡随俗)
设计意图：每一个任务解决的过程,学生都处在教师创设的情境中,围绕 任务展开教学.通过让学生完成一个一个的任务,带领全组、全班同学一起学习, 让优生带动学困生，充分调动了其他学生学习英语的热情。问题得以解决。同时可以训练学生的发散思维和创新意识。小组合作学习可以培养学生的合作精神。
Step 8: Summary and exercises
设计意图：练习部分除了口头回答还有落实写的环节，锻炼学生写的能力，避免眼高手低。
Step9: Homework
You must
You can
设计意图:巧妙的作业设计，成为提高课堂教学的有效性的一个重要环节。提倡分层布置作业，是老师尊重学生的体现。老师关注了学生个体差异，为满足他们不同的学习需要，而创设的引导学生主动参与的教育环境，达到了激发学生学习积极性的目的，培养了学生掌握和运用知识的态度和能力，真正能起到了使每一个学生都能得到充分的发展的目的。
So much for today! Thank you!
Step10 :板书
be supposed to do = should do
课件45张PPT。Unit 10
You’re supposed to
shake hands.“be supposed to do sth''应该做某事Period 1 Section A1a-1cObjectives知识目标：
New words: shake, custom, bow, kiss
Phrases: shake hands, be supposed to do
Sentences: What are people supposed to do when they meet for the first time?
They’re supposed to …
能力目标：Learn about different customs in different countries.
情感目标：培养跨文化意识，准确地对比文化差异，做一个“入乡随俗”的人。
Watch a short dialogue , then find two mistakes .
Question What are the two mistakes?
He is supposed to
knock at the door.He should knock at the door.He should say
“Sit down, please.”He is supposed to
say “Sit down, please.” In our country, when we meet someone for the first time, what should we do?shake hands In China, we should shake hands.
In China, we are supposed to shake handsWe are not supposed to bow.Where are people supposed to bow
when they meet for the first time?
bowIn Japan and in Korea Different countries have
different customs.风俗；习俗/br?'zil /
BrazilKoreaJapanthe United StatesMexico
/'meksik?u/What countries are these?
shake handsIn what countries ，people are supposed to shake hands when they meet for the first time？
bowIn what countries ，people are supposed to bow when they meet for the first time？
kissIn what countries ，people are supposed to kiss when they meet for the first time？Game TimeGame 1: I say, you doOne says the action, the other two act it.Game 2: I say, you sayOne says the country, the other says the custom.A:What are people in America supposed to do when they meet for the first time?
B:They are supposed to shake hands.A:What are people in Brazil supposed to do when they meet for the first time?
B:They are supposed to kiss.A:In Mexico, what ______people __________ when they meet for the ___ time? B:They are _________ to shake hands.aresupposed to dofirstsupposedIn Korea, They ______________________. what are people supposed to do when they meet for the first time? are supposed to bowPair-work Timecbaba1bListen and check your answers A1: What are people__________ to do when
they meet ____ the first time?
B1: Well, do you mean when friends meet for
the first time?
A1: Yeah.
B1: Well, in Brazil, friends ____.
A1: What about in Mexico, Rodriguez?
A2: In Mexico we ____________.
A1: How about in Japan, Yoshi?
A3: We bow .
B2: And in Korea we also _____.
A1: Well, I guess in most Western countries, we shake hands.supposedforkissshake handsbowListen again and fill in the blanks.Free talk TimeI’m/I’m not supposed to …What are you(not) supposed to do when you…?Present TimeGet Presents45132Challenge your eyesshake handsbowkissWhat are people in ... supposed to do when they meet for the first time?
They ...What are people in America supposed to do when they meet for the first time?
They are supposed to shake hands.What are you supposed to do?
I’m supposed to bow.I am not supposed tokiss.Maria (Brazil)What is she supposed to do?
She is supposed to kiss.She is not supposed tobow.应该做…be supposed to do sth =should do...不应该做… be not supposed to do... We are supposed to study hard.
We’re not supposed to eat in class.
We are...
We’re not ...
You did very well !We are supposed to know some customs about other countries.
If we don’t know the customs of other countries, we may make some mistakes.
GroupworkreportShow TimeWhen in Rome, do as the Romans do.入乡随俗Summary 一.
customs
Summary、Language point
be supposed to do sth
=should do sth
应该做某事
堂堂清Exercises 一、单项选择
1. People in China ________ when they meet for the first time.
A. shake hand B. shakes hands
C. shake hands D. shakes hand
2. The baby _____drink milk every day.
A. was supposed to B. is supposed to
C. be supposed to D. are supposed to
3. ___ I supposed _____ with my mother?
A. Was , argue B. Was, to argue
C. Were , to argue D. Were, argueCBB二、翻译句子。
1. 当初次见面时他们应该鞠躬。
They ____ __________ ____ bow when they meet ___ ____ ____ ____.
2.你不应该在这里吸烟.
You are ____ _________ ___ smoke here.
3. 他们应该在哪里见面？
Where_____ they __________ to meet? are supposed tofor the first timenot supposed to are supposed 三、句型转换。
They are supposed to shake hands.
1.对划线部分提问：
2.改为同义句：
3.改为否定句：They should shake hands.What are they supposed to do?They are not supposed to shake hands.Homework: 1.You must
Make five sentences with “be supposed to”.
2. You can
Write a short passage according to your report card.
Thank youUnit 10?教材分析
九年级Unit10 You’re supposed to shake hands.本课重点学习一些常见国家的英文表达，以及该国在初次见面时的行为与语言。该话题能激起学生的好奇心，调动学生学习英语的积极性。本单元围绕“customs”这个话题展开教学活动，告诉学生what you are supposed to do.让学生了解各国的文化习俗及社交礼仪，使学生感受民族文化的魅力。本节课有听力练习也有口语练习，内容相对来说较简单，重点帮助学生练习“be supposed to do”的用法，在不断的练习中达到掌握及熟练运用的目的。本单元难点是学生缺乏相应的文化背景，对不同国家人们初次见面的礼仪易混淆。
课堂观评记录
教师：
学生：初三9学生
教材：?2014年人教版新目标第一版Unit 10 You’re supposed to shake hands
时间
教师活动
学生活动
建议与评论
00：01
02:30
Greet students
Let’s watch a short dialogue and find two mistakes.（Where they will behave impolitely.）
Greet the teacher and say their sayings
?
?
watch and tell the answers
?好，集中学生注意力
?
?
?
?生活导入、激发兴趣
03:40
04:44
04:57
05:10
07:53
Give them some help.
T: So in our country, what should we do?
T: Yes, in China, we should/are supposed to shake hands.
Are we supposed to bow? We’re not supposed to bow.
Where are people supposed to bow?
T: So different countries have different customs.
Learn some countries and their customs.
2. Game Time
Game 1 I say, you do
Game 2 I say, you say
Ss: He should/is supposed to …
Ss: Shake hands.
Ss: In Japan and in Korea.
Ss act them out.
利用学生表演，引出所要学习内容：should/be supposed to
游戏环节进一步巩固所学国家和风俗，让学生在玩中学
10:16
12:50
Presentation and pair—work
T: If we want to know the customs, how should we ask?
展示其他国家及风俗
Pair—work
Make a dialogue.
Student A: What are people in… supposed to do when they meet for the first time?
Student B: They are supposed to…
role play 能更好地理解所学句型，操练了英语基本用语, 给学生开口说英语提供了机会
?
15:59
Listen
Ask Ss give the answers like this “In Brazil, people are supposed to kiss, so I choose C.”
Listen again and fill in the blanks.
Listen
Give the answers.
Listen and fill in
训练学生听力和找到问题的能力，同时也锻炼了学生的口语表述。
、
20:04
Free talk time
?A: What are you (not) supposed to do when you…?
B: I’m / I’m not supposed to …
训练学生运用所学知识、达到融会贯通、运用的目的。对于新知识、老师通过创设情境、现身说法、达到理解、运用、巩固的意图。这一过程能培养学生的合作意识，并提高学习效率，同时可以培养学生解决问题的能力
23：07
Present time
Give them five questions and they can choose any number they like. If they give the right answer, they can get the gifts.
Get the chance and the present
通过gift增加趣味性,继续操练了英语基本用语,锻炼学生的表现能力把课堂教学过程转化为学生主动参与教学的过程。能够通过表达进一步巩固所学的内容
27:28
Group—work
Give Ss some some countries and their customs. Ask them to choose two countries and customs and show themselves.
Emotion arouse
When in Rome, do as Romans do. (入乡随俗)
?
Discuss with their partners
Show themselves
每一个任务解决的过程,学生都处在教师创设的情境中,围绕 任务展开教学.通过让学生完成一个一个的任务,带领全组、全班同学一起学习, 让优生带动学困生，充分调动了其他学生学习英语的热情。问题得以解决。同时可以训练学生的发散思维和创新意识。小组合作学习可以培养学生的合作精神。
36:27
37:31
Summary
exercises
Review
Do exercises
练习部分除了口头回答还有落实写的环节，锻炼学生写的能力，避免眼高手低
41:28
Homework
You must
You can
?
?Write down and do it after class
巧妙的作业设计，成为提高课堂教学的有效性的一个重要环节。提倡分层布置作业，是老师尊重学生的体现。老师关注了学生个体差异，为满足他们不同的学习需要，而创设的引导学生主动参与的教育环境，达到了激发学生学习积极性的目的，培养了学生掌握和运用知识的态度和能力，真正能起到了使每一个学生都能得到充分的发展的目的。
值得我学习之处：
学生完全掌握相关语言
非常精致的活动过程，环节犬牙交错，前后呼应，非常有效
教学活动干净，利落，指向明确，不浪费学习时间和精力
训练非常充分，有层次
教师课堂驾驭能力强
很好的思想教育
非常好的纠错习惯
?我可能会调整两点：
给学生的思考时间再多一点。
2 注意语音语调。
You’re supposed to shake hands
课堂练习
EXERCISES:
一、单项选择
1. People in China ________ when they meet for the first time.
A. shake hand B. shakes hands
C. shake hands D. shakes hand
2. The baby ________drink milk every day.
A. was supposed to B. is supposed to
C. be supposed to D. are supposed to
3. ___ I supposed _____ with my mother?
A. Was , argue B. Was, to argue
C. Were , to argue D. Were, argue
二、翻译句子。
1. 当初次见面时他们应该鞠躬。
They ____ __________ ____ bow when they meet ___ ____ ____ ____.
2.你不应该在这里吸烟.
You are ____ _________ ___ smoke here.
3. 他们应该在哪里见面？
Where_____ they __________ to meet?
三、句型转换。
They are supposed to shake hands.
1.对划线部分提问：
2.改为同义句：
3.改为否定句：
课后反思
本单元Unit 12 You’re supposed to shake hands. Section A是告诉人们应该做的事情，通过对于不同国家见面的问侯形式引出be supposed to do这一句型。由于是第一部分教学，所以教学重点是引导学生掌握be supposed to do这一句型的含义及使用原则。并添加进入听力和口语的相关练习，为了更好的服务下一步的教学，在讲课之余，主要反思如下:
1. 学生听，说的能力还应重点加强，如果授课全部采用全英文教学，同学们还不能完全适应。
老师、学生有点放不开。例如，Game Time 环节中，学生的表演及学生的表现都有些拘谨,想大声笑，不敢,可能老师、学生第一次有这样的录播机会，而且借用的是别的学校的录播室，课前录播老师讲了严格的纪律：“你们除了眼珠转外，最好不要有其他的小动作，因为你一动，摄像机就会跟上拍你！”的原因。
2. 学生上课虽然思想活跃，上课气氛积极，但个体与个体差别比较大。没有完全照顾到整体,分层教学体现不出来。虽然进行了合作教学，已经在巡视的过程中有些指导、在练习时，允许他们打开书，但不可能面面俱到，学困生的问题还是没得到更好的解决。为此，还需制定具体的计划和目标，要强化分层次教学与辅导，通过分层次教学和辅导提升学生的成绩，对这样的同学进行有计划的辅导。
3. 有效的媒体手段有助于课堂容量、密度和速度的提高。短、频、快的大容量课堂节奏能有效的吸引并集中学生的学习注意，从而最终提高学习的听课效益。但在问题呈现时，还应给他们更多的思考时间。曾经读过这样一篇短文，其中提到：如果老师把等待的时间增加到3秒或更多，学生们可能会给出更好的答案。有的环节，过多的考虑课堂进度，担心完不成教学任务，给学生的准备时间过短。
4. 老师的知识面还应拓宽，注意多学科渗透；与时俱进；学习他人长处，改进自己的教学；狠练基本功。
课标分析
一、新版《课程标准》更清晰地阐述了英语课程的目的，即在发展学生综合语言运用能力的过程中，培养学生良好的道德品质和社会适应能力，提升整体国民素质，促进科技创新和跨文化人才的培养。也就是说英语课程不再是单纯的工具性课程，而是具有工具性和人文性双重性质的课程。英语学习不再是简单地提升学生的综合语言运用能力，还承担着提高学生综合人文素养的任务。学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识。这为教师制定教学目标提供了很好的依据。
二、在词汇、句型、及语法学习方面。老师通过任务型题目的设计，创设接近实际生活的各种语境，通过学生表演，采用循序渐进的语言实践活动，尽可能多地为他们提供在真实语境中运用语言的机会。是基于新课标特点：提倡采用重在语言运用的多种教学模式而确立的
新版《课程标准》在“教学建议”部分将原来的“倡导任务型的教学途径”改写为“教师要通过创设接近实际生活的各种语境，采用循序渐进的语言实践活动，以及各种强调过程与结果并重的教学途径和方法，如任务型语言教学途径等，培养学生用英语做事情的能力”。这无疑是鼓励教师根据教学内容和学生实际、采用既强调语言学习过程又有利于提高学生学习成效的各种语言教学途径和方法，创造性地设计贴近学生的教学活动，尽可能多地为他们提供在真实语境中运用语言的机会。也是对除任务型教学方法之外的其它教学途径与方法的包容和认可，对广大一线教师积极探索教学改革新路的肯定。
三、重视学生的发音和听力，个别单词注意音标的发音纠正，例如:bow Mexico的纠音
新版《课程标准》在五级知识目标里，将原来的“根据读音拼写单词和短语”改为“根据读音规则和音标拼读单词”。这一修订明确了音标教学在初中阶段的定位，使课改以来一直困扰教师的“初中英语到底要不要教音标”的问题得到根本解决。音标教学获得了足够的重视对学生语言学习的可持续发展和综合语言运用能力提高有极大帮助。
五、在这节课中，通过问题的设计和练习题的精心设计，对教材内容做了删减和增加，例如对听力1a 1b的内容处理。是基于课标这一特点：结合实际教学需要，创造性地使用教材
教材是实现教学目标的重要材料和手段。在教学中，教师要善于根据教学的需要，对教材加以适当的取舍和调整。
