視頻標簽：supposed to,shake hands

所屬欄目：初中英語優質課視頻

視頻課題：威海市初中英語優質課展評Unit5 You're supposed to shake hands乳山鄧玉玲（城里中學）2016.10.11

教學設計、課堂實錄及教案：2016年威海市初中英語優質課展評Unit5 You're supposed to shake hands乳山鄧玉玲（城里中學）2016.10.11

You're supposed to shake hands.
   Section B 1a-1d 教學設計
一、整體設計思路、指導依據說明
魯教版英語教材充分體現新課改的指導思想，其內容編排仍延續了人教版中所體現出的理念，即從生活實際需要出發，生活氣息濃厚，讓學生能掌握生活中基本的常識交流，發展他們自主學習的能力，形成有效的學習策略。本節課主要是在Section A的基礎上對禮儀習俗有所拓展，主要是介紹了不同國家（中國、韓國、印度、法國、美國）的餐桌禮儀。通過聽、說、讀的各種活動來進一步鞏固be supposed to 結構，幫助學生來了解和熟知不同國家的餐桌禮儀。并且通過對餐桌禮儀的學習，讓學生了解不同的國家有著不同的文化差異，我們要去尊重這種地區的文化差異，我們也要學會節儉，把中國的傳統文化傳承下去。
二、教學背景分析
教學內容分析：經過Section A的學習，學生們已經學過be supposed to/ be expected to do/should的用法，已經具有了學習本節知識的認知前提，學生比較容易接收新的知識。
學生情況分析：本單元主要是關禮儀方面的學習，特別是本節課是有關餐桌禮儀的學習，與我們的生活息息相關，能讓學生產生了解與學好它們的強烈欲望，有利于本課的教學和學生學習興趣的培養。
三、教學目標分析
1.語言知識目標：
 

2.語言技能目標
（1）讓學生學會用what和一般疑問句來討論什么該做什么不該做。
（2）讓學生學會用be supposed to /be expected to / It's (im)polite / rude to do來表達各國的餐桌禮    
     儀。
（3）讓學生能聽懂各國的餐桌禮儀，并學會去談論各國的餐桌禮儀。
3.德育情感目標 
（1）通過對不同國家的餐桌的禮儀了解，讓學生學會去尊重不同的文化習俗，養成良好的行為
     習慣。
（2）能在小組活動中積極與他人合作，發揚協作精神以及跨文化交際能力。
（3）通過對餐桌禮儀的學習，不僅學會了餐桌禮儀，還要讓學生養成很好地節儉意識。
4.學習策略目標:
（1）學會調動已有知識根據情景推測句子含義。
（2）體會語句對于詞匯學習的重要性。
5.文化意識目標:了解各國的禮儀習俗，學會在不同地區的得體表現，提升跨文化意識。
四、教學重點、難點分析
1.教學重點：
（1）能正確地運用stick...into, point at, hit, put ,start eating first, eat等動詞來表達餐桌禮儀。
（2）能正確地運用be supposed to /be expected to / should/ It's +adj. to do來表達應該或被期望做
     某事。
2.教學難點：
（1）be supposed to /be expected to / should/ It's +adj. to do sth. 的句型。
（2）利用詞匯和句式來表達餐桌禮儀。
五、教學過程設計
Before class
Enjoy the video
What can you see? 
  Did they do it right?
     
             
       設計意圖：通過視頻欣賞，讓學生明確本節課的學習內容，從而為下一步學習餐桌禮儀打下基礎。
While class
Task1.Table manners
Step1. Free talk
 Talk about “We should eat with the chopsticks in China.”
用到的句式：            
T: Are you supposed to eat with your hands in China ?
Ss: No, We are supposed to eat with the chopsticks.
 設計意圖：利用我們的現實生活來尋問，即有生活化，學生又感興趣.
Step2. Talk about in India.
用到的句式：
T: Are people supposed to eat with the chopsticks in India?
Ss: No, they should eat with their hands.
Step3. Work in pairs to talk about in America and in Korea.
用到的句式：
T: Are people supposed to eat with the chopsticks in America?   
Ss: No, they are supposed to eat with the forks and knives.
                                                   
T: Are people supposed to eat with the forks and knives in Korea?   
Ss: No, they are supposed to eat with the chopsticks.
     設計意圖：利用不同國家的吃飯形式，采用對話的形式，不斷練習be supposed to的用法，強化了學生的記憶與運用，還能幫助學生了解印度、美國、韓國等國家的餐桌禮儀。
Task 2.I can find.
Let students find the table manners in which countries.
                   
                
用到的句式：
In India, people are supposed to eat with hands.
In Korea, people should eat with chopsticks.
In America, people are supposed to eat with the forks and knives.
      設計意圖：通過對話交流之后，給學生提供一個鞏固檢驗的時間，同時讓學生更好地來感知中西方文化的差異。
Task 3.Chopsticks culture.
Step1. Talk about " What should we pay attention to using the chopsticks"
               
用到的句式：
T: Is it polite to point at anyone with the chopsticks?
Ss: No, it's impolite to point at anyone with the chopsticks.
Learn: point at 指向
Step 2. Talk about "What should we pay attention to using the chopsticks"
               
Learn: stick... into 插入
      empty /`emptI/ 空的，opposite: full
用到的句式：
T: Is it polite to stick the chopsticks into the food?
Ss: No, it's impolite to stick the chopsticks into the food.
T: Is it polite to hit the empty bowl with the chopsticks?
Ss: No, it's impolite to hit the empty bowl with the chopsticks.
    設計意圖：利用圖片和動作來學習筷子禮儀，直觀形象，便于學生理解和掌握在我們今后的生活中如何文明使用筷子。并且通過圖片可以讓學生分析該做和不該做的，自然地來運用與理解We aren't supposed to / It's impolite to do的用法，以句帶詞，以詞帶句。
Task 4.I can say.
             
用到的句式：
We aren't supposed to ...
We shouldn't ...
It's impolite to ...
It’s rude to …
      設計意圖：利用對話交流學習之后，再給學生提供一個綜合表達的機會，更好地鞏固be supposed to/ should/ It's (im)polite to 的句式，讓學生在感知中來理解和運用。通過交流，幫助孩子們養成良好地習慣,學會如何文明地使用筷子。
Task 5.Other table manners in other countries.
Step1. Watch the video and say the table manners in France and Korea.
 
 
 
                 
People should put the bread on the table in France.
The youngest person isn’t expected to start eating first in Korean.
Step2. How about in China.
We are supposed to put the bread on the plate in China.
The youngest person isn't expected to start eating first in China.
     設計意圖:通過對比學習來了解中國、法國與韓國的餐桌禮儀的相同與不同之處。
Task6. Mind your manners.
Circle T for true or F for false after each sentences
    
     設計意圖：利用mind your manners再次幫助學生明了什么該做什么不該做，幫助他們了解不同國家的禮儀，也幫他們養成很好的習慣。
Task 7.Games.
Let students guess which country they can see and say what they should do and what they shouldn't do.
      設計意圖：利用游戲達到寓教于樂，讓學生在玩中學，并且通過游戲也可以再次提高學生的注意力。鞏固所學知識，也為我們下一步的聽力進行提前預知。
Task 8.Listening.
Step1.Listen and number
Before listening , let students tell Steve the table manners in China.
Step2. Listen and match
Step3. Listen and fill in the blanks.
Yang Ming: You must be excited about leaving for China tomorrow , Steve!
Steve:     Yeah, but I’m a little nervous, too.
Yang Ming: Why?
Steve:     Well, for one thing, I don’t know how to ________________
          very well…and I don’t know how to behave at the dinner table.
Yang Ming: Oh, I see. Well, one important thing is that you’re supposed to
           _________________  if there are ______________ at the table.
Steve:      That’s interesting. In the United States , it doesn’t matter.
Yang Ming: Yeah, I know. It’s also impolite to _____ your chopsticks _____
          your food. You shouldn’t __________ anyone with your chopsticks, either.
Steve:     Oh, OK.
Yang Ming: Oh, and there’s one more thing you need to know. You’re not
          supposed to _______ loudly when you’re eating dinner. Only parents are expected  to talk at the dinner table. Children are not allowed to speak.
Steve:    Wow! That’s … that’s unusual!
Yang Ming: Haha, I’m just kidding!
設計意圖：聽前對圖片進行描述可以降低學生聽力難度，采用填空練習，將已學的詞匯通過聽力先輸入，然后再輸出對學生進行聽力訓練,不僅提高了聽力水來，又鞏固了所學知識，還可以幫助學生更深入地來了解中國的餐桌禮儀。
Task 9.Reading.
Step1.Listen and repeat
Yang Ming: You must be excited about leaving for China tomorrow, Steve!
Steve:     Yeah, but I'm a little nervous, too.
Yang Ming: Why?
Steve:     Well, for one thing, I don't know how to use chopsticks very well... and I don't know how
          to behave at the dinner table.
Yang Ming: Oh, I see. Well, one important thing is that you're not supposed to start eating first if there
          are older people at the table.
Steve:     That's interesting. In the United States, it doesn't matter.
Yang Ming: Yeah, I know. It's also impolite to stick your chopsticks into your food. You shouldn't point
          at anyone with your chopsticks, either.
Steve:     Oh, Ok.
Yang Ming: Oh, and there's one more thing you need to know. You're not supposed to talk when you're
          eating dinner. Only parents are expected to talk at the dinner table. Children are not
          allowed to speak.
Steve:     Wow! That's ... that's unusual!
Yang Ming: Haha, I'm just kidding!
Step2. Read the dialogue in pairs.
Step3. Find the differences in China and America in groups.

In China	in America
You aren't supposed to ____________ if there are ____________ at the table.	It doesn't matter
It's impolite to___________________ ____________.	We should use the forks and knives.
You shouldn't __________________ ___________.	We shouldn't point at anyone, either.
You aren't supposed to _______ loudly When _________________.	It's impolite to talk with your mouth full.

 
 
 
 
 
 
    
Step4.Let students try to say the differences between China and America.

In China	in America
You aren't supposed to ____________ if there are ____________ at the table.
It's impolite to___________________ ____________.
You shouldn't __________________ ___________.
You aren't supposed to _______ loudly When _________________.

 
 
 
 
 
設計意圖：跟讀可以訓練學生的語音語調，分角色朗讀可以幫學生創設語境來了解中美之間的差異，很好地提高跨國交流水平。采用表格對比的形式來尋找中國與美國的差異，再采用全部消失的形式來概述，可以讓聽力材料得到充分的利用，幫助學生更好地來了解中美餐桌禮儀上的差異，也為我們下一步地對話練習提供一個載體。
Task 10.Make a dialogue.
 Step1.  Work in pairs to make a dialogue to talk about the differences between China and America.
        
用到的句式：
A: What are(n't) you supposed to do in China?
B: We are(n't) supposed to ...
A: But in America, ...
Step2. Work in pairs to find more Chinese table manners.
              
   stand up           pick the food for others            eat up
                     with the serving chopsticks
              
  eat quickly            make noise                    laugh

 

   設計意圖：學生學習英語的最終目的,是用來交際的,所以本環節讓學生的語言技能得到了很好地提高，引導學生由詞到句，知識結構，語法在真實的語境中得到發揮與與運用，有效提高他們的綜合表達力與交際力.
Task 11.Sound painting.
     設計意圖：利用沙畫欣賞，激發學生在享受美食的同時，不僅要遵守我們的餐桌禮儀，養成很好地習慣，我們還要學會節儉，節約糧食，不浪費，學會尊重與理解勞動人民的勞動果實。
很好地激發了學生的情感和德育意識。
Task12. Summing-up
     我們學會了用be supposed to /be expected to / it's +adj. to do sth.來表達不同國家的餐桌禮儀，知道什么該做，什么不該做，從而養成良好地習慣。并且我們還學會在享受美食的同時，我們要學會節儉，愛護糧食，尊重勞動果實，尊重不同國家的禮儀，將我們中國的傳統文化傳承和發揚光大。
Homework:
A: Look for some more table manners in China and western countries.
B: Make a card to write what manners you do every day.
設計意圖：作業是學科教學的延伸和補充，是讓學生對單位時間內所學知識的，得到的理解、鞏固和應用。通過記錄卡片的形式，可以幫助學生養成很好地習慣，傳承我們的傳統禮儀。
 
 
六、板 書 設 計
Unit 5 You are supposed to shake hands.
We should(n't) eat with the chopsticks.
We are(n't) supposed to eat with the chopsticks.
We are(n't) expected to eat with the chopsticks.
It's (im)polite to...
It's rude...
point at
stick... into...
hit the empty bowl with the chopsticks
 
 
 
 
 

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