初中英语-【课堂实录】You are supposed to shake hands教学设计学情分析教材分析课后反思

Unit5Youaresupposedtoshakehands.SectionA一、Teachingobjectives（一）KnowledgeTarget1.

Words

and

expressions

be

supposed

to,

shake,

shake

hands,

bow,

kiss

make

mistakes,

great

Key

sentences

What

are

you

supposed

to

do

...?

You’re

supposed

to

do...You’re

not

supposed

to

do

...（二）AbilityTarget1.Enable

the

students

to

understand

the

different

customs

in

different

countries.2.Enable

the

students

to

talk

about

different

customs

using

“be

supposed

to”.EmotionTargetLearn

to

act

correctly

in

different

customs.andtry

to

learn

more

about

different

customs.

二、教学重难点1.Use“besupposedtodo…”correctly.2.Talk

about

different

customs

in

different

cultures.

三、课时安排本单元共四课时，这是第一课时。四、教学过程StepⅠWarming-upandleadinginReadtheobjectivestogether.Explain:besupposedtodo并利用学习目标中的Differentcountrieshavedifferentcustoms.出示一些图片，顺势引出本课要用到的几个动词：bow,shakehands,kiss,hug.Checkhomework:searchthewaysofgreetingindifferentcountries.【设计意图】兴趣是最好的老师，用这几个小图片，既将学生引入英语课堂，很好的为下一个环节做了铺垫。StepⅡPresentation1.Differentcountrieshavedifferentcustoms.WearefromChina.Whenyoumeetsomeoneforthefirsttime,whatshouldyoudo?InChinawhenwemeetsomeforthefirsttime,weshakehandswiththem.Doyouknowthecustomsofsomeothercountries.Finish1aaccordingtoyourunderstanding.【设计意图】通过图片让同学们了解不同国家初次见面的礼节，既巩固了生词，又了解了各国风俗文化；1bListening:Next,

you’ll

hear

a

conversation

between

a

boy

and

a

girl.

Their

conversationcontains

the

answers

to

the

questions

in

1a,

listen

and

check

your

answers.

Play

the

recording

for

the

first

time.

For

the

second

time,

listen

and

check

answers

to

1a.

Pairwork

(1c:

P33)

First

ask

two

students

to

read

the

example

in

the

box

to

the

class.Then

ask

students

todo

some

pairwork【设计意图】趁热打铁，根据1a、1b的内容，让学生进行对话练习，在真实的语境中使用语言。StepⅢListening1.Beforelistening：1).Look

at

the

picture

and

ask

students

to

tell

What

is

happening．

Help

students

understand

that

the

people

are

at

a

picnic．

2).Point

to

Maria

and

ask,

what’s

Maria

wearing?

（She

is

wearing

a

dress．）Ask,

Does

she

look

comfortable?

（No．）

3).Read

the

instructions

and

point

to

the

four

mistakes

on

the

list.Ask

students

to

read

the

mistakes

together．

.Listen

to

Maria

talking

to

a

boy

about

what

happened

at

the

picnic．

She

made

several

mistakes．

Listen

to

the

recording

and

check

the

mistakes

she

made．【设计意图】听前的根据图片猜测降低了听力的难度，又提起学生听的兴趣。2.Whilelistening:1).Listen

to

the

recording

and

check

the

mistakes

she

madein2a.2).Play

the

recording

againand

fillintheblanks.3)Checktheanswers.

【设计意图】通过2a和2b的听力练习，学生进一步加深理解differentcountries,differentcustoms3.Afterlistening:TrytoretellMaria’sbadexperience.Asanexchangestudent,MarywasinvitedtoherAmericanfriendPaul’shouselastnight.NotknowingAmericancustomswell,shemadesomemistakes.Atfirst,shewassupposedtoarriveat7:00,butshe…【设计意图】通过改写和复述，加深对这个听力材料的理解和知识的系统掌握Groupwork:WhathaveyoulearnedfromMaria’sterribleexperience?Americanpeoplearesupposedtoarriveontimeforaparty,theyarenot________arrivelate.Americanpeoplearesupposedto___________whentheymeetforthefirsttime,they__________kiss.You______________aT-shirtandjeansforanoutdoorparty,you_____________________afancydress.【设计意图】进一步提升目标语言的综合运用能力。StepⅣReading2dReadtheconversationandanswer:Whatfunnythinghappenedlastnight?【设计意图】指导学生略读，让学生在短时间内对文章内容结构有一个整体的印象，抓住关键词、句即可。2.Questiontime--LanguagepointsAskthestudentstoworkinthegroupstoaskquestionsandsolvethem.3.GroupworkImagineyouareJohnorKatie,canyouretellthefunnythingthathappenedlastnight?I'______.Iwenttothe________________lastnight._____________________________________________________________________________________________________________【设计意图】本环节的设计目的是继续加强目标语言的口头运用操练，使学生能朗朗上口地加以运用。StepVExercises1.You’resupposedtobowinKorea.(对划线部分提问)___________you___________________inKorea?2.在中国，人们第一次见面应该握手。InChina,people__________________shakehandswhentheymeet__________________________.3.Mystudentsofteng_____mewithabigfriendlysmile.4.Marie______(eat)thewrongfoodand______(wear)thewrongclothesatherAmericanfriend’shouse.(适当形式填空)5.She______hermother_______herface__________________shegothome.(她一回家就亲吻她妈妈)。StepⅥSumupandhomeworkA:Write

at

least

5

sentences

using

“be

supposed

to

do”

B:Find

other

differences

of

customs

between

China

and

other

countries【设计意图】把英语学习延伸到课外，将课内与课外和谐统一。给学生两个与本课内容相关的作业题目，让学生根据实际情况，自由选做，以满足不同层次学生的需要，进而巩固本课所学知识，真正做到学以致用。板书设计：Unit5.Youaresupposedtoshakehands.----Whatareyousupposedtodowhenyoumeetforthefirsttime?----Wearesupposedtoshakehands/bow/kiss.教学反思：学情分析

初四的学生们已具备了一定的英语语言基础，对英语有着极强的好奇心、求知欲，乐于在学习活动中展示自我。通过在初三时的学习，学生对于人们初次见面的礼仪已经有所了解。教师可以通过提问激活学生的背景知识。但需要进一步的训练和强化，才能达到熟练运用的程度。根据学生的认知特点，教师设计了他们感兴趣的形式多样的课堂活动，引导他们积极踊跃的参与学习，提高他们综合运用英语的能力。效果分析从课堂观察来看，本次授课比较成功，效果不错。通过本次课，解决了我们在实际教学中的一些困惑：如何在英语新授课中体现小组合作？设计的小组活动问题缺少针对性，操作性不强？学生分组不合理，缺少小组活动奖励刺激？等。1.教师合理创建合作学习小组，明确合作学习的任务，分工合作，提高合作效率，充分发挥小组合作的效能。并制定有效的合作学习规则，让学生明白小组活动应该是各成员共同承担责任、共同完成任务和分享讨论成果的。2、教师给学生足够的思考和合作时间，让他们最大程度地生成新的课程资源。而且。老师充分调动了每位学生积极参与学习的主观能动性，有效地落实了学优生帮助学困生的责任。让学困生也能积极地参与进来，让学生享受在参与过程中乐趣。3、在组际交流后，教师按一定的评价标准，以讨论辩论、角色扮演、采访等方式或运用预先设计好的练习题，从知识的不同层次、不同侧面让学生练习测试，在学生自练的基础上，让其互评、互议、互批、互改等手段来解决，使“互动式”教学反馈迅速，有利于提高互动效果。但还有很多问题有待我们通过集体智慧去解决这个问题。教材分析

本节课的教学内容是九年级第五单元Section

A

部分，其语言目标是：Talk

about

customsandwhatyouaresupposedtodo。Section

A

重点是学习一些常见国家的礼仪方面的差异以及英文表达，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。本部分难点是正确运用besupposedto和beexpectedto句式对他人提出合理、可行的建议，如You’resupposedtoshakehands.You’reexpectedtocomelater.等。其中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“besupposedtodo”的用法，在不断的练习中达到掌握以及熟练运用的目的。学生需要大量的口头练习才能掌握目标语言并达到熟练运用程度。Youaresupposedtoshakehands.测评练习1.You’resupposedtobowinKorea.(对划线部分提问)___________you___________________inKorea?2.在中国，人们第一次见面应该握手。InChina,people__________________shakehandswhentheymeet__________________________.3.Mystudentsofteng_____mewithabigfriendlysmile.4.Marie______(eat)thewrongfoodand______(wear)thewrongclothesatherAmericanfriend’shouse.(适当形式填空)5.She______hermother_______herface__________________shegothome.(她一回家就亲吻她妈妈)。课后反思在本节课的教学过程中，我采用了“任务型”的教学途径，借助多媒体，增加趣味性和直观性，增大课堂容量，提高课堂效率，在每一个环节中，由易到难，循序渐进的原则开展活动，面向全体学生，让每一个学生都能参与到英语教学活动中来，让学生体验到了胜利的感