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Unit10 You’re supposed to shake hands Section B (2a-2e)教学设计
课标分析
基于2022年最新课程标准的学习要求,义务教育阶段的英语课程具有工具性和人文性双重性质。
就工具性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务、通过英语课程掌握基本的英语语言知识、发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展。
就人文性而言，英语课程承担着提高学生综合人文素养的任务、即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，增强爱国主义精神、发展创新能力，形成良好的品格和正确的人生观与价值观。
基于促进学生学习的要求，英语教育注重语言学习的过程、强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言。并在此基础上学习和运用语言，鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言规律、逐步掌握语言知识和技能、不断调整情感态度,形成有效的学习策略。
本节课是人教版九年级全一册 Unit10 You are supposed to shake hands的第四课时，主要话题是学习法国的餐桌礼仪等文化习俗，以及中国和法国在餐桌文化方面的区别，让学生了解不同地域的风俗习惯。该话题能激发学生的好奇心,调动学生学习英语的积极性。围绕 different countries. different customs为话题来进行阅读，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，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以及熟练运用的目的。
在教学设计中渗透中考即将到来,学生们要珍惜时间，最后结束部分进行德育渗透，入乡随俗。在任务型语言教学模式下，采用主体参与型学习模式、以及小组合作学习、授课过程中的文化氛围营造到位,能让学生在比较中外和国与国间的礼仪不同中感受地域差别和文化差异。探究学习等,融汇话题、交际功能和语言结构，旨在培养学生生成跨文化交际意识的功能。
教材分析
Section B对礼仪习俗有所拓展，主要介绍不同国家的餐桌礼仪。本部分还通过听、说、读、写活动进一步巩固 be supposed to 等结构的学习，让学生了解和熟知不同国家人们的不同风俗习惯。2a-2e部分为本单元的阅读板块。学生针对活动 2a问题进行思考，做好课前准备。活动 2b要求学生阅读文章，回答几个细节问题，同时渗透了学习策略的培养。2c活动让学生关注文章中的核心短语，并通过语境理解并选择这些核心短语的释义，2d是对 2b文本的复习，要求学生复习文本，记录法国风俗的相关信息。2e借助 2d的信息记录，对比中国和法国的餐桌礼仪，模仿范例进行语言输出，为之后的写作做准备。B部分的重点是 be supposed to 结构，本部分的教学难点是借助于做笔记和概况大意的形式来回顾文章。阅读文本涉及不同国家的餐桌礼仪，呈现了与话题相关的表达，如：a bit nervous, go out of one’s way to do sth, make sb. Feel at home, be comfortable doing sth, behave at the dinner table等，还有一个重要句式 It’s impolite to do sth. 以上内容不仅拓展了单元目标语言，丰富了表达形式，还为后面的口语和书面表达提供了更加丰富的词汇。
学情分析
进入九年级以来，学生的认知水平日益增强，对于理性思维有着更强的渴望。在英语课堂上更愿意用思辨的方式看待我们教学的内容，并在教师的引导下进行文化迁移和中外比较。从学生的眼界来看，他们对英美国家文化有着很浓厚的兴趣，另外一部分学生通过各种书籍报刊、手机影视等手段对国外文化有了一定的了解。当遇到课本中涉及因文化差异而导致的误会和错误时，他们会带着一种充满兴趣的感觉去体验。由于年级的升高,部分学生也
渐渐关注更多语法和词汇等内容、忽视口头交流。基于这种现实,假如我们把英语的词汇、语法等语言知识当作教学的全部内容、不重视培养学生的文化意识、语言应用能力和跨文化交际能力、从而导致学生收集、获取信息的能力较差、英语水平难以获得显著地提高。在本课时设计中,我凸显了口语交际的功能。提升学生参与意识、把课堂真正还给学生。
1.对于 A层(成绩优秀)的同学要会用本节课的单词造句。
2.对于 B层(成绩良好)的同学要理解单词的多个意思并了解词性
3.对于 C层(成绩达标)的同学要理解单词意思并能正确发音。英语课程要面向全体学生，注重素质教育。
要关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习英语的自信心，培养他们的创新精神，使每个学生都得到发展。整体设计目标,体现灵活开放性。英语教学发挥学生主体作用,以学生为中心,尊重学生个体差异,要尽可能满足不同学生的学习需要。让每一个学生都能体验到成功的喜悦。在任务型的教学模式下，经过教师的指导，通过感知、体验、实践、参与和合作等方式,学会感恩
教学目标：
1. 在语篇中感知、理解并初步运用下列词汇，exchange, granddaughter, behave, except, go out of one’s way, make sb. feel at home, get used to
2. 通过思维导图区分法国餐桌礼仪中应该做和不应该做的事情，加深对关键信息的记忆，利用思维导图中记录关键信息尝试法国餐桌文化，由短时记忆迁移为长时记忆。
3. 对比中国和法国的餐桌礼仪的差异，增加文化和知识，扩大文化视野。
教学重点及难点：
教学重点：阅读短文，获得相关信息，运用所学内容谈论法国的餐桌文化，提高学生们的综合阅读能力。
教学难点：对比中国和法国的餐桌礼仪的差异，做出报告，增加文化知识，扩大文化视野。
教学过程Step1 Free talk
Let students freely discuss two questions through beautiful scenery pictures.
Have you ever been abroad
What do you think is the biggest challenge when visiting a foreign country
The students answered four statements quickly.
Their biggest challenges are language, traffic rules, eating habits and table manners.
Different counties have different customs.
We should learn basic cultural knowledge and behave ourselves.
Step2 Lead-in
Let students associate Lin Yue’s life in France through the beautiful pictures of French scenery.
Let’s learn Unit10 You’re supposed to shake hands.
Section B(2a-2e)
Ask students to read the learning aims silently to understand the content of this lesson.
Step3 Presentation
Task1: Look at the picture and guess:
What may the letter talk about
Task2: Read the passage and find the topic sentences of each paragraph.
Show the reading tip
1: The main idea is often at the beginning of each paragraph.
Task3: Read paragraph1 and fill in the mind-map.
Task4: Read paragraph2 and fill in the mind-map.
Show the reading
tip2: Pay attention to the linking words while reading.
Task5: Let’s enjoy the video. Pay attention to the good manners in France.
Step4: Reading-up
1. Read the passage again and find out the difficulties.
2. Work in groups and try to solve the difficulties.
Step5: Reading and retelling
Summarize Para.
1 with the help of the mind-map.
The passage tells us Lin Yue’s life in France. On the one hand, she feels..._______. Her host family go out of their way to _______. For example, the Grandmother learns how to_______. And the granddaughter talks to her in French to________. Finally, she is very comfortable speaking French now.
Summarize Para.2 with the help of the mind-map.
On the other hand, she feels...Her biggest challenge is...The table manners in France are different from China. For example...Another example is...Another thing is...Also...But now, Lin Yue is getting used to...
Show the reading tip3:
Summarizing the main ideas can help you move language from your short-term to long-term memory.
Step6: Group work
Compare the table manners in France and China in group.
There are different table manners in different countries. In China, you’re supposed to...However, in France, it’s polite to...
Step7: Emotional sublimation
Let’s think: When we are in France, can we still follow Chinese table manners
Do in France as the French do. 入乡随俗
Step8: Summary
Let’s sum up what you have learned this class today.
1. We have learned some new words and phrases.
2. We have learned how to find the main ideas.
3. We have learned three reading tips.
4. We should know to do in France as the French do.
Step9: Homework
You must: Write down your group report about 80 words.
If you can:
Search more information about table manners about France, and share with us next class.
Unit10 You’re supposed to shake hands. Section B(2a-2e) 评测练习
一、根据句意及首字母提示完成单词
1. Different countries have different c____________________.
2. Make sure to carry your passport when you go a_____________________.
3. The novel is well written. It is w_______________ reading again.
4. They often g______each other with a hug and say, “Merry Christmas” on Christmas Day.
5. We’ll travel to Paris, the c________________of France.
二、用括号内所给单词的适当形式填空
1. You’re___________________(suppose) to visit your grandmother.
2. He got ___________________(use) to the life in the village at last.
3. It’s better to ask for some s____________________(suggest) about what you should not do before going to a foreign country.
4. She____________________(gradual) changed her ideas.
5. Miss Green works in a __________________(north) city in Mexico.
三、选词填空
Impolite capital French suggestions basic Abroad place effort easily avoid
Do you plan to visit Paris, the _________1__________of France You don’t need to speak_____2______to understand the Parisians(people living in Paris).You just need to know how to make gestures(手势). A new guide is to help______3_______visitors understand the Parisians with a list of common gestures like “Shout up and” “Wait a minute.”
These gestures are easy and lively. “If you use them in Paris, people will think you are from that ______4_______,”says the online guide at www..Some of the city’s_______5_______native people in Paris have been a headache for the tourism authorities(旅游当局 ) for a long time. They have made an _______6________to ask the Parisians to be friendlier to foreigners.
At the same time, they have decided to show visitors some_______7_______gestures by the Parisians at www..Visitors can learn and get help from there. The website also includes a note, which warns visitors to______8_______using the gestures too freely. Wrong gestures may make others get mad _______9_______,” says the online guide . So you’d better surf the Internet to get some useful______10______and advice before to Paris.
Unit10 You’re supposed to shake hands. SectionB (2a-2e) 课后反思
本单元的教学话题是讨论各地的风俗习惯，以及在不同的地方不同的场合应该做什么。在话题的讨论中，学习本单元的语法要点动词不定式，重点学习 be supposed to do; be expected to do结构。本课时将带领学生了解法国的餐桌礼仪文化，让学生学会更加礼貌得体进行跨文化跨语言的交际，将文化和习俗教育融入到语言教学中。从整体来说，学生的学习积极性还是比较高的，大多数学生学习态度较端正。部分学生学习的兴趣不够浓厚，学习的主动性不强，两极分化现象比较严重，尖子生不够突出。存在着偏科的现象，尤其是英语学科，有一部分学生（特别是男生）英语特别差，独立解决问题的能力也比较差。大部分学生还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，还要教师在课下的学习中逐步进行渗透。在进行英语技能训练时，轻易不要打断学生，要在其训练完毕时再提出要求，这样就消除了学生怕错的心理负担，从而使其主动积极思考问题，参与课堂活动。教师在课堂中要通过表情、眼神、语言与学生产生共鸣，多一些热情鼓励，少一些指责批评，对差生及缺乏自信的学生更应该做到这一点，当学生有错误时，我常在肯定的基础上，指出不足，比如说：“You did very well, but you should pay attention to ” Take it easy, I’m sure you will do it well next time.” 这样既帮助学生消除紧张情绪，使其以良好的心态继续参加后面的课堂活动。同时在教学时，我们教师要处处考虑如何发挥学生的主体作用，教师以鼓励表扬为主，满腔热情的帮助学生，及时处理反馈信息，当堂巩固，引导学生对一些易出错的地方，如人称变化，谓语动词的形式变化，某些习惯表达的异同进行归纳分析，让
学生学有所得。教是为了学生的“学”，是要让学生“会学”。
总之，我们教学方法的一个总则就是“自学辅导”，我们应该给予学生进行独立思考，独立解决问题的空间。而如何培养学生的自学能力，我们老师在其中起着极为重要的引导和启发作用，这正应了一句古语“授人以鱼不如授人以渔”。

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