初中英語-【課堂實錄】You are supposed to shake hands教學設計學情分析教材分析課后反思

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、教學重難點1.Use“besupposedtodo…”correctly.2.Talk

about

different

customs

in

different

cultures.

三、課時安排本單元共四課時，這是第一課時。四、教學過程StepⅠWarming-upandleadinginReadtheobjectivestogether.Explain:besupposedtodo并利用學習目標中的Differentcountrieshavedifferentcustoms.出示一些圖片，順勢引出本課要用到的幾個動詞：bow,shakehands,kiss,hug.Checkhomework:searchthewaysofgreetingindifferentcountries.【設計意圖】興趣是最好的老師，用這幾個小圖片，既將學生引入英語課堂，很好的為下一個環(huán)節(jié)做了鋪墊。StepⅡPresentation1.Differentcountrieshavedifferentcustoms.WearefromChina.Whenyoumeetsomeoneforthefirsttime,whatshouldyoudo?InChinawhenwemeetsomeforthefirsttime,weshakehandswiththem.Doyouknowthecustomsofsomeothercountries.Finish1aaccordingtoyourunderstanding.【設計意圖】通過圖片讓同學們了解不同國家初次見面的禮節(jié)，既鞏固了生詞，又了解了各國風俗文化；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【設計意圖】趁熱打鐵，根據1a、1b的內容，讓學生進行對話練習，在真實的語境中使用語言。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．【設計意圖】聽前的根據圖片猜測降低了聽力的難度，又提起學生聽的興趣。2.Whilelistening:1).Listen

to

the

recording

and

check

the

mistakes

she

madein2a.2).Play

the

recording

againand

fillintheblanks.3)Checktheanswers.

【設計意圖】通過2a和2b的聽力練習，學生進一步加深理解differentcountries,differentcustoms3.Afterlistening:TrytoretellMaria’sbadexperience.Asanexchangestudent,MarywasinvitedtoherAmericanfriendPaul’shouselastnight.NotknowingAmericancustomswell,shemadesomemistakes.Atfirst,shewassupposedtoarriveat7:00,butshe…【設計意圖】通過改寫和復述，加深對這個聽力材料的理解和知識的系統(tǒng)掌握Groupwork:WhathaveyoulearnedfromMaria’sterribleexperience?Americanpeoplearesupposedtoarriveontimeforaparty,theyarenot________arrivelate.Americanpeoplearesupposedto___________whentheymeetforthefirsttime,they__________kiss.You______________aT-shirtandjeansforanoutdoorparty,you_____________________afancydress.【設計意圖】進一步提升目標語言的綜合運用能力。StepⅣReading2dReadtheconversationandanswer:Whatfunnythinghappenedlastnight?【設計意圖】指導學生略讀，讓學生在短時間內對文章內容結構有一個整體的印象，抓住關鍵詞、句即可。2.Questiontime--LanguagepointsAskthestudentstoworkinthegroupstoaskquestionsandsolvethem.3.GroupworkImagineyouareJohnorKatie,canyouretellthefunnythingthathappenedlastnight?I'______.Iwenttothe________________lastnight._____________________________________________________________________________________________________________【設計意圖】本環(huán)節(jié)的設計目的是繼續(xù)加強目標語言的口頭運用操練，使學生能朗朗上口地加以運用。StepVExercises1.You’resupposedtobowinKorea.(對劃線部分提問)___________you___________________inKorea?2.在中國，人們第一次見面應該握手。InChina,people__________________shakehandswhentheymeet__________________________.3.Mystudentsofteng_____mewithabigfriendlysmile.4.Marie______(eat)thewrongfoodand______(wear)thewrongclothesatherAmericanfriend’shouse.(適當形式填空)5.She______hermother_______herface__________________shegothome.(她一回家就親吻她媽媽)。StepⅥSumupandhomeworkA:Write

at

least

5

sentences

using

“be

supposed

to

do”

B:Find

other

differences

of

customs

between

China

and

other

countries【設計意圖】把英語學習延伸到課外，將課內與課外和諧統(tǒng)一。給學生兩個與本課內容相關的作業(yè)題目，讓學生根據實際情況，自由選做，以滿足不同層次學生的需要，進而鞏固本課所學知識，真正做到學以致用。板書設計：Unit5.Youaresupposedtoshakehands.----Whatareyousupposedtodowhenyoumeetforthefirsttime?----Wearesupposedtoshakehands/bow/kiss.教學反思：學情分析

初四的學生們已具備了一定的英語語言基礎，對英語有著極強的好奇心、求知欲，樂于在學習活動中展示自我。通過在初三時的學習，學生對于人們初次見面的禮儀已經有所了解。教師可以通過提問激活學生的背景知識。但需要進一步的訓練和強化，才能達到熟練運用的程度。根據學生的認知特點，教師設計了他們感興趣的形式多樣的課堂活動，引導他們積極踴躍的參與學習，提高他們綜合運用英語的能力。效果分析從課堂觀察來看，本次授課比較成功，效果不錯。通過本次課，解決了我們在實際教學中的一些困惑：如何在英語新授課中體現小組合作？設計的小組活動問題缺少針對性，操作性不強？學生分組不合理，缺少小組活動獎勵刺激？等。1.教師合理創(chuàng)建合作學習小組，明確合作學習的任務，分工合作，提高合作效率，充分發(fā)揮小組合作的效能。并制定有效的合作學習規(guī)則，讓學生明白小組活動應該是各成員共同承擔責任、共同完成任務和分享討論成果的。2、教師給學生足夠的思考和合作時間，讓他們最大程度地生成新的課程資源。而且。老師充分調動了每位學生積極參與學習的主觀能動性，有效地落實了學優(yōu)生幫助學困生的責任。讓學困生也能積極地參與進來，讓學生享受在參與過程中樂趣。3、在組際交流后，教師按一定的評價標準，以討論辯論、角色扮演、采訪等方式或運用預先設計好的練習題，從知識的不同層次、不同側面讓學生練習測試，在學生自練的基礎上，讓其互評、互議、互批、互改等手段來解決，使“互動式”教學反饋迅速，有利于提高互動效果。但還有很多問題有待我們通過集體智慧去解決這個問題。教材分析

本節(jié)課的教學內容是九年級第五單元Section

A

部分，其語言目標是：Talk

about

customsandwhatyouaresupposedtodo。Section

A

重點是學習一些常見國家的禮儀方面的差異以及英文表達，及該國在初次見面時的行為與語言,該話題能激起學生的好奇心，調動學生學習英語的積極性。本部分難點是正確運用besupposedto和beexpectedto句式對他人提出合理、可行的建議，如You’resupposedtoshakehands.You’reexpectedtocomelater.等。其中有聽力練習也有口語練習。內容相對來說較簡單，重點幫助學生練習“besupposedtodo”的用法，在不斷的練習中達到掌握以及熟練運用的目的。學生需要大量的口頭練習才能掌握目標語言并達到熟練運用程度。Youaresupposedtoshakehands.測評練習1.You’resupposedtobowinKorea.(對劃線部分提問)___________you___________________inKorea?2.在中國，人們第一次見面應該握手。InChina,people__________________shakehandswhentheymeet__________________________.3.Mystudentsofteng_____mewithabigfriendlysmile.4.Marie______(eat)thewrongfoodand______(wear)thewrongclothesatherAmericanfriend’shouse.(適當形式填空)5.She______hermother_______herface__________________shegothome.(她一回家就親吻她媽媽)。課后反思在本節(jié)課的教學過程中，我采用了“任務型”的教學途徑，借助多媒體，增加趣味性和直觀性，增大課堂容量，提高課堂效率，在每一個環(huán)節(jié)中，由易到難，循序漸進的原則開展活動，面向全體學生，讓每一個學生都能參與到英語教學活動中來，讓學生體驗到了勝利的感