Unit 5 You’re supposed to shake hands.Section B （2a-2e）教学教案

Unit
5
You’re
supposed
to
shake
hands.
Section
B
2a-2e
阅读课(第一课时)
【教学目标】
知识目标：
80%的学生能够通过上下文猜测、理解下列词语及表达方式的含义：worry,
except,
go
out
of
one’s
way
to
,
be
gradually
getting
used
to,
be
comfortable
doing.
技能目标：
1.
借助段落的主题句，85%以上的学生能够预测段落大意，并能够通过细读找到支撑的细节信息，分类记录，将短时记忆迁移为长时记忆。
2.
通过完成思维导图的过程帮助学生以作者情感的变化为主线，分析总结导致情感变化的原因，从而理解文章内容。
3.
通过分析句子及上下文，75%以上的学生能够理解文中动词时态的使用及代词“it”的指代目标。
情感目标：
1.
通过分析寄宿家庭为作者所做的一切，让学生知道要给与他人力所能及的帮助，对他人的帮助要学会感恩。
2.
通过阅读文章及观看视频，学生能够了解法国的一些餐桌礼仪。并通过与中国餐桌礼仪的对比，理解中西方风俗习惯上的差异，提升跨文化意识。
3.
学会在面临新环境、新事物的时候，不要紧张，知道“入乡随俗”。
【教学重点】
如何针对文章的特点来设计阅读任务，让阅读任务有效引导学生运用相关的阅读策略。提高阅读理解能力。
【教学难点】
如何设计阅读任务来引导学生运用相应的阅读策略。
【评价设计】
Fast-reading,
careful-reading(Task1,2,5&6)（检验技能目标1）
Careful-reading(
Task2,3,5&6)（检验技能目标2）
While-reading(
Task4&7)（检验技能目标3）
情感目标及知识目标渗透在整个阅读过程中。
【教学过程设计】
Warming-up
Talk
about
the
Notion
Day
holiday.
Ask
the
students
to
say
where
they
went,
what
they
did
and
how
the
holiday
was.
Ask
the
students
if
they
went
abroad,
then
get
them
to
learn
the
greeting
manners
of
some
countries.
Lead—in:
1.
Greeting
manners
are
very
different.
Do
you
think
they
are
challenge
to
you
What
other
challenges
can
you
think
of
2.
Show
the
mind-map
of
the
challenges,
get
the
students
to
say
which
is
the
biggest
one
to
them.
Teaching
course:
★Before-reading
1.
Get
the
students
to
turn
to
Page38,
find
the
writer
of
the
letter.
2.
Then
guess
what
may
be
her
biggest
challenge
according
to
the
picture.
3.
Read
the
first
two
sentences
in
Para.1,
try
to
guess
what
Laura
might
ask
in
the
message.
★While-reading
Fast-reading
Task1.
Read
the
letter
and
answer
the
questions.
1.
Where
is
Lin
Yue
Why
is
she
there
2.
What’s
her
biggest
challenge
Read
the
new
words
(exchange,
behave)
and
learn
that
“how
to
behave
at
the
dinner
table”
means
“table
manners”
Task2.
Read
and
match
the
main
ideas.
Para1
My
biggest
challenge
is
French
table
manners.
Para2
I’m
having
a
great
time
in
France.
Ask
the
students
how
they
found
the
answers.
Get
them
to
revise
“topic
sentence”,
“main
idea”
and
“supporting
details”.
Careful-reading
Task1.
Read
Para.1
and
check“√”
the
supporting
details.
Is
it
“a
supporting
detail”
for
“having
a
great
time”
(
)
1.
I
felt
a
bit
nervous.
(
√
)
2.
My
host
family
is
really
nice.
(
)
3.
The
grandmother
learned
to
make
Chinese
food.
(
)
4.
My
French
has
improved
quickly.
(
)
5.
I
am
comfortable
speaking
French
now.
(
)
6.
making
mistakes
doesn’t
worry
me
as
before.
(
)
7.
They
go
out
of
their
way
to
make
me
feel
at
home.
After
checking
the
answers,
get
the
students
to
analyze
why
“The
grandmother
learned
to
make
Chinese
food.”
not
a
supporting
detail.
Task2.
Read
Para1
again
and
finish
the
mind-map.
1.
First
let
the
students
find
out
her
feeling
before
arriving
in
France.
2.
Then
find
the
supporting
details
for
how
her
feelings
have
changed.
3.
Guess
the
meaning
of
the
phrase
“go
out
of
their
way
to”.
It
means
“slowly
learn
to
...”
Task3.
Read
Para.1
again
and
finish
the
mind
map.
What
has
happened
to
my
French
1.
Read
again
and
find
out
the
changes
of
her
French.
2.
Guess
the
meanings
of
“worry”
&
“be
comfortable
doing”
Task4.
Discuss
in
groups,
choose
the
answers
and
give
the
reasons.
1.
They
go
out
of
their
way
to
make
me
feel
at
home.
“They”
refers
to_______.
A.
The
host
family
B.
The
host
family
members
2.
The
grandmother
learned
to
make
Chinese
food
________________.
A.
before
Lin
Yue
arrived
B.
after
Lin
Yue
arrived
After
checking
the
answers,
ask
the
students
to
something
about
the
grandmother.
Then
the
teacher
gets
them
to
read
“The
grandmother
not
only
understands
Lin
Yue’s
feelings,
but
also
tries
to
do
what
she
needs.”
“All
for
one,
one
for
all”.
Task5.
Compare
the
table
manners.
1.
Get
the
students
to
read
the
first
sentence
of
Para.2,
try
to
find
the
reason
“why
does
Lin
Yue
think
learning
how
to
behave
at
the
dinner
table
her
biggest
challenge ”
2.
Show
some
pictures
of
table
manners,
get
the
students
to
choose
table
manners
in
China.
3.
Read
Para2
and
choose
table
manners
in
France.
Task6.
Read
Para.2
and
finish
the
mind-map.
1.
First
read
Para.2
and
find
out
the
changes
of
Lin
Yue’s
feelings.
2.
Under
the
supporting
details
to
show
the
reasons
that
Lin
Yue
thinks
French
customs
pretty
strange.
3.
Then
read
again
and
find
out
why
Lin
Yue
thinks
French
table
manners
are
very
different
from
Chinese
ones
4.
Discuss
in
pairs
and
answer
the
question:
Why
does
Lin
Yue
find
French
not
so
strange
any
more
Then
learn
the
phrase
“gradually
getting
used
to”.
Task7.
Read
Para.2
and
discuss
in
groups.
What
does
“it”
refer
to
1.
I
thought
that
was
pretty
strange
at
first,
but
now
I’m
used
to
it.
2.
I
have
to
say
that
I
found
it
difficult
to
remember
everything,
but
I’m
gradually
getting
used
to
it.
Task8.
Watch
a
video.
Watch
a
video
about
French
table
manners.
Help
the
students
to
understand
them
better.
Task9.
Retell
Para.2.
Try
to
retell
Para.2
according
to
the
pictures
and
key
words
given.
After-reading:
Listen
to
the
letter.
While
listening,
draw
“
|”
to
show
each
pause(停顿）.Then
read
in
groups,
discuss
the
difficulties.
★Summary:
Find
the
topic
sentence
first,
then
try
to
find
the
supporting
details.
Different
countries
have
different
customs.
Just
remember:
When
in
Rome,
do
as
the
Romans
do.
Helping
others
is
helping
ourselves.
★Homework:
1.
Share
the
table
manners
in
France
with
your
family.
2.
Compare
the
customs
between
France
and
China,
then
write
about
it.
feeling
before
arriving
now
_______________
having
a
great
time
They
____________________________
make
me
feel
at
home.
My
host
family
is
____________________
The
grandmother
knows
__________________.
She
__________________________________
The
granddaughter___________________
___________________________________
Making
mistakes
while
speaking
French
used
to___________
me
But
now
I
_________________________
speaking
it.
Feelings
about
French
customs
at
first
now
______________________________
________________
supporting
details:
Please
underline
the
examples
in
Para.2
on
your
book.
请在课本第二段中划出做给的例子。