新目标（Go for it!）9年级
Unit10 You’re supposed to shake hands. Section B Reading 阅读课教学设计
I. 教学内容分析Material Analysis 本课为（Go for it!）教材9年级Unit10SectionB的长篇阅读课。本单元话题是礼仪、习俗（Customs），功能是谈论不同国家的习俗和你应该做的是(Talk about customs and what you are supposed to do)。而SectionB部分是在SectionA的基础上对礼仪习俗进行拓展，主要介绍不同国家的餐桌礼仪（Table manners in different countries）。本节课的阅读语篇是一封在法国的交换生写给朋友的信件，信件中不仅介绍了法国的餐桌礼仪，还介绍了其在法国遇到的挑战（Challenges）以及她如何面对这些挑战。所以本课是由学习西方国家的餐桌礼仪拓展到学生在他国学习时如何应对遇到的挑战。既包含了理解和尊重他国习俗的国际理解意识，也渗透着健全人格教育元素，即积极面对挑战，通过自身努力克服挑战。 II. 学情简析Students Analysis 通过SectionA的学习，学生能够较为熟练的运用本单元的目标语言来谈论礼仪和习俗。而通过SectionB第一页的学习，学生对Tables manners这一话题有了一定的认识，一方面他们产生了学习更多餐桌礼仪的兴趣，另一方面也意识到学习不同国家的餐桌礼仪也是一种挑战。 III、教学目标Teaching Objectives 1. 语言能力language ability 能够熟练运用“be supposed/expected to do”，“it’s adj. to do sth.”来谈论西式的餐桌礼仪； 在语篇阅读过程中理解以下词组的含义：except, go out of one’s way to do sth., feel comfortable doing sth., You wouldn’t believe。 2. 学习能力learning ability 运用由整体阅读到细节阅读的策略， 阅读语篇获取文章的main idea，并找出
其supporting details，从而构建mind-map; 3. 文化意识cultural awareness 了解他国文化背景，礼仪习俗，学习在不同场合的得体表现，提升国际理解意识。 4. 思维品质thinking quality 理解和概括西方餐桌礼仪； 对比和探究中西方餐桌礼仪的不同之处。 5. 健全人格渗透目标 本课是由学习不同国家的餐桌礼仪拓展到学生在他国学习时会面对的挑战，通过了解他人如何面对和克服这些挑战，学生懂得自我面对挑战时，要积极面对，通过自身努力来克服挑战，同时在自身不能很好的应对挑战时，要学会向他人寻求帮助已解决问题。 IV、教学过程Teaching Procedures 1. Lead-in First, presents the picture of Steve, ask students the following questions to lead in the topic. What is Steve going to do? ---He is going to China to study. How does he feel? ---He feels excited but nervous. Why is he nervous? ---He doesn’t know how to behave at the dinner table. Then, students read the things about my cousin and answer: Where did my cousin go? ---She went the America. What is my cousin’s biggest challenge? ---Table manners in America. (Purpose：由tables manners引出话题, People may face challenges when visiting a foreign country. ) 2. Brainstorming (2a) Students think and share their ideas about the following to questions: What challenges may people face when visiting a foreign country? What do you think is the biggest challenge? Why do you think so. The possible answers include languages, food, customs (table manners),
environment, traffic and so on. (Purpose：为语篇阅读做好铺垫) 3. Pre-reading. Have students to observe what kind of article they are going to read, teacher asks questions: What kind of article is it? ---A letter. Who wrote it and whom did it write to? ---Lin Yue wrote it to Laura. (Purpose：了解语篇类型，获取文章的背景信息) 4. While-reading 1）Skimming Students skim the letter for the main idea. Q1. Where is Lin Yue? ---In France Q2. Why is she there? ---She is on her student exchange program. Q3.What does Lin Yue tell Laura in the letter? ---Her life as an exchange student in France. (Purpose：快速阅读获取文章的main idea) 2）Scanning First, students scan the letter and find the challenges Lin Yue have, as well as the biggest challenges among them. Then ask students to scan again, answer the questions: Q1.How did she feel before arriving there? ---Nervous Q2.Does she still feel like that? ---No. There was no reason to be nervous. Teacher asks the students to think: Why does she not feel nervous now? Then lead the students to know that she may have dealt with her challenges successfully , so she doesn’t feel nervous anymore. Teacher going on asking the students: Who helped her deal with her challenges? Students can find it easily that her host family helped her. (Purpose：快速阅读找出作者所面对的挑战，通过作者思想的变化推测出她成
功的处理了挑战，进而过渡到细读：寄宿家庭如何帮助她处理挑战。) 3). Para 1. Reading for details First, teacher ask the questions to lead students read and find the supporting details. Q1. How is her host family? Q2. How do the families help her deal with the challenges? Teacher writes the answers on the blackboard, and then build the mind-map. Students read again and answer: Q3. How does she feel about speaking French now? (Purpose：细读以获取细节信息：寄宿家庭如何帮助她处理language和food的挑战，通过思维导图，学生而整体感知到细节理解。) 4). Para2 Reading for details Students read and answer: Q1.Why is learning table manners her biggest challenge? --- French table manners are different from the table manners in her own country. Q2. What did she think of French table manners? How does she feel now? (Purpose：细读以获取细节信息：作者对法国餐桌礼仪看法的改变显示出作者能很好的应对这一挑战) 5. Post-reading 1). Activity：Scan and Judge Teacher presents four pictures about French table manners, students judge:Do
the pictures show the good table manners or bad table manners in France? The pictures are here: When checking the answers, students are supposed to tell what the proper table manners should be like by using the target languages, including: You are (not) supposed to do… You are (not) expected to do… It’s polite/impolite to do… (Purpose：通过辨别与判断，学生对法国餐桌礼仪有更为直观的认识，并对中西方餐桌礼仪的差别有所认识) 2). Think and share: How has Lin Yue dealt with her challenges successfully? (Purpose：渗透健全人格教育：面对挑战时，要积极面对，通过自身努力来克服挑战，同时在自身不能很好的处理挑战时，要学会向他人寻求帮助已解决问题) 6. Discussion Show the pictures of students in our school who took part in the summer camps to the USA, ask students to discuss and share: What can we learn from Lin Yue’s experience as an exchange student? ---
Students exchange programs are fun and meaningful. Be open and respect different customs, then get used to it. (Purpose：渗透国际理解教育：积极参加国际交流活动丰富自己的人生，在国际交流活动中要理解和尊重他国的礼仪习俗，注意在不同场合的得体表现，提升跨文化意识) 7. Assignment 1).Review the article, draw a mind-map. 2). Surf the Internet to know more about French customs. http://en.wikipedia.org (Purpose：培养学生自主学习意识) V、板书设计（Blackboard Design） Unit 10 You are supposed to shake hands. Reading Lin Yue’s life as an exchange students in France Feelings： felt nervous enjoy her life Challenges Food Language Tables manners (Host family’s help) (Her own effort) Grandmother not put bread on… learned to cook Chinese food not eat with hands Granddaughter not say you are full Talks to her in French not put elbows on… worried comfortable strange get used
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